980 research outputs found
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Evaluation of the use of pharmacological treatment with prisoners experiencing high levels of hypersexual disorder
No full textThis paper presents an evaluation of the impact of pharmacological treatment in reducing hypersexual disorder in adult males who have been incarcerated following conviction for a sexual offence. The evaluation compares two types of pharmacological treatment, one of which is part of the current NICE guidance for treatment of hypersexuality (Antiandrogens), whilst the other type (SSRIs) is off-label use in the UK for hypersexuality. The participant pool comprised 127 adult male prisoners serving sentences for sexual offences in a UK prison. Participants had been voluntarily referred for pharmacological treatment to manage hypersexual disorder. The results demonstrated a significant reduction of hypersexual disorder pre- and post-medication and contribute to the evidence base for the use of pharmacological treatment with individuals for whom hypersexual disorder may be a salient factor in their offending. Limitations of the current research are discussed
Creating a place of prayer for the ‘other’ : a comparative case study in Wales exploring the effects of re-shaping congregational space in an Anglican cathedral
No full textProvision of spaces for personal prayer and reflection has become a common phenomenon within historic churches and cathedrals in England and Wales, offering an example of devotional activity that operates largely outside that of traditional gathered congregations, but also in relationship with them. Over the past decade, the apSAFIP (the ap Siôn Analytic Framework for Intercessory Prayer) has been employed to examine the content of personal prayer requests left in various church-related locations, mapping similarities and differences in pray-ers’ concerns. Building on this research tradition, the present study examines whether changes to physical environment in an Anglican cathedral in Wales has an effect on the personal prayer activity occurring within it, with a particular focus on intercessory prayer requests
Re-souling spirituality: redefining the spiritual dimension in schools
No full textThis article argues that our present model for defining spiritual development within the English school context unhelpfully lends itself to a binary of spirit-body, evoking potential distracting questions about whether or not the soul/spirit actually exists as a separate entity from the body, a question more specifically suited to the religious education curriculum. Instead, using an interdisciplinary approach, the author argues for an alternative model of spirit-soul, based on definitions taken from the contemporary Wholeness movement, in which spirit is perceived as that in us which seeks vision and transcendence, and soul as that which seeks engagement, depth and rootedness. Although the model provides us with an alternative binary, no duality is intended. Rather, the argument is that personal and community maturity implies balance and wholeness of body, soul and spirit, which is more clearly exemplified within this proposed new conceptualisation
The internal consistency reliability and construct validity of the Francis Scale of Attitude toward Christianity among 8- to 11-year-old students in Wales
No full textThe Francis Scale of Attitude toward Christianity was designed in the mid-1970s to assess individual differences in attitude through childhood, adolescence, and adulthood from the age of 8 years upwards. This study examines the internal consistency reliability, factor structure, and construct validity of the instrument 40 years later among 1,511 year 4 students (8-9 years), 1,544 year 5 students (9-10 years), and 1,526 year 6 students (10-11 years) in Wales attending Church in Wales voluntary aided and voluntary controlled primary schools. The data support the internal consistency reliability and construct validity of the instrument among the age range and commend the instrument for continued use in research
Co-creating by degrees: Exploring experiences of co-design
No full textCo-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to ‘academic as expert’ and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014). The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating the curricula on level 6 option modules run by Psychology and Business programmes
Bridging pedagogical discontinuity: to what extent can play-based learning be sustained beyond children’s transition to Year 1?
No full textAs children make the transition from the Early Years Foundation Stage to Year 1 they must negotiate pedagogical
and curriculum discontinuities. Previous research has identified an absence of bridging between these two
phases of education resulting in children being exposed to developmentally inappropriate practice. This study
explores the feasibility of sustaining play into Year 1 in a small rural Lincolnshire school. Data were collected
through interviews with both the Early Years Foundation Stage and the Year 1 teacher. A questionnaire with
Year 1 children (n = 23) provided supplementary data. Findings suggest that the constraints of the National
Curriculum make it difficult to bridge pedagogical discontinuity through play in Year 1 as the bridging process is
occurring before children enter Year 1. This project is of particular interest to Early Years Foundation Stage
educators as pressure to align competing discourses in their pedagogical space intensifies
Students Creating Change
No full textThe article presents Bishop Grosseteste University’s (BGU) experience of introducing and embedding an innovative whole-University student engagement initiative into a small, traditional, University.
The article describes the development of an institutional wide ‘students creating change’ scheme where staff and students were coached and supported to research and create change to the learning opportunities and experiences for students. The scheme also includes the development of a ‘students creating change’ framework, designed to identify and embed institutional enhancement in student representation, ensure that the Learning, Teaching, and Assessment Strategy is meeting the needs of students, and embed student engagement as a key part of the student experience.
The article highlights the challenges, benefits, lessons learned and approaches to gaining the support and participation of the Students’ Union, student body, senior University leaders and academic and professional services staff in the process
Training early childhood development cadres in low-resource contexts. UK Government Department for International Development.
No full textThis brief summarises findings from an extended literature review on the current status of early childhood
development (ECD) cadres training and a Delphi survey of expert consensus on training needs for different
ECD cadres operating in low-resource contexts (Pearson et al., 2017) titled Reaching expert consensus on
training different cadres in delivering early childhood development at scale in low-resource contexts. The
work was funded by DFID and led by a team at Bishop Grosseteste University in collaboration with
colleagues from The University of Hong Kong, McGill University, University of Nebraska, University of
Wollongong and University College London.
The following overarching questions guided this study:
• To whom does the term ‘ECD cadre’ most usefully apply, given the wide range of settings and aims of
early childhood development programmes?
• What are expert views on essential knowledge and skills required of ECD cadres working in different
contexts?
• What are expert views on appropriate methods for delivery of training, and post-training follow-up, for
ECD cadres?
• What are expert views on the necessary conditions for effective scale-up of ECD cadres training
A case for formal education in the technical, vocational education and training (TVET) sector for climate change adaptation and disaster risk reduction in the Pacific Islands region.
No full textThe Pacific Small Island Developing States (P-SIDS) are extremely vulnerable to climate change impacts and natural hazards due to their geographical location, topography and major economic sectors (agriculture, tourism and fisheries). The sustainable development and even the mere existence of these P-SIDS are under threat. Regionally, leaders are aware of this vulnerability and many related projects have been conducted on a national and regional basis by different stakeholders. Limited availability of appropriate formal training related to climate change adaptation and disaster risk reduction in the region has led to: lack of locally trained people to implement and monitor projects; use of donor funds to support foreign experts; unsuccessful projects causing maladaptation or increasing vulnerability and risk. Findings from a regional needs and gap analysis indicate that formal qualifications which account for local contexts are required to build national capacity to: accurately monitor and assess impacts of climate change and natural hazards; identify solutions to reduce these risks; and plan, manage and implement risk reduction projects to reduce damage and losses. This paper makes the case for the introduction of formal and accredited qualifications in climate change adaptation and disaster risk reduction in the technical, vocational education and training sector to support climate change adaptation and disaster risk reduction in the Pacific Islands Region (PIR). The development of regionally-specific quality assured qualifications in this context is ground breaking and is the impetus for the European Union Pacific Technical Vocational Education and Training in Sustainable Energy and Climate Change Adaptation Project (EU PacTVET). Responsive and accredited regional qualifications should ensure that the interventions managed by those having these qualifications are really supporting sustainable development
Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science
No full textIn this chapter Teresa Cremin from the Open University and the research team involved in the 'Creative Little Scientists' project report on a study exploring the teaching, learning and assessment of science with young children aged three to eight. Taking in settings across nine European countries the project provides insights into the connections between inquiry based science education and creative approaches in Early Years practice. It reports on how teachers developed rich physical environment for scientific exploration often linked to children's interests and everyday events