Changing Places: Men Replace Women in Mental Health Beds in Britain

Based on census materials collected in England and Wales from 1921 to 1991, this study focuses on gender differences in occupancy rates in hospitals and other mental health facilities in Britain. The results suggest that since 1991, or for the first time in the twentieth century, there are more males than females in residential mental health facilities in Britain. Furthermore, this pattern of association holds for all age groups except those aged 65 years and over. Second, there are currently two distinct subpopulations in mental health facilities—a male group which is predominantly of working age, and a female group, which is predominantly of retirement age. The existence of these two "care" populations will impact significantly on current and future resourcing of mental health services. The policy implications of the research findings are discussed within the context of the debates on the changing relationship between gender and mental health.     

Probation Training: The Experience of Learners and Teachers

Qualifying training in probation is under review and likely to be substantially changed. This article draws on a small scale study of current training arrangements designed to explore the views of trainee probation officers, practice development assessors and university tutors regarding which elements of the current Diploma in Probation Studies framework most support learning. Their comments focus on the organisational ownership of training, time and learning, the teacher–learner relationship, teaching methods and equality of access. It is argued that probation training is best supported by a series of linked qualifications across grades, integrating practice‐based and academic learning delivered through a ‘blended learning’ model.     

Investigating Norms of Listening in Classrooms

Previous research into listening has tended to focus on individual processing rather than on how sociocultural contexts mediate the nature and quality of listening. This article draws on a study involving observations of listening lessons conducted by ten English teachers regarded as skilled practitioners, interviews with these teachers and with 40 of their students. It focuses on presenting interview findings which point to the need to take account in any discussion of listening of the varied and complex demands of social transactions and of the norms governing these transactions in particular classroom settings.     

Exploring community stress and empowerment among stakeholders and youth in an urban community

ABSTRACT

Community-level stress, such as pervasive substance abuse and violence, can yield negative health and mental heath outcomes for youth from disadvantaged communities. Community empowerment is a process whereby community members work together to increase control in their community. This qualitative inquiry analyzed in-depth interviews with adult stakeholders (n = 17) as well as focus group interviews with token youth (n = 85) to explore perceptions of community stress and empowerment in one disadvantaged locale. Each of the 102 total participants helped interrogate the research questions: What does it mean to live in a stressed community? How might youth and adults perceive themselves capable of impacting a stressed community’s quality of life? Emergent themes, which include a nod to the utility of coalition building, are explored. Implications for policy, practice, and future research are also discussed.     

The benefits of embedding experiential learning in the education of planners

Abstract

In a future of complexity, uncertainty and fragmented governance we envision planning graduates who will be better prepared for the real world of planning as a result of an experiential learning (EL) approach in undergraduate tertiary education. In this paper, we present the findings of an Australian research project in which planning educators developed and tested a range of experiential planning principles based on sound pedagogical theory. Embedding EL principles and activities within the planning curriculum provides a structured programme of engagement between theory and practice over the four years of an undergraduate Australian planning programme, including opportunities for work-integrated learning. Students gain experience in negotiated decision-making involving a wide range of interactions with planning practitioners. Students become more adaptable—cognizant of mechanisms influencing change, and recognize the value of lifelong learning founded on critical reflection. We propose that a more systematic approach to integrating experiential learning in tertiary planning education culminating in ‘work integrated learning’ would provide a vehicle for further partnerships with responsive local practitioners and communities. Finally, this paper also argues that applying experiential learning does not compromise the quality of planning education based on greater academic rigour.     

Reduce rework,improve safety: an empirical inquiry into the precursors to error in construction

A positive association between rework and safety events that arise during the construction process has been identified. In-depth semi-structured interviews with operational and project-related employees from an Australian construction organisation were undertaken to determine the precursors to rework and safety events. The analysis enabled the precursors of error to examined under the auspices of: (1) People, (2) Organisation, and (3) Project. It is revealed that the precursors to error for rework and safety incidents were similar. A conceptual framework to simultaneously reduce rework and safety incidents is proposed. It is acknowledged that there is no panacea that can be used to prevent rework from occurring, but from the findings presented indicate that a shift from a position of ‘preventing’ to ‘managing’ errors is required to enable learning to become an embedded feature of an organisation’s culture. As a consequence, this will contribute to productivity and performance improvements being realised.     

Understanding disabling barriers: a fruitful partnership between Disability Studies and social practices?

Disabled people are regularly denied their human rights, since policies and laws are hard to translate literally into practice. This article aims to make connections between social practice theories and Disability Studies, in order to understand the problems faced by disabled people, using different methods to look in detail at how practices are shaped and how disabled people get excluded. Disabled people are active agents in making change, both informally on an everyday basis and through formal actions. Thus we also suggest that the insights of disabled people could bring a fresh perspective to social practice theories, by troubling the taken-for-granted in our everyday lives.     

The Relationship between Sexual Minority Status and Suicidal Ideations among Urban Hispanic Adolescents

Youth identifying as lesbian, gay, bisexual, transgender, and queer (LGBTQ), and more specifically Hispanic youth identifying as LGBTQ, experience suicidal ideation (SI) at disproportionate rates. Furthermore, adolescents identifying as LGBTQ are likely to experience high rates of bullying, depression, and limited social support, increasing SI. Counselors often have difficulty working with youth at the intersection of sexual and ethnic minority statuses. Using structural equation modeling techniques, the present study examined sexual minority status as a predictor of school bullying, depression, social support, and SI, among urban Hispanic youth (N = 538). The authors also tested social support as a buffering mechanism.     

La transition verte: analyser la croissance de l'emploi vert

Les auteurs estiment le nombre des emplois verts en Écosse et analysent son évolution dans le temps en s'appuyant sur les données de l'Enquête sur la main‐d'œuvre du Royaume‐Uni (2011‐2014) et en croisant deux systèmes de classification professionnelle (CITP‐08 et O*NET). Leur cadre méthodologique est transposable à n'importe quelle région. Ils montrent qu'il vaut mieux retenir une définition large des emplois verts, plutôt qu'une définition étroite, pour mesurer correctement l'impact de la transition verte sur l'emploi en général. Ils concluent par ailleurs qu'il faudrait s'intéresser davantage à la qualité des emplois verts et au caractère inclusif de la croissance de l'emploi vert.