Laura Carroll, Hannah Casey, Rory Adams, Stephanie O’Connor and Áine O’Reilly
There is a high prevalence of trauma among mental health clients, with risk of re-traumatisation when admitted to a Department of Psychiatry (DoP) (Kimberg and Wheeler, 2019). The…
Abstract
Purpose
There is a high prevalence of trauma among mental health clients, with risk of re-traumatisation when admitted to a Department of Psychiatry (DoP) (Kimberg and Wheeler, 2019). The COVID-19 pandemic poses challenges to therapy service operations in DoPs, with infection control measures impacting opportunities for therapeutic and social engagement. A trauma-informed care (TIC) lens was used when adapting services in Tallaght University Hospital DoP in response to COVID-19.
Design/methodology/approach
An interdisciplinary approach was taken to adapt therapy services during early stages of the pandemic. Changes were informed by TIC principles to minimise re-traumatisation while maintaining high-quality services. Changes included expansion of the therapeutic activity programme, changes to groups, addition of COVID-19-specific groups and increased awareness of communication support needs.
Findings
The early response to the pandemic, combined with the focus on TIC, resulted in continued, effective therapy services and positive client feedback. With clients’ involvement in their care enhanced, Individual Care Planning goals were achieved through group interventions.
Originality/value
The COVID-19 pandemic brought unprecedented changes to mental health services. This paper highlights a response to unique challenges brought by COVID-19 on a DoP.
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Graziella Pagliarulo McCarron, Steven Zhou, Alec Campbell, Elizabeth Schierbeek and Kailee Kodama Muscente
The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict…
Abstract
The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.
To understand how females who had recently been street homeless made sense of their lived experience, seven women engaged in semi-structured interviews. This study aims to provide…
Abstract
Purpose
To understand how females who had recently been street homeless made sense of their lived experience, seven women engaged in semi-structured interviews. This study aims to provide an insight into the complexities of the gendered homeless experience, while using theories of trauma and victimisation to propose a new approach to understanding the cycle of female homelessness.
Design/methodology/approach
An interpretative phenomenological analysis approach was chosen to explore the phenomenon of female homelessness. Semi-structured interviews were conducted with a small homogenous sample of women recruited in a city in the south of England.
Findings
Two super-ordinate themes emerged: victimisation and trauma and the group and the individual. In the male-dominated world of homelessness, women were caught in a cycle of multiple traumatic loss, compounded by pervasive gender-based violence, struggles in identity and systematic control. Gendered, trauma-informed women’s homelessness services are required.
Practical implications
Findings demonstrate the desperate need for an expansion in female-only homelessness services. The lived experience of the participants adds to an evidence base, which is vital to inform effective trauma-informed gendered service provision.
Originality/value
Homelessness policies draw principally on the prevalent literature on men; the UK research with women is lacking. This study gives voice to a hidden population, using the lived experience of women to suggest a new model of female homelessness.
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Julie Stubbs, Sophie Russell, Eileen Baldry, David Brown, Chris Cunneen and Melanie Schwartz
Meghan McGlinn Manfra and John K. Lee
In this qualitative case study we explored the experiences of low- achieving students responding to an educational blog. Our intention was to leverage the unique affordances of…
Abstract
In this qualitative case study we explored the experiences of low- achieving students responding to an educational blog. Our intention was to leverage the unique affordances of blogs to teach United States history concepts primarily by providing access to digital primary sources and facilitating on-line participation. Overall, our findings point to the positive potential of blogs to enhance instruction with low-achieving students. We found the integration of the educational blog provided an effective instructional format to differentiate content instruction and deliver “equity pedagogy.” In this study student participation increased, students engaged in historical work (although tentative), and the resources activated their prior knowledge. Rather than withholding Web 2.0 technologies from low-achieving students we encourage teachers to use them to meet the unique learning needs of all of their students. With thoughtful scaffolding, it appears teachers might be able to leverage the unique features of blog-based activities to improve student experiences.
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Julie Stubbs, Sophie Russell, Eileen Baldry, David Brown, Chris Cunneen and Melanie Schwartz
Natalie Coers, Nicole Stedman, Grady Roberts, Allen Wysocki and Hannah Carter
The purpose of this study was to explore the phenomenon of leadership development as experienced by non-government organization (NGO) executive leaders in international…
Abstract
The purpose of this study was to explore the phenomenon of leadership development as experienced by non-government organization (NGO) executive leaders in international agricultural development. Data were collected from twelve executive NGO leaders through in-depth interviews to understand the textural and structural essences of the participants’ lived experiences of leadership development. Findings indicated the integral role of mentoring in leadership development prior to obtaining an executive leadership role and supported the conceptual model inclusive of mentoring as a mediating factor of efficacious leadership development. The study provided implications and future research recommendations for executive leaders in international agricultural development, as well as for leadership educators and practitioners.
This paper addresses a gap in the analysis of the dynamic and challenging relationship between libraries, Web 2.0 and young adults, suggesting the relevance of a critical approach.
Abstract
Purpose
This paper addresses a gap in the analysis of the dynamic and challenging relationship between libraries, Web 2.0 and young adults, suggesting the relevance of a critical approach.
Design/methodology/approach
This paper represents an exploratory literature review with the objective of identifying a possible gap in the way the library and information science (LIS) community is addressing the concept of Web 2.0.
Findings
Findings indicate that the research produced in other fields, such as communication or computer science; the way young adults interrelate with new technologies; and the need for collaboration between practitioners and researchers justify and support the use of a critical perspective to analyze the suggested topic.
Originality/value
The call for a critical approach to technology is certainly not a novel suggestion in the LIS scholarship; however, its resurgence is extremely relevant for the LIS field because of the significant role that technology is playing in the daily life of the library and its users.
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With the widespread use of technology, computer-assisted language learning (CALL) has recently gained a vital momentum as it improves communication competence in an authentic…
Abstract
With the widespread use of technology, computer-assisted language learning (CALL) has recently gained a vital momentum as it improves communication competence in an authentic, real-life learning environment. Therefore, the current chapter presents a discussion of the humanization of English language teaching (ELT) by using CALL tools in a higher education institution. Sixteen Turkish students who were studying in the preparatory class in a Turkish state university were included in the study. The research was designed focusing on a qualitative research method. Joint interviewing was conducted at the beginning and end of the academic year, 2018–2019. The interview questions were asked about their perceptions of learning via CALL in the classroom. The findings from the first and second interviews were compared and analyzed according to what they thought and how they were affected. The empirical data presented in this chapter explicated students’ views on the humanization of ELT through CALL in Turkish tertiary English preparatory classes. Ultimately, this chapter sets the grounds for students, teachers, higher education institutions and designers to consider the possible effects of CALL to enhance the humanization of ELT.