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1 – 10 of over 17000Rajib Shaw and Shohei Matsuura
Schools play an important role in Japan by becoming evacuation centers after disasters. Depending on the nature of disaster, the school can be occupied for several days to several…
Abstract
Schools play an important role in Japan by becoming evacuation centers after disasters. Depending on the nature of disaster, the school can be occupied for several days to several months. Therefore, schools play a crucial role in disaster risk reduction and can contribute to very strong bonding with the local communities. This chapter describes the experiences of six cities with the roles of schools during disasters. Kamaishi, Kesennuma, and Natori, three cities affected by the tsunami, have shown the important role that schools played in the time of disaster. Although some schools were destroyed in these three cities, people spent significant time in other schools as evacuees. Pre-disaster preparedness of schools and communities helped a lot in this regard. Taking the experiences from the East Japan disaster, Saijo, Owase, and Oobu cities in West Japan demonstrated their preparedness for future disaster. The chapter also shows that school-centered disaster preparedness before the disaster leads to an effective role during the disaster and also facilitates post-disaster recovery with schools as the center.
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Carol M. Hipfner, Lacey Bennett, Denise Gettle, Catherine New and Susan Howell
A foundational tenet of psychiatric nursing is person-centered care. Research suggests person-centered care requires a therapeutic relationship based on partnerships; this…
Abstract
Purpose
A foundational tenet of psychiatric nursing is person-centered care. Research suggests person-centered care requires a therapeutic relationship based on partnerships; this partnership is integral to service users’ recovery. The purpose of this paper is to describe the integration of the concept map within a tidal/recovery framework. The integration may assist psychiatric nursing students to effectively apply recovery principles to their individual nursing practices.
Design/methodology/approach
This paper outlines the Tidal Model (TM) of Recovery and Reclamation philosophy, concept maps, and how these elements integrate into the psychiatric nursing practice education. Second-year psychiatric nursing students were asked to use the TM with concept mapping while working with service users in practice education settings.
Findings
The purpose of this paper is to present a conceptual model that the authors, psychiatric nursing educators, designed to help psychiatric students integrate the recovery principles with the service user’s care plan. Future directions include devising a research study to examine the effectiveness of the TM concept map. The authors did not conduct a research study.
Originality/value
Applying recovery principles improved person-centered care and enhanced the collaboration between service users and nursing students, and prepared students to practice from a collaborative perspective.
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Allison S. Gabriel, David F. Arena, Charles Calderwood, Joanna Tochman Campbell, Nitya Chawla, Emily S. Corwin, Maira E. Ezerins, Kristen P. Jones, Anthony C. Klotz, Jeffrey D. Larson, Angelica Leigh, Rebecca L. MacGowan, Christina M. Moran, Devalina Nag, Kristie M. Rogers, Christopher C. Rosen, Katina B. Sawyer, Kristen M. Shockley, Lauren S. Simon and Kate P. Zipay
Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being…
Abstract
Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.
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Larry Davidson, Janis Tondora, Anthony J. Pavlo and Victoria Stanhope
The purpose of this paper is to consider the role of shared decision making (SDM) as one component of recovery-oriented care.
Abstract
Purpose
The purpose of this paper is to consider the role of shared decision making (SDM) as one component of recovery-oriented care.
Design/methodology/approach
This paper is conceptual and reviews the literature relevant to recovery-oriented care, person-centered recovery planning (PCRP), and SDM.
Findings
To the degree to which SDM offers tools for sharing useful information about treatment options with service users and family members or other loved ones, it can be considered a valuable addition to the recovery-oriented armamentarium. It is important to emphasize, though, that recovery-oriented practice has a broader focus on the person’s overall life in the community and is not limited to formal treatments or other professionally delivered interventions. Within the more holistic context of recovery, SDM regarding such interventions is only one tool among many, which needs to be integrated within an overall PCRP process. More emphasis is given within the recovery-oriented care to activating and equipping persons for exercising self-care and for pursuing a life they have reason to value, and the nature of the relationships required to promote such processes will be identified. In describing the nature of these relationships, it will become evident that decision making is only one of many processes that need to be shared between persons in recovery and those who accept responsibility for promoting and supporting that person’s recovery.
Originality/value
By viewing SDM within the context of recovery, this paper provides a framework that can assist in the implementation of SDM in routine mental health care.
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Taeyeon Kim, Minseok Yang and Yujin Oh
This study aims to explore how educational leaders in South Korea adopted equity mindsets and how they organized changes to support students' deeper learning during COVID-19.
Abstract
Purpose
This study aims to explore how educational leaders in South Korea adopted equity mindsets and how they organized changes to support students' deeper learning during COVID-19.
Design/methodology/approach
The authors developed a comprehensive framework of Equity Leadership for Deeper Learning, by revising the existing model of Darling-Hammond and Darling-Hammond (2022) and synthesizing equity leadership literature. Drawing upon this framework, this study analyzed data collected from individual interviews and a focus group with school and district administrators in the K-12 Korean education system.
Findings
The participants prioritized an equity stance of their leadership by critically understanding socio-political conditions, challenging unjust policies, and envisioning the big picture of equity-centered education. This led them to operationalize equity leadership in practice and create a more inclusive and supportive environment for student-centered deeper learning. District leaders established well-resourced systems by creating/developing instructional resources and making policies more useful. School leaders promoted quality teaching by strengthening access, developing student-centered curricula, and establishing individualized programs for more equitable deeper learning.
Research limitations/implications
This study builds on scholarship of deeper learning and equity leadership by adding evidence from Korean educational leaders during COVID-19. First, the findings highlight the significance of leaders' equity mindsets in creating a safe and inclusive environment for deeper learning. This study further suggests that sharing an equity stance as a collective norm at the system level, spanning across districts and schools is important, which is instrumental to scale up innovation and reform initiatives. Second, this research also extends comparative, culturally informed perspectives to understand educational leadership. Most contemporary leadership theories originated from and are informed by Western and English-speaking contexts despite being widely applied to other contexts across the culture. This study's analysis underscores the importance of contextualizing leadership practices within the socio-historical contexts that influence how education systems are established and operate.
Practical implications
Leaders' adopting equity mindsets, utilizing bureaucratic resources in creative ways and implementing a school-wide quality curriculum are crucial to supporting students' deeper learning. District leaders can leverage existing vertical and horizontal networks to effectively communicate with teachers and local communities to establish well-recourced systems. As deeper learning is timeless and requires high levels of student engagement, school leaders' efforts to establish school-wide curricula is critical to facilitate deeper learning for students.
Originality/value
The study provides a nuanced understanding of how equity focused leaders responded to difficulties caused by the pandemic and strategized to support students' deeper learning. Existing studies tend to prioritize teacher effects on student learning, positing leadership effects as secondary or indirect. Alternatively, the authors argue that, without leadership supporting an inclusive environment, resourceful systems and student-centered school culture, deeper learning cannot be fully achieved in equitable ways.
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Lia Patrício, Daniela Sangiorgi, Dominik Mahr, Martina Čaić, Saleh Kalantari and Sue Sundar
This paper explores how service design can contribute to the evolution of health service systems, moving them toward people-centered, integrated and technology-enabled care; the…
Abstract
Purpose
This paper explores how service design can contribute to the evolution of health service systems, moving them toward people-centered, integrated and technology-enabled care; the paper develops a research agenda to leverage service design research for healthcare transformation.
Design/methodology/approach
This conceptual study starts by analyzing healthcare challenges in terms of demographic trends and economic constraints, along with the problems of lack of people-centricity, dispersion of care and slowness in incorporating emerging technologies. Then, it examines the theoretical underpinnings of service design to develop a framework for exploring how a human-centered, transformative and service systems approach can contribute to addressing healthcare challenges, with illustrative cases of service design research in healthcare being given.
Findings
The proposed framework explores how a human-centered service design approach can leverage the potential of technology and advance healthcare systems toward people-centered care; how a transformative service design approach can go beyond explanatory research of healthcare phenomena to develop innovative solutions for healthcare change and wellbeing; and how a service systems perspective can address the complexity of healthcare systems, hence moving toward integrated care.
Originality/value
This paper systematizes and develops a framework for how service design can contribute to healthcare transformation. It identifies key healthcare application areas for future service design research and pathways for advancing service design in healthcare by using new interdisciplinary bridges, methodological developments and theoretical foundations.
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Elizabeth Flanagan, Janis Tondora, Annie Harper, Patricia Benedict, Julienne Giard, Billy Bromage, Bridgett Williamson, Paul Acker, Cheri Bragg, Virginia Adams and Michael Rowe
This paper aims to describe the Recovering Citizenship Learning Collaborative (RCLC), a training, consultation and implementation effort for 13 local mental health authorities and…
Abstract
Purpose
This paper aims to describe the Recovering Citizenship Learning Collaborative (RCLC), a training, consultation and implementation effort for 13 local mental health authorities and two state hospitals.
Design/methodology/approach
The learning collaborative used a Recovering Citizenship approach, which holds that recovery occurs in the context of people’s lives in their communities and society, that is, their citizenship. The RCLC was implemented by the Connecticut Department of Mental Health and Addiction Services (DMHAS) in the USA and the Yale Program for Recovery and Community Health along with lived experience leaders. The RCLC supported system change through training DMHAS staff on concepts of recovery and citizenship and developing agency action plans, with the long-term goal of improving citizenship-oriented care at the agency-level and recovery and citizenship-related outcomes for people receiving services.
Findings
Lessons learned include the importance of assessing organizational readiness for change, addressing leadership investment and attention to systemic barrier, and offering tools to promote structure and accountability. Next steps are supporting agency action plans through technical assistance, state-wide educational offerings and a resource library.
Research limitations/implications
Systemic barriers are considerable and must be addressed before system transformation is possible.
Practical implications
The authors are hopeful that the RCLC has been part of overcoming those challenges and can be a tool for building foundations for improving citizen practices and people’s citizenship-related outcomes.
Social implications
Next steps are sustaining agency action plans, ongoing agency-specific technical assistance, ongoing state-wide educational offerings and a resource library.
Originality/value
The RCLC has provided tools and supports to build the foundation for improved citizenship practices and client outcomes at the multiagency system level.
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Min-Shi Liu, Mei-Ling Wang and Chun Hsien Lee
The purpose of this study is to examine the indirect impact of job demands on recovery self-efficacy via the mediation of job burnout. The study also investigates the moderating…
Abstract
Purpose
The purpose of this study is to examine the indirect impact of job demands on recovery self-efficacy via the mediation of job burnout. The study also investigates the moderating effects of school-to-work facilitation and psychological detachment in the indirect relationship between job demands and recovery self-efficacy.
Design/methodology/approach
The study recruited and surveyed 263 employed graduate students in the executive master of business administration program in Taiwan. Regression analysis was used to examine the proposed relationships.
Findings
The results showed that job burnout mediated the relationship between job demands and recovery self-efficacy. The relationship was weaker when school-to-work facilitation and psychological detachment were high.
Originality/value
This study confirms the indirect effects of job demands on recover self-efficacy through job burnout and provides new insights into the role of school-to-work facilitation and psychological detachment to enhance the recovery in the JD-R model.
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Stacey L. Barrenger, Victoria Stanhope and Emma Miller
The purpose of this paper is to examine the gap between recovery-oriented processes and clinical outcomes in peer support, an exemplar of recovery-oriented services, and offer…
Abstract
Purpose
The purpose of this paper is to examine the gap between recovery-oriented processes and clinical outcomes in peer support, an exemplar of recovery-oriented services, and offer suggestions for bridging this gap.
Design/methodology/approach
This viewpoint is a brief review of literature on peer support services and gaps in outcome measurement towards building an evidence base for recovery-oriented services.
Findings
Clinical outcomes like hospitalizations or symptoms remain a focus of research, practice and policy in recovery-oriented services and contribute to a mixed evidence base for peer support services, in which recovery-oriented outcomes like empowerment, self-efficacy and hopefulness have more evidentiary support. One approach is to identify the theoretical underpinnings of peer support services and the corresponding change mechanisms in models that would make these recovery-oriented outcomes mediators or process outcomes. A better starting point is to consider which outcomes are valued by the people who use services and develop an evaluation approach according to those stated goals. User driven measurement approaches and more participatory types of research can improve both the quality and impact of health and mental health services.
Originality/value
This viewpoint provides a brief review of peer support services and the challenges of outcome measurement in establishing an evidence base and recommends user driven measurement as a starting point in evaluation of recovery-oriented services.
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Hans Oh, Douglas Noordsy and Glenn Roberts
– To galvanize practical discussion about how to modify psychiatry residency programs to instill the recovery paradigm into students who will become psychiatrists.
Abstract
Purpose
To galvanize practical discussion about how to modify psychiatry residency programs to instill the recovery paradigm into students who will become psychiatrists.
Design/methodology/approach
A review of relevant literature is undertaken.
Findings
Eight suggestions are offered to help residency programs initiate conversations about recovery.
Originality/value
There has been little, if any, discussion about how psychiatry residency programs must change in terms of curriculum and pedagogy.
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