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Article
Publication date: 1 December 2010

Neil Quinn and Hannah Biggs

There are significant inequalities in mental health, with mental health problems and poor mental health more common in areas of deprivation. Current policy in Scotland…

403

Abstract

There are significant inequalities in mental health, with mental health problems and poor mental health more common in areas of deprivation. Current policy in Scotland acknowledges the impact of social and environmental factors on community mental health and well‐being and the need for public mental health to engage with regeneration initiatives. This study, based in a low‐income community in east Glasgow, assesses what factors influence community mental health and well‐being and how to develop par tnerships to address these issues. It involved a workshop with community planning agencies and residents' groups in east Glasgow, an action research project with local residents and a validation event with local residents. The study found that social circumstances influenced mental health and well‐being, with people having concerns about their neighbourhood and environment, with antisocial behaviour emerging as a major factor contributing to residents feeling unsafe, isolated and unhappy living in the area. At the same time, residents talked a lot about how happy they felt about the community they were par t of and the impor tant role that social capital can play in low‐income areas in promoting well‐being. The study also highlights the need for par tnerships between health and other sectors and the impor tance of ensuring multi‐agency working that embeds public mental health within the agendas of housing and regeneration sectors. Finally, it demonstrates that action research between par tner agencies and communities will be more effective in identifying key issues and that within such a process, there is more likely to be ‘buy in’ from these agencies to bring about social change.

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Journal of Public Mental Health, vol. 9 no. 4
Type: Research Article
ISSN: 1746-5729

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Article
Publication date: 1 December 2010

Lee Knifton and Isabella Goldie

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Abstract

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Journal of Public Mental Health, vol. 9 no. 4
Type: Research Article
ISSN: 1746-5729

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Article
Publication date: 24 May 2023

Sharon-Marie Gillooley, Sheilagh Mary Resnick, Tony Woodall and Seamus Allison

This study aims to examine the phenomenon of self-perceived age (SPA) identity for Generation X (GenX) women in the UK. Squeezed between the more ubiquitous “boomer” and…

659

Abstract

Purpose

This study aims to examine the phenomenon of self-perceived age (SPA) identity for Generation X (GenX) women in the UK. Squeezed between the more ubiquitous “boomer” and “millennial” cohorts, and now with both gender and age stigma-related challenges, this study looks to provide insights for understanding this group for marketing.

Design/methodology/approach

This study adopts an existential phenomenological approach using a hybrid structured/hermeneutic research design. Data is collected using solicited diary research (SDR) that elicits autoethnographic insights into the lived experiences of GenX women, these in the context of SPA.

Findings

For this group, the authors find age a gendered phenomenon represented via seven “age frames”, collectively an “organisation of experience”. Age identity appears not to have unified meaning but is contingent upon individuals and their experiences. These frames then provide further insights into how diarists react to the stigma of gendered ageism.

Research limitations/implications

SDR appeals to participants who like completing diaries and are motivated by the research topic. This limits both diversity of response and sample size, but coincidentally enhances elicitation potential – outweighing, the authors believe, these constraints. The sample comprises UK women only.

Practical implications

This study acknowledges GenX women as socially real, but from an SPA perspective they are heterogeneous, and consequently distributed across many segments. Here, age is a psychographic, not demographic, variable – a subjective rather than chronological condition requiring a nuanced response from marketers.

Originality/value

To the best of the authors’ knowledge, this is the first formal study into how SPA identity is manifested for GenX women. Methodologically, this study uses e-journals/diaries, an approach not yet fully exploited in marketing research.

Details

European Journal of Marketing, vol. 57 no. 10
Type: Research Article
ISSN: 0309-0566

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Book part
Publication date: 5 December 2014

Elizabeth F. S. Hannah, Richard Ingram, Claire Kerr and Timothy B. Kelly

This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in…

Abstract

This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland – educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facilitate professional identity development, mirror key aspects of professional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articulation and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small-scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replication of using IBL as a tool to enhance and facilitate interdisciplinary learning.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

Available. Open Access. Open Access
Article
Publication date: 15 July 2019

Kevan W. Lamm, Nekeisha L. Randall, Alexa J. Lamm and Hannah S. Carter

Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for…

186

Abstract

Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for policy leaders is not readily available in academic literature. This article serves to address this gap by proposing a conceptual model of the policy leadership framework. The model expounds upon previous literature and identifies 16 areas vital to the policy process. Implications of the model relate to equipping leadership educators in the classroom and in the community with enhanced policy leadership research and curriculum.

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Journal of Leadership Education, vol. 18 no. 3
Type: Research Article
ISSN: 1552-9045

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Article
Publication date: 5 August 2024

Ori Eyal and Izhak Berkovich

The current body of research has separately examined ethics education design and evaluation, as well as the development of ethical identity in managers. However, a notable…

78

Abstract

Purpose

The current body of research has separately examined ethics education design and evaluation, as well as the development of ethical identity in managers. However, a notable deficiency in the literature lies in the absence of a comprehensive investigation into the interconnections between these two areas. This conceptual paper aims to address this lacuna.

Design/methodology/approach

Building on the theoretical foundations of identity control theory, this paper presents a conceptual model that outlines the dynamics of ethics education for managers, whether outside the organization or as a human resource development (HRD) initiative. Drawing upon a diverse range of literature sources, the model places significant emphasis on the interactive nature of identity formation, taking into account both individual agency and the educational context.

Findings

The conceptual model developed based on identity control theory illuminates the functioning of ethics education and its impact. The model illustrates the multifaceted nature of the relationship between ethics education and the development and sustenance of ethical identity in managers. It underscores the iterative process of identity control, wherein managers continuously navigate their ethical identities in response to internal and external influences.

Originality/value

While ethics education in management and HRD studies is widely acknowledged, there is a significant gap in understanding the psychological mechanisms that explain the maintenance of self-identity and the dynamic interplay between individuals and their social environment. This gap is particularly relevant to educational programs, which not only shape the social environment for trainees but also aim to foster the development and preservation of their individual identities.

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Journal of Workplace Learning, vol. 36 no. 8
Type: Research Article
ISSN: 1366-5626

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Book part
Publication date: 21 March 2023

Jeremy Hawksworth

This chapter provides a descriptive account of a pilot study conducted to inform PhD level research. The study aimed to explore areas of support considered by participants to…

Abstract

This chapter provides a descriptive account of a pilot study conducted to inform PhD level research. The study aimed to explore areas of support considered by participants to reduce their risk of perpetration and tested the degree to which the approach can produce useful findings. For the pilot, semi-structured interviews were conducted with two heterosexual men over 55 years of age sentenced for intimate partner violence (IPV)-related offences and supervised by the probation service in the UK. Interview and field note data were analysed thematically. This analysis produced themes relating to age-related risk and protective factors, barriers to help seeking and change over time. Themes indicate that protective factors relating to emotional support within the community, maintenance of social support networks, forms of crisis support and barriers to seeking help may reduce risk within this age group. Across the life course immediate and extended family support and advice and support from peers and colleagues appear of value. Loss of social connection in late life suggests increased risk of perpetration.

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Not Your Usual Suspect: Older Offenders of Violence and Abuse
Type: Book
ISBN: 978-1-80071-887-6

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Abstract

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Teacher Preparation in the United States
Type: Book
ISBN: 978-1-80071-688-9

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Book part
Publication date: 5 December 2017

Robin Martin, Olga Epitropaki and Laurie O’Broin

Leadership training has led to a large amount of research due to the belief that such training can lead to (or more precisely cause) positive changes in followers’ behavior and…

Abstract

Leadership training has led to a large amount of research due to the belief that such training can lead to (or more precisely cause) positive changes in followers’ behavior and work performance. This chapter describes some of the conditions necessary for research to show a causal relationship between leadership training and outcomes. It then describes different research designs, employed in leadership training research, and considers the types of problems that can affect inferences about causality. The chapter focuses on the role of randomization of leaders (e.g., into training vs. non-training conditions) as a key methodological procedure and alludes to problems of achieving this in field settings.

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Methodological Challenges and Advances in Managerial and Organizational Cognition
Type: Book
ISBN: 978-1-78743-677-0

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Book part
Publication date: 20 March 2024

Nicole B. Reinke, Eva Hatje, Ann L. Parkinson and Mary Kynn

Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework…

Abstract

Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework to guide universities toward a re-evaluation of academic integrity education. It takes a village to raise a child – a child needs role models and positive influences from multiple people for healthy growth and development. With regard to academic integrity, the parallel is that the entire university community needs to be involved to foster development of students of integrity. The institution and its community need to provide structures, multiple positive and effective learning experiences, and clear guidelines to support both staff and students. In this chapter, we argue that academic integrity needs to be seen as a complex system, one in which everyone involved has responsibility to develop and maintain a culture of integrity and one which supports a student throughout their academic journey.

Details

Worldviews and Values in Higher Education
Type: Book
ISBN: 978-1-80262-898-2

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