Caroline Andow, Raymond Arthur, Rachel Dunn, Stefan Kleipoedszus and Nicola Wake
This policy brief provides policy recommendations on the internal design of new secure children's homes (SCHs).These policy recommendations are developed from findings from focus…
Abstract
This policy brief provides policy recommendations on the internal design of new secure children's homes (SCHs).
These policy recommendations are developed from findings from focus group discussions with academics, practitioners, frontline workers, and leaders in child protection services.
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Stephanie L. Savick, Molly Dunn and Rachel Durham
This practitioner-based manuscript describes the development and implementation of Focus on College Understanding and Success (FOCUS), a school-university programmatic model to…
Abstract
Purpose
This practitioner-based manuscript describes the development and implementation of Focus on College Understanding and Success (FOCUS), a school-university programmatic model to develop College Access Literacy (CAL) among both students and educators in a Professional Development School (PDS) network. With an emphasis on teacher training, supplemental learning opportunities for students, and faculty-student-parent mentor/partnerships, this model was designed to apply a culturally responsive approach to achieving equity in college readiness programming.
Design/methodology/approach
The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about a collective impact school-university partnership initiative focused on supporting underrepresented students in pursuing higher education goals through participation in the FOCUS program. A thematic analysis was completed on focus group data collected for both educators and students who participated in the project. Data focused on the identification of both strengths and challenges of program development and implementation.
Findings
The paper provides insights and ideas related to how to structure a college access and success program that focuses on the assets that underrepresented students bring to college readiness opportunities designed for them by centering their struggles while uplifting their personal, unique abilities. Our results validate a college readiness program design and implementation process that relies on asset-based theoretical frameworks including Yosso’s (2005) Community Cultural Wealth (CCW) model and Moll et al.’s (1992) Funds of Knowledge (FoK) framework.
Originality/value
This study shows how school-university partnerships are uniquely positioned to capitalize on the strengths of students and their families in designing college readiness programming. By considering the local context and culturally responsive approaches to program development and implementation, programs like FOCUS can build on community resources and the teacher-student relationship to increase College Access Literacy (CAL) in both students and their teachers.
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Brian T. McClendon, Steven Prentice‐Dunn, Rachel Blake and Ben McMath
This study examined the relation between appearance concern (i.e. a dispositional focus on one’s looks) and responses to an intervention targeting suntanning and sunscreen use…
Abstract
This study examined the relation between appearance concern (i.e. a dispositional focus on one’s looks) and responses to an intervention targeting suntanning and sunscreen use among young adults. The intervention produced increases in sun safe attitudes, intentions, and behavior. Appearance concern was correlated at posttest with perceived vulnerability to the damaging effects of the sun, perceived severity of the damaging effects, and perceived rewards of a tan. One month later, only the association with perceived rewards was significant. Appearance concern was not significantly correlated with intentions or change in skin tone. More powerful interventions may be needed to have a lasting impact on attitudes and behavior regarding sun exposure. However, such interventions must not provoke defensive reactions in individuals who are high in appearance concern.
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Gerson Tuazon, John Peikang Sun, Varun Bhardwaj and Rachel Wolfgramm
The purpose of the research is to investigate the impact of affective and emotional experiences on organizational learning in highly dynamic and chaotic environments, specifically…
Abstract
Purpose
The purpose of the research is to investigate the impact of affective and emotional experiences on organizational learning in highly dynamic and chaotic environments, specifically in the context of the COVID-19 crisis.
Design/methodology/approach
Based on an intensive 12-month inductive study, 24-project managers and 16 team members from biopharmaceutical organizations were interviewed and a thematic analysis was conducted.
Findings
Three themes emerged from the findings: (1) developing affective maturity as a socio-emotional resource, (2) mixed-motive emotional dynamics and (3) meaning-oriented organizational identification and commitment. The context of the COVID-19 crisis provided an unconventional performance environment.
Research limitations/implications
Our study has several limitations, offering avenues for future research. Firstly, our focus on biopharmaceutical organizations, with their unique socio-cultural influences and management styles, may limit the generalizability of our findings to other sectors and institutional contexts. However, regulatory mechanisms in this sector may align with knowledge-based sectors, emphasizing the influence of organizational values and best practices. Secondly, our reliance on a posteriori interview data limits real-time observation of organizational learning (OL) processes. Future research could employ diverse data sources and survey methods for corroboration. Additionally, cross-cultural studies might explore how different societies respond to crises. Multi-level perspectives could also enhance understanding of affective experiences and their impact on OL outcomes.
Originality/value
The study contributes new insights into OL through its focus on how affective experiences and affective organizing efforts shape OL. We offer a novel and emergent theoretical model of OL in the context of trauma which has implications for organizations particularly in the areas of information processing and decision-making.
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Rachael Collins, Tom Shakespeare and Lucy Firth
The purpose of this paper is to provide insights into the views and attitudes that psychiatrists have about recovery colleges (RCs).
Abstract
Purpose
The purpose of this paper is to provide insights into the views and attitudes that psychiatrists have about recovery colleges (RCs).
Design/methodology/approach
Semi-structured interviews were conducted with ten psychiatrists from the Norfolk and Suffolk Foundation Trust.
Findings
Psychiatrists had a strong concept of the RC model, and were broadly positive about it, recognising many benefits. Various challenges were also acknowledged including how the RC model interacts with the medical model.
Originality/value
This is the first known study to explore solely the psychiatrists’ views of RCs, a group who are likely to be particularly influential within services. The sample was relatively unexposed to RCs, enabling insight into how the RC is perceived by those outside of its functioning as well as the state of wider organisational support, which is important for the success of RCs.
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Elise Catherine Davis, Elizabeth T. Arana, John S. Creel, Stephanie C. Ibarra, Jesus Lechuga, Rachel A. Norman, Hannah R. Parks, Ali Qasim, David Y. Watkins and Bita A. Kash
The purpose of this article is to provide a general review of the health-care needs in Kenya which focuses on the role of community engagement in facilitating access and…
Abstract
Purpose
The purpose of this article is to provide a general review of the health-care needs in Kenya which focuses on the role of community engagement in facilitating access and diminishing barriers to quality care services. Health-care concerns throughout Kenya and the culture of Kenyan’s health-care practices care are considered.
Design/methodology/approach
A comprehensive review covered studies of community engagement from 2000 till present. Studies are collected using Google Scholar, PubMed, EBSCOhost and JSTOR and from government and nongovernment agency websites. The approach focuses on why various populations seek health care and how they seek health care, and on some current health-care delivery models.
Findings
Suggestions for community engagement, including defining the community, are proposed. A model for improved health-care delivery introduces community health workers (CHWs), mHealth technologies and the use of mobile clinics to engage the community and improve health and quality of care in low-income settings.
Practical implications
The results emphasize the importance of community engagement in building a sustainable health-care delivery model. This model highlights the importance of defining the community, setting goals for the community and integrating CHWs and mobile clinics to improve health status and decrease long-term health-care costs. The implementation of these strategies contributes to an environment that promotes health and wellness for all.
Originality/value
This paper evaluates health-care quality and access issues in Kenya and provides sustainable solutions that are linked to effective community engagement. In addition, this paper adds to the limited number of studies that explore health-care quality and access alongside community engagement in low-income settings.
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Katherine McKee and Jackie Bruce
The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and…
Abstract
The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.
The purpose of this paper is to explore to what extent neuro-typical theories of sexual offending apply to clients with Levels 2 and 3 autism with a co-morbid intellectual…
Abstract
Purpose
The purpose of this paper is to explore to what extent neuro-typical theories of sexual offending apply to clients with Levels 2 and 3 autism with a co-morbid intellectual disability (ID). The paper develops a model of harmful sexual behaviour (HSB) for this client group and makes suggestions for how these behaviours can be understood and reduced.
Design/methodology/approach
The revised Integrated Theory of Sexual Offending (ITSO) (Ward and Beech, 2016) is used as a starting framework to understand HSB in this client group. This attends to specific neuropsychological systems, brain development, motivation and emotional processing.
Findings
The revised ITSO has some utility in understanding HSB in this client group. This is improved when neuro-atypical specific state factors are identified. Practical ways of establishing these state factors are made which attend to the function of the behaviour in line with “Good Lives” model of rehabilitation.
Research limitations/implications
Recommendations for ways in which the function of HSB in this client group can be identified are made as well as recommendations for how treatment can be tailored dependent on the function of behaviour in this client group.
Practical implications
The paper makes practical recommendations for how interventions for people with ID and autism in line with Ward, Clack and Haig’s (2016) Abductive Theory of Method which noted that interventions should be adopted to consider wider explanations for offending thus acknowledging that treatment could extend beyond cognitive behavioural therapy for clinical phenomena. Future treatments for clients with autism and LD are suggested which attend to sensory needs, teaching alternative communication strategies for seeking out “deep pressure” or attention in ways that do not involve sexual offending, using picture communication, information technology or Makaton to communicate needs or using social stories to explain the consequences of behaviour. In addition, neuro-atypical interventions which attend to the neuropsychological functioning of clients could also be included in treatment for neuro-typical clients, thus ensuring that interventions attend to every aspect of the ITSO and not purely clinical phenomena.
Social implications
Enhancing treatment interventions for clients with ID and autism could both reduce risk and enhance quality of life for this client group.
Originality/value
Much of the work to date exploring HSB in clients with autism has attended to clients with Level 1 autism or those without an additional ID. This paper provides practitioners with a theory upon which to understand HSB in clients with a dual diagnosis of Levels 2/3 autism and an ID as well as practical recommendations for reducing HSB in this client group.
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Paul Soper, Alex G. Stewart, Rajan Nathan, Sharleen Nall-Evans, Rachel Mills, Felix Michelet and Sujeet Jaydeokar
This study aims to evaluate the quality of transition from child and adolescent services to adult intellectual disability services, using the relevant National Institute for…
Abstract
Purpose
This study aims to evaluate the quality of transition from child and adolescent services to adult intellectual disability services, using the relevant National Institute for Health and Care Excellence (NICE) standard (QS140). In addition, this study also identifies any differences in transition quality between those young people with intellectual disability with and without autism.
Design/methodology/approach
Using routinely collected clinical data, this study identifies demographic and clinical characteristics of, and contextual complexities experienced by, young people in transition between 2017 and 2020. Compliance with the quality standard was assessed by applying dedicated search terms to the records.
Findings
The study highlighted poor recording of data with only 22% of 306 eligible cases having sufficient data recorded to determine compliance with the NICE quality standard. Available data indicated poor compliance with the standard. Child and adolescent mental health services, generally, did not record mental health co-morbidities. Compliance with three out of the five quality statements was higher for autistic young people, but this only reached statistical significance for one of those statements (i.e. having a named worker, p = 0.02).
Research limitations/implications
Missing data included basic clinical characteristics such as the level of intellectual disability and the presence of autism. This required adult services to duplicate assessment procedures that potentially delayed clinical outcomes. This study highlights that poor compliance may reflect inaccurate recording that needs addressing through training and introduction of shared protocols.
Originality/value
To the best of the authors’ knowledge, this is the first study to examine the transition process between children’s and adults’ intellectual disability health services using NICE quality standard 140.