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1 – 10 of over 6000Through adoption of the psycho-emotional model of disability, this study aims to offer consumer research insight into how the marketplace internally oppresses and psycho…
Abstract
Purpose
Through adoption of the psycho-emotional model of disability, this study aims to offer consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment.
Design/methodology/approach
This paper draws insight from the interview data of a wider two-year interpretive research study investigating access barriers to marketplaces for consumers living with impairment.
Findings
The overarching contribution offers to consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment. Further contributions offered by this paper: unearth the emotion of fear to be central to manifestations of psycho-emotional disability; reveal a broader understanding of the marketplace practices, and core perpetrators, that psycho-emotionally disable consumers living with impairment; and uncover psycho-emotional disability to extend beyond the context of impairment.
Research limitations/implications
This study adopts a UK-only perspective. However, findings uncovered that the model of psycho-emotional disability has wider theoretical value to marketing and consumer research beyond the context of impairment.
Practical implications
The insight offered into the precise marketplace practices that disable consumers living with impairment leads this paper to call for a revising of disability training within marketplace and service contexts.
Originality/value
Extending current consumer research and consumer vulnerability research on disability, the empirical adoption of the psycho-emotional model of disability is a fruitful framework for extrapolating insight into marketplace practices that internally oppress and psycho-emotionally disable consumers living with impairment.
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Digitization is reshaping the functioning of educational institutions. Large attention has been paid to the innovative service models enabled by digitization. However, the…
Abstract
Purpose
Digitization is reshaping the functioning of educational institutions. Large attention has been paid to the innovative service models enabled by digitization. However, the implications of digitization on employees’ well-being need further investigation. The purpose of this paper is to examine the effects of digitization on psycho-social risks at work in a large sample of European educational institutions.
Design/methodology/approach
Secondary data were collected from the third wave of the European Survey of Enterprises on New and Emerging Risks (ESENER). A serial mediation model was designed to obtain evidence on the implications of digitization on the psycho-social risks at work in 3,540 educational institutions. Alongside the direct implications of digitization on psycho-social risks, its indirect effects mediated by occupational health interventions and healthy workplace initiatives were investigated.
Findings
Digitization exacerbated psycho-social stressors at work. Increasing time pressures and intensifying work, digitization imperiled the employees’ well-being. Occupational health partially mediated the implications of digitization on psycho-social risks. Although healthy workplace interventions seemed to prevent the side effects of digitization on psycho-social risk, its mediating role was not statistically significant.
Practical implications
Digitization should be accompanied by interventions aimed at ensuring occupational health and at promoting a healthy workplace to minimize its drawbacks on psycho-social risks. Occupational health creates a greater awareness of the negative effects of digitization on work-related stressors. Healthy workplace initiatives contribute to enhancing the employees’ psycho-physical well-being.
Originality/value
This study reports the negative implications of digitization on psycho-social risks at work in educational institutions, envisioning some avenues for further development.
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Jyun-Kai Liang and Hsin-Lin Chang
Many people feel a connection to their work that could best be described as a dependency, due to its intensity and importance to their overall self-concept. It is likely that…
Abstract
Purpose
Many people feel a connection to their work that could best be described as a dependency, due to its intensity and importance to their overall self-concept. It is likely that psychological and social needs play a profound role in the connection people feel to their work; however, the explanatory power of these factors has been neglected in the literature, particularly with regard to cultural perspectives. The paper aims to discuss these issues.
Design/methodology/approach
To address this deficiency, the authors propose a profile multidimensional construct referred to as psycho-social work dependency, drawing on the Mandala model of self (Hwang, 2011b) and the Chinese composite self (Lu, 2003). The authors also developed a psychometrically sound 16-item questionnaire, the psycho-social work dependency scale, to measure this construct. A total of 1,314 valid questionnaires were obtained from employees in Taiwan to verify the reliability and validity of the instrument. Cross-validation was conducted using an independent sample of 278 valid questionnaires.
Findings
The results indicate good reliability and validity. What follows is a discussion of four types of psycho-social work dependency: strong, loose, direct, and indirect. Implications and suggestions for future research are also presented.
Originality/value
A cultural-inclusive construct-psycho-social work dependency was developed to best delineate the connections between Chinese employees and their work. This study expounded the definition, structure, measurement scale, and profile of psycho-social work dependency. These results could help OB researchers and practitioners to know more about the connections between employees and their work, especially for Chinese workers. This new construct may also stir up more studies to investigate the role of psycho-social work dependency in the workplace.
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Gwen Adshead, Rachel Canterbury and Suzanna Rose
Although disasters remain statistically rare events, the lastdecade has seen an increase in the number of major incidents affectingthe UK. Concurrent with this increase have come…
Abstract
Although disasters remain statistically rare events, the last decade has seen an increase in the number of major incidents affecting the UK. Concurrent with this increase have come clinical data, showing how psycho‐social health may be adversely affected by disasters. Aims to give the UK Department of Health a survey of the current provision of psycho‐social care after disasters at English Regional Health Authority level and to make recommendations regarding good practice in the care of victims of trauma by health care professionals. Uses varied methodology. Letters were sent to all the Regional Public Health Departments, asking for information about the psychological care element within their major incident plans. Shows that the provision for psycho‐social care following a disaster in England is extremely variable and although there are undoubtedly regions with considerable expertise and interest, there are also regions where provision appears to be minimal or non‐existent. Recommends the provision of specialist traumatic stress services at regional level.
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Les Jennings, Brian Harris, Jan Gregoire, Jane Merrin, Jackie Peyton and Liz Bray
This paper looks at the outcomes of a mental health education group for patients in a high secure setting. The effects measured included assessments of knowledge about…
Abstract
This paper looks at the outcomes of a mental health education group for patients in a high secure setting. The effects measured included assessments of knowledge about schizophrenia and its treatments, insight into the illness, drug compliance and attitude, and self esteem. The results from the measures were broadly consistent with findings from previous studies in non‐forensic settings: notably, that patients were able to acquire knowledge about their illness and its treatment and also that psycho‐education could have a positive impact on their attitudes towards taking medication and their levels of insight.The study outlines the structure and content of the group sessions and the teaching methods used. It offers discussion on the findings and concludes with recommendations about high secure service issues that may have relevance for wider service settings.
Johannes Moskaliuk and Joachim Kimmerle
The purpose of this paper is to aim to identify principles that make wikis an effective application when they are used within an organization. Those principles are supposed to…
Abstract
Purpose
The purpose of this paper is to aim to identify principles that make wikis an effective application when they are used within an organization. Those principles are supposed to make wikis a successful instrument for organizational learning.
Design/methodology/approach
The article makes a distinction between functional and psycho‐social principles and emphasizes their impact on organizational learning.
Findings
The functional principles (quick and easy editing; wikilinks; no hierarchical hypertext structure; revision and topicality; collaborative product; scalability and flexibility) may be regarded as the constitutive attributes of wikis. The psycho‐social principles (openness; self‐organization; autonomy; interest and personal relevance; diversity; serendipity effect) are not directly associated with wikis as a tool, but refer to the application context.
Originality/value
The article explains the functional and psycho‐social principles in detail. This will help organizations and knowledge‐management executives to employ wikis in an efficient way and avoid their disadvantages. Thus, the functional and psycho‐social principles can be a valuable starting point for applying wikis successfully in various organizational scenarios.
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Marios Koukounaras-Liagkis, Evdokia Karavas and Manolis Papaioannou
This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most…
Abstract
Purpose
This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.
Design/methodology/approach
Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.
Findings
The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.
Originality/value
The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.
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Deborah Morris and Nathalie Gray
The purpose of this paper is to describe the evaluation of the “Living with a Personality Disorder” group (Morris, 2011a). This intervention is a psycho-education group for women…
Abstract
Purpose
The purpose of this paper is to describe the evaluation of the “Living with a Personality Disorder” group (Morris, 2011a). This intervention is a psycho-education group for women with an intellectual disability (ID) and a personality disorder (PD). It draws on psycho-education, biosocial theory (Linehan, 1993) and compassionate mind approaches (Gilbert, 2009). It aims to increase knowledge of personality, PDs, to increase awareness of the “non-disordered” parts of self and to increase knowledge of psychological treatments for PD’s.
Design/methodology/approach
The intervention was delivered to women detained in a specialist women’s learning disability forensic service. It was delivered over 12 group and two individual sessions. The Knowledge of Personality Disorders Questionnaire (D’Silva and Duggan, 2002), the Self-Compassion Scale (Neff, 2003), the University of Rhode Island Change Assessment scale (McConnaughy et al., 1983) and a series of Likert scale questions and statements were used to assess the utility of the intervention. The intervention was piloted between 2012 and 2014 in a series of small groups. The lead facilitator for each intervention was a registered psychologist with training in dialectical behaviour therapy.
Findings
Completing the intervention resulted in an increase in knowledge of PDs, treatments, increased self-compassion and therapeutic optimism and awareness of the limitations of a PD diagnosis.
Originality/value
A new intervention that may increase knowledge of PDs, of personal strengths and increase optimism about change that may be a useful component to the treatment for service users with PDs and an ID.
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Many people within secure forensic settings are expected to take part in psycho‐educational programmes as part of their treatment and rehabilitation. Many are hampered in their…
Abstract
Purpose
Many people within secure forensic settings are expected to take part in psycho‐educational programmes as part of their treatment and rehabilitation. Many are hampered in their progress due to cognitive difficulties. This paper aims to outline the scale of the problem and to offer potential solutions.
Design/methodology/approach
The numbers of people who are placed in secure settings with known neuropsychological difficulties and the range of their cognitive problems are explored. It is proposed that individual education plans based on neuropsychological profiles together with guidance on the preparation and delivery of educational materials could improve the efficacy of psycho‐educational programmes.
Findings
Many people within the secure forensic estate have neuropsychological deficits. Many have suffered traumatic or other acquired brain injury or have deficits associated with substance misuse or even childhood emotional trauma. Others have cognitive difficulties specific to their mental health and occasionally their prescribed medication. A significant number will have intellectual disability (IQ<70) or be within the borderline range (IQ between 70 and 79).
Originality/value
Understanding neuropsychological difficulties would mean that best use is made of the psycho‐educational materials presented, thus speeding up and improving the efficacy of the rehabilitation process and potentially reducing the risk that the person poses to themselves and others. There are resources, which offer guidance to teachers of children with neuropsychological difficulties but not for the adolescent and adult forensic population. This paper addresses this gap.
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Ellen Belitzky, Christian Bach and Erika Belitzky
This study aims to understand how healthcare social media offer nonmedical psycho-social support for pediatric oncology patients and their care community and how social media can…
Abstract
Purpose
This study aims to understand how healthcare social media offer nonmedical psycho-social support for pediatric oncology patients and their care community and how social media can be exploited for healthcare knowledge management.
Design/methodology/approach
Social media capabilities were identified and categorized based on psycho-social support services for pediatric oncology patients, caregivers and their community of care. Data were collected from 187 service sites representing more than 100 organizations. These broadly defined capabilities in trusted care organizations were analyzed to understand use of social media in providing psycho-social support.
Findings
Analysis revealed resource guides, stories and in-person support at clinics as the most prevalent forms of technology-guided psycho-social support. Privacy, security and information integrity rose as technical challenges for interactive social media platforms. Medical community trust is inconsistent, leading to immature adoption of critical psycho-social support as a knowledge management source. Findings further indicate the not-for-profit support sector provides robust social media capabilities compared to the healthcare sector.
Research limitations/implications
Future research may extend to maturing healthcare and not-for-profit sector services and to private sector products such as mobile applications and other technologies.
Practical implications
Survivor and caregiver quality of life depend on psycho-social support communities and services delivered via social media.
Social implications
Child protection social implications require significant attention due to sensitivity of security, privacy concerns and longevity of digital footprints for pediatric patients.
Originality/value
Research demonstrates opportunity for medical provider, healthcare organization, not-for-profit sector, patient and caregiver cooperation using social media. Data indicate healthcare technology systems leveraging social media can extend knowledge management capability beyond organization boundaries.
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