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To understand how people using community public mental health services conceptualize community and their place within it within the post-deinstitutionalization era.

Two hundred ninety-four service users completed structured interviews in two urban, outpatient, public, and community mental health facilities in the Northeast. Quantitative and qualitative responses to the MacArthur Scale of Subjective Social Status, Community Ladder version, were analyzed to understand perspectives on community.

Mean subjective community status ladder score among participants was five (SD = 2.56). Participants identified four broad categories of definitions of community: geographic community; community related to social definitions; contributing to society; and mental health service-user communities. Explanations for the location of their placement on the ladder (subjective community status) include comparisons to self and others, contributions to community, and social relationships. There was also a set of explanations that spoke to the intersection of multiple marginalizations and structural constraints. Finally, we explore relationships among understandings of community and perceptions of place within community.

Community integration is a critical concept for community public mental health services, but little research has explored how mental health service users conceptualize their communities and their roles within them. Understandings of community are crucial to appropriately support peoples’ needs within their communities. Furthermore, participants identify mechanisms that facilitate their personal community standing, and these are areas for potential intervention.

Scholars acknowledge the crucial role of values in influencing behavior and market choices. This paper examines the role of consumption values in influencing destination image and travel behavior by proposing a destination image formation model. Having as theoretical base the means-end chain theory and the theory of consumption values, the model suggests that destination image is a function of five consumption values and that these in turn influence travel behavior. The essay discusses some pertinent issues with respect to the measurement of such values. This involves conducting in-depth interviews based on the laddering technique, developing a structured questionnaire based on data from laddering, applying fuzzy logic to quantify the consumption values, and finally using k-means clustering to define segments of travelers holding similar images of the destination.

The paper emphasizes that combined use of a qualitative data collection method such as laddering with a structured questionnaire is an effective way of researching consumption values and their influence on image and travel behavior. The study also discusses a k-means clustering approach to define segments of travelers holding similar images of a destination and the degree of membership of travelers to each value. The paper concludes that segmenting travelers based on their consumption values enables destination marketers to better understand travelers' behavior. Value research has particular application for market analysis, segmentation, destination product planning, and promotional strategies. This paper contributes to the very limited number of studies that analyze the influence of consumption values on destination image and travel behavior. The theoretical frameworks and methodological approaches that the paper proposes are also new contributions to destination image studies. However, the paper does not empirically test the theoretical frameworks and methodological steps. To contribute further to this field of study, scholars should attempt to empirically test the approaches that the study discusses.

Means-end chain (MEC) theory proposes that knowledge held in individuals’ memory is organized in a hierarchy with concrete thoughts linked to more abstract thoughts in a sequence progressing from means (i.e., brands and product features) to psychological and social consequences and finally to ends (i.e., fulfillment of personal values). This chapter proposes several advances in the theory. First, specific buying and consumption situations serve as frames of reference when consumers are thinking about products and alternative features of products and brands. Second, states of psychological imbalance may occur in consumers’ minds among linkages retrieved automatically for features/ consequences and consequences/values; thus, Heider's balance theory incorporates MEC theory and research. The theoretical and practical usefulness of means-end research increases by asking consumers to name an acceptable alternative to the product and brand used in a recent consumption situation, as well as an unacceptable option and to describe the features/consequences/values of these options. Consequently, alternative relationships of consumer/brands (e.g., casual friendships, marriages, enmities) become relevant for MEC theory. To examine the propositions empirically, this chapter describes psychological schemata for four MECs that combine two consumers’ recent consumption situations with personal values.

This chapter focuses on individuals’ mental representations of complex decision problems in transportation. An overview of approaches and techniques in this recent area of research is given as well as an illustration. The illustration concerns an application of CNET (causal network elicitation technique) to measure mental representations in a shopping activity scheduling task. The presence of an online shopping alternative is varied to investigate the influence of an online alternative on how individuals represent the choice problem.

Mental-model and means-ends-chain theories are discussed. These theories state that individuals when faced with a decision problem construct a mental representation of the choice alternatives by activating relevant parts of their broader causal knowledge that allow them to evaluate consequences regarding their existing needs. Furthermore, these theories emphasise that situational and person dependence of this process can explain observed variability in preferences of travellers.

The results indicate that considerable variation exists between individuals in terms of both the complexity, and the attributes and benefits that are activated in the mental representation of the choice problem. Presence of an online alternative has an influence on the benefits that individuals consider important. The impact is however small.

The chapter provides an overview of recent developments in the study of mental representations underlying choice behaviour. Traditionally, this has been the exclusive domain of qualitative research methods. The techniques reviewed enable larger samples and a formal representation of mental representations. Thus, the approach can help to better understand preference heterogeneity and incorporate this in (transport) choice models.

One of the most notable breakthroughs in promoting the right of children to be consulted about policies that affect them is the UNCRC (United Nations Convention on the Rights of the Child, General Assembly of the United Nations, 1989). At the time of writing, the UNCRC has been ratified by all but two (Somalia and the USA) member states of United Nations. The Convention was ratified by the United Kingdom in 1991 and according to Daniel and Ivatts (1998, p. 16) “it is arguably the most significant development in United Kingdom policy towards children since 1945.” By ratifying the Convention, governments must take steps to ensure that they meet the standards and principles set out in the various Articles in the Convention and must provide regular reports to the UN Committee on the Rights of the Child on its implementation. One of the most significant Articles is Article 12 which specifies that:State Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child (General Assembly of the United Nations, 1989).This Article has found its way into United Kingdom social policy through the introduction of the Children's Act in 1989 (this Act was extended to Northern Ireland in 1995). This provides children in care or children whose parents are going through a divorce some involvement in the decision-making process. The Children's Rights Development Unit which monitors the United Kingdom implementation of the Convention has made Article 12 the primary focus of its work (Shier, 2001). This is partly due to the reaction of the UN Committee on the Rights of the Child (1995) to the United Kingdom's first report. The Committee identified a number of gaps in the implementation of children's rights particularly in the area of participation rights. Indeed, children's voices remain largely absent in many areas of social policy particularly those relating to education and health (Daniel & Ivatts, 1998). As Hill and Tisdall (1997, p. 256) put it “the rhetoric of children's participation is easier and cheaper than its effective implementation.” Involving children in policy throws up all sorts of issues relating to the participation of children in the decision-making process. What does adopting a child-centred approach to children's role in decision-making entail? How do we ensure that children's views are effectively incorporated in the policy-making arena? How do we find out about the views and perceptions of children in relation to whatever issue is being debated? As Hill and Tisdall (1997) point out, involving children in social policy often gets narrowly translated to listening sympathetically to their views rather than considering them as a social group capable of influencing policy and practice. Yet organisations, which promote the rights of children, such as Save the Children, argue that more meaningful social policies will evolve from taking on board the perspectives of those who are influenced by such policies. One useful model that could be employed to ensure that children effectively participate in research linked to social policy is Hart's ladder of participation (1992). A survey of children's organisations throughout the United Kingdom in their attempts to introduce mechanisms to ensure that their policies and decisions take more account of children's opinions revealed that Hart's model played a significant role in their strategies to involve children in policy related research (Barn & Franklin, 1996). Academic researchers have also utilised Hart's ladder as a framework for advocating approaches to enhance the participation of children in the research process (Landsdown, 1995; Shier, 2001; Verhellen, 1997). The purpose of this paper is to examine the usefulness of Hart's model in involving children in social policy related research concerning the Eleven Plus system in Northern Ireland.

E-learning has the potential to engage learners in ways that is not possible in a conventional classroom environment. Nevertheless, for this unique capability of e-learning to be optimised, a good understanding of learners’ need as to what motivate them to be engaged in activities is paramount. This chapter suggests strategies for engaging learners in e-learning based on past empirical studies on computer games characteristics and an exploratory study on values influencing learners’ decisions to engage in activities. The exploratory study in this chapter adopted qualitative research methods of Kelly Repertory grid and laddering interview based on the means-end chain (MEC) theory. Based on the exploratory study, value dimension was added to the existing literature. The value dimension of excitement, warm relationship with others and sense of accomplishment were revealed as important to learners in their decision whether to engage in activities. Strategies for e-learning instructions that promote the revealed values were suggested with the aim of integrating the value dimension with the existing literature as well as proven teaching approaches.

We are the midst of accelerated change in the academic workforce. Academic roles, being a resilient mixture of research and education, are differentiating. An education-focused academic role, rather than one solely focused on disciplinary research, is gaining credibility and value. With the rise of the education-focused academic roles, questions are being raised about whether this new form of education-focused academic will continue to be overly represented by women in a new form of “women's work.” In the next decade, as academic roles continue to differentiate, care needs to be taken not to repeat the practice of the last 100 years which has seen gender bias continue. We will present four profiles of education-focused women academics, the snakes and ladders in their careers, and the strategies needed to ensure that women progress with equal recognition in these complex but exciting times.