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The purpose of this paper is to critically discuss state inaction on and NGO responses to the hidden problem of youth disengagement in the form of social withdrawal.

The study is based on data drawn from six focus groups of social workers working with youths experiencing the problem of social withdrawal and another 30 individual interviews with service users having had this vulnerable background.

Substantiated with empirical findings, the paper argues that young people in social withdrawal characterized by their socially avoidant behavior and deprivation of an engagement status as a worker, student or trainee are largely invisible to the state because of the latter's insensitivity to the heterogeneity and diversity of disengaged youth and reproduction of the anti‐social notion of at‐risk youth. A flexible and tailor‐made strategy initiated by an NGO is argued to be more effective in meeting the needs of silently‐disengaged young people.

This paper critically examines state inaction on the problem of youth disengagement in the form of social withdrawal and argues the importance of adopting a flexible and tailor‐made strategy with regard to both outreaching and service provision efforts.

“Black Day to Freedom” project was the culmination of five years of performance ethnography research that continues today in various forms through BeyondLabels. The title “Black Day to Freedom” came from an asylum seeker participating in a “free verse” workshop where all participants expressed their views on globalisation, social movement of people and identity. “Black Day to Freedom” his title, provides an insight into his perceptions of life and this framed a need to conduct further research into providing a voice for refugees and asylum seekers through informal multicultural education and associated visual arts expression.

The research follows a performance ethonographic perspective into the informal multicultural education project specific to exploring expressions of identity of refugee by migrant artists.

The informal multicultural education initiative specific to exploring expressions of identity of refugee by migrant artists was highly personalised and immersive in style with both educators and learners being co‐producers. This immersive, challenging, absorbing project required a passion by all to the mode of communications (visual arts) and the subject focus of refugee identity. The key implication of the informal multicultural education initiative is the unique insights provided by the migrant voices.

A key implication of this research into informal multicultural education practice in the context of supporting expressions of refugee indentity by migrant artists is the need for further research into pedagogy equity in the context of personalised learning design for non‐traditional learners. One key question for future studies would be how we can improve our understanding of the “bridge” between informal and formal education and as a consequence engage the non‐engaged from cultural diverse backgrounds in our educational institutions.

Provides insights into multicultural education initiatives.

The purpose of this paper is to establish the impact and effectiveness of the national PING! project implemented by a national governing body of sport (NGB) and key public sector partners in England. It establishes lessons learnt and areas to improve future programme development in this area of public sports management. In addition it is also evidencing a new approach to engaging with physical activity and sports development in local communities.

The research study is based on a user survey with 375 respondents and two qualitative ethnographic case studies in two of the eight cities that were involved in the programme. These case studies encompassed 30 individual or group interviews, informal observations and site visits across the two cities.

The research project has identified some of the key factors that lie behind the positive outcomes of the scheme, including a strong sense of participant community, diverse participant profiles, a hidden workplace impact and building an entry point for non-engaged sports participants to sport and physical activity. In addition, lessons have been learnt in terms of future programme management, design and development in this field of informal and recreational sports project. These include strengthening opportunities for sustainable continued participation, sharing information with other NGBs that are beginning to work in this style of delivery and building alternative pathways to the traditional club as an outlet' for novice participants.

The study is based in England and is limited to a one year research project. The qualitative case studies were also only conducted in two of the main partner cities.

Very few empirical studies have examined this growing trend towards informal table tennis programmes and facilities. Likewise the paper also offers a novel evaluation approach for NGBs to gain richer more insightful depth of research lessons. It is also part of the growing literature that is questioning the foundations of “traditional sports development” practice and its associated sphere of public sector activity.

This paper aims to illustrate how narrative research techniques can be employed to promote greater understanding of young people's experiences of progress in residential alcohol and other drug treatment.

Narrative inquiry is used to explore client understandings of what characterises progress in treatment for young people attending a residential detoxification and a residential rehabilitation service in Perth, Western Australia. This article focuses on stories of progress collected through in‐depth qualitative interviews, observation and participation with clients of the two services, over a five‐month period.

Analysis of data revealed that young people were able to vividly describe their progress through treatment, and their drug taking trajectories can be conceptualised along five stages. The authors prepared narrative accounts to illustrate the features characteristic of each stage as identified by the young people. These composite narratives, written from the perspectives of young people, are presented in this article.

Clients’ own perceptions of their journeys through drug treatment might enable staff of such services to collaborate with the young person, in shaping and positively reinforcing alternative life‐stories; from those of exclusion and disconnection, to narratives of opportunity, inclusion and possibility.

Harmful adolescent drug and alcohol use is on the rise in Australia and elsewhere. However, our knowledge of how young people experience progress through residential treatment for substance use is limited. This paper highlights how creating narratives from young people's own stories of progress can broaden our knowledge of “what works” in residential youth alcohol and other drug treatment services.

The purpose of this paper is to report a study in which central propositions from the job demands-resources (JD-R) theory and self-determination theory (SDT) are used to examine the antecedents of performance during practical internships. The central hypothesis of this study was that job resources foster performance through basic need satisfaction and work engagement (sequential mediation).

An empirical multi-source study among Dutch interns and their supervisors in various occupational sectors. The interns reported their level of resources, basic needs satisfaction and work engagement, whereas supervisors rated interns’ task performance (n=1,188 unique supervisor–intern dyads).

This study integrates insights of the JD-R theory – by examining the relations between job resources, work engagement and performance – with a central premise of the SDT – which maintains that basic need satisfaction is the fundamental process through which employees’ optimal functioning can be understood. The outcomes of the path analyses revealed that satisfaction of needs indeed accounted for the relationship between job resources and work engagement as supposed in the SDT (Deci and Ryan, 2000). Further, the sequential mediated relation between job resources and performance through basic need satisfaction and work engagement corroborates the JD-R theory (Bakker and Demerouti, 2014).

As far as the authors know, this is the first study that examined the sequential mediation from job resources to performance via basic need satisfaction and work engagement, among a large sample of intern–supervisor dyads, including the objective performance rating of their (internship) supervisors.

The UK Mental Health Act (MHA) Reform (2021) on race and ethnicity promotes new governmental strategies to tackle inequalities faced by ethnically racialised communities detained under the MHA. However, there is a scarcity in personality disorder and ethnicity research. This study aims to investigate what is available in the UK in relation to prevalence, aetiology and treatment provisions of personality disorder for ethnically diverse patients, and to understand their interconnectedness with mental health and criminal justice service provisions. Three key areas of investigations were reviewed, (1) UK prevalence of personality disorder amongst ethnically diverse individuals; (2) aetiology of personality disorder and ethnicity; (3) treatment provisions for ethnically diverse individuals diagnosed with personality disorder.

A scoping study review involved a comprehensive scanning of literature published between 2003 and 2022. Screening and data extraction tools were co-produced by an ethnically diverse research team, including people with lived experience of mental health and occupational expertise. Collaborative work was complete throughout the review, ensuring the research remained valid and reliable.

Ten papers were included. Results demonstrated an evident gap in the literature. Of these, nine papers discussed their prevalence, three papers informed on treatment provisions and only one made reference to aetiology. This review further supports the notion that personality disorder is under-represented within ethnic minority populations, particularly of African, Caribbean and British heritage, however, the reasons for this are multi-facetted and complex, hence, requiring further investigation. The evidence collected relating to treatment provisions of personality disorder was limited and of low quality to reach a clear conclusion on effective treatments for ethnically diverse patients.

The shortage of findings on prevalence, aetiology and treatment provisions, emphasises the need to prioritise further research in this area. Results provide valuable insights into this limited body of knowledge from a UK perspective.

The purpose of this paper is to examine the mediating role of work engagement between the relationship of perceived career support and work performance as well as between the relationship of career adaptability and work performance.

Data were collected form 606 i-generation liquid knowledge workers. They had completed their internship program in the industry for a period of at least one month. Regression analysis was carried out to test the hypothesized framework.

Most of the results indicated support for the hypotheses. Work engagement was found to be mediating the perceived career support and work performance relationship fully. However, work engagement was found to be mediating the career adaptability and work performance relationship only partially.

Engaging liquid workers plays a crucial role in passing the positive effects of perceived career support and career adaptability to work performance.

The findings suggest that managers may take steps to enhance engagement levels of the employees so that it can help the interns high on perceived career support and career adaptability perform well at work.

To the best of the authors’ knowledge, this study is unique that tests and finds the intervening role of work engagement between work performance and the two career-related constructs.

Student engagement is a multifaceted concept that directly impacts students and their education. The purpose of this paper is to discuss student engagement conceptually by offering a framework to better understand the deliverables of engagement in the form of generic and targeted outcomes.

The design of the study is based on a detailed literature review, to identify different types of engagement which graduates are expected to experience during their higher education studies. These types of engagement(s) are mapped with their outcomes.

The findings of this study would be an analysis of relevant studies to create an outcome-oriented conceptual framework for student engagement.

The practical implications of the study would be to provide a guide for enhancing student engagement through which both generic competencies and higher order competencies of students may be augmented.

The available literature suggests that many students lack focus when learning on campus, especially in meeting targeted outcomes, and do not engage in the community. The current study has incorporated generic and targeted outcomes expected as a result of the different types of engagement. The study has put forward certain propositions, suggesting new dimensions of research in the domain of student engagement.