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Open Access
Article
Publication date: 26 March 2024

Jane Skalicky, Harriet Speed, Jacques van der Meer and Dallin George Young

This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher…

Abstract

Purpose

This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher education across different international contexts, namely the USA, Canada (CAN), Australasia (Australia and New Zealand) (ANZ), the United Kingdom (UK) and South Africa (SA).

Design/methodology/approach

Data are summarized and compared across each of the participating countries, providing a more global context and depth of perspective on peer leadership (PL) in higher education than is currently available in the literature.

Findings

The findings highlight some apparent differences between countries in relation to student engagement in peer leader roles and the ways in which PL is supported by higher education institutions, as well as some similarities across the different international contexts, particularly in the way peer leaders view the benefits of their involvement in PL.

Originality/value

These insights provide a valuable addition to the literature on PL and practical information to higher education institutions for supporting student leadership development and involvement.

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

Keywords

Open Access
Article
Publication date: 20 October 2023

David McGillivray, Trudie Walters and Séverin Guillard

Place-based community events fulfil important functions, internally and externally. They provide opportunities for people from diverse communities and cultures to encounter each…

Abstract

Purpose

Place-based community events fulfil important functions, internally and externally. They provide opportunities for people from diverse communities and cultures to encounter each other, to participate in pleasurable activities in convivial settings and to develop mutual understanding. The purpose of this paper is to investigate the value of such events as a means of resisting or challenging the deleterious effects of territorial stigmatisation.

Design/methodology/approach

The authors explore two place-based community events in areas that have been subject to territorial stigmatisation: Govanhill in Glasgow, Scotland, and South Dunedin, New Zealand. They draw on in-depth case study methods including observation and interviews with key local actors and employ inductive analysis to identify themes across the datasets.

Findings

The demonstrate how neighbourhood events in both Glasgow and Dunedin actively seek to address some of the deleterious outcomes of territorial stigmatisation by emphasising strength and asset-based discourses about the areas they reflect and represent. In their planning and organisation, both events play an important mediating role in building and empowering community, fostering intercultural encounters with difference and strengthening mutuality within their defined places. They make use of public and semi-public spaces to attract diverse groups while also increasing the visibility of marginalised populations through larger showcase events.

Research limitations/implications

The empirical element focuses only on two events, one in Glasgow, Scotland (UK), and the other in South Dunedin (New Zealand). Data generated were wholly qualitative and do not provide quantitative evidence of “change” to material circumstances in either case study community.

Practical implications

Helps organisers think about how they need to better understand their communities if they are to attract diverse participation, including how they programme public and semi-public spaces.

Social implications

Place-based community events have significant value to neighbourhoods, and they need to be resourced effectively if they are to sustain the benefits they produce. These events provide an opportunity for diverse communities to encounter each other and celebrate what they share rather than what divides them.

Originality/value

This paper is the first to examine how place-based community events help resist narratives of territorial stigmatisation, which produce negative representations about people and their environments. The paper draws on ethnographic insights generated over time rather than a one-off snapshot which undermines some events research.

Details

International Journal of Event and Festival Management, vol. 15 no. 1
Type: Research Article
ISSN: 1758-2954

Keywords

Open Access
Article
Publication date: 14 June 2022

Joyce Hlungwani and Adrian D. van Breda

The purpose of this study is to explore the contribution of what the authors have termed, “managed opportunities for independence” (MOI) in building the resilience of young people…

Abstract

Purpose

The purpose of this study is to explore the contribution of what the authors have termed, “managed opportunities for independence” (MOI) in building the resilience of young people in care.

Design/methodology/approach

The study used a qualitative, grounded theory methodology. Nine child and youth care workers were purposively sampled from various child and youth and care centres in South Africa.

Findings

Findings indicate that MOI contribute to the development of resilience of young people in care.

Originality/value

Care-leaving literature recognizes that too much protection does not adequately prepare young people for independent living. There is also increasing attention to the resilience processes that enable care-leavers to thrive during the transition from care to independent living. However, there is limited empirical research that looks at how in-care programmes develop young people’s resilience. In addition, very little is said about what it means for child and youth care practice. This study’s focus on the contribution of “managed opportunities for independence” in building the resilience of young people in care provides a foundation for understanding the care-leaving process better.

Details

Journal of Children's Services, vol. 17 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

Open Access
Article
Publication date: 5 March 2018

Louca-Mai Brady, Lorna Templeton, Paul Toner, Judith Watson, David Evans, Barry Percy-Smith and Alex Copello

Young people’s involvement should lead to research, and ultimately services, that better reflect young people’s priorities and concerns. Young people with a history of treatment…

4406

Abstract

Purpose

Young people’s involvement should lead to research, and ultimately services, that better reflect young people’s priorities and concerns. Young people with a history of treatment for alcohol and/or drug problems were actively involved in the youth social behaviour and network therapy study. The purpose of this paper is to explore the impact of that involvement on the study and what was learnt about involving young people in drug and alcohol research.

Design/methodology/approach

The initial plan was to form a young people’s advisory group (YPAG), but when this proved problematic the study explored alternative approaches in collaboration with researchers and young people. Input from 17 young people informed all key elements of the study.

Findings

Involvement of young people needs to be dynamic and flexible, with sensitivity to their personal experiences. Engagement with services was crucial both in recruiting young people and supporting their ongoing engagement. This research identified a need to critically reflect on the extent to which rhetorics of participation and involvement give rise to effective and meaningful involvement for young service users. It also highlights the need for researchers to be more flexible in response to young people’s personal circumstances, particularly when those young people are “less frequently heard”.

Research limitations/implications

This research highlights the need for researchers to be more flexible in response to young people’s personal circumstances, particularly when those young people are “less frequently heard”. It highlights the danger of young people in drug and alcohol research being unintentionally disaffected from involvement through conventional approaches and instead suggests ways in which young people could be involved in influencing if and how they participate in research.

Practical implications

There is an apparent contradiction between dominant discourses and cultures of health services research (including patient and public involvement) that often do not sit easily with ideas of co-production and young people-centred involvement. This paper provides an alternative approach to involvement of young people that can help to enable more meaningful and effective involvement.

Originality/value

The flexible and young people-centred model for involvement which emerged from this work provides a template for a different approach. This may be particularly useful for those who find current practice, such as YPAG, inaccessible.

Details

Drugs and Alcohol Today, vol. 18 no. 1
Type: Research Article
ISSN: 1745-9265

Keywords

Open Access
Article
Publication date: 31 May 2019

Susanne Ayers Denham and Hideko Hamada Bassett

Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally…

6729

Abstract

Purpose

Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue.

Design/methodology/approach

Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures.

Findings

Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms.

Research limitations/implications

Applications to teacher professional development, and both limitations and suggestions for future research are considered.

Originality/value

This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 18 July 2022

Martin Robinson, Michelle Templeton, Carmel Kelly, David Grant, Katie Buston, Kate Hunt and Maria Lohan

Young incarcerated male offenders are at risk of poorer sexual health, adolescent parenthood and lack opportunities for formative relationship and sexuality education (RSE) as…

1285

Abstract

Purpose

Young incarcerated male offenders are at risk of poorer sexual health, adolescent parenthood and lack opportunities for formative relationship and sexuality education (RSE) as well as positive male role models. The purpose of this paper is to report the process of co-production and feasibility testing of a novel, gender-transformative RSE programme with young male offenders to encourage positive healthy relationships, gender equality, and future positive fatherhood.

Design/methodology/approach

Using a rights-based participatory approach, the authors co-produced an RSE programme with young offenders and service providers at two UK prison sites using a sequential research design of: needs analysis, co-production and a feasibility pilot. Core components of the programme are grounded in evidence-based RSE, gender-transformative and behaviour change theory.

Findings

A needs analysis highlighted the men’s interest in RSE along with the appeal of film drama and peer-group-based activities. In the co-production stage, scripts were developed with the young men to generate tailored film dramas and associated activities. This co-production led to “If I Were a Dad”, an eight-week programme comprising short films and activities addressing masculinities, relationships, sexual health and future fatherhood. A feasibility pilot of the programme demonstrated acceptability and feasibility of delivery in two prison sites. The programme warrants further implementation and evaluation studies.

Originality/value

The contribution of this paper is the generation of an evidence-based, user-informed, gender-transformative programme designed to promote SRHR of young male offenders to foster positive sexual and reproductive health and well-being in their own lives and that of their partners and (future) children.

Details

International Journal of Prisoner Health, vol. 19 no. 3
Type: Research Article
ISSN: 1744-9200

Keywords

Abstract

Details

Gerontechnology
Type: Book
ISBN: 978-1-78743-292-5

Open Access
Book part
Publication date: 4 June 2021

Bridget Harris and Delanie Woodlock

Technology increasingly features in intimate relationships and is used by domestic violence perpetrators to enact harm. In this chapter, we propose a theoretical and practical…

Abstract

Technology increasingly features in intimate relationships and is used by domestic violence perpetrators to enact harm. In this chapter, we propose a theoretical and practical framework for technology-facilitated harms in heterosexual relationships which we characterize as digital coercive control. Here, we include behaviors which can be classified as abuse and stalking and also individualized tactics which are less easy to categorize, but evoke fear and restrict the freedoms of a particular woman. Drawing on their knowledge of a victim/survivor's experiences and, in the context of patterns and dynamics of abuse, digital coercive control strategies are personalized by perpetrators and extend and exacerbate “real-world” violence.

Digital coercive control is unique because of its spacelessness and the ease, speed, and identity-shielding which technology affords. Victim/survivors describe how perpetrator use of technology creates a sense of omnipresence and omnipotence which can deter women from exiting violent relationships and weakens the (already tenuous) notion that abuse can be “escaped.” We contend that the ways that digital coercive control shifts temporal and geographic boundaries warrant attention. However, spatiality more broadly cannot be overlooked. The place and shape in which victim/survivors and perpetrators reside will shape both experiences of and response to violence. In this chapter, we explore these ideas, reporting on findings from a study on digital coercive control in regional, rural, and remote Australia. We adopt a feminist research methodology in regard to our ethos, research processes, analysis, and the outputs and outcomes of our project. Women's voices are foreground in this approach and the emphasis is on how research can be used to inform, guide, and develop responses to domestic violence.

Details

The Emerald International Handbook of Technology-Facilitated Violence and Abuse
Type: Book
ISBN: 978-1-83982-849-2

Keywords

Abstract

Purpose

To detail the revised Essential #1.

Design/methodology/approach

This is a description and case study of Essential #1.

Findings

This article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.

Practical implications

This article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.

Originality/value

This article provides a description and application of the revised Essential #1.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 2
Type: Research Article
ISSN: 2833-2040

Keywords

Open Access
Book part
Publication date: 5 February 2019

Johanna L. H. Birkland

Abstract

Details

Gerontechnology
Type: Book
ISBN: 978-1-78743-292-5

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