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The purpose of this paper is to explore the incidence of “extreme jobs” among middle managers in acute hospitals, and to identify individual and organizational implications.

The paper is based on interviews and focus groups with managers at six hospitals, a “proof of concept” pilot with an operations management team, and a survey administered at five hospitals.

Six of the original dimensions of extreme jobs, identified in commercial settings, apply to hospital management: long hours, unpredictable work patterns, tight deadlines with fast pace, broad responsibility, “24/7 availability”, mentoring and coaching. Six healthcare-specific dimensions were identified: making life or death decisions, conflicting priorities, being required to do more with fewer resources, responding to regulatory bodies, the need to involve many people before introducing improvements, fighting a negative climate. Around 75 per cent of hospital middle managers have extreme jobs.

This extreme healthcare management job model was derived inductively from a qualitative study involving a small number of respondents. While the evidence suggests that extreme jobs are common, further research is required to assess the antecedents, incidence, and implications of these working practices.

A varied, intense, fast-paced role with responsibility and long hours can be rewarding, for some. However, multi-tasking across complex roles can lead to fatigue, burnout, and mistakes, patient care may be compromised, and family life may be adversely affected.

As far as the authors can ascertain, there are no other studies exploring acute sector management roles through an extreme jobs lens.

The recognition of children and young people as active agents, not merely passive subjects, has become a cornerstone of much research undertaken in the social sciences over the last three decades. Reflecting on research with young carers, this paper describes the research techniques employed to actively engage these children and young people in order to gain insight into their experiences of providing care. It concludes with a discussion of the benefits and disadvantages of the research methods, and the issues of ethics and consent.

This paper looks at how participation in a community of learners can be a resource for learning and identity making (Wenger, 1998). The paper is an interpretation of the selected pedagogical scripts (learning journals) of three student teachers in an English Pedagogics module over a 13-week period in one university context in the south of Ireland. The paper highlights how participation is both a personal experience and a social process, and how the mind is a distributed force in meaning making and a socially mediated phenomenon. The paper draws attention to how sociocultural theory and the concept of participation can extend and support our understanding of learning.

The analysis is deductive and interpreted through an existing literature frame. In contrast to “indigenous concepts” inducted from the data the author draws on Patton’s (2002) notion of “sensitizing concepts” which have their origins in social research theory and the research literature: “Sensitizing concepts give the analyst ‘[…] a general sense of reference’ and provide ‘direction along where to look’ (Blumer,1996: 148). Using sensitizing concepts involves examining how the concept is manifested and given meaning in a particular setting or among a particular group of people” (p. 456). Connecting the theoretical sensitizing concepts of “participatory learning” and “identities-in-practice” to the data set of learning journals, three emblematic themes emerge: “Using cultural artefacts to generate teacher identities”, “Participation as learning” and “Challenges of participatory learning”.

The narrated excerpts from student English teachers’ learning journals, read in the light of sociocultural theory, highlight the process of rendering an identity in participation. Student teachers have worked towards conceptual reach, emotional awareness, experiential understanding and understanding scaffolded learning practices.

The reading of student teachers’ written work in this paper is both particular and partial and aims to illuminate understandings of the practices and processes of participatory learning rather than make generalizable and validity claims. The student cohort is small and is not representative of larger classes.

Wenger (1998) writes that it is the experience of meaning that counts in our human endeavours and in this study the author focuses on student teachers’ meaning making as they develop a professional identity through participation. Dam and Blom (2006) stress that the acquisition metaphor for knowledge is not adequate in preparing student teachers and he makes the case for a balanced coexistence with the participation metaphor. In this paper, the author focuses on the practice of participation for learning.

Hall et al. (2014) explain that sociocultural theory has significant explanatory power for understanding and supporting learning. They claim that, particularly in Western societies, learning is often seen as individual, decontextualized and focused on discrete bodies of knowledge. They welcome the sociocultural perspective which does not divorce the individual from their context and highlight how participating with others has a powerful impact cognitively and emotionally.

There has been a dearth of empirical studies focusing on the process of participation in rendering an identity. In this paper, the author has theorised and explicated the process of participation and participatory learning. Participation in the practices of teaching, enriched with reflection and inquiry (Cremin, 2009), has the potential to change the pointing rituals (Sumara, 1996) of teaching and deepen the learning. Furthermore, through such activity, desired behavioural gestalts can be embodied, and the perennial theory practice divide in initial teacher education has the potential for more integration.

Portraying sex in advertisements is a widely used technique by many marketers in their promotional programmes. Some previous research has explored the relationship between attitudes toward advertising and effectiveness of sexy advertisements. However, there are gaps in this research and the authors describe an investigation which attempts to fill these gaps.

Clinician engagement in research has positive impacts for healthcare, but is often difficult for healthcare organisations to support in light of limited resources. This scoping review aimed to describe the literature on health service-administered strategies for increasing research engagement by medical practitioners.

Medline, EMBASE and Web of Science databases were searched from 2000 to 2021 and two independent reviewers screened each record for inclusion. Inclusion criteria were that studies sampled medically qualified clinicians; reported empirical data; investigated effectiveness of an intervention in improving research engagement and addressed interventions implemented by an individual health service/hospital.

Of the 11,084 unique records, 257 studies were included. Most (78.2%) studies were conducted in the USA, and were targeted at residents (63.0%). Outcomes were measured in a variety of ways, most commonly publication-related outcomes (77.4%), though many studies used more than one outcome measure (70.4%). Pre-post (38.8%) and post-only (28.7%) study designs were the most common, while those using a contemporaneous control group were uncommon (11.5%). The most commonly reported interventions included Resident Research Programs (RRPs), protected time, mentorship and education programs. Many articles did not report key information needed for data extraction (e.g. sample size).

This scoping review demonstrated that, despite a large volume of research, issues like poor reporting, infrequent use of robust study designs and heterogeneous outcome measures limited application. The most compelling available evidence pointed to RRPs, protected time and mentorship as effective interventions. Further high-quality evidence is needed to guide healthcare organisations on increasing medical research engagement.

This paper aims to highlight the need to examine the factors that influence adolescents' resistance to report their cyberbullying experiences to adults.

It outlines key factors that need to be considered when defining, operationalizing and examining adolescent cyberbullying as well as providing an examination of the literature on non-reporting behaviour both internationally and in the specific context of Ireland.

By doing so, it provides justification for the need to examine the causal factors that influence adolescent resistance to report their cyberbullying experiences.

As the purpose of the paper is to provide a synthesis of the literature on cyberbullying and specifically the literature that point to the phenomenon of adolescent non-reporting of cyberbullying experiences, its contribution is necessarily non-empirical. Instead, it provides guidance that will assist other researchers seeking to build on this work through empirical data collection.

Adult interventions to address adolescent cyberbullying can only take place if adolescents report their experiences to adult caregivers, be they parents or teachers. By outlining the factors that need to be considered when examining cyberbullying, this study will assist researchers who wish to examine this issue as well as teachers, parents and policy makers who seek to eliminate cyberbullying behaviour.

Research on cyberbullying and on the factors influencing adolescent non-reporting is remarkably limited. This study provides a strong academic framework contribution for other researchers seeking to progress the understanding of an emerging issue.

This index covers all issues between February 2005 (Volume 9, Issue 1) and November 2008 (Volume 12, Issue 4). Numbers in bold refer to yolume, numbers in brackets refer to issue, with subsequent numbers to pages.

The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”.

This is a narrative review of staff training in positive behaviour support (PBS) and challenging behaviour, drawing on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015).

Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes.

This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour.

The first case of COVID-19 in the Malawi prison system was reported in July 2020. Human rights organisations raised concerns about the possibility of significant COVID-19 outbreaks and deaths in the prison system, because of the poor infrastructure, lack of healthcare and adequate COVID-19 mitigation measures, existing co-morbidities (tuberculosis, HIV and hepatitis C), malnutrition and poor health of many prisoners.

The authors conducted a legal-realist assessment of the Malawian prison system response to COVID-19 during state disaster measures, with a specific focus on the right to health and standards of healthcare as mandated in international, African and domestic law.

The Malawi prison system was relatively successful in preventing serious COVID-19 outbreaks in its prisons, despite the lack of resources and the ad hoc reactive approach adopted. Whilst the Malawi national COVID plan was aligned to international and regional protocols, the combination of infrastructural deficits (clinical staff and medical provisions) and poor conditions of detention (congestion, lack of ventilation, hygiene and sanitation) were conducive to poor health and the spread of communicable disease. The state of disaster declared by the Malawi Government and visitation restrictions at prisons worsened prison conditions for those working and living there.

In sub-Saharan Africa, there is limited capacity of prisons to adequately respond to COVID-19. This is the first legal-realist assessment of the Malawian prison system approach to tackling COVID-19, and it contributes to a growing evidence of human rights-based investigations into COVID-19 responses in African prisons (Ethiopia, South Africa and Zimbabwe).