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1 – 10 of 359Allison L. Dunn and Lori L. Moore
The purpose of this study was to explore and describe the learning experienced by second-year undergraduate students serving as peer mentors to first-year students within a…
Abstract
The purpose of this study was to explore and describe the learning experienced by second-year undergraduate students serving as peer mentors to first-year students within a leadership-themed living-learning community. A basic qualitative approach was used, with data collected from semi-structured interviews conducted with participants at the beginning and end of their year-term as peer mentors. The interview transcripts were coded using Fink’s (2003) taxonomy of significant learning, where lasting change is a consequence of the learning. Five of the six categories of significant learning were evident, suggesting that the experience of being a peer mentor within a leadership-themed living-learning community creates lasting change within the peer mentors. Additionally, this study reinforces Fink’s (2003) claim of the interactive rather than hierarchical nature of learning.
Allison L. Dunn, Summer F. Odom, Lori L. Moore and Craig Rotter
First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community…
Abstract
First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community influenced their leadership mindset using hierarchical and systemic thinking preferences. Utilizing a pre-test and post-test methodology, significant differences for hierarchical thinking were not found; however, significant differences for systemic thinking were found. At the end of the program year, students had larger systemic scores than when they started the program, but their hierarchical thinking scores remain fairly steady. Findings indicated that participation in a leadership-themed living-learning community influenced students’ leadership mindsets.
Jan Lees, Rex Haigh, Simone Bruschetta, Anando Chatterji, Veronica Dominguez-Bailey, Sandra Kelly, Aldo Lombardo, Shama Parkhe, Joāo G. Pereira, Yousuf Rahimi and Barbara Rawlings
This paper aims to describe a method of training for practitioners in democratic Therapeutic Communities (TCs) which has been used in several settings across the world over the…
Abstract
Purpose
This paper aims to describe a method of training for practitioners in democratic Therapeutic Communities (TCs) which has been used in several settings across the world over the past 25 years: the “Living-Learning Experience” (LLE) workshop. It goes on to consider the cross-cultural implications of the work.
Design/methodology/approach
Drawing on the experience of running exactly the same programme in different countries and cultures, the paper examines the cross-cultural adaptability and describes necessary adaptations for local circumstances. It also contains original ethnographic research in UK and Italy; further study is planned for other countries.
Findings
The workshops are readily transferable to different cultures and are appreciated for their democratic and relational way of working.
Research limitations/implications
The ethnographic study examines the workshops in some depth, in UK and Italy, and could usefully be replicated in other countries. No quantitative, outcome or follow-up studies have yet been done, and this paper could contribute to the design of useful quantitative studies.
Practical implications
The paper demonstrates that the LLE is a useful experiential learning tool in widely different settings. It could be developed in different ways, such as for developing relational practice or establishing therapeutic environments in different settings.
Social implications
The workshops' acceptance in widely different cultures indicates that the open and non-didactic format addresses essential and fundamental qualities required for therapeutic engagement and human relatedness.
Originality/value
This is the first description of the principles of democratic TCs being applied across different international settings. Its value extends beyond the TC field, to the use of democratic and relational principles' applicability in therapeutic pedagogy and training.
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This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in…
Abstract
This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a leadership identity. Utilizing Komives et al.’s (2005) Leadership Identity Development (LID) model as a framework, data were obtained from a series of three in-depth interviews with each participant and analyzed through a grounded theory approach. The significance of friendship was noted across all stages of the LID model. Based upon my findings and the suggestions put forth by the participants, a number of recommendations are made for higher education research and practice.
Jan Lees, Rex Haigh, Aldo Lombardo and Barbara Rawlings
– The purpose of this paper is to describe transient therapeutic communities (TCs) and their value for training.
Abstract
Purpose
The purpose of this paper is to describe transient therapeutic communities (TCs) and their value for training.
Design/methodology/approach
This is a descriptive account which includes the findings of two field study evaluations, and direct participant feedback. It is an exploration of the application of TC and group analytic theory to transient TCs.
Findings
The transient TC format is an excellent training format for creating a powerful and effective environment for learning and personal development in the very short time frame of three days.
Practical implications
These courses are a very efficient and effective way of promoting reflective practice, enabling environments, and emotionally safe working practices. The trainings are useful for a wide range of people from mental health professions, those working in human resources, and those in senior positions in industrial, commercial and public sector fields.
Social implications
This paper will raise awareness that target-driven training is insufficient to improve quality of services beyond a certain point. A relational focus of training is needed to deal with issues of complexity which cannot be resolved by simple managerial methods. This experiential training can help to meet the need for inculcating compassion, kindness, and empathy in its participants.
Originality/value
Although other psychotherapy and group relations courses exist, and are used beyond the mental health field, the focus on generating an experience of belonging, emotional safety and democratic empowerment in the relational field of the course itself – by use of TC methodology – is novel, and could be of considerable value more widely.
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Trudi Jacobson, John Delano, Linda Krzykowski, Laurie Garafola, Meghan Nyman and Holly Barker-Flynn
This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than…
Abstract
Purpose
This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students.
Design/methodology/approach
The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired.
Findings
This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years.
Research limitations/implications
The data collection and analysis, and the initiatives, are specific to one public research university.
Practical implications
Initiatives undertaken to address the retention of transfer students have begun to have an impact.
Originality/value
The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.
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The purpose of this paper is to demonstrate the training value of a residential “enabling environments” (LLEE) workshop in relation to the Royal College of Psychiatrists’…
Abstract
Purpose
The purpose of this paper is to demonstrate the training value of a residential “enabling environments” (LLEE) workshop in relation to the Royal College of Psychiatrists’ (RCPsych) ten specified standards, as rated by workshop participants.
Design/methodology/approach
A 34 question yes/no/na questionnaire was drawn up, derived from the ten value-based standards and criteria which need to be met for the enabling environment (EE) award by the RCPsych’s Centre for Quality Improvement (Table AI). It was administered after six residential workshops, in Italy and UK, to 99 participants. Results were analysed for each of the six workshops, and for each of the ten standards, to show the degree to which participants recognised whether the standards were met.
Findings
High rates of positive responses were recorded with little variation across the six workshops sampled. Some standards and criteria showed higher levels of positive responses, and some showed slightly higher scores for “not applicable”.
Practical implications
Experiential Living-Learning Experience (LLE) workshops provide a valid training experience for those developing or working in EEs.
Social implications
Value-based standards can only be fully understood by direct experience of them, as verbal or written explanations fail to convey the psychological impact of the experience.
Originality/value
The questionnaire and its translation is the original work of AL. RH is the founder of LLE training workshops and the EE award.
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Therapeutic communities (TC’s) are consciously designed, living-learning environments designed to evoke social, psychological and behavioural change. The success of the…
Abstract
Purpose
Therapeutic communities (TC’s) are consciously designed, living-learning environments designed to evoke social, psychological and behavioural change. The success of the residential TC model saw these community-led, self-help environments for addicts move into custodial settings and early evidence suggests this transition was effective. The purpose of this paper is to examine the evidence relevant to the effectiveness of prison based, drug-free TCs.
Design/methodology/approach
In order to establish their true efficiency, particular focus has been placed on studies conducted over the last ten years (2007-2017).
Findings
To date, the TC remains superior to other forms of drug treatment in reducing recidivism and drug relapse amongst addicts who offend.
Originality/value
Outcomes of this review highlighted the importance of aftercare in providing transitional support; a fundamental aspect of treatment necessary for success and for maintaining long-term recovery post release.
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Lori L. Moore, Dustin K. Grabsch and Craig Rotter
This study sought to examine student motives for participating in a residential leadership learning community for incoming freshmen using McClelland’s Achievement Motivation…
Abstract
This study sought to examine student motives for participating in a residential leadership learning community for incoming freshmen using McClelland’s Achievement Motivation Theory (McClelland, 1958, 1961). Eighty-nine students began the program in the Fall 2009 semester and were administered a single, researcher-developed instrument. Responses to an open-ended question that asked students what their primary motive for participating in the voluntary, residential leadership learning community were analyzed using deductive content analysis techniques (Fraenkel & Wallen, 2009; Patton, 2002) and categorized according to McClelland’s Achievement Motivation Theory as the need for Achievement, the need for Power, the need for Affiliation, or any combination thereof. Results demonstrated that while all three needs were found within the responses, the need for Achievement and the need for Affiliation were more common motives for joining the voluntary, residential leadership learning community.
The purpose of this paper is to compare and evaluate three experiential training workshops, each set up as three-day transient therapeutic communities, and established to train…
Abstract
Purpose
The purpose of this paper is to compare and evaluate three experiential training workshops, each set up as three-day transient therapeutic communities, and established to train therapeutic community staff.
Design/methodology/approach
The author carried out participant observation of all courses and analysed these using thematic analysis. The description is provided in Part 1 of the paper. The evaluation, in Part 2 was based on written feedback from participants and from assessment against relevant audit criteria.
Findings
All three workshops achieved their aims of providing participants with an authentic TC resident’s experience. Additionally, each offered personal understandings of how participants felt and why they felt that way in the community setting.
Research limitations/implications
This was largely a piece of qualitative research, carried out in the field, to achieve depth of description and understanding rather than statistical outcomes. Some numerical scores were derived from feedback forms. Further analysis of feedback from future workshops will strengthen findings by increasing the numbers of respondents.
Practical implications
The workshops should continue largely as they are, although there may be some small changes to the designs. They achieve the aim of advancing the understanding of TC staff members.
Originality/value
The paper is based on three earlier unpublished reports and is new published research of interest to trainers in the fields of mental health and experiential learning.
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