Search results

This paper outlines the concept of service user leadership and both describes and reflects on an accredited training programme that enables mental health service users to take a leadership role.

The authors argue for a service user leadership approach and the training programme is reviewed by previous participants

Service users can take on a leadership role if they are given suitable and relevant training and development opportunities. Service user led training can be transformational.

Commissioners of mental health services should consider how to support service user leadership programmes, which can reach places and achieve outcomes that traditional mental health services are unable to attain.

The concept of service user leadership is relatively new and the training programme described in this paper is both original and highly valued by participants with many significant outcomes.

The intensive 18-month treatment in the personality disorder (PD) therapeutic community (TC) is felt to offer improvement in many aspects of patients’ lives. This study aims to understand if the use of acute services was also affected via a service evaluation project.

The authors collected data from electronic records on the use of local services in the two years before, during and the two years after treatment in the TC. Specifically, the authors counted inpatient bed days, Emergency department (ED) presentations and days under home treatment team and liaison psychiatry; the authors used ANOVA to analyse the data.

The study included 25 adult service users, 17 female and 8 male, with an average age of 40. Whilst there were reductions in the use of inpatient beds and ED presentations, on analysis, these were not found statistically significant. The small size of the study is a limitation and may limit the generalisability of the findings. The study concludes there may be reductions in acute psychiatric service use during and after treatment in the TC. The findings were not statistically significant; the authors suggest larger multi-centre studies may be able to demonstrate statistical significance.

PD patients have a relatively high use of acute psychiatric services compared to other patient groups. The authors are not aware of any similar studies in the published literature.

Knowledge-building (KB) pedagogy is a framework that promotes collective inquiry towards the continual resolution of knowledge problems that are relevant to a community (Bereiter & Scardamalia, 1993). Scardamalia (2002) proposes 12 principles to define KB pedagogy. The aim of this study is to provide a review that analyses the influences of these principles on empirical investigations on KB and the importance of technology in such investigations in order to understand the research trends on this pedagogy. The sample was selected from the most recent products published in the Web of Science database. The content analysis performed showed that researchers focussed mainly on the aspects related to a balanced distribution of knowledge and the improvement of ideas in a KB community. Results of this research suggest the addition of a sixth principle in KB pedagogy, that is, a technological principle. The latter highlights that KB is mediated by technology, which in turn facilitates communicating and sharing ideas within a community.

As one of the eight key competencies of life-long learning strategies identified by the European Union and the difficulties in enhancing the “sense of initiative and entrepreneurship”, the purpose of this paper is to propose a co-production approach to overcome several concerns.

An exploratory approach is used to analyse a single case study based on the EntreComp progression model and on a pedagogical approach consistent with the philosophy of learning through creating value for others.

The study introduces best novel practices that help enhance entrepreneurial education in primary school by engaging multiple local stakeholders in co-producing education. The case mainly shows that a co-production approach is appropriate to overcome challenges and assists policymakers to identify specific actions and make investments in entrepreneurship education (EE) at the primary level.

Theoretically, the study contributes to literature on entrepreneurial education and co-production studies. The main drawback of the study is its explorative analysis of a single case.

For practitioners, the research proposes stakeholder involvement as key to co-producing EE in primary schools, implying that policymakers should identify resources for projects and other similar initiatives.

The study elucidates the relevance of co-production approach to ensure early EE in school.

This study aims to investigate the role of relational asymmetries in influencing the coping strategies adopted by frontline workers to deal with the policy–client role conflict.

A comparative analysis of three different services highlights the role of the service relationships characteristics in explaining similarities and differences in the strategies adopted by street-level bureaucrats (SLBs). The research is based on the secondary analysis of three case studies conducted in Italy: the reception system for homeless people, the job brokerage service in the public employment service and the dispute settlement procedure in the labour inspectorate.

The results underline the interaction between the characteristics of the service relationship and the different coping strategies adopted to deal with the policy–client conflict.

The contribution of this study is threefold. Firstly, the authors focus on the influence of the characteristics of the service relationship in terms of agency resources over SLBs’ strategies to face with users’ expectations. Secondly, the authors intend to discuss these issues analysing SLBs not only as agents with individual preferences. Thirdly, the research design allows the authors to return to the street-level bureaucracy theory its comparative essence, proposing a comparative strategy with an explorative intent.

This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability.

A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed.

The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career.

As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum.

The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact.

A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.

People who inject drugs (PWID) face multiple health problems, including infectious diseases and drug overdoses. Applying syndemic and risk environment frameworks, this paper aims to examine the co-occurrence and clustering of drug-related harms and their association with incarceration experience with or without in-prison drug injection.

The authors used data from a cross-sectional survey conducted in 2015 among 557 active opioid injectors. Self-reported data were collected through face-to-face or online questionnaires. They distinguished three harm categories, namely, viral infections, bacterial infections and overdoses, and built an index variable by summing the number of harm categories experienced, yielding a score from 0 to 3. Association between incarceration experience and co-occurrence of harms was modelled using a multinomial logistic regression.

Of the 557 participants, 30% reported lifetime experience of drug-related viral infection, 46% bacterial infection and 22% drug overdose. Multinomial logistic models showed that those who injected drugs during incarceration were more likely to report two (aOR = 2.35, 95% CI: 1.03–5.36) and three (aOR = 9.72, 95% CI: 3.23–29.22) harm categories than those who had never been incarcerated. They were also more likely to report three harm categories than formerly incarcerated respondents who did not inject drugs in prison (aOR = 5.14, 95% CI: 1.71–15.48).

This study provides insights of the syndemic nature of drug-related harms and highlights that drug injection during incarceration is associated with co-occurring harms. Public health interventions and policy changes are needed to limit the deleterious impact of prison on PWID.

This paper aims to explore brain-based differences in national and own-label brands perceptions. Because price is a differentiating characteristic, able to discriminate between national and own-label brands, its influence is also studied.

The study uses the Save Holdings Or Purchase (SHOP) task with functional magnetic resonance imaging to explore the differences in brain functioning for national versus own-label branded products.

For the same product, the higher priced national brands and the lower priced own-label brands lead to more buying decisions. It is also found that there are brain structures that are more active/deactive for national than for own-label brands, both marked with real market prices. Price is a powerful driver of buying decisions and has its neural correlates. Parietal regions activate when brand information is subtracted from brand-plus-price information. The most surprising finding is that visual and visual associative areas are involved in the contrasts between branded products marked with switched prices and marked with real market prices.

The activation/deactivation brain patterns suggest that accepted models of brain functioning are not suitable for explaining brand decisions. Also, to our knowledge, this is the first time that a study directly addresses the brain’s functioning when subjects are stimulated with national versus own-label brands. It paves the way for a new approach to understanding how such brand categories are perceived, revealing the neural origins of the associated psychological processes.

Open access publishing is an increasingly popular trend in the dissemination of academic work, allowing journals to print articles electronically and without the burden of subscription paywalls, enabling much wider access for audiences. Yet subscription-based journals remain the most dominant in the social sciences and humanities, and it is often a struggle for newer open access publications to compete, in terms of economic, cultural, and symbolic capital (Bourdieu, 2004). Our study explores the meanings of resistance held by the editors of open access journals in the social sciences and humanities in Canada, as well as the views of university librarians. To make sense of these meanings, we draw on Lonnie Athens’ (2015) radical interactionist account of power, and expand on this by incorporating George Herbert Mead’s (1932, 1938) theory of emergence, arguing that open access is characteristic of an “extended rationality” (Chang, 2004) for those involved. Drawing on our open-ended interview data, we find that open access is experienced as a form of resistance in at least four ways. These include resistance to (1) profit motives in academic publishing; (2) access barriers for audiences; (3) access barriers for contributors; and (4) traditional publishing conventions.

Active learning is not a simple practice. It is a new paradigm for the provision of high-quality, collaborative, engaging, and motivating education. Active learning has the capacity to respond to most of the challenges that institutions of higher education are facing in our time. In this chapter, we present active learning strategies used in STEM disciplines and we analyze the potential of active learning to redefine the value proposition in academic institutions. After providing the theoretical underpinnings of active learning as an evolving practice, an attempt is made to connect it with different learning theories and present an integrative model in which institutional strategies, learning strategy and information, and communication technologies work synergistically toward the development of knowledge and skills. We then present the results of a survey examining “stories” of active learning from the STEM disciplines, identifying good teaching practices, and discussing challenges and lessons learned. The key idea is that active engagement and participation of students is based on faculty commitments and inspiration and mentoring by faculty. We finally present a stage model for the implementation of active learning practices in higher education. Emphasis is put on a new vision for higher education, based on systematic planning, implementation, and evaluation of active learning methods, collaboration, engagement with society and industry, innovation, and sustainability, for a better world for all.