Niall McTernan, Eve Griffin, Grace Cully, Enda Kelly, Sarah Hume and Paul Corcoran
Internationally, rates of suicide and lifetime self-harm are higher in prisoners compared to the general population. This study aims to identify specific characteristics of…
Abstract
Purpose
Internationally, rates of suicide and lifetime self-harm are higher in prisoners compared to the general population. This study aims to identify specific characteristics of self-harming behaviour and to establish a profile of prisoners who engage in self-harm.
Design/methodology/approach
Data from the Self-Harm Assessment and Data Analysis Project (SADA) on self-harm episodes in prisons in the Republic of Ireland during 2017–2019 was used. Annual rates per 1,000 were calculated by age and gender.
Findings
The rate of self-harm between 2017 and 2019 was 31 per 1,000 prisoners for men and six times higher at 184 per 1,000 prisoners for women. The rate of self-harm was twice as high among prisoners on remand than sentenced prisoners (60.5 versus 31.3 per 1,000). The highest rates of self-harm among sentenced prisoners were observed among 18–29-year-old men (45 per 1,000) and women (125 per 1,000). The rate of self-harm was higher among women prisoners in all age groups. Contributory factors associated with self-harm were mainly related to mental health but also linked to a prisoner’s environment and relationships.
Practical implications
There is a need to ensure access to timely and suitable mental health services, including both appropriate referral and provision of evidence-based mental health interventions to address the needs of these cohorts.
Originality/value
To the best of the authors’ knowledge, this is the first national study to systematically examine incidence and patterns of self-harm among the prison population in Ireland. The recording of severity/intent of each episode is novel when assessing self-harm among the prison population.
Details
Keywords
Lauren Bishop, Ann Hemingway and Sara Ashencaen Crabtree
UK mental health strategy calls for interventions that empower people to self-manage their condition. In lifestyle coaching, coach and client work collaboratively on positive…
Abstract
Purpose
UK mental health strategy calls for interventions that empower people to self-manage their condition. In lifestyle coaching, coach and client work collaboratively on positive behaviour change to improve client health. There is debate about the appropriateness of coaching for mental health, yet claims have not been supported with evidence. Therefore, the purpose of this paper is to explore the nature and scope of the existing research literature in this field.
Design/methodology/approach
Scoping review.
Findings
The growing evidence base shows positive outcomes of coaching; for instance, symptom reduction, enhanced self-management and achievement of personal goals.
Research limitations/implications
The evidence base is small and of variable quality, offering insights that warrant further exploration.
Practical implications
Coaching not only supports better self-management but also addresses further mental health strategy priorities (such as improved physical health and social functioning). Coaches need not be mental health experts; therefore coaching may be a cost-effective intervention.
Social implications
As mental ill-health prevalence continues to rise despite widespread use of Improving Access to Psychological Therapies and medication, there is a need to explore how novel approaches such as coaching might be integrated into mental healthcare.
Originality/value
This is the first study to collate the evidence on mental health coaching, highlighting its extensive potential, which should be further explored in research and practice.
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John Hamilton and Singwhat Tee
Four learning modes, interacting through students as different learning systems, are mapped into a cone-of-learning continuum that allows tertiary institutions to visually…
Abstract
Purpose
Four learning modes, interacting through students as different learning systems, are mapped into a cone-of-learning continuum that allows tertiary institutions to visually re-consider where within their cone-of-learning, they choose to position their learning approaches. Two forms of blended learning are also distinguished. The paper aims to discuss these issues.
Design/methodology/approach
Undergraduate law, business, IT, and creative arts student perceptions are structural equation modelled (SEM) into traditional, blended-enabled, blended-enhanced, and flexible learning systems.
Findings
Within the SEM derived learning cone-of-learning continuum, a migration from traditional learning systems towards blended and flexible learning systems typically offers higher-net levels of undergraduate student learning experiences and outcomes.
Research limitations/implications
The authors do not capture learning system feedback loops, but the cone-of-learning approaches can position against chosen competitors. The authors recognise benchmark, positioning, and transferability differences may exist between different tertiary institutions; different learning areas; and different countries of operation. Cone-of-learning studies can expand to capture student perceptions of their value acquisitions, overall satisfaction, plus trust, and loyalty considerations.
Practical implications
The cone-of-learning shows shifts towards flexibility as generating higher student learning experiences, higher student learning outcomes, and as flexible technologies mature this demands higher student inputs. These interactive experiential systems approaches can readily incorporate new technologies, gamifications, and engagements which are testable for additional student deep-learning contributions. Experiential deep-learning systems also have wide industrial applications.
Social implications
Understanding the continuum of transitioning between and across deeper-learning systems offers general social benefit.
Originality/value
Learning system studies remain complex, variable systems, dependent on instructors, students, and their shared experiential engagements environments. This cone-of-learning continuum approach is useful for educators, business, and societal life-long learners who seek to gauge learning and outcomes.