Paul Crawford, Lydia Lewis, Brian Brown and Nick Manning
The purpose of this paper is to examine the value of approaches to mental health based on creative practice in the humanities and arts, and explore these in relation to the…
Abstract
Purpose
The purpose of this paper is to examine the value of approaches to mental health based on creative practice in the humanities and arts, and explore these in relation to the potential contribution to mutual recovery.
Design/methodology/approach
The paper is a conceptual analysis and literature review.
Findings
Recovery can embrace carers and practitioners as well as sufferers from mental health problems. Divisions tend to exist between those with mental health needs, informal carers and health, social care and education personnel. Mutual recovery is therefore a very useful term because it instigates a more fully social understanding of mental health recovery processes, encompassing diverse actors in the field of mental health. Research demonstrates the importance of arts for “recovery orientated mental health services”, how they provide ways of breaking down social barriers, of expressing and understanding experiences and emotions, and of helping to rebuild identities and communities. Similarly, the humanities can advance the recovery of health and well‐being.
Originality/value
The notion of mutual recovery through creative practice is more than just a set of creative activities which are believed to have benefit. The idea is also a heuristic that can be useful to professionals and family members, as well as individuals with mental health problems themselves. Mutual recovery is perhaps best seen as a relational construct, offering new opportunities to build egalitarian, appreciative and substantively connected communities – resilient communities of mutual hope, compassion and solidarity.
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Cathy Brennan, Sonia Saraiva, Elizabeth Mitchell, Richard Melia, Lydia Campbell, Natalie King and Allan House
There are calls for greater regulation of online content related to self-harm and suicide, particularly that which is user-generated. However, the online space is a source of…
Abstract
Purpose
There are calls for greater regulation of online content related to self-harm and suicide, particularly that which is user-generated. However, the online space is a source of support and advice, including an important sharing of experiences. This study aims to explore what it is about such online content, and how people interact with it, that may confer harm or offer benefit.
Design/methodology/approach
The authors undertook a systematic review of the published evidence, using customised searches up to February 2021 in seven databases. The authors included empirical research on the internet or online use and self-harm or suicide content that had been indexed since 2015. The authors undertook a theoretically driven narrative synthesis.
Findings
From 4,493 unique records, 87 met our inclusion criteria. The literature is rapidly expanding and not all the evidence is high quality, with very few longitudinal or intervention studies so little evidence to understand possible causal links. Very little content online is classifiable as explicitly harmful or definitively helpful, with responses varying by the individual and immediate context. The authors present a framework that seeks to represent the interplay in online use between the person, the medium, the content and the outcome.
Originality/value
This review highlights that content should not be considered separately to the person accessing it, so online safety means thinking about all users. Blanket removal or unthinking regulation may be more harmful than helpful. A focus on safe browsing is important and tools that limit time and diversify content would support this.
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Robert John Searle and Ianiv Borseti
The purpose of this paper is to determine the effectiveness of an adapted dialectical behaviour therapy (DBT) treatment programme for individuals with an intellectual disability…
Abstract
Purpose
The purpose of this paper is to determine the effectiveness of an adapted dialectical behaviour therapy (DBT) treatment programme for individuals with an intellectual disability, via completion of a service evaluation.
Design/methodology/approach
Outcome measurements were competed at pre-, post- and 12 months follow-up, and the effectiveness of the intervention was assessed using a Friedman analysis.
Findings
Findings demonstrated that the treatment group showed significant differences in their “psychological distress” scores, but no significant differences were found in their “psychological well-being”, “anxiety” or “quality of life” (WHO-QOL) scores over time.
Originality/value
Overall, the current study adds to the small but growing literature that supports using the skills training group part of DBT as a stand-alone psychological intervention when working with people with an intellectual disability.
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Sajad Fayezi, Maryam Zomorrodi and Lydia Bals
The purpose of this paper is to unpack tensions faced by procurement professionals as part of their triple bottom line (TBL) sustainability activities. The authors take an…
Abstract
Purpose
The purpose of this paper is to unpack tensions faced by procurement professionals as part of their triple bottom line (TBL) sustainability activities. The authors take an integrative perspective based on the procurement sustainability and organizational tensions literature, as well as stakeholder and institutional theory.
Design/methodology/approach
The authors use a multiple case study approach. Data are collected through multiple interviews and archival data from eight case companies in Australia.
Findings
The authors identify supply chain and company procurement sustainability tensions (PSTs) and explain their multi-level nature. The analysis also dissects the multi-stakeholder and multi-institutional environments where PSTs operate. The authors discuss such environments in terms of various temporal and spatial legitimacy contexts (LCs) that, through their assessment of institutional distance, can characterize the manifestation of PSTs.
Practical implications
The findings are instrumental for managers to make informed decisions when dealing with PSTs, and they pave the way for paradoxical leadership given the increasing importance of simultaneous development and balancing of TBL dimensions, as evidenced in this study.
Originality/value
This is one of the first studies to empirically investigate PSTs by drawing on an integrative approach to identify PSTs, and to discern various LCs that underpin stakeholder judgments of procurement’s TBL sustainability activities.
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Lydia Amaro and Caren Brenda Scheepers
Women leaders struggle with the persistent paradoxical expectations. Literature suggests that a paradox mindset helps to leverage these tensions. This study aims to understand the…
Abstract
Purpose
Women leaders struggle with the persistent paradoxical expectations. Literature suggests that a paradox mindset helps to leverage these tensions. This study aims to understand the nexus between the microfoundations of individual women leaders’ experiences, their responses and the organisational context, which enables or hinders their paradox mindset.
Design/methodology/approach
This study adopted a qualitative approach by conducting semistructured interviews with 14 women, all senior leaders in corporate South Africa.
Findings
The results reveal the interaction in the nexus between, firstly, women leaders’ authenticity and awareness as key anchors that enable them to adopt a paradox mindset and, secondly, the organisation’s role in creating hindrances or opportunities to leverage tensions. Women leaders in our sample applied one of two strategies: they either adapted to the environment or curated a subenvironment. This study shows that, if done authentically, through her own agency, a woman can influence interactions that make it easier to manage tensions within her environment, especially those created by negative performance evaluation because of unconscious institutional gender bias.
Research limitations/implications
The extent to which the findings of this research can be generalised is constrained by the selected research context.
Originality/value
This research contributes to the literature on paradox theory by revealing organisational contextual influencers, such as institutional bias in negative performance evaluation, which hinders a woman leader’s opportunity to be hired or promoted. These organisational influences also interact with women leaders’ ability to embrace paradox and internally leverage agentic and communal tensions.
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Lydia Tan-Chia, Yanping Fang and Pow Chew Ang
The purpose of this paper is to report on an exploratory study, Project En-ELT (enhancing English language learning and teaching), which used lesson study to mediate curriculum…
Abstract
Purpose
The purpose of this paper is to report on an exploratory study, Project En-ELT (enhancing English language learning and teaching), which used lesson study to mediate curriculum innovation to enhance student learning by engaging teachers in learning and implementing effective English language teaching strategies and formative assessment practices in seven lower secondary schools in Singapore over two years. It aims to portray how lesson study can be adapted to build teacher pedagogical capacity in carrying out the language development goals formulated in the revised national English Language Syllabus 2010.
Design/methodology/approach
Project evaluation is embedded systematically into the research design from the very beginning of the pilot to in between each step of lesson study process across three consecutive cycles in order to evaluate the effectiveness of the pilot program from the project advisors’, participating teachers’ and students’ perspectives. Both the quantitative and qualitative data were collected in and across the instructional steps and lesson study cycles to create immediate evidence-based feedback to inform continuous on-going adjustment and improvement.
Findings
Findings indicate that across the three cycles the lesson study teams moved from isolated to collaborative planning; from poor understanding and mechanical execution of the retelling strategy to a more sophisticated and skilful use of reciprocal teaching. An increase was found in teacher confidence and positive attitude towards the value of the project in developing their language and teaching effectiveness. There was enhanced student engagement and collaborative participation in the lessons while assessment for learning was fostered in the classroom.
Originality/value
Program evaluation provided feedback loops to ensure that each enactment stage and cycle learns from and builds on the limitations and strengths of the previous one(s) so internal consistency, continuity and coherence can be achieved for concrete implementation; different perspectives from the project officers/researchers, teachers and students were collected consistently and analyzed to gauge the accuracy of the findings; the collaboration between Ministry of Education curriculum officers, specialists and teachers, through lesson study, was able to create democratic relations rested upon interdependence, and mutual respect and trust; and it provides an illustrative case of how lesson study can be used effectively to help schools carry out national curriculum and pedagogical innovations. The project has important implications for addressing the issues of implementation and sustainability of innovative curriculum practices.
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The chapter reconstructs the methodological trajectory of Polly Hill. Crossing the boundaries between economics and anthropology, Hill’s work was simultaneously an epistemic…
Abstract
The chapter reconstructs the methodological trajectory of Polly Hill. Crossing the boundaries between economics and anthropology, Hill’s work was simultaneously an epistemic challenge to development economics, and a testimony to the complexity and richness of economic life in what she called the “rural tropical world.” Drawing inspiration from the process that Mary Morgan referred to as “seeking parts, looking for wholes,” the chapter explores the evolving relationship between observational practice and conceptual categories in Hill’s work on West Africa and India. It is argued that fieldwork, the central element in Hill’s methodological reflection, served two main functions. Firstly, it acted as the cornerstone of her views on observation and induction, framing her understanding of the relationship between “parts” and “wholes.” Secondly, Hill used fieldwork as a narrative trope to articulate her hopeful vision for an integration of economics and anthropology, and later express her feelings of distance and alienation from the ways in which these disciplines were actually practiced.
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More subject tracings. More notes. More added entries for persons, groups, and titles. More up‐to‐date terminology. More specific topical headings. More analytics. More subject…
Abstract
More subject tracings. More notes. More added entries for persons, groups, and titles. More up‐to‐date terminology. More specific topical headings. More analytics. More subject access to single literary works. That's what will make online (and most other) catalogs work better. But is our primary cataloging source doing it? Judge for yourself by comparing these Library of Congress and Hennepin County Library records for small and alternative press titles:
Laura Hedin, Lydia Gerzel-Short, Lisa Liberty and Jason Pope
District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic…
Abstract
Purpose
District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.
Design/methodology/approach
In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.
Findings
25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.
Research limitations/implications
Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.
Practical implications
Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.
Social implications
The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.
Originality/value
Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.