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The purpose of this paper is to explore whether one Recovery College reflects its community.

Recovery College students’ demographics and protected characteristics were compared with the general population and the population of people using local mental health services.

Recovery College students were representative of the local community in terms of ethnicity, religion or belief and sexual orientation. Fewer Recovery College students were over 60 years old or men.

Recovery Colleges may be more accessible to people who are often under-served and under-represented in mainstream mental health services, including people from BAME backgrounds and people who identify as LGBT. Recovery Colleges may need to engage more men and more older people. Recovery Colleges aim to be inclusive and open to all but need to ensure that this is a reality in practice.

This is the first study to explore who accesses Recovery Colleges and whether they are inclusive and open to all.

Recovery Colleges are an innovative approach which adopt an educational paradigm and use clinician and lived experience to support students with their personal recovery. They demonstrate recovery-orientated practice and their transformative role has been evidenced within mental health services. The purpose of this study is to explore how past students understand the influence of the Recovery College on their on-going recovery journey.

An exploratory, qualitative design was used and semi-structured interviews took place with 15 participants. Data was analysed using the “framework method” and inductive processes.

All participants discussed gains made following Recovery College attendance that were sustained at one year follow-up. Three themes emerged from the data: Ethos of recovery and equality; Springboard to opportunities; and Intrapersonal changes.

This research explores students’ experiences a year after attendance. This contrasts to most research which is completed immediately post course. This study contributes to the emergent evidence base highlighting the longitudinal positive impact of Recovery Colleges. This study is of value to those interested in recovery-oriented models within mental health. Recovery Colleges are gaining traction nationally and internationally and this research highlights processes underlying this intervention which is of importance to those developing new Recovery Colleges.

The purposes of the study were (1) to examine whether directional dominance between co-existing athlete brands and sponsor brands exists; (2) to explore whether directional dominance influences consumers' memory interference; and (3) to test whether brand interference interacts with directional dominance among brands to influence consumer evaluation and behaviors under multiple endorsement and sponsorship portfolios.

The research is a 3 (directional dominance: symmetric dominance vs. asymmetric dominance with existing vs. asymmetric dominance with newly endorsed brand) x 2 (brand memory interference: interference vs. no interference) between-subjects factorial design.

The results indicate that (1) directional dominance influenced consumer brand interference, and directional dominance interacted with brand interference on (2) brand evaluation and (3) purchase intention in multiple brand portfolios.

Considering that conventional single-sponsor sponsorship or single-endorser endorsement portfolios are increasingly rare, research on concurrent circumstances of multiple endorsers and multiple endorsed brands in multiple brand portfolios was necessary. By expanding and reconceptualizing the context of brand networks, this study provides empirical evidence on how the dominance and directionality between endorser and (existing and newly) endorsed brands—an athlete endorser's strong pre-existing association with an existing endorsed brand in particular—influenced consumer brand interference and the brand evaluation in multiple brand portfolios.

People with developmental disorders are significantly more likely to experience adverse childhood experiences (ACEs), although the impact of ACEs on this population is not well understood. Furthermore, considerably less is known about the exposure to, and impact of, ACEs in detained adolescents with complex developmental disorder needs. This paper aims to explore the exposure to ACEs in an adolescent population detained in a secure specialist developmental disorder service.

A retrospective file review was used to explore ACEs and placement histories within a specialist developmental disorder inpatient service. Data was collated for a convenience sample of 36 adolescents, 9 of whom were female, aged 13–20 years (M = 17.28 years).

A total of 33 participants (91.7%) had experienced at least 1 ACE, with 58% experiencing 4 or more ACEs and 36% experiencing 6 or more ACEs. The most common ACEs reported were physical abuse (61.6%), parental separation (58.3%) and emotional abuse (55.6%). The majority of participants had also experienced high levels of disruption prior to admission, with an average of four placement breakdowns (range 1–13, standard deviation = 3.1). ACEs held a significant positive association with the total number of placement breakdowns and total number of mental health diagnoses.

Adolescents detained in specialist developmental disorder secure care had, at the point of admission, experienced high levels of adversities and had been exposed to high levels of experienced and observed abuse. The level of exposure to adversity and ongoing disruptions in care suggests that Child and Adolescent Mental Health Services’ developmental secure services should consider adopting dual treatment frameworks of developmental disorder and trauma-informed care.

This study explored the early-life and placement experiences of a marginalised and understudied population.

The purpose of this research is to investigate Australian property valuers' identification and consideration of physical risks to properties in valuation practice. The research further explores valuers' considerations of climate change-related risks.

The research approach comprised an online survey of Australian valuers who were members of the Australian Property Institute. The online survey included structured and unstructured questions to explore types and extent of risk investigations in valuation practice.

The analysis reflects that while valuers easily identified and engaged with physical risks, there is a lack of understanding of, and engagement with, climate change risks. This supports the need for better information sources and guidance to inform valuers of climate change risks per se, as well as the development of specific mechanisms for consideration of such risks to be included in valuation processes, practices and reports.

The research is limited by the small sample size achieved due to the timing of the survey deployment, which occurred during the first wave of COVID-19 lockdowns in Australia. Thus, the findings are not necessarily representative of the Australian valuation profession, but they do provide indications of current approaches to risk identification in practice and the need for more guidance in relation to climate change risks.

This research identifies that more support, guidance, information and tools, as well as awareness-raising, are required to enable valuers to accurately identify all risks affecting a property.

The research provides a snapshot of current understandings of physical risk identification in valuation practice. As investors and other organisations integrate and build up their analysis of climate risks to their portfolios and organisations, this research indicates that valuers also need to be aware of changing market assessment of physical and climate risks associated with property for consideration in valuation.

The main goals of this study are identifying the information needs of new North American immigrants to Israel and to ascertain which channels of information are used by the immigrants before and after immigration to try to satisfy their information needs.

A qualitative research approach was used for this study. Qualitative interviews were implemented as the primary strategy for data with the application of the grounded theory method for analysis.

General information needs categories included: housing, schooling, health, banking and finances, drivers licenses, government‐related issues, legal issues and practical information. Personal information needs related to problems of “split” or prior immigration, changing over professional licenses, starting a business, children with special needs, and alternative medicine. Many of these needs were satisfied either prior to immigration or during the absorption process while others were left open leaving the immigrants with gaps in their knowledge, feelings of uncertainty and, at times, anxiety. During the preparations for immigration the greatest source of information came from the internet. After immigration, during the absorption process, word‐of‐mouth and personal contacts (social networks) were the main sources for the immigrants to satisfy their information needs.

Additional research regarding immigration and immigrants from all different backgrounds is needed. Such research will help us learn more about other specific group's information needs and information seeking behavior.

By learning and studying the information needs of immigrant's governments and immigration organizations can have a better understanding of how to assist immigrants have a successful integration into their new society.

Prospective immigrants, governments and immigration organizations can gain a deeper understanding of immigrant information needs and the channels used to satisfy those needs.

This article reports the development, application and results of a baseline investigation of contract research staff in 2007 in the Medical School at the University of Sheffield which was carried out in order to develop a specifically tailored training and career development programme and allow for future impact evaluation of the scheme. Postdoctoral researchers reported on their perceived skill levels, academic achievements, career motivations and the current research environment. Results indicated that transferable skills related to communication and awareness of the process of research (i.e. the process of acquisition of funding, commercialisation of research outputs) were lacking. Furthermore, these skills were associated with higher publication outputs, and improved with mobility between institutions at postdoctoral level. This paper also describes how the findings from the baseline evaluation were used to develop a programme to address the lower ranking skills and evaluate the impact of the programme.

In 2008, Mind in Bexley received a research development grant from the Big Lottery Fund and a training grant from Bexley Care Trust to empower service users to participate and contribute to a pilot research project. The project aims were to work with, develop, train and support service users as researchers, in order to record the narratives of service users who have common experiences of mental health distress and treatment. The research development project set up an advisory group, created and developed a partnership with the University of Kent and provided workshops and training sessions to explore some of the principles of research and ethics. In addition, the group undertook a preliminary literature review, developed and refined a research questionnaire and piloted interviews with six service users. Many issues were raised and lessons learned during the planning and conduct of the project. This paper discusses the process and reflects on aspects of the project's design and delivery. In addition, this paper highlights some of the difficulties in undertaking service user research and suggests recommendations as to how to overcome some of these complex issues.

Researcher development is an important but underexplored topic with implications for knowledge production, graduate education, faculty development and equity in higher education. The purpose of this constructivist instrumental case study was to understand how the process of writing and publishing from qualitative dissertations sparked researcher development among two pre-tenure faculty members in higher education.

Two researchers and seven data sources (i.e. six essays and one dialogue transcript) were used to construct the case. Researchers first inductively and independently coded the data sources. Researchers then collectively used the constant comparative technique (Charmaz, 2014) for data analysis.

Data analysis uncovered an iterative, three-phase process of seeking “better ways” (Evans, 2011) to translate dissertations into publications. This process included (1) recognizing one or more issues in the research design or conveyance of data, (2) rallying in a multitude of ways to seek better ways to address the issue(s) and (3) resolving the issue(s) by following internal voices and finding “better ways”.

Findings offer implications for faculty members’ approaches to mentoring and graduate preparation, and for postdoctoral and early career scholars’ agentic approaches to publishing, teaching and reflecting on one’s own researcher development.

The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers ' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers ' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning.

The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning.

The paper provides insights into the authors ' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them.

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts.

The paper includes implications for the design, development and implementation of teachers ' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA).

This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.