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Gemma Stacey and Lorraine Rayner
This paper describes how psychosocial interventions (PSI) have been integrated into an undergraduate mental health nursing programme. The first part of the paper provides…
This paper describes how psychosocial interventions (PSI) have been integrated into an undergraduate mental health nursing programme. The first part of the paper provides the broad context of PSI in nurse education and justifies the need to incorporate skills for PSI into the undergraduate nursing curriculum. A variety of educational theories and research are presented, which have informed the development, structure and delivery of the skills programme underpinned by PSI into the undergraduate programme. The successes and limitations of this skills programme are considered in light of the key issues and challenges concerning the integration of PSI skills into undergraduate nursing education.
John Fenwick and Lorraine Johnston
John Fenwick and Lorraine Johnston
This essay is an exercise in imaginative historiography. Its purpose is to modify the boundaries between sociology, social work, and literature that have become…
This essay is an exercise in imaginative historiography. Its purpose is to modify the boundaries between sociology, social work, and literature that have become impediments to the pursuit of socially responsible scholarship; its goal is to create an analogue in the past for a field that many revisionists wish to create in the present – a field of cultural inquiry in which knowledge is considered both cognitive and emotional, methods are imaginative, and results are meant to improve human relations. In the past I posit as a “working hypothesis” (in Mead’s sense of the term) for this field, I bring together figures, specifically Jane Addams and the nineteenth-century playwright Joanna Baillie, whose contributions to sociology and literature are being separately but not jointly recovered. I examine three key similarities that make Addams and Baillie kindred spirits: they cultivated sympathy as a way of knowing and acting, and made it the basis for social change; they preferred situational problem-solving to theory-building; they used drama for value inquiry and morality construction. Throughout, I also allude to affinities with the thought of Mead, affinities that are important for avoiding gender essentialism in this argument. I illustrate the combined use of problem-solving, sympathy and drama by linking Baillie’s plays on criminality with Addams’s and Mead’s efforts at criminal justice reform and with present-day efforts to move from an ethics of justice to an ethics of care. By bringing Baillie to Hull-House and considering how she might have contributed to the work of Addams, Mead, and their associates, I construct a precedent for transdisciplinary cultural inquiry.
Benjamin Kutsyuruba, Lorraine Godden and John Bosica
The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a…
The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being.
An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures.
The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being.
This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended.
The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs.
Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities.
In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.
Hye-Jin Paek, Elizabeth Taylor Quilliam, Sookyong Kim, Lorraine J. Weatherspoon, Nora J. Rifon and Mira Lee
The purpose of this paper is to investigate the content of food advergames and the nutritional quality of foods promoted in those advergames with the presence of child…
The purpose of this paper is to investigate the content of food advergames and the nutritional quality of foods promoted in those advergames with the presence of child visitors.
This study integrates three different sources of data, first, characteristics of the audience from internet audience measurement metrics; second, an analysis of food advergame content; and third, an analysis of the dietary quality of the foods in advergames.
The results show that 83.2 percent of the total 143 advergames are sponsored by CFBAI participating companies and 79.5 percent of the total 44 advergames reaching children are sponsored by those companies. About 87 percent of the advergames reaching children do not include age limit specification. By contrast, about 71 percent of the advergames reaching children include ad breaks and about half of the advergames reaching children include healthy lifestyle information. Compared to the total, advergames reaching children seem to have a higher level of brand integration. Moreover, most foods that the advergames promote are classified as unhealthy. Finally, the results show that ad breaks and number of brand identifiers are the two significant predictors of food advergames with child unique visitors.
Despite the increased attention to and scrutiny of innovative and interactive food marketing targeting children, little is known about the extent to which such techniques actually reach children, nor about the content and nutritional quality of foods they promote. This study attempts to fill in the gap by focussing on food advergames.