The purpose of this paper evaluates the capacity of the Cornwall Foundation Trust (CFT) of the National Health Service (NHS) to implement the UK Government’s children and…
The purpose of this paper evaluates the capacity of the Cornwall Foundation Trust (CFT) of the National Health Service (NHS) to implement the UK Government’s children and young people’s mental health strategy through its school-based integrated health centre (SBIHC) delivery model.
This evaluation uses six case studies of SBIHCs to indicate the general effectiveness of this delivery model and its capacity to implement the three core proposals of the Government’s strategy. The core proposals are: to encourage all schools and colleges to identify and train a designated senior lead (DSL) for mental health; to fund new mental health support teams (MHSTs); and to develop strategies to meet the proposed four-week waiting time for access to specialist NHS mental health services.
This evaluation found that the Duchy Health Charity and CFT piloted a new delivery model in three SBIHCs from 2009 that successfully integrated health and educational services to children and adolescents, including general health and well-being and sexual and mental health and, more recently, integrated welfare services.
The main research implication is that longitudinal case studies of organisational innovations can reveal the subtleties of educational management in context and potentially inform advances elsewhere consistent with national policy developments.
The main practical implication is that the SBIHCs at Penair Community School, Budehaven Community School, Hayle Community School, Looe Community Academy, Treviglas Community Academy and Wadebridge Community School should each be recognised as a “trailblazer site” in the implementation of the Government’s children and young people’s mental health strategy.
Mandatory secondary education is the last opportunity that the UK society has to embed knowledge, skills and attitudes needed for the life-long self-management of health. The CFT’s SBIHC model trialled since 2009 has successfully integrated health and educational services to children and adolescents, including general health and well-being and sexual and mental health and, more recently, integrated welfare services.
This evaluation research is unique. It reports that the CFT’s SBIHC model is the first and only organisational innovation at a system level in the UK that has successfully integrated health and education services to children and adolescents.
Suggests bereavement strategies for educative leaders. Reports action research that helped a school community come to terms with the effects of a staff member committing suicide. Summarizes the advice to the principal from an external counsellor; the stages that people go through in learning how to cope with trauma, coming to terms with loss and negotiating a new stable state. Shows that the school community experienced extremes of emotion and a collapse of confidence and professional legitimacy. Argues that bereavement processes and particular strategies at each stage should be justified in terms of consequences. Finds the principal was central to the politics of grief. Examines different micro‐political leadership styles and suggests a fifth, more educative approach.
DataLib is a comprehensive, interactive information resource management system. Utilizing state‐of‐the‐art database management techniques, it supports the full set of automated library functions: cataloging, retrieval, circulation, acquisitions, and serials management. It runs on the DEC VAX and Data General MV‐series computers. A UNIX V version is also available. The first installation of the current system was 1984; 24 installations are now in place.
Since the end of the United States’ Vietnam War and Indochina’s second war, little scholarly attention has been paid to a war that has so greatly affected the American…
Since the end of the United States’ Vietnam War and Indochina’s second war, little scholarly attention has been paid to a war that has so greatly affected the American public’s attitude towards politics, and their views towards their country’s management of foreign policy. Now that the USA has lifted trade embargos, and has normalized relations with Vietnam, many higher education institutions are offering additional courses about the Vietnam War. There are many perspectives of the war – civilian, military, political, French, North Vietnamese, South Vietnamese, and American – that need to be identified and acknowledged to fully understand and explain the involvement of the USA in Vietnam. This selective, annotated bibliography of print sources and Web sites is meant to provide guidance to academic libraries desiring to build a collection of resources.
This seventh annual survey of American history reference sources is the largest yet; 23 books have been selected for review, while past surveys averaged about 15 titles. The reviews include 14 titles published in 1983, eight published early in 1984, and one 1982 title. The 1982 imprint, Proceedings and Debates of the British Parliaments Respecting North America, was overlooked before. Since it is still in progress it is included in this survey.
It has long been realized that market-based development tends to impact Third World rural communities by increasing stratification between those who are able to take advantage of increasing opportunities and those who are less fortunate (for instance, Kottak, 1999). An extreme example of this was the early impact of the Green Revolution during the 1960s and 1970s. It more than tripled the productivity of rice in parts of Asia, but on the village level it often had a less benign effect on the wealth gap and the retention of assets by the very poor.1 Less extreme cases are represented in this volume by Eric Jones and Ueli Hostettler. Both describe instances in which increasing contact with the outside was the main element impacting on rural communities rather than technological innovations in agriculture. They differ, however, in that Jones approaches the subject synchronically by using central place theory and network analysis, while Hostettler’s contribution is decidedly historical in character.
I am a specialist, I suppose, in People's Culture. It has taken me ten years to realize that is what I “do.” I publish books, and distribute other books, and study still more books, relating to the expressions of people considered “marginalized” in this society, though together they form the majority: working‐class people, farmers and some regional writers, minorities, women who deal with themes of oppression, and so on. The books express history, often a common one (on my desk is an autobiography by a Japanese‐American labor organizer in California who spent much of his life as an agricultural worker). The genres may vary: labor history, biography, autobiography, fiction, poetry, drama, occasionally a scholarly or critical study, but they share a radical content, related to their marginality.