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Assessing a pilot scheme of intensive support and assertive linkage in levels of engagement, retention, and recovery capital for people in recovery housing using quasi-experimental methods
Get PDFIntroduction: There is strong and ever-growing evidence highlighting the effectiveness of recovery housing to support and sustain substance use disorder (SUD) recovery augmented by intensive support comprising assertive linkages to community services.Aim: To assess a pilot intensive recovery support (IRS) intervention for individuals (n=175) entering certified Level II and III recovery residences who met at least three out of five conditions (no health insurance; no driving license; substance use in the last 14 days; currently unemployed; having less than $75 capital) and its impact on engagement, retention and changes in recovery capital for individuals compared with a business-as-usual Standard Recovery Support (SRS) approach (n=1,758).Methods: We deployed quasi-experimental techniques to create weighted and balanced counterfactual groups derived from the Recovery Capital (REC-CAP) assessment tool to compare outcomes for people receiving the pilot IRS compared to intervention against SRS.Results: After reweighting for resident demographics, service needs, and barriers to recovery, those receiving IRS exhibited improved retention rates, reduced likelihood of disengagement, and growth in recovery capital after living in the residence for 6-9 months.Conclusion: Our findings from this pilot intervention suggest that intensive recovery support incorporating assertive community linkages and enhanced recovery coaching can improve engagement, length of stay and recovery capital growth compared to a balanced counterfactual group. We suggest that this model may be particularly beneficial to those entering Level II and Level III recovery housing with lower levels of recovery capital at admission entry
How generative artificial intelligence has blurred notions of authorial identity and academic norms in higher education, necessitating clear university usage policies
No full textPurposeThis study examines the impact of generative artificial intelligence (GenAI), particularly ChatGPT, on higher education (HE). The ease with which content can be generated using GenAI has raised concerns across academia regarding its role in academic contexts, particularly regarding summative assessments. This research makes a unique contribution to the literature by examining university student and staff perceptions of current and future issues pertaining to the role of GenAI in universities.Design/methodology/approachA qualitative method involving five one-to-one semi-structured interviews with four students and a lecturer explored the ethical and practical issues of GenAI text generation in academia. An inductive thematic analysis was chosen as it provided nuanced insights aligned with the study’s goals.FindingsUse of GenAI was discussed within the context of a range of topics, including perceptions of academic misconduct, authorial integrity and issues pertaining to university policies. Participants universally defined traditional classifications of academic misconduct but were unable to provide clear definitions where the use of GenAI was included for writing summative assessments. Students showed a more open engagement with GenAI, considering it a tool for overcoming obstacles rather than a means to plagiarise. Educators were generally more cautious and less optimistic about the academic role of GenAI. Lack of clear institutional policies surrounding such tools also contributed to ethical ambiguities.Originality/valueThe study highlights diverging perspectives between students and academics, which necessitate a forum for dialogue, ensuring the need to develop clear policies to steer the integration of GenAI in a manner that is beneficial for students and academics
Immigration, automation and the discipline of labour
No full textDr. Kostas Maronitis looks at the interlinkage between automation and migration policies that on the one hand expressed with a political backlash against immigration and fear of low productivity on the other hand
Exploring citizen’s satisfaction with the police in developing society
No full textTo develop a harmonious and productive relationship between citizens and the police in Trinidad and Tobago (T&T) it is important to first understand the impact of procedural justice and satisfaction with the police which was the aim of this study. A quantitative research methodology was used with an online survey of eight multiple-choice questions with responses aligned to a Likert scale. The results showed that 47.5% of participants were not satisfied with the police service, and only 10% felt very satisfied. The results indicated that officer did not use the correct procedures, disrespectful, undignified, unfair, lack transparency and inconsistent. The results highlighted the need for practice and policy changes in the Trinidad and Tobago Police Service especially during a contact with citizens. It was suggested that there was the need for continuous professional development (CPD) towards improving officer's skills, knowledge, and behaviour (KSB) which could enhance officers and citizens relations
Doing critical psychology! The challenges and unexpected rewards of co-creating module structure, content and resources
No full textThis chapter offers a reflective account of the co-construction of a Level 6 (Undergraduate Year 3) Critical Psychology module with student partners. Designed around the three areas of the SPaM teaching and learning model; subject content, modality and pedagogical design, student co-creators worked alongside staff to design a study to collect data able to inform module development. Data was analysed collaboratively alongside Student Research Associates to create and pilot learning resources and activities for focus group discussion and modification. The challenges and benefits of involving large cohorts in meaningful co-creation of a module are discussed, along with key lingering questions we have as a result of the co-creation process and outcomes of the project. The chapter adds to the student co-creation field by offering student perspectives on effective pedagogical design and discussion of the practicalities of embedding these within module development
Examining failings in criminal justice responses to sexual offenses:focus on male victims and impact of Operation Bluestone
No full textThis article highlights the failings of the criminal justice system in offering support to the victims of sexual violence, and keeping the focus particularly on male victims of sexual abuse. The article also investigates the overall experiences of all victims and the current procedures and policies in place. Men are treated as non-deserving victims, because the definition of rape under the Sexual Offences Act 2003 defines rape as “penetration with penis” and does not take male victims into account. Male victims are also not treated the same way as female victims, however both experience rape myths such as males not being ‘man enough’ and females with vulnerabilities, such as alcohol consumption, not being believed. Furthermore, it is increasingly difficult to bring forward rape charges by the crown prosecution service and the victims withdrawal rate in 2019-20 remains at 57%, indicating failings within CJS. Moreover, the negative attitudes of officers dealing with rape cases, and officers abusing their powers to sexually assault victims, raised serious questions around the systematic failure within the CJS. There is a lack of support for rape victims, and the impact of Operation Bluestone, which was created to improve rape case procedures, shows that the number of cases making it to court has increased with the project, but conviction rates remain very low. This was impacted by rape myth culture, which was a consistent theme throughout the research
Promoting values-informed development in an elite dual-career endurance athlete
Get PDFThis case study reports a values-based intervention with an elite dual-career athlete over an intermittent 2-year time period. The longitudinal psychological support process (i.e., intake, needs analysis, case formulation, intervention, and evaluation) is reported, and practitioner reflections are provided at the end of the case study. The intervention focused on the client-led production of personal core values and the exploration of how these could inform the athlete’s behavior change and goal attainment in sport and other life areas. Monitoring and evaluation findings suggested effective integration of values within training and competition settings, based on the observation of client behaviors and qualitative feedback from the client and their coach. The case study seeks to emphasize the importance of practitioner adaptability in developing client-led, values-based interventions that aim to facilitate holistic athlete development
Culturally aware access for success
No full textCulturally-Aware Access for Success is a collaboration between Leeds Trinity University’s Race Institute (LTU RI) and Go Higher West Yorkshire (GHWY) with Nathan Ghann from The Educate Group.LTU’s RI emerged from their innovative race equity work which enabled their institution to become the first University in Yorkshire to achieve the Race Equality Charter award, and the need to keep race and racism on the national agenda to enable sustained transformational change. bGHWY is a partnership of 13 HE providers in West Yorkshire, bringing together HE-in-FE providers of varying size and scope, universities across all HE mission groups, and a conservatoire, with the aim of reducing student lifecycle inequalities. Benefits include collaborating to address common issues, with learning across different institutional contexts. The Educate Group is a social enterprise dedicated to enabling degree success for underrepresented student groups by advancing staff development and deploying targeted student success initiatives.Inequalities for racially-minoritised students exist at all lifecycle stages, and HE attendance decisions in particular are influenced by cultural and religious factors. Detailed understanding of this – or the opportunity to implement it – can be missing from outreach/access teams, who can be drawn to the work from an interest in helping others but are not always representative of the groups they are trying to reach. Activity can take a colonial perspective influenced by long-standing unequal power dynamics with hierarchies of knowledge creators/holders versus learners, which does not always take account of learners’ wider lives and experiences.Cultural competence is defined as “a set of congruent behaviours, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross-cultural situations” (Cross et al., 1989, p.4). Cultural competence focusses on making changes at the individual, organisational and policy level (Bennett &Keating, 2008). Therefore, cultural competence has the potential to make a real difference to the HE sector to meet the needs of racially minoritised students.We are coming to the end of an innovative project, funded by Advance HE, which looks to support staff who participate in access and outreach activity to better understand cultural competence in HE, its measurement and development. Through this broader understanding, the research aims to influence policy and practice to develop deeper and broader cultural competence in HE in pursuit of greater equity in access, experience, progression and attainment of minoritised students