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The purpose of this study is to examine how students with workplace learning experience the process of the assessment of prior experiential learning (APEL) in higher education.

This is an inductive and exploratory study drawing on methodology from the field of academic literacies. It addresses two questions: “How do different tutors and students approach the APEL process?” and “How do students with workplace learning experience the APEL process?”. Interviews were undertaken with students and tutors around the students' assessment documents. The data werre analysed according to Lillis' and Ivanič's concept of “addressivity”. This type of analysis indicates how students and tutors are positioning one another, and facilitates the drawing out of similarities and differences in these positionings between the different participants.

The paper finds that, although all students had been successful in their APEL claims, their narratives were quite polarised. Using a heuristic developed by Lillis the data clearly demonstrate the impact on the student experience of two different tutor approaches, that of monologic teaching and dialogic mediation.

This is a small scale, single institution study. Replicating the study in different contexts may further explain the differences between APEL processes that learners find empowering and those which they do not.

The original perspective afforded by the theoretical lens of academic literacies suggests a valuable re‐conceptualisation of the traditional assessor‐candidate relationship with implications for assessment practice. The paper also provides a student perspective on the process that is largely absent in the research literature.

The purpose of this paper is to present and examine the addition of a “professional artefact” to the course requirements for the BA Honours Professional Practice (BAPP) (Arts) programme at Middlesex University.

This paper takes a case study approach using reflection, indicative theories and consideration of student work to evaluate the introduction of the “professional artefact” into the BAPP (Arts) curriculum. Following pragmatist and phenomenological descriptions of the lived experience as embodied (Dewey et al., 1989; Merleau-Ponty, 2002) and using learning models based on experience in the workplace (Boud and Garrick, 1999), the paper's methodology takes the work-based principle of “experience as knowledge” to examine the impact of the professional artefact on students learning.

The professional artefact has proven to be a useful way for the learners on the course to reflect on the purpose of their own study and the ways in which work-based learning can be incorporated into their practice through embodied “ideas”.

The paper suggests that the inclusion of a professional artefact to the curriculum provides a flexible means for bridging academic and workplace learning. The inclusion of the professional artefact could be recommended as a strategy for other work-based learning programmes.

The added value for professional practice is that the professional artefact provides a flexible and creative means of communication for emerging and establishing workplace professionals.

The psychological and behavioral consequences of the Deepwater Horizon oil spill disaster were among the most widespread, long term, and costly of all oil spill-related disasters. However, many people were resilient, and understanding the factors associated with resilience in the immediate aftermath of this disaster are needed to guide early interventions. The paper aims to discuss this issue.

In total, 133 adults from the Northeast Gulf Coast participated in a study of mental health outcomes during the oil spill and one year later. Participants completed a battery of measures that assessed their basic demographics, income status, perceived environmental risk (i.e. characteristic way people think about and interpret environmental risks), self-reported resilience (i.e. ability to “bounce back” after a disaster), and mental health status.

Results of univariate analyses indicated similar, elevated levels of mental health problems at both time points; however, environmental risk perception was higher one year post-spill than during the spill. In multivariate analyses, income stability, increased time, higher self-reported resilience, and lower environmental risk perception were associated with better mental health outcomes while age and gender had no association.

Oil spills are protracted disasters, and better mental health outcomes are linked to financial stability, as well as a belief in environmental restoration and one’s own capacity for resilience. Since resilience and environmental worry are potentially modifiable processes, they might be targeted in prevention and early intervention efforts in order to create more robust, prepared individuals in the face of an oil spill disaster.

The purpose of this paper is to assess whether the Adult Attachment Projective (AAP) Picture System is a reliable and face valid measure of internal working models of attachment in adults with intellectual disabilities (ID).

The AAPs of 20 adults with ID were coded blind by two reliable judges and classified into one of four groups: secure, dismissing, preoccupied, or unresolved. Inter-rater reliability was calculated using κ. Six participants repeated the assessment for test-retest reliability. Two independent experts rated ten cases on the links between the AAP analysis and the clinical history.

There was significant agreement between AAP judges, κ=0.677, p<0.001. Five out of six participants showed stability in their classifications over time. The majority of expert ratings were “good” or “excellent”. There was a significant inter-class correlation between raters suggesting good agreement between them r=0.51 (p<0.05). The raters’ feedback suggested that the AAP had good clinical utility.

The inter-rater reliability, stability, face validity, and clinical utility of the AAP in this population is promising. Further examination of these findings with a larger sample of individuals with ID is needed.

This is the first study attempting to investigate the reliability and validity of the AAP in this population.