Changing attitudes about self-injury prevention management: lessons learned

In the behavioral health environment, nurses often use continuous staff monitoring and, at times, physical restraints, to manage the severity of patients' self-injury. Both options put staff in control, are the most restrictive in nature, and can be financially draining on the hospital's budget. This can result in negative reactions by both patients and staff. It is important to develop a program that will empower patients to control their behavior and allow staff to be aware of their perceptions and attitudes toward patients who self-injure. This article describes the leadership initiative that drove the development, training, and implementation of a self-injury prevention project and the lessons learned by staff.     

Immigrants’ Employment in Spanish Cooperatives: Outcomes in Relation to the Business Cycle

In this paper, we analyse the interaction between immigrants’ employment in cooperatives and the business cycle. The study is centred on the Spanish economy during the period 2003–2015. The main goal of this paper is to answer the following two key questions: are fluctuations in immigrants’ employment in cooperatives cyclical in relation to the business cycle? And, are immigrant employees more vulnerable to the business cycle than native employees? The cycles and their turning points are identified using the Bry and Boschan (Cyclical analysis of time series: selected procedures and computer programmes, National Bureau of Economic Research, New York, 1971) algorithm. To resolve it we employ the BUSY software, developed by the European Commission. The procedure allows us to identify the features of the cycle phases and to calculate the synchronization index. The results show that (1) employment in cooperatives is procyclical and with no differences between immigrant and native workers, (2) the economic crisis has hit immigrant workers harder than native ones, (3) the immigrants’ birthplace is significant because some cyclical behaviour can be found to vary according to the immigrants’ origins; however, in general, sensitivity to the business cycle is the common factor.     

Work in Transition: Labour Market Life Expectancy and Years Spent in Precarious Employment in Spain 1986–2016

Social Indicators Research - In this paper, we measure the number of years that men and women have been expected to spend in the labour market at age 16 and at age 50 during the period...     

What Risks Do People Perceive in Everyday Life? A Perspective Gained from the Experience Sampling Method (ESM)

The experience sampling method (ESM) was used to collect data from 74 part-time students who described and assessed the risks involved in their current activities when interrupted at random moments by text messages. The major categories of perceived risk were short term in nature and involved "loss of time or materials" related to work and "physical damage" (e.g., from transportation). Using techniques of multilevel analysis, we demonstrate effects of gender, emotional state, and types of risk on assessments of risk. Specifically, females do not differ from males in assessing the potential severity of risks but they see these as more likely to occur. Also, participants assessed risks to be lower when in more positive self-reported emotional states. We further demonstrate the potential of ESM by showing that risk assessments associated with current actions exceed those made retrospectively. We conclude by noting advantages and disadvantages of ESM for collecting data about risk perceptions.     

The Role of the Study Group in the Funds of Knowledge Approach

This article explores the role of the study group in the funds of knowledge approach as implemented in a public school located in Catalonia, Spain. In particular, we describe the funds of knowledge uncovered during home visits to the families of 5 students selected by the teachers and the process by which the teachers developed educational activities using some of these funds of knowledge. We argue that the study group can be seen as a community of practice and as a mediational structure between students’ households and the school—a process referred to here as an “intercontextual mediation.”