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1 – 10 of 14Aleisha Fitzgerald, Tom Moberg, Phelim Quinlisk and Chloe Costello
While the research literature on Recovery Colleges is relatively well-established, comprehensive research concerning Recovery Education for young people is currently scarce. The…
Abstract
Purpose
While the research literature on Recovery Colleges is relatively well-established, comprehensive research concerning Recovery Education for young people is currently scarce. The purpose of paper is to provide an overview of determinants of, and barriers to, the successful implementation of youth-adapted Recovery Colleges, known as Discovery Colleges, and to explore the wider impact of Discovery Colleges and Recovery Colleges.
Design/methodology/approach
In consultation with a Recovery College Peer Educator, three undergraduate applied psychology students conducted a literature review with no date limits on publications in the Google Scholar and PubMed electronic databases.
Findings
A total of 15 publications were included. Determinants for successful implementation included the importance of previously established Recovery College foundations, service and content accessibility and evaluative feedback. Barriers were primarily related to differences in how development, identity and environment between adults and young people impact positive educational outcomes. The wider impact of Discovery Colleges highlighted an improvement in relationships between service users and health-care professionals, an improved attitude towards education; improvements in well-being, self-worth and social connection; and promotion of transformative learning and personal autonomy. Through this, Discovery Colleges also continue to challenge the contemporary medical model of mental health.
Originality/value
To the best of the authors’ knowledge, this was the first literature review conducted specifically focussing on important factors in establishing Discovery Colleges. This literature review provides an important overview for both service users and staff members in how the development and implementation of this exciting and relatively new initiative can be further explored and enhanced going forward.
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At the dawning of the twenty-first century, The Courage to Teach was a tipping point that shifted our conceptualization of faculty development to consider the heart of the…
Abstract
At the dawning of the twenty-first century, The Courage to Teach was a tipping point that shifted our conceptualization of faculty development to consider the heart of the teacher, ‘the place where intellect and emotion and spirit and will converge in the human self’ (Palmer, 1998, p. 11). So inspired, a study was designed to inquire into the lived reality of teachers to better understand how teachers experience and make meaning of the phenomenon of teaching (Natoli, 2000, 2006). The objective of the Self as Teacher Study was to interview and observe those who teach to capture how they come to know their subjects and their students with attention to the selfhood of the teacher. Analysis of narratives collected through autobiographical interviews with K-12 instructors and university professors from Boston to Barcelona to Brazil evidenced astounding epistemological patterns – distinctions between teacher ways of knowing and being – which provided insights into the construction of teacher identity and integrity (integritas or wholeness). Ultimately, human virtues are represented in the embodied mind as higher-order cognitions and emotions and manifested as actions through qualitatively different self-states, our better angels. Consequently, faculty development is about human development, expanding consciousness, enhancing capacities for relationship, shifting awareness to integrate new perceptions, and incorporating previously isolated mentalizations. The Model for In-depth Faculty Development is introduced as a grounded theory framework highlighting teacher characteristics and potentials for personal and professional growth through a shared community culture while the POISE® Curriculum offers a system for implementation.
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Business schools have a moral responsibility to educate students who will behave both ethically and effectively in the workplace. Educating business students to address the…
Abstract
Business schools have a moral responsibility to educate students who will behave both ethically and effectively in the workplace. Educating business students to address the complex challenges of the modern business world requires more than helping students understand content; it requires aiding them in developing the social and emotional competencies that they will need to apply regardless of the role or industry in which they work. Viewing the classroom as a complex adaptive system (CAS) can create opportunities to experiment with activities, exercises, and assignments that allow students (and the professor) to develop skills related to self-awareness, interpersonal relationships, and responsible decision-making. This chapter first explores the necessity of social–emotional learning (SEL) for today’s business leaders. Then it considers how a mental model of the classroom as a CAS facilitates a mindset of experimentation and activity development that contributes to student SEL. The chapter concludes with examples of activities that professors have used to facilitate SEL using a mental model of the classroom as a CAS and suggestions for experimentation in the classroom.
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Tourism recovery after the pandemic has failed to take the path leading to sensitivity and humaneness at destination level. This chapter argues that to open this path, we need to…
Abstract
Tourism recovery after the pandemic has failed to take the path leading to sensitivity and humaneness at destination level. This chapter argues that to open this path, we need to confront the belief that tourists are self-centred, fun-driven and cheating individuals. This view on tourists and more generally human beings is central to the neoliberal understanding of consumers. It has moreover taken a strong grasp on the mind of economists, politicians, academics and the public at large.
To counteract this idea, I call upon Aristotle's discussion of friendship. In Nicomachean Ethics, Aristotle distinguishes between three forms of friendship: of utility, of pleasure, and of goodwill. Utility implies a relationship where people befriend each other in virtue of some good or service that they get or expect to get from each other. Friendships of utility, therefore, imply reciprocation. Friendships of pleasure can also be understood as a form of reciprocal altruism. However, friendships of goodwill are different because they are felt for others for their own sake and not in expectation of a favour in return. Friendships of goodwill include therefore others who may not be able to reciprocate, such as tourists staying only a short time at a destination. Looking through the lens of friendships of goodwill, one could argue that all tourists, including short-stay visitors, will be friendly and caring towards their hosts.
This chapter explores the soundness of friendships of goodwill in the light of more recent research on human nature. It also discusses its implications for our understanding of human beings, the relationship between hosts and guests, and ultimately the opportunity to steer tourism along a more sensitive, human and sustainable path.
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Alexandra Lysova and Kenzie Hanson
Woman's use of violence has been mainly conceptualised through woman's experiences of victimization. However, more recent perspectives emphasise the female agency, responsibility…
Abstract
Woman's use of violence has been mainly conceptualised through woman's experiences of victimization. However, more recent perspectives emphasise the female agency, responsibility and meaning of woman's violence. Listening to the voices of victims of women's abuse is a powerful way of learning about woman's use of violence and its impact on the victims. We conducted focus groups with 41 men from four countries who experienced female-perpetrated abuse. Four major types of abuse were identified: psychological abuse and coercive control followed by physical violence and sexual violence. Psychological abuse ranged from verbal assaults and gaslighting to provoking physical altercations and reporting false accusations. Patterns of control included deliberate isolation, threatening false accusations and financial domination. Men reported that women initiated physical violence for various reasons, including jealousy and rage. Some women used different objects that could seriously hurt, including knife, while others slapped, bit, punched or kicked. Several men reported female-perpetrated sexual abuse. Woman's use of violence in the intimate relationship should be treated seriously. A more gender-inclusive approach to partner abuse is required that can focus on a better prevention of abuse for all victims.
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Mathew B. Fukuzawa, Brandon M. McConnell, Michael G. Kay, Kristin A. Thoney-Barletta and Donald P. Warsing
Demonstrate proof-of-concept for conducting NFL Draft trades on a blockchain network using smart contracts.
Abstract
Purpose
Demonstrate proof-of-concept for conducting NFL Draft trades on a blockchain network using smart contracts.
Design/methodology/approach
Using Ethereum smart contracts, the authors model several types of draft trades between teams. An example scenario is used to demonstrate contract interaction and draft results.
Findings
The authors show the feasibility of conducting draft-day trades using smart contracts. The entire negotiation process, including side deals, can be conducted digitally.
Research limitations/implications
Further work is required to incorporate the full-scale depth required to integrate the draft trading process into a decentralized user platform and experience.
Practical implications
Cutting time for the trade negotiation process buys decision time for team decision-makers. Gains are also made with accuracy and cost.
Social implications
Full-scale adoption may find resistance due to the level of fan involvement; the draft has evolved into an interactive experience for both fans and teams.
Originality/value
This research demonstrates the new application of smart contracts in the inter-section of sports management and blockchain technology.
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Sarah Wydall, Rebecca Zerk and Elize Freeman
This paper aims to examine the use of coproduction to create a film “Do You See Me?”, to amplify the voices of a “hard to reach” group: older lesbian, gay, bisexual (LGB…
Abstract
Purpose
This paper aims to examine the use of coproduction to create a film “Do You See Me?”, to amplify the voices of a “hard to reach” group: older lesbian, gay, bisexual (LGB) victim-survivors of domestic abuse (DA).
Design/methodology/approach
Qualitative methods were used as part of the co-production, which included two practitioner focus groups and 14 narrative interviews with lesbian, gay, bisexual, transgender, queer or questioning persons or the community (LGBTQ+) victim-survivors.
Findings
Despite differences in gender, sexualities, roles and “lived experiences” across stakeholders, there was a shared aim to ensure victim-survivors had a sense of ownership in this endeavour. Consequently, a positive reciprocity existed that helped to foster effective communication, allow for capacity building and subsequent knowledge exchange. The collaboration produced a nuanced meta-narrative making visible the “lived experiences” of LGB victim-survivors’ perceptions of perpetrator behaviours.
Originality/value
To the best of the authors’ knowledge, this paper is original in two ways, firstly, providing insights into the “lived experiences” of an invisible group; older LGBTQ+ victim-survivors, and secondly, in involving them in the co-production of a film. The paper aims to reveal how interdependencies that developed between stakeholders helped to disrupt understandings, develop new ways of knowing and build levels of trust. Group interactions helped to dismantle hierarchies, so those with experiential knowledge: the survivors, had greater control throughout the research process. The paper is significant in providing a critical reflection on the ethical, methodological and resource challenges involved in co-production. It also makes recommendations for researchers and funders about the value of using co-production as a method to engage with hard-to-reach groups.
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Emma Wolverson, Leanne Hague, Juniper West, Bonnie Teague, Christopher Fox, Linda Birt, Ruth Mills, Tom Rhodes, Kathryn Sams and Esme Moniz-Cook
Recovery Colleges were developed to support the recovery of people with mental health difficulties through courses co-produced by professionals and people with lived experience…
Abstract
Purpose
Recovery Colleges were developed to support the recovery of people with mental health difficulties through courses co-produced by professionals and people with lived experience. This study aims to examine the use of Recovery Colleges to support people with dementia.
Design/methodology/approach
A survey was circulated to UK Recovery College and memory service staff, exploring provision, delivery and attendance of dementia courses. Open responses provided insight into participant views about recovery in post-diagnostic support and the practicalities of running dementia courses.
Findings
A total of 51 Recovery College staff and 210 memory service staff completed the survey. Twelve Recovery College dementia courses were identified across the UK. Three categories emerged from the qualitative data: post-diagnostic support, recovery in the context of dementia, challenges and areas of innovation.
Originality/value
This study highlights the benefits and practicalities of running Recovery College courses with people with dementia. Peer-to-peer learning was seen as valuable in post-diagnostic support but opinions were divided about the term recovery in dementia.
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