Search results

The purpose of this paper is to present the learning gained from undertaking research activities in co-production with young people in order to tackle alcohol misuse in local communities.

The findings are drawn from an evaluation of an alcohol misuse change programme in which opportunities to learn about and conduct research were provided to young people through co-production. The evaluation was guided by a theory of change, and a portfolio of evidence collected which included feedback from the young people and project staff about their experiences.

This paper demonstrates that young people can be empowered to take on roles as agents of change in their own communities by learning more about research processes. However, the empowerment does not come from undertaking research training per se, but by being able to work co-productively with researchers on issues and questions that are of direct relevance to themselves and which are framed within a change agenda. Shared values, strong relationships and reciprocal knowledge exchange enabling flexible and relevant responses to real-world problems and questions are needed.

The paper suggests a reflexive and co-productive learning, design and delivery approach to involving young people in research. It challenges notions of young people as a problem in terms of alcohol misuse, and rather situates them as part of a solution that is aiming at longer-term transformational community change. This is significant in that much of the existing evidence concentrates on individual intervention.

Advanced care planning (ACP) involves the discussion of preferences relevant to a possible future time when one’s ability to make decisions may be compromised. ACP is considered as having potential to enhance choice and control and thereby to improve the experience of care for people with dementia and their carers. Care coordinators have been highlighted as possibly playing a central role in facilitating these discussions among people with long-term care needs. However, there is limited evidence of how ACP is facilitated by community mental health professionals who may be supporting people with dementia and carers. The paper aims to discuss this issue.

This exploratory study took the form of qualitative semi-structured interviews to explore the views and experiences of community mental health professionals when discussing ACP with people with dementia and/or their carers. A convenience sample of 14 participants working in community mental health services in one NHS Mental Health Trust in London, England, was recruited and interview data were analysed using a framework approach.

Five themes emerged from the interviews – knowledge and experience, use of ACP, inhibitors of discussion, service influences and the future. The depth of ACP facilitation appeared dependent on the knowledge, confidence and skills of the individual professional. Limited resources leading to service rationing were cited as a major barrier to ACP engagement. Helping people with dementia and their carers with ACP was not viewed as a priority in the face of competing and increasing demands. A further organisational barrier was whether ACP was viewed by service managers as “core business”. Findings indicate that practice was generally to refer people with dementia to other agencies for ACP discussions. However, pockets of ACP practice were reported, such as explaining proxy decision making options for finances.

This exploratory study took place in the community mental health services in one NHS Mental Health Trust that may not be representative of other such teams. Case records were not scrutinised or clinical conversations with people with dementia or carers.

Barriers to initiating ACP discussions were cited, such as limited resources, lack of time and knowledge; unclear role remit, uncertain service direction and poor documentation sharing processes. However, participants held a common belief that ACP for people with dementia is potentially important and were interested in training, a greater team focus on ACP and pathway development. This indicates the potential for staff development and continuing professional development.

Few studies have asked a wide range of members of community mental health services about their knowledge, skills and confidence in ACP and this study suggests the value of taking a team-wide approach rather than uni-professional initiatives.

The purpose of this paper is to explore how any proposed Women’s Health Strategy could address the needs of women affected by dementia in England.

The authors take the following three perspectives: women living with dementia, female carers and female practitioners supporting people with dementia.

In this paper, the authors explore the current evidence about dementia and female gender under three main strands relating to policy and practise.

There is worldwide interest amongst policy communities in gender inequalities.

The range of tactical force options available to police is increasing, while public debate about police use of force is never far from the headlines. This paper aims to examine what factors shape how people accept police use of force.

The authors use two online experiments to test whether different force options affected judgments about the acceptability of police action and to explore the role of trust and legitimacy in people's judgments.

The authors found across both studies that respondents judged scenarios involving a weapon (baton, CS spray, Taser) as less acceptable compared to scenarios that did not (talking down, handcuffs), but they did not draw much distinction between the specific weapon used. In study 1, exposure to different police tactics had no effect on trust and legitimacy. In study 2, prior perceptions of trust were strong predictors of acceptability judgments.

There is a comparative paucity of British-based empirical research examining public attitudes toward different use of force resolutions by police. In this paper, the authors explore how use of force affects people's views of police at a time in which the nature and scope of force applications, how these are understood and indeed the basic enterprise of policing itself is being reconsidered and renegotiated.

There is a shortage of examples of arrangements and practice approaches that focus on mental wellbeing in black and minority ethnic (BME) older people. This article draws on our practice enquiry1, which brought together accounts of social care practice across different types of social care settings from four parts of the UK, away from the areas of high demographic concentration that have been the focus of most previous research. Over 80 practitioners, managers, older people and carers were interviewed over 2009‐2010. They described and reflected on the support for older people from BME backgrounds, particularly focusing on how they might promote mental well‐being.

There is an urgent need in terms of changing world conditions to move beyond the dualist paradigm that has traditionally informed design research, education and practice. Rather than attempt to reduce uncertainty, novelty and complexity as is the conventional approach, an argument is presented in this article that seeks to exploit these qualities through a reconceptualisation of design in creative as well as systematic, rigorous and ethical terms. Arts‐based research, which ‘brings together the systematic and rigorous qualities of inquiry with the creative and imaginative qualities of the arts’, is presented as being central to this reconceptualisation. This is exemplified in the application of art‐informed inquiry in a research unit for graduating tertiary‐level interior design students. The application is described in this article and is shown to rely substantially on the image and its capacity to open up and reveal new possibilities and meaning.

This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.

The question under discussion in the academic language classroom is the extent to which dynamic cohorts of multi-lingual, multi-cultural and multi-disciplinary students are being enabled to fulfill individual learning goals as well as the institution’s expectations of pathway learners and academic language users. Wingate (2015) argues that in the absence of an epistemological and socioculturally embedded literacy instruction, students are not equitably prepared for success in the discipline or the wider institution. The chapter reviews critiques of English for Academic Purposes (EAP) and Academic Literacies by addressing “the best of both worlds” (Wingate & Tribble, 2012, p. 492) approach.

The chapter continues with a case study into the Academic Vocabulary in Literacy strand of the Foundation EAP course on the International Foundation Programme at Edinburgh University. There then follows close analysis of innovation by course designers to adapt the “best of both traditions” model (Wingate & Tribble, 2014, p. 2) into an integrated academic language and literacy approach. It is posited that this approach could enable attempts at transition for high-achieving foundation students by experiencing language in dynamic and multi-modal genres.