Search results

1 – 10 of 26
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 31 March 2022

Gary Lamph, Alison Elliott, Kathryn Gardner, Karen Wright, Emma Jones, Michael Haslam, Nicola Graham-Kevan, Raeesa Jassat, Fiona Jones and Mick McKeown

Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview…

274

Abstract

Purpose

Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview and the research evaluation results of a regional higher education programme delivered to a range of criminal justice workers used on the OPD pathway.

Design/methodology/approach

Three modules were developed and delivered; these are (1) enhancing understanding (20 students), (2) formulation and therapeutic intervention (20 students) and (3) relationships, teams and environments (17 students). A mixed-methods study evaluated participant confidence and compassion. Pre, post and six-month follow-up questionnaires were completed. Additionally, a series of focus groups were conducted to gain in-depth qualitative feedback with a cross-section of students across the modules (N = 7). Quantitative data was collected and analysed separately due to the three modules all having different content. Qualitative data was analysed, and a synthesis of qualitative findings was reported from data taken across the three modules.

Findings

A total of 52 students participated, drawn from three modules: Module 1 (N = 19); Module 2 (N = 18); Module 3 (N = 15). Confidence in working with people with a personality disorder or associated difficulties improved significantly following completion of any of the modules, whereas compassion did not. Results have been synthesised and have assisted in the future shaping of modules to meet the learning needs of students.

Research limitations/implications

Further evaluation of the effectiveness of educational programmes requires attention, as does the longer-term durability of effect. Further research is required to explore the post-training impact upon practice, and further exploration is required and larger sample sizes to draw definitive conclusions related to compassion.

Practical implications

This unique model of co-production that draws upon the expertise of people with lived experience, occupational frontline and academics is achievable and well received by students and can be reproduced elsewhere.

Social implications

The positive uptake and results of this study indicate a need for expansion of accessible OPD workforce training opportunities across the UK. Further research is required to explore student feedback and comparisons of effectiveness comparing different modes of training delivery, especially in light of the pandemic, which has forced organisations and higher education institutions to develop more digital and distance learning approaches to their portfolios.

Originality/value

This novel research provides an evaluation of the only higher education credit-bearing modules in the UK focussed solely upon the OPD workforce and aligned with the national drive for non-credit bearing awareness level training “knowledge and understanding framework” (KUF).

Details

The Journal of Forensic Practice, vol. 24 no. 2
Type: Research Article
ISSN: 2050-8794

Keywords

Access Restricted. View access options
Article
Publication date: 27 September 2023

Gary Lamph, Alison Elliott, Sue Wheatcroft, Gillian Rayner, Kathryn Gardner, Michael Haslam, Emma Jones, Mick McKeown, Jane Gibbon, Nicola Graham-Kevan and Karen Wright

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a…

83

Abstract

Purpose

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

Design/methodology/approach

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

Findings

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Research limitations/implications

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

Practical implications

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

Originality/value

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

Details

The Journal of Forensic Practice, vol. 25 no. 4
Type: Research Article
ISSN: 2050-8794

Keywords

Access Restricted. View access options
Article
Publication date: 16 July 2009

Nicola Graham‐Kevan, Jane Ireland, Michelle Davies and Douglas Fry

65

Abstract

Details

Journal of Aggression, Conflict and Peace Research, vol. 1 no. 2
Type: Research Article
ISSN: 1759-6599

Access Restricted. View access options
Article
Publication date: 1 June 2011

Nicola Graham‐Kevan

This study using a prison sample to explore Social Dominance Orientation (SDO), socially dominant inmate behaviour, index offence, age and length of time served in secure…

1337

Abstract

This study using a prison sample to explore Social Dominance Orientation (SDO), socially dominant inmate behaviour, index offence, age and length of time served in secure environments. A sample of 397 adult male prisoners completed the Direct and Indirect Prisoner Behaviour Checklist‐ Scaled (prisoner behaviour towards other inmates and staff) and the Social Dominance Orientation (SDO) Scale. It was predicted that prisoners would report higher SDO than non‐incarcerated populations and that among inmates those with approach orientated index offences would be higher in SDO than those whose offenses were more remote. It was also predicted that SDO would be related to younger age, higher lifetime rates of incarceration, more negative behaviour towards other inmates and staff, and more resource focused behaviour. The results broadly supported predictions, and possible implications for practice and directions for future research are discussed.

Details

Journal of Criminal Psychology, vol. 1 no. 1
Type: Research Article
ISSN: 2009-3829

Keywords

Available. Content available
Article
Publication date: 11 January 2013

Nicola Graham-Kevan, Jane L. Ireland, Michelle Davies and Douglas P. Fry

78

Abstract

Details

Journal of Aggression, Conflict and Peace Research, vol. 5 no. 1
Type: Research Article
ISSN: 1759-6599

Access Restricted. View access options
Article
Publication date: 31 January 2011

Nicola Graham‐Kevan, Jane Ireland, Michelle Davies and Douglas Fry

89

Abstract

Details

Journal of Aggression, Conflict and Peace Research, vol. 3 no. 1
Type: Research Article
ISSN: 1759-6599

Access Restricted. View access options
Article
Publication date: 30 September 2010

Jane Ireland, Nicola Graham‐Kevan, Michelle Davies and Douglas Fry

71

Abstract

Details

Journal of Aggression, Conflict and Peace Research, vol. 2 no. 4
Type: Research Article
ISSN: 1759-6599

Access Restricted. View access options
Article
Publication date: 6 July 2010

Nicola Graham‐Kevan, Jane Ireland, Michelle Davies and Douglas Fry

65

Abstract

Details

Journal of Aggression, Conflict and Peace Research, vol. 2 no. 3
Type: Research Article
ISSN: 1759-6599

Access Restricted. View access options
Article
Publication date: 20 April 2009

Jane Ireland, Nicola Graham‐Kevan, Michelle Davies and Douglas Fry

83

Abstract

Details

Journal of Aggression, Conflict and Peace Research, vol. 1 no. 1
Type: Research Article
ISSN: 1759-6599

Access Restricted. View access options
Article
Publication date: 29 January 2010

Nicola Graham‐Kevan, Jane Ireland, Michelle Davies and Douglas Fry

68

Abstract

Details

Journal of Aggression, Conflict and Peace Research, vol. 2 no. 1
Type: Research Article
ISSN: 1759-6599

1 – 10 of 26
Per page
102050