Search results

Those in prison have expert knowledge of issues affecting their health and wellbeing. The purpose of this paper is to report on work undertaken with male prisoners. This paper presents learning and findings from the process of engaging imprisoned men as peer researchers.

The peer researcher approach offers an emic perspective to understand the experience of being in prison. The authors established the peer research role as an educational initiative at a long-stay prison in Wales, UK to determine the feasibility of engaging imprisoned men as peer researchers. Focus groups, interviews and questionnaires were used by the peer researchers to identify the health and wellbeing concerns of men in prison.

The project positively demonstrated the feasibility of engaging imprisoned men as peer researchers. Four recurring themes affecting health and wellbeing for men in a prison vulnerable persons unit were identified: communication, safety, respect and emotional needs. Themes were inextricably linked demonstrating the complex relationships between prison and health.

This was the first prison peer-research project to take place in Wales, UK. It demonstrates the value men in prison can play in developing the evidence base around health and wellbeing in prison, contributing to changes within the prison to improve health and wellbeing for all.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

Black fathers, and specifically fathers who identify as African American, represent a group of parents who are at once not well understood and pervasively stereotyped in negative ways. In this chapter, we describe the risks and resilience of Black fathers and their children, with a special focus on mental health and coping with stress. We emphasize a cultural practices approach that takes into account both the risks specific to Black fathers’ capacity to parent their children and a theoretical foundation for understanding the inherent strengths of Black men and their families. Finally, we address the need for early childhood educators to partner with Black fathers as a means to best support children and their families.

Using a national data set from the Early Childhood Longitudinal Study – Birth Cohort, we examined factors associated with approximately 700 young African American boys’ pre-academic skills. The factors examined included (a) family characteristics, behaviors, and beliefs; (b) nonparental care literacy activities; and (c) child health, aggression, and approaches to learning (e.g., curiosity, independence, and persistence). High achieving boys are contrasted with other boys, along the following dimensions: familial, early childhood program, child characteristics and practices and their pre-academic skills, and whether the association was moderated by achievement status. Regression analyses indicated that some aspects of family, preschool, and child characteristics were associated with African American boys’ early outcomes, especially parental caretaking (e.g., bathing and brushing teeth) and approaches to learning (e.g., persistence and attention). Recommendations for educational practices and policies were offered.

This paper examines how entrepreneurship focused programs build capacities for disadvantaged groups to pursue more dignified lives. The struggles of disadvantaged entrepreneurs against pronounced structural constraints are well documented, but less is known about how targeted programs of entrepreneurship focused support change the status quo for disadvantaged communities.

The paper is grounded in a mainly inductive, interpretive study and explores the work of an entrepreneurship focused program targeted at refugee participants. The paper reports on intensive fieldwork and in-depth interviews with 23 program participants in London, UK.

The empirical sections elaborate three key mechanisms supporting greater self-determination and better opportunities: building entrepreneurial intention, building contextual legitimacy and building proximal ties. These mechanisms empower disadvantaged groups to pursue a wide variety of meaningful goals, including but not limited to starting a business.

This paper draws attention to problems of over-emphasizing the disadvantaged entrepreneurs' agency. It uses the vocabulary of self-determination theory (SDT) and offers a psychosocial perspective of the consequences of disadvantage and the potential for entrepreneurship focused programs to build key capacities and improve precarious lives.

Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined, operationalized, and put into classroom practice lacks consistency and often is based on dated conceptualizations of the construct. Scholars have employed a variety of theoretical and practical approaches to utilizing historical empathy with students, leading to persistent confusion about the nature, purpose and fostering of historical empathy. Our goal is to present an updated conceptualization that clearly defines historical empathy as a dual-dimensional, cognitive-affective construct and differentiates historical empathy from exclusively cognitive or affective modes of historical inquiry. We further provide an updated instructional model for the promotion of historical empathy that includes consideration for historical empathy’s proximate and ultimate goals. We aim to highlight where research has produced some consensus on best practice for promoting empathy and where further study is needed.

The UK Government-funded National Health Service (NHS) is experiencing significant pressures because of the complexity of challenges to, and demands of, health-care provision. This situation has driven government policy level support for transformational change initiatives, such as value-based health care (VBHC), through closer alignment and collaboration across the health-care system-life science sector nexus. The purpose of this paper is to evaluate the necessary antecedents to collaboration in VBHC through a critical exploration of the existing literature, with a view to establishing the foundations for further development of policy, practice and theory in this field.

A literature review was conducted via searches on Scopus and Google Scholar between 2009 and 2019 for peer-reviewed articles containing keywords and phrases “Value-based healthcare industry” and “healthcare industry collaboration”. Refinement of the results led to the identification of “guiding conditions” (GCs) for collaboration in VBHC.

Five literature-derived GCs were identified as necessary for the successful implementation of initiatives such as VBHC through system-sector collaboration. These are: a multi-disciplinarity; use of appropriate technological infrastructure; capturing meaningful metrics; understanding the total cycle-of-care; and financial flexibility. This paper outlines research opportunities to empirically test the relevance of the five GCs with regard to improving system-sector collaboration on VBHC.

This paper has developed a practical and constructive framework that has the potential to inform both policy and further theoretical development on collaboration in VBHC.