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This paper explores sexual health, the problems faced by women with severe and persistent mental illness (SPMI) in attaining sexual health, and concerns about sexual…
This paper explores sexual health, the problems faced by women with severe and persistent mental illness (SPMI) in attaining sexual health, and concerns about sexual vulnerability. It goes on to look at the difficulties faced by women detained in a medium secure unit. It describes the development, running and evaluation of a pilot sexual health group aimed at meeting some of the needs highlighted in the literature.
This chapter outlines the successful community engagement process used by the authors for the Kinship Online project in the context of Indigenous methodological…
This chapter outlines the successful community engagement process used by the authors for the Kinship Online project in the context of Indigenous methodological, epistemological, and ethical considerations. It juxtaposes Indigenous and western ways of teaching and research, exploring in greater detail the differences between them. The following chapter builds on and extends Riley, Howard-Wagner, Mooney & Kutay (2013, in press) to delve deeply into the importance of embedding Aboriginal cultural knowledge in curriculum at the university level.
The chapter gives an account of an Office for Learning and Teaching (OLTC) grant to develop Indigenous Online Cultural Teaching and Sharing Resources (the Kinship Online Project). The project is built on an existing face-to-face interactive presentation based on Australian Aboriginal Kinship systems created by Lynette Riley, which is being re-developed as an online cultural education workshop.
A key consideration of the researchers has been Aboriginal community engagement in relation to the design and development of the project. The chapter delves deeply into the importance of embedding Aboriginal cultural knowledge into curriculum at the university level. In doing so, the chapter sets out an Aboriginal community engagement model compared with a western research model which the authors hope will be useful to other researchers who wish to engage in research with Aboriginal people and/or communities.
Hardly surprisingly, like many fellow Glaswegians, I grew up believing that the language of the majority of my fellow citizens was slang1 and hence to be disparaged…
Hardly surprisingly, like many fellow Glaswegians, I grew up believing that the language of the majority of my fellow citizens was slang1 and hence to be disparaged, if not altogether despised. The fact that we were all equally able to express ourselves in Glaswegian or varying degrees of “Standard” English was conveniently overlooked. The hegemonical dominance of the “Standard” was total. Our native tongue was to be extirpated as rapidly as possible if we wanted any social advancement at all and in working class Glasgow in the 1960s and 1970s social advancement was a major item on many a personal agenda. The multilingualism now so much à la mode was never an issue. Implicitly we were indoctrinated with notions of transient bilingualism whose goal, like that of the 19th and 20th century social missionaries in the Celtic areas of Scotland (and elsewhere), was to teach us the English in order that we forget the Glaswegian.
This Institute announces a joint Printed Circuit Symposium to be held in conjunction with the European Institute of Printed Circuits, known as the ‘European Printed Circuit Convention’. The venue will be The Old Ship Hotel, Brighton, and the dates 4th and 5th June, 1986.
Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their…
Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.
We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.
Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.
Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.
LIBRARY ASSOCIATION CONFERENCE affairs occupy our foreground this month of course. The Llandudno meeting will, we understand, be the last to be held in the spring. Various considerations, weighty enough, have made the early meeting undesirable. Municipal and county library authority members are occupied with elections and university and college librarians are pressed with imminent examinations. September, therefore, will hereafter be conference month, which, for those who so regard conferences, makes them a welcome extension of summer holidays. It also intrudes them into the holiday season and increases their cost and the difficulty of accommodating so large an assembly in halls and hotels.
As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no…
As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a changing and uncertain world. A comprehensive framework is presented to aid understanding of how interventions that target motivational processes in education produce downstream effects years after implementation. This framework distinguishes between three types of processes through which interventions may produce long-term effects: recursive processes (feedback loops by which positive effects can build on themselves over time), nonrecursive chains of effects (“domino effects” in which proximal outcomes affect distinct distal outcomes), and latent intrapersonal effects (changed habits, knowledge, or perceptions that affect how students respond in different situations in the future). The framework is applied to intervention research that has reported long-term effects of motivation interventions, evidence for the processes described in this framework is evaluated, and suggestions are presented for how researchers can use the framework to improve intervention design. The chapter concludes with a discussion of how the application of this framework can help intervention scientists to achieve their goal of positively influencing students’ lifelong trajectories, especially in times of change and uncertainty.
Previous research on community attitudes toward the police focuses on suspect race as an important predictor of attitudes toward law enforcement and police use of force…
Previous research on community attitudes toward the police focuses on suspect race as an important predictor of attitudes toward law enforcement and police use of force. Generally, missing from these studies, however, is the role of mental illness, both independently and in conjunction with race, and its effect on perceptions of police. This chapter summarizes our recent research addressing two issues: (1) how race and mental illness of suspects affect perceptions of the appropriateness of police use of force, and (2) how race and mental illness of citizens affect perceptions of police.
We examine these issues by summarizing research obtained through The Portland Race and Mental Illness Project (PRMIP), a survey administered to residents of Portland, Oregon. For our first topic, we use an experimental vignette that randomly alters race and mental health status of suspects. For our second topic, we ask respondents to self-report race, mental health status, and perceptions of the police.
Our dual focus provides two key findings: first, citizens’ perceptions of police use of force are affected by suspect race and mental health status. Second, like Black citizens, citizens with mental illness also have a negative impression of law enforcement.
Our research builds on research indicating racial disparity in trust in police by showing that mental illness – both that of the respondent and that of a suspect – affects attitudes toward the police. These results suggest that mental health status affects attitudes toward law enforcement and should be considered in future research and public policy.