Search results

The purpose of this paper is to highlight how one high school psychology teacher helped students explore the concept of identity exploration and express their own personal identity through the use of contemporary art in a high school psychology course.

In this paper, techniques one high school teacher used for utilizing the visual arts to teach identity exploration in a high school psychology course are shared, including student discussion surrounding the visual analysis of contemporary artwork, thoughtful student application of developmental theories and the student production of original artwork to express one’s identity.

Students participating in the lesson engaged enthusiastically in the discussion of the use of selfies in contemporary art and demonstrated thoughtful reflection in the creation of their own selfies.

Future research is needed to systematically investigate the effectiveness of incorporating contemporary art as a means of teaching identity exploration to adolescents as part of a high school psychology curriculum.

Adolescent exploration is a key feature of the adolescent experience and is part of the psychology curriculum at the high school level. Such courses afford students the unique opportunity to apply developmental theories and theories of identity exploration to recent occurrences in their lives. One possibility for teaching identity exploration is through the visual arts.

This lesson advances psychology instruction through the purposeful scaffolding of identity exploration as both content and process using contemporary art.

Since 2016, the authors have been teaching an interdisciplinary module on the global clothing industry to students enrolled in an introductory psychology course and a second year chemistry course at the University of Auckland in New Zealand. In 2016, the module also involved third year chemistry students, and in 2017, second year sociology students and graduate students in English literature from the University of Stuttgart in Germany took part. The module has the following features: (1) it focuses on a complex industry with ramifications for social and environmental sustainability, (2) it involves an issue of direct relevance to the students, (3) students teach those from another discipline as “subject experts,” and (4) students are assessed on their learning within their home course. An evaluation of the 2018 iteration with psychology and chemistry students (N = 185) showed post-test decreases in participants’ materialistic values, increases in knowledge and concern about the social and environmental impacts of the clothing industry and reported changes to clothes buying practices. The authors discuss the institutional barriers faced and provide five recommendations for other university teachers considering integrating an interdisciplinary sustainability module into existing courses.

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

In 2019, St Johns Winchester, a CQC-registered charity, launched the Hand in Hand (HiH) Service, a social prescribing (SP) initiative to alleviate social isolation/loneliness amongst older people via integration between primary care and the third sector. Arising from collaborative stakeholder reflection, this article explicates processes instigated to plan, implement and evaluate the HiH service which has been locally recognised as an exemplar of good practice. It aims to fill a gap in the literature which has hitherto lacked contextual description of the drivers, mechanisms and processes of SP schemes, leading to confusion over what constitutes SP and which models can work.

The article defines the context of, drivers for and collaborative process followed to implement and evaluate HiH and reflects on challenges, facilitators and key points for transferable learning. Early evaluation findings are presented.

Key features underpinning the success of the pilot phase were: having clear referral pathways, working collaboratively with health and voluntary sector partners, building relationships based on trust, adherence to high-quality standards and governance, a well-trained team of volunteers and access to up-to-date information source. There remains a disparity between the urgent need for rigorous evaluation data and the resources available to produce it.

The article offers a novel contribution for those planning SP at the level of practice and policy and for the developing field of SP evaluation.

The purpose of this study is to explore the implementation of response to intervention (RTI) in elementary schools. RTI is a systematic and comprehensive teaching and learning process intended to identify and prevent student academic failure through differentiated or intensified instruction.

Using an exploratory case study approach, this study observes the philosophical shift from removing students from the classroom for testing and remedial instruction, to incorporating a three‐tiered intervention approach beginning with the classroom teacher.

Findings show the strategies one principal used to implement RTI practices using a whole‐organization structured approach. Teachers and administrators jointly planned the strategies and created venues conducive for the intervention students needed to meet district, local, and national academic expectations.

Research implications relate to the limited sample a single‐case study can provide. Nonetheless, the case brings useful steps at an administrative level in building successful structures for the focused improvement of teaching and learning processes.

Case studies provide a venue for practitioners and researchers to analyze possible approaches based on real examples. This study demonstrates possibilities in the adaptation of mandates to work on behalf of the improvement of children.

This study is significant since there is a growing interest in adopting RTI processes in several countries around the world and in providing possible models of implementation for practitioners and researchers.

This is the fourth article on Business and Law (BSL) Databases in a continuing series of articles summarizing and commenting on new database products. Two companion articles, one covering science, technology and medicine (STM) (Online & CDROM Review vol. 18 issue 4) and the other covering social science, humanities, news and general (SSH) (Online & CDROM Review vol. 18 issue 5) complement this article. The articles are based on the newly appearing database products in the most current edition of the Gale Directory of Databases. The Gale Directory of Databases (GDD) was created in January 1993 by merging Computer‐Readable Databases: A Directory and Data Sourcebook (CRD) with the Directory of Online Databases (DOD) and the Directory of Portable Databases (DPD).

This chapter is a general introduction to the field of case study research in tourism, hospitality, and leisure. The chapter presents a brief review of the literature on the intra-individual logic of case study research. The chapter describes the “four horsemen” for doing case study research: accuracy, generality, complexity/coverage, and value/impact. Examples in the chapter that illustrate this perspective for undertaking case study research may impassion the reader to read through the field guide and personally engage in case study research – at least that is the hope of the editors of this field guide.

Peer support is increasingly being introduced into mainstream mental health services internationally. The distinctiveness of peer support, compared to other mental health support, has been linked to values underpinning peer support. Evidence suggests that there are challenges to maintaining those values in the context of highly standardised organisational environments. The purpose of this paper is to describe a “principles-based” approach to developing and evaluating a new peer worker role in mental health services.

A set of peer support values was generated through systematic review of research about one-to-one peer support, and a second set produced by a UK National Expert Panel of people sharing, leading or researching peer support from a lived experience perspective. Value sets were integrated by the research team – including researchers working from a lived experience perspective – to produce a principles framework for developing and evaluating new peer worker roles.

Five principles referred in detail to: relationships based on shared lived experience; reciprocity and mutuality; validating experiential knowledge; leadership, choice and control; discovering strengths and making connections. Supporting the diversity of lived experience that people bring to peer support applied across principles.

The principles framework underpinned development of a handbook for a new peer worker role, and informed a fidelity index designed to measure the extent to which peer support values are maintained in practice. Given the diversity of peer support, the authors caution against prescriptive frameworks that might “codify” peer support and note that lived experience should be central to shaping and leading evaluation of peer support.

This paper adds to the literature on peer support in mental health by describing a systematic approach to understanding how principles and values underpin peer worker roles in the context of mental health services. This paper informs an innovative, principles-based approach to developing a handbook and fidelity index for a randomised controlled trial. Lived experiences of mental distress brought to the research by members of the research team and the expert advisors shaped the way this research was undertaken.

This is the second article on Business and Law (BSL) Databases in a continuing series of articles summarizing and commenting on new database products. Two companion articles, one covering science, technology and medicine (STM) (Online & CDROM Review vol. 17 issue 4) and the other covering social science, humanities, news and general (SSH) (Online & CDROM Review vol. 17 issue 5), complement this article. The articles are based on the newly appearing database products in the Gale Directory of Databases. The Gale Directory of Databases (GDD) was created in January 1993 by merging Computer‐Readable Databases: A Directory and Data Sourcebook (CRD) together with the Directory of Online Databases (DOD) and the Directory of Portable Databases (DPD).