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Suicide and suicide-related incidents have increased within women’s prisons in the UK. This paper aims to synthesise the findings of qualitative literature, to gain a deeper understanding of the how women and staff in English prisons experience and explain the causes of their suicidal behaviours.

A systematic search of five electronic databases, namely, MEDLINE, APA Psychological Information Database (Psycinfo), Cumulative Index to Nursing and Allied Health Literature (with full text – CINAHL), Psychology and Behavioural Sciences Collection and APA PsycArticles, was completed in January 2023. This study’s search strategy returned 1,714 articles, 7 of which were included for review. To identify relevant themes within the data, Thomas and Harden’s (2008) framework was applied. Quality appraisal was conducted by using Joanna Briggs’ Institute Checklist for Qualitative Research (Joanna Briggs Institute, 2021).

Four themes were determined, which describe the causes of suicidal behaviours in women’s prisons in England; mental health and trauma, lack of support from services and staff, contact with family and self-harm as a coping strategy. Important sub-themes were also identified including the prison environment and poor relationships with staff.

Further qualitative research is needed, however, the findings suggest greater support is required to aid positive mental health, including the provision of trauma informed coping strategies and improved staff training.

To the best of the authors knowledge, this is the first systematic review conducted on the factors contributing to women’s suicide in English prisons using qualitative literature.

The shift in policy discourse towards individualism is affecting service provision and access, which has become increasingly conditioned on individual agency and the “deservingness” of the recipient. Gendered and intersectional experiences of homelessness and excluded populations less likely to be living on the streets remain overlooked and unaddressed. This study thus aims to uncover what drives “invisibility” in services for women experiencing multiple disadvantage and the gendered constraints the women are facing when exiting and navigating multiple disadvantage.

The paper draws on in-depth interviews with women who face severe and multiple disadvantage and their support staff. Data is also gathered through survey data and observations with a wide range of frontline service providers, as well as support notes and numerical progress data recorded by one of the service providers.

Contradicting the common assumption that people act as rational actors in their interaction with services, the author found that women’s decisions to (dis)engage may be blinded by forces of multiple disadvantage and mistrust. These are often developed as a result of systemic and gendered constraints that limit women’s capabilities and exercise of choice. Barriers in service access often amplified the personal barriers they were facing and reinforced women’s decisions to not engage with services.

The author hopes that this paper sheds light on the particular set of barriers women with multiple disadvantage face, which will be vital to reach women who face severe disadvantage and provide more effective policies, care and support.

This study gives voice to a particular hidden population: women with multiple disadvantage. It contributes to existing frameworks on agency and choice by understanding gendered barriers behind service engagement and how services themselves may be contributing to women’s invisibility.

Educators strive to develop and implement high impact educational experiences, which are critical to ensuring university courses and curricula serve as memorable and transferable learning experiences for students. It is not clear, however, which experiences are exceptional from a student perspective, or what kinds of illustrative examples exist in applied disciplines. In this chapter, we ground our discussion of high impact educational experiences in the field of program evaluation, contextualize it as organized at the University of Minnesota, describe three experiences that have been repeatedly described as impactful by students, and engage in a collective dialogue as teachers and learners.

In a world teeming with concurrent processes and associated chaos, organizational working procedures have adapted to new trends; employees must keep up with everything while maintaining their mental health. Spirituality lends a person's life significance. Spirituality in the workplace can both physically and psychologically engage employees. Spirituality in the workplace is reflected in the organizational culture, which is founded on fundamental values such as trust, honesty, appreciation, innovation, care, respect, and loyalty. Workplace spirituality encompasses the pursuit of one's ultimate purpose in life, the development of a solid connection to colleagues and other people associated with work, and the consistency or alignment between one's fundamental beliefs and the organization's values. To have a competitive advantage and attract the best personnel, an organization's working environment must be based on strong ethical and spiritual values such as compassion, integrity, respect, harmony, trust, teamwork, and forgiveness, among others.

While the causes and effects of begging are well known, solutions on how to eradicate begging are still elusive in many parts of the developing world. The purpose of this study is to examine the different ways through which community leaders at the local level can contribute to the eradication of begging in one of Ghana’s most densely populated suburbs in the city of Accra.

This study was undertaken using the qualitative approach, and primary data was collected through interviews, participants observation and focus group discussions with beggars, community leaders and officials of non-governmental organisations at Nima, a suburb of Accra.

Begging in the suburb of Nima is increasingly becoming a business venture. It is no more an activity that is the preserve of only the weak, the poor, the elderly, the physically challenged, the needy and the marginalised in society. This paper argues that the eradication of begging requires multiple approaches and that community-based leaders must play a central role. This paper identified the provision of alternative sources of livelihood, the naming, shaming and condemnation of unjustified begging in the community, strict boarder control, returning foreign beggars to their home countries, the formulation and enforcement of community anti-begging by-laws and regular sensitisation programs on begging as crucial in reducing or eliminating begging.

While focusing on one Muslim-dominated suburb in Accra ensures a detailed discussion of strategies of eliminating begging from a cultural and religious perspective, the findings of this study may not be applicable to non-Islamic settings and communities where cultural or religious leadership structures do not exist.

This study has demonstrated that the eradication of begging in society cannot have one-size-fit all solution. This paper shows that in societies where cultural and religious leadership structures exist, they must play important roles in the design and implementation of strategies that seek to reduce or eliminate religious begging in society. This implies that formal government agencies and their associated laws alone will not be enough to eradicate or reduce begging under such contexts.

Measures to eradicate begging have often ignored the role of community leaders. This paper contributes to our understanding on this by specifically examining the phenomenon of begging at the micro level and exploring the different ways community leaders can contribute to the eradication of begging in society.

Although studies have shown that electronic media exposure can negatively affect infants’ and young children’s language development, exposure to these forms of media is increasing in North America. To better understand the types of electronic media exposure and their potential effects, we utilized naturalistic daylong recordings collected in the homes of bilingual Spanish–English infants of Latinx descent (n = 37). The present study examines contextual aspects of electronic media exposure, and the effects of electronic media on two types of parent–infant social interactions associated with child language development: parentese (a style of infant-directed speech distinguished by its higher pitch, slower tempo, and exaggerated intonation) and parent–infant turn-taking. Using Language ENvironment Analysis (LENA), two daylong audio recordings were collected from each family. These recordings were manually annotated for electronic media type, directedness, language, parental support, parentese, and turn-taking. Our results showed that the infants in our study experienced exposure to many different forms of electronic media, in both English and Spanish, and that the programming was predominantly adult-directed rather than child-directed. While both parentese and turn-taking were reduced in the presence of electronic media, the strength of these effects was modulated by electronic media sources, demonstrating that various devices differentially affect parental language input. These results provide a glimpse into what types of media young bilingual Spanish–English learning infants are experiencing and can help researchers design language interventions that are inclusive and relevant for families from these populations.

The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers.

This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome.

Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools.

One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people’s viewpoints to support the perceptions of the participants, which could not be validated.

Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded.

The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered.

Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers’ perspectives.

The purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.

The article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.

The article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.

The article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.

Waste generated from electrical and electronic equipment, collectively known as E-waste, remains a persistent environmental, economic and social problem. Sustainable E-waste management (EWM) has numerous benefits, such as preventing electronic waste from entering landfills, reducing the need for virgin materials by recovering valuable materials from recycling and lowering greenhouse gas emissions. Circular economy (CE) practices are considered the initial steps toward sustainable EWM, but some hurdles have been reported in the adoption of these practices. Therefore, the current study aims to identify the common CE practices, sustainability of the EWM process and the challenges in EWM, and to develop a conceptual framework for effective EWM.

Very few studies have proposed frameworks that acknowledge the challenges and CE practices of EWM. To fill this gap, a systematic literature review (SLR) was performed, and 169 research articles were explored.

A total of seven challenges in the adoption of effective EWM were identified: rules and policy, infrastructure, consumer behaviour, informal sectors, community culture, technology and economy. Eight common CE practices were also found for effective EWM: reuse, recycle, remanufacturing, refurbishment, repair, reduce, recover and repurpose.

A conceptual framework guiding sustainable EWM was proposed, which includes solutions for the identified challenges, and CE practices with sustainable benefits.