Search results

In Scotland, individuals referred for NHS psychological therapies are expected to commence “treatment” within 18 weeks of receipt of referral. With high demand, high non-attendance rates and limited capacity, this can be a challenging goal. The service discussed here was keen to develop a way of seeing individuals referred sooner and improving the efficiency of the assessment process. The purpose of this paper is to look at the impact of introducing assessment (“Signpost”) appointments on waiting times, attendance, and treatment planning.

Signpost appointments were offered to all existing, and any new referrals, to an adult psychological therapies team (PTT) in NHS Lanarkshire. Clinicians kept a record of the outcomes of these appointments over a six month period. Waiting times and attendance figures were compared before and after the introduction of the Signpost system.

Following the introduction of Signpost appointments, individuals were seen sooner for both assessment and therapy. Attendance at first appointments improved and Signpost appointments helped inform treatment planning. Although alternatives were discussed, the majority of clients were still offered individual therapy. Service user and staff satisfaction was high.

The results from this study led to assessment (“Signpost”) appointments being rolled out across other adult PTTs in NHS Lanarkshire.

There is little research looking at the impact of assessment/signpost appointments on adult mental health services in the UK. In the current climate of public service cuts, this study provides an innovative way of reducing waiting times and maintaining service user satisfaction, without requiring more resources.

The purpose of this paper is to explore the role of mentoring in the wider enterprise eco‐system, with a specific focus on the potential of on‐line mentoring for women's enterprise.

The paper offers insights into the approach adopted in taking mentoring experience and practice into a new field as part of a European Commission‐funded project.

Findings to date highlight the need for support amongst women entrepreneurs, across a range of business sectors, in planning for and pursuing business growth. More specifically, the need for bespoke support and advice is highlighted, given that entrepreneurs are not a homogenous group and in light of the additional barriers that women encounter in business start‐up and growth.

The paper describes what is considered to be a unique programme being delivered in the UK, with findings holding wider applicability for policy makers, business support organisations and practitioners across jurisdictions.

The purpose of this paper is to address the phenomenology of family members of homicide victims; known as “co-victims”. In particular, co-victims experiences of the criminal justice system (CJS) in England and Wales.

In 2018, 10 kV methodology facilitated an electronic-focus group. Anonymously, volunteers from families of homicide victims responded to key questions in a session entitled “a conversation which matters: confidence”. The thematic analysis presents the responses to three questions around “what works” and “what does not” in CJS practice.

The responses indicate four themes in relation to confidence building: communication and information; outcome; honesty and fairness; and family support. Responses indicate three themes in relation to what the CJS does well: family liaison officers, homicide detectives and court services. Responses indicate three themes in relation to what is not working: court proceedings, police budget cuts and preventative interventions.

The research considers benefits and limitations of methodology and makes suggestions for how these facets could be addressed by future research.

The research findings reveal good practice and points for attention to support confidence building in the CJS. Amongst other considerations, the work advances CJS practical good practice principles from the perspective of co-victims: education, interpersonal relations, working together, communication and justice.

Findings are of value to CJS policy makers, training and education for co-victim support, police and academics.

The aim of this paper is to present an exploratory study that examined the development of students' entrepreneurial skills over time within live projects.

In this study, students worked alongside real‐life entrepreneurs and financiers. Students' perceptions of their skills were assessed using both quantitative and qualitative data, which were gathered during weeks 1, 6 and 12 of the programme.

The results showed significant changes in students' perceptions of their skills over time. At the outset students were confident about their abilities across the 17 categories of entrepreneurial skills developed by Lichtenstein and Lyons and Lyons and Lyons. Later on in the projects, their confidence in certain skills declined significantly; what these were varied according to the time of data collection. The qualitative data provided more detailed accounts of students' perceptions of their skills and why they had changed over time.

This study makes a contribution in providing insights into the nature and practice of an experiential learning approach. The results indicate that the development of entrepreneurial skills can be improved by providing a learning environment in which students interact with real business people in live projects. They also indicate that entrepreneurship education programmes may be improved by scheduling skills training in a more structured and timely manner than typically occurs now. Students' perceptions of their skills declined substantially over the course of the projects, with some variations, suggesting that educators need to provide different and more timely learning interventions to cater for the specific needs of students working in live projects.

Provides a review of the gap between student's entrepreneurial needs and aspirations and the entrepreneurship education offerings within higher education institutions (HEIs) in Leicestershire, UK. Utilises data from three surveys of university fresher students, held in 2001. Uses the findings as the basis to assess the gap between fresher students' entrepreneurial needs and aspirations and the capability of HEIs to meet them. Draws on multiple surveys from universities in Leicestershire and so will be of relevance to other HEIs with similar student demographics. Fulfils a need to take a strategic review of how HEIs can develop the capability to meet the entrepreneurial needs of new students in supporting their future aspirations.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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).