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In South Africa, the majority of the population struggles to access care and support for mental health challenges. Drawing on challenges faced by asylum seekers and refugees in the urban margins of Johannesburg, this paper aims to explore the relationship between migration and mental health through a lens of heightened vulnerability, precarious urban spaces and unmet basic needs.

Remote interviews were conducted with respondents working in the mental health-care sector (public and private) and with migrant communities in Johannesburg. Respondents were identified via purposive sampling and interviews were conducted in English. Key findings were identified using thematic analysis.

Effective responses to asylum seekers and refugees facing mental health challenges are based on an understanding of context, of crisis and of the need to meet basic needs such as paying rent, finding employment and providing for families. These “daily stressors” not only compound “extreme traumatisation” but are a form of trauma in and of itself.

This paper shows how alternative responses determined by an understanding of context, of crisis and of the need to meet basic needs provide critical and potentially far-reaching interventions. Locating trauma in the unmet needs, precarious urban spaces and marginalisation opens up space to further question the ways that migration and mental health shape and reshape one another.

Educational policy instruments such as apprenticeship levy and forthcoming lifetime skills guarantee are creating unprecedented opportunities for rapid growth in a range of work-based learning (WBL) programmes, requiring increasingly complex levels of collaboration between providers and employers. Apprenticeships require providers to assume responsibility in ensuring apprentices’ work-based managers and mentors (WBMMs) are equipped to provide effective support to individuals as they learn ‘on the job’. After six years of higher education institution (HEI) apprenticeship curriculum delivery, there is opportunity to examine existing WBMM practice to inform the design, content and delivery of a shared knowledge base via a practical interactive toolkit. By developing clearer understanding of WBMMs’ experiences, expectations and challenges, the study aims to reduce potential gaps in knowledge and skills and encourage more effective collaboration between employers and providers to better support apprentices as they progress through WBL programmes.

This paper discusses evolution of higher level and degree apprenticeships, explores guidance for WBMMs and investigates the influence of expectations and motivations of WBMMS. Theoretical and conceptual foundations relating to WBL programme delivery and WBMM role are analysed and discussed. Qualitative data drawn from semi-structured surveys are analysed thematically to investigate common patterns, clarify understanding and identify development areas to inform future university provider and employer practice.

The findings suggest a number of themes to improve apprentice management; further clarity of WBMMs role, greater involvement of WBMM’s for negotiated learning, unplanned experiences do add value and scope for richer mentoring dialogues. WBL value for WBMMs is broader than expected, incorporating apprentice performance and output improvements, and solving complex problems.

The research is drawn from an established university with five years of experience. However, the context in which programmes are delivered significantly varies according to providers and employers. This means factors other than those highlighted in this paper may continue to emerge as the research in this field develops.

The practical implications from findings can be used to cultivate stronger collaboration, providing a foundation of knowledge intended to provoke further dialogue regarding content for an interactive toolkit. The findings signal the need for further resources, a review of the restrictions associated with levy funding for co-creation of a more effective national apprenticeship framework.

This paper builds on a limited body of research examining employers’ perspectives of apprenticeship management. Degree apprenticeships have attracted limited scholarly attention over six years since their inception (Bowman, 2022) resulting in a significant paucity of research that focuses upon employer role. This study addresses this void by exploring WBMMs experiences, requirements and expectations, revealing new insights for providers of WBL, employers and individuals employed as WBMMs.

Emergency Department (ED) presentations in older people are associated with a wide range of adverse events, which increase the risk of lengthy hospitalisation and poor outcomes. Pathfinder is an inter-organisational initiative delivered in partnership between Beaumont Hospital Occupational Therapy and Physiotherapy departments and the National Ambulance Service. Pathfinder responds to non-serious and non-life-threatening emergency medical service (EMS) calls. This study aims to demonstrate how Pathfinder can safely treat a proportion of older people at home by using alternative care pathways (ACPs), therefore avoiding unnecessary ED presentations. Once a decision has been reached to treat the person at home, the Pathfinder follow-up team delivers functional rehabilitation and case management in the persons’ home over the subsequent days.

This paper outlines the Pathfinder assessment, management and interventions in one clinical case example. Outcome measures include the level of patient satisfaction obtained via routine telephone feedback questionnaire and re-presentation to Beaumont Hospital within 30 days.

This paper illustrates through a case example the benefit of a collaborative multi-disciplinary rapid response team for non-serious and non-life-threatening EMS calls in older adults. The patient in this case example had no further EMS calls or ED presentations for 30 days after Pathfinder intervention and reported a high level of satisfaction with the service.

ED presentation was avoided through comprehensive multi-disciplinary assessment, including immediate access to intensive follow-up support in the person’s own home.

The Pathfinder service is improving access to ACPs for older people in the Beaumont Hospital catchment area. Pathfinder will now be spread nationally, with local adaptation, so that older people in other parts of Ireland will also benefit from this integrated model of care.

Patient feedback surveys confirm older adults want access to alternative care pathways.

Instructors at tertiary-level institutions in the Gulf are increasingly encouraged to reflect on their teaching practice. This article is both a reflection on my own practice and an attempt to demonstrate, through recounting a personal experience, how reflection can contribute positively to any teacher's self-knowledge and consequent performance in the classroom.

The purpose of this paper is to provide a theoretically informed analysis of the evolution of environmental management accounting (EMA) and social and environmental reporting (SER), and the accompanying development of a sustainability programme, in a large family-owned, unlisted corporation.

A longitudinal case study based on semi-structured interviews and documentary data was conducted. The main periods of fieldwork were carried out in 2007 and between 2010 and 2012. Sustainability reports were collected until 2019 when SER appeared to cease. The case analysis draws on the concepts of organisational identity (OI) and internal legitimacy (IL) to examine the decision-making and actions of a range of key organisational actors as they engage with EMA and SER.

The study demonstrates that a gap between an organisation’s identity claims (“who we are”) and its enacted identity (“what we do”) can enable the adoption of constitutive, performative and representational EMA and SER. It illuminates the nature of the role of key actors and organisational dynamics, in the form of OI and IL, in adapting these practices. It also demonstrates that, in giving meaning to the concept of sustainability, organisational actors can draw on their organisation’s identity and construct the comprehensibility of an organisational sustainability programme.

More empirical work is needed to examine the applicability of OI and IL to other settings. It would also be beneficial to examine the potential for OI work to allow organisations to change and reinvent themselves in response to the evermore pressing environmental crisis and the role, if any, of EMA in this process.

The study enriches our understanding of why and how EMA and SER evolve by demonstrating that paying attention to OI and IL can provide further insight into the decision-making and actions of organisational members as they recognise, evaluate, support and cease these practices.

In the early to mid-twentieth century, psychiatrist-led occupational therapy departments emerged in Irish psychiatric hospitals. This marked a transition towards establishing rehabilitative services in institutional settings. This paper aims to examine the development of occupational therapy in Grangegorman Mental Hospital and its auxiliary hospital, Portrane Mental Hospital from 1934-1954.

Historical documentary research methods were used to analyse primary source data from Grangegorman Committee Minutes, Inspector of Mental Hospital Reports, Boroughs of Mental Hospitals, Department of Foreign Affairs documents and newspaper archives. The archival data was analysed using both a chronological and thematic approach.

The main key event emerged in 1935 when four Grangegorman nursing staff were sent to Cardiff Mental Hospital to undergo a six month training course in occupational therapy. The following themes emerged – “establishing occupational therapy in Grangegorman and Portrane”; “the role of short-course trained nursing staff in providing occupational therapy services” and “therapeutic rationales vs hospital management rationales”.

This study throws light on the early practitioners of occupational therapy in Grangegorman and highlights the complexities of occupational therapy’s role origins in mid-twentieth century Ireland. In line with contemporaneous psychiatric hospitals, the occupational therapy activities promoted in Grangegorman were mainly handicraft or productivity based. The absence of patients’ voices means there are limitations to determining the therapeutic nature of this early occupational therapy service.

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.

The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.

Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.

Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

The objective of this study is to establish the current state of library and information science (LIS) scholarship pertaining to anti-racism, equity, inclusion and social justice initiatives.

Using comprehensive search strategies, three LIS databases were searched for relevant literature published in the last 10 years and results were exported and de-duplicated using Endnote. Citations were screened by two blinded, independent reviewers based on pre-defined eligibility criteria. Citations in the final data set were then hand coded by three reviewers using deductive coding. Subject terms for all citations were categorized and consolidated to identify major themes across the corpus of included publications. Results were analyzed using bibliometrics and thematic analysis.

A total of 691 unique citations were included in this analysis based on inclusion criteria. Publication productivity has generally increased from 2011 to 2020; findings show publications from 170 source titles and 944 authors representing 33 countries. Prevalent themes included access to information, multiculturalism and social justice. Various populations groups, areas of LIS practice, library types and social justice topics have been addressed in the literature. Over 15% of citations focused on anti-racism efforts in LIS.

This study applied both bibliometric and thematic approaches to analyzing LIS literature at macro and micro levels regarding anti-racism, equity, inclusion and social justice.

This paper aims to explore how environmental employment can promote desistance among criminalised children. Research demonstrates that being immersed in and interacting with the natural environment has a positive impact upon well-being and behaviour, including reduced aggressive and violent behaviours. However, how exposure to the natural environment might promote desistance amongst children with persistent criminal involvement is unclear.

This paper examines, through semi-structured interviews and participant observations, the experiences of n = 23 criminalised children aged 16–18 employed in outdoor work at a UK social enterprise.

The findings demonstrate how working in the natural environment can provide a safe space for children, where they can build positive relationships, learn valuable skills and reconnect with the world outside of the high-pressure, conflict-driven spaces in which they typically occupy.

This research highlights the relevance of the setting in which child rehabilitation takes place and the potential role of natural environments in providing places and opportunities which support pro-social identity development and desistance for children.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.