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It is common for people to view dropping out of substance misuse treatment as an unsuccessful attempt at recovery. The existing literature emphasises that those who drop out of treatment do worse than those who complete their treatment programme. More recently, however, those who discharge early are faring better than ever before.

In total, 13 service users who discharged early from three residential therapeutic communities were interviewed over the phone to discuss life after treatment. Interview transcripts were analysed using thematic analysis and found four main themes evidencing that “unsuccessful” really can be successful.

The study unearthed significant findings in the area of motivation for continued recovery in that 85 per cent of the sample were actively accessing further substance misuse treatment after leaving the service early. Five participants who had entered treatment as opiate users were all abstaining from Class A drugs at the time of interview; indeed 100 per cent of the sample were opiate free. Furthermore, self-reported psychological health had improved following discharge by 78 per cent.

Recent changes in policy and treatment design within drug treatment services may explain such positive outcomes in that a more responsive programme allows people to gain skills and make changes in a shorter time frame.

Indeed, improved early discharge procedures and increased links to aftercare and follow on treatment may have impacted on this finding.

This study therefore proposes the notion of “right dose of treatment” as opposed to “time in treatment” and highlights the importance of exit procedures and aftercare.

Despite the importance of increasing engagement and minimising attrition and drop‐out in parenting interventions, there is a paucity of empirical evidence examining factors related to engagement and participation. The range of factors examined in relation to engagement is generally limited in scope and variety, focusing on variables of convenience rather than utilising a theoretically‐driven approach.The aim of this article is to review the factors related to parental engagement with interventions and to describe strategies and implications for improving engagement with parenting interventions. Several policy and practice implications are identified: (1) Poor parental engagement may threaten or compromise the capacity of parenting programmes to deliver valued outcomes. Viable engagement strategies need to be a core part of prevention and early intervention parenting programmes; (2) Agencies delivering parenting services need a proactive engagement strategy, which includes strategies to prevent drop‐out, as well as strategies to actively respond to parental disengagement; (3) Research is needed to test the efficacy and robustness of different engagement enhancement strategies. Empirical tests are needed to test the effectiveness of different engagement strategies in order to ensure that the most efficient, cost‐effective and efficacious approach is used in order to engage parents. Investment of research effort to improve parental engagement is likely to have a high yield in terms of programme efficiency, utility and cost effectiveness. We conclude that research examining how to improve engagement and decrease non‐completion is needed to strengthen the population level value of parenting programmes as preventive interventions.

There is increasing recognition that, wherever clinically appropriate, the needs of mentally disordered offenders should be met by health and social services rather than the criminal justice system (Cohen & Eastman, 1997). Many trusts now make separate service provision for this client group, but there has been little research into the role of applied psychology in these services. This study consists of an exploratory audit of the referrals to applied psychology in a multidisciplinary mentally disordered offenders team. Client characteristics as well as referral characteristics were explored. One of the main results of the audit was that clients referred for outpatient groups (who were not normally known to the team prior to referral) had significantly higher rates of non‐attendance and drop‐out than clients referred for other reasons. Outpatients in general also had higher rates of non‐attendance and dropout than inpatients. The main conclusion of this study is that applied psychology resources may be best used in the provision of services to clients known to the team and that, as inpatient work may be more productive, it should perhaps be the priority for psychologists working with this client group.

This study attempts to examine the missing middle (MM) phenomena in the context of the Indian manufacturing sector using the unit level information from the database of Ministry of Corporate Affair, Government of India.

Unlike the previous studies, the present study first bifurcated the missing enterprises into two categories such as “permanently” dropped and “reappeared,” in order to pursue a meaningful analysis and derive conclusions with policy insights. Various financial indicators were used to explain the causes of MM phenomena during 2009–2010 and 2016–2017, in a logistic framework.

The study found that profit margin ratio is higher for the group of medium sized enterprises which continued in comparison to the units which dropped out permanently. Similar is the case with the ratio of investment turnover. The econometric results, however suggest that the relationship between the chances of a firm being dropped out and financial indicators is weak as the coefficients of various financial indicators are found to be statistically significant only for a few years.

The study suggests that the missing middle phenomenon is not a myth in India as very large number of medium-sized firms have been disappearing from the market over the years. Based on firm level data it identifies the factors which resulted in such a phenomenon.

The purpose of this paper is to perceive the perspective of Portuguese and Czech’ talented athletes regarding: the main reasons pointed to drop out of sport, putting into analysis motivational factors; the conciliation of School and Sport, and how the organization of schools and sports contexts are articulated in relation to the training and promotion of students, athletes and citizens; and the contributions (positive/negative) of sports to daily life and society.

This study uses a qualitative approach to interview eight talented athletes from different sports that had to drop out the practice of sport and explores their narratives regarding experiences and the relational dynamics between sports contexts and schools.

Athletes identify factors that led to drop out: the coach profile or the methodology and dynamics of practicing/training; time consuming; and the impossibility of reconciling sports with school/job. Athletes can identify the sport’s culture, self-development and health being as positive contributions of sports, whereas injuries were referred as the main negative factor of sport. As proposal of changes, athletes referred to the need of a more professional organization of the sport contexts and to more proximity between school policies and sport policies allowing conciliating both.

One limitation that could be pointed to this research is the difference between the Czech and Portuguese socio-cultural and political situation, not only in the concept and organization of sports activities (since scholar years) but also in the general society. This difference could have more visibility when interpreting the data that led to this fact referred above.

It is recommended a more proximity relationship between researchers and the contexts of practice (sport contexts) being that it is important that these contexts should have feedback from the investigations carried out. Only in this way coaches, federations and confederations can be aware of the motivational factors that lead to talented athletes drop out, and make a greater investment in initial formation of the coaches and propose policies that try to establish partnerships with schools or professional contexts which could help the management of athletes’ times outside of sport.

Departing from the athletes’ feelings, concerns and motivations related to sport and the reasons that led to their drop out, we argue for the definition of public policies, in both countries, that promote non-discrimination of young people who wish to maintain a path linked to sports in articulation with other areas of their lives.

Purpose — The paper aims at an improvement of the understanding, how mobility is reported in longitudinal surveys and to develop ideas how to assess the completeness of the reported mobility.

Methodology/approach — Analyses of data quality and completeness are performed on the multiday and multiperiod data of the German Mobility Panel. Distinctions are made between differing reporting behaviours of individuals who either reported three times, two times or only once.

Findings — It can be shown that the reporting behaviours are different depending on the number of repetitions. The results illustrate that on the one hand individuals who repeat the survey in a consecutive wave tend to report with greater motivation, endurance and accuracy. On the other hand, participants who have not reported completely and accurately are more likely to drop out. These effects positively influence the quality and completeness and therefore the reliability of recorded mobility figures in multiperiod mobility surveys.

Practical implications — The analytical possibilities of combined multiday and multiperiod data in terms of the assessment of data quality will be demonstrated. Hints to identify such types of survey artefacts are presented.

This study aims to initiate an investigation into the drop-out rate from building information modelling (BIM) courses.

During 2017-2018, BIM courses (16 weeks) have been developed as active learning modules. Peer instruction was used to engage students and improve the overall student’s performance. Students’ activity data were captured and analysed based on study groups and suggested study module completion dates.

By mapping students’ activity data against suggested completion date at various assessment milestones revealed a possible degradation of motivation throughout the course which, in turn, may have been a possible cause of drop-out.

This paper presents ongoing research and a preliminary understanding about peer instruction effectiveness in BIM-related subjects as high intensity courses. It investigates whether a student’s active participation can improve their motivation to acquire a subject’s learning outcomes and reduce the drop-out.

The peer instruction methodology that is used here is quite universal and can be successfully applied to various other subjects to increase the student’s involvement in the course.

Results are drawn based on students’ involvement at the high intensity course and show the gradual increase of a learner’s motivation once they get continuous support from fellow learners and a teacher.

Because of high drop‐out rates among the students entering vocational education in Denmark retention of students has become pivotal to Danish educational policy. Thus vocational educational training (VET) colleges have been asked to work on implementing different kinds of retention initiatives and as a result, most colleges have established extended basic courses aimed at students with personal, social and/or academic difficulties. This paper aims to explore the emotional aspects of vocational educational teachers' work and present a preliminary analysis of the notion of care as socially situated within the vocational educational system.

This paper derives from a study based on fieldwork at a VET college offering extended basic courses. During the fieldwork nine weeks of participating observations and 13 interviews with teachers were conducted.

The paper provides empirical insights into the emotional practices and the management of emotions related to prevention of dropout within an educational setting. It shows how emotional practices can provide both teachers and students with positive identities and make out a productive force that prevents students from dropping out. However the management of emotions also involves a range of dilemmas and ambivalences revealing the difficult limitations related to an institutionalization and professionalization of human care.

Because of the chosen research design more studies on the emotional aspects of prevention of drop‐out from both the perspective of teachers and students are needed.

The emotional dimension of retention remains to be recognized and critically discussed more widely among stakeholders at different levels within the VET system and policy makers within education. Handling both the possibilities and the pitfalls of emotional practices requires that teachers are not left alone feeling responsible for the fate of their students.

The paper contributes with descriptions of how emotions can be productive forces preventing students from dropping out of education. At the same time it identifies a need for further critical examination of the emotional aspects of teachers' working life.

The purpose of this paper is to discuss a case study which examines and analyses a information communication technology training programme conducted using an e‐learning platform at the Dartmoor National Park Authority, UK.

The research adopted a mixed method approach which involved the use of questionnaires and semi‐structured interviews. Data analysis for the survey was accomplished using descriptive statistics and cross‐tabulation, while the interviews utilised coding and data structuring.

The results indicate that an analysis of user's needs prior to training is essential. This should involve both trainee and manager to help ensure their commitment to the training. In addition, the provision of sufficient information prior to training is necessary to allay any concerns trainees may have, likewise mentors should be used to reduce user resistance. Knowledge of the characteristics of trainees would also be useful.

For companies offering an online e‐learning training programme, it is imperative that they identify trainee concerns quite early in order to minimise drop‐out rates and resistance to future training programmes. Further studies need to be conducted on academic qualifications and the likelihood of drop out among trainees.

The paper makes a number of practical recommendations that organisations could use to help mitigate barriers to future e‐learning programmes.

This paper further extends the body of theory on e‐learning and provides new insights into the barriers of e‐learning.

The Open University of the United Kingdom is acknowledged as one of the most successful distance education system yet designed. High among the reasons for its success is the student support service provided by the Regional Tutorial Services, a department of the Open University administrative structure which has received little acclaim. This paper shows how the Regional Tutorial Services copes with the problem of drop‐outs that has been a feature of many other distance systems and how it seeks to provide a valid educational experience for those enrolled. Three phases in the evolution of the present administrative system are analysed and various aspects of structure are discussed. Attention is drawn to developments in computer recording which may enable the Regional Tutorial Services to forecast possible drop‐outs and thus take a major step towards eliminating avoidable student withdrawal.