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Measuring recovery capital for people recovering from alcohol and drug addiction:a systematic review
No full textBackground: Recovery capital (RC) theory provides a biopsychosocial framework for identifying and measuring strengths and barriers that can be targeted to support recovery from alcohol and drug addiction. This systematic review analyzed and synthesized all quantitative approaches that have been used to measured recovery capital RC in the recent literaturesince 2016.Method: Systematic database searches were conducted in three databases to identifyThe reviewed studies were published from 2016 to 2023, . Eligible studiesand explicitly stated they measured RC recovery capital in participants recovering from alcohol and/or drug addiction. Studies focusing on other forms of addiction were excluded.Results: Sixty-nine studies met the inclusion criteria. Forty-six studies (66.7%) used one of the ten identified RC recovery capital questionnaires, and twenty-five studies (36.2%) used a measurement approach other than one of the ten RC recovery capital questionnaires. The ten RC recovery capital questionnaires are primarily developed for adult populations across clinical and community recovery settings, and between them measuredwere identified to measure altogether 41 separate RC recovery capital constructs. They, and are generally considered valid and reliable measures of RCrecovery capital. Nevertheless, a strong evidence base on the psychometric properties across diverse populations and settings is still needs to be established for all RC these questionnaires. Conclusion: The development of RC recovery capital questionnaires has been a significant advance in the addiction recovery field, in alignment with the modern emerging recovery-oriented approach to addiction recovery care. Additionally, the non-RC recovery capital questionnaire-based approaches to RC recovery capital measurement have an important place in the field. They could be used alongside RC recovery capital questionnaires to test RC theory, and in contexts where the application of the RC questionnaires is not feasible, such as analyses of data from online recovery forums
The criticality of sensemaking in climate change education:closing the gap between information gathering and curriculum making in schools
No full textChildren and young people in England increasingly question both the relevance and impact of climate change education (British Science Association and the University of Plymouth, 2023) and this is further compounded by teachers reporting that they largely rely on ‘self-taught’ methods of professional development (Greer et al., 2023). Insights, on the implementation of climate change education (CEE) in England, from these recent reports imply that untrustworthy information sources gathered concerning CCE, particularly during ‘self-taught’ professional development, could influence the quality of the content taught in the classroom. Understanding information sources through a lens of trustworthiness, therefore, is a critical component in the curriculum making process undertaken by teachers (Puttick & Talks, 2021).Curriculum making in CCE is crucial because it starts with considering the needs of children and young people first, involves teachers considering their own curriculum content and choosing resources carefully (Wallace & Priestley, 2016). The question of which resources and information sources are selected is in turn constrained by the sheer quantity of information sources available (Puttick & Talks, 2021). This, along with the lack of diversity in the sources selected, poses challenges for teachers in discerning what and how information on climate change should be incorporated into curriculum making (Puttick & Talks, 2021). Given the urgency of CCE (Greer et al., 2023), there is a need to consider how teachers in England process complex information on climate change, with a consideration of the potential misconceptions that could arise and how teachers can be better supported to develop their expertise about CCE. While Puttick and Talks (2021) emphasise the importance of focusing on information gathering, the practice of curriculum making requires teachers to analyse information and engage in a process of sensemaking so that CCE is both meaningful and relevant to the children and young people being taught
Getting serious about third sector collaboration requires clarity over its purpose and power dynamics
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Are miracles believable for contemporary Christians?
No full textMust a Christian believe Christ walked on water, cured the sick and rose from the dead? If so, what evidence do we have that such things happened? If not, why believe that Christ was divine? I recently answered those questions in my keynote lecture at the ‘Science, Faith and Superstition’ Conference, hosted by the University of Belgrade
Mental health impact of cyberbullying among European sexual minority adolescents:the mediating role of internalized homophobia
No full textSexual minority youth face distinct challenges related to cyberbullying, with significant implications for their well-being (Bishop et al., 2023). Furthermore, elevated levels of internalized homophobia (IH) may be correlated with victimization experiences and adverse mental health outcomes (Pucket et al., 2016). This study aims to investigate the interplay between cybervictimization experiences, internalized homophobia, and depression among European sexual minority adolescents. Data from 9,363 sexual minority adolescents (Mage = 15.82; SD = 1.53) were collected through an online survey conducted in Austria, Belgium, Croatia, France, Greece, Ireland, Italy, Latvia, Netherlands, Slovenia, Spain, Portugal, and the UK. In this study, cyberbullying victimization was evaluated using an 8-item version of the European Cyberbullying Intervention Project Questionnaire (α = .87, ω = .91; Brighi et al., 2012). Two additional items were incorporated to assess biased-based cyberbullying victimization. Depression was measured with the Patient Health Questionnaire 2-item depression screener (Richardson et al., 2010). Logistic regressions indicated that sexual minorities experiencing general cyberbullying or bias-based cyberbullying had a 90% and 49% higher likelihood of depression, respectively. Those facing both types were five times more likely to experience depression. Decomposition analyses revealed IH explained 5-10% of the total effects. The study highlights the significant impact of cybervictimization and biased-based cybervictimization on the mental health of sexual minority adolescents, with IH playing a crucial role. Tailored interventions and policies are imperative to address the unique challenges faced by sexual minority youth in diverse European countries, especially given the increasing presence of social media in adolescents' lives
Mediation matters in education:curriculum enhancement through mediation: an opportunity for higher education providers
No full textThe advantages of mediation as a dispute resolution method are well-documented. Have you considered the impact it can have on students? As the use of mediation has increased, so too has the development of alternative dispute resolution degree programmes, as well as individual university modules on the same topic, at both undergraduate and master’s level
Introduction:co-creation in higher education—a conceptual and historical overview
No full textThis introductory chapter sets the stage for the edited collection and provides a framework for all the case studies reported in the book. The content is divided into three key discussion areas: the historical development of co-creation concepts, the perceived benefits and challenges of co-creation in higher education practices, and an applied definition of co-creation based on its unique features. While reflecting on gaps between the concepts and practices of co-creation, the chapter sheds light on the role of academic environment, staff and student identities, and the value of relationship. Additionally, it discusses the importance of evaluating co-creation schemes for achieving realistic understanding and transferable strategies, particularly for academic enhancement and effective student learning in higher education. Overall, the discussion around co-creation in this chapter highlights the importance of capturing and responding to student voices and involving students in academic decision-making.</p
“Hear my voice”:children and young people in schools and research
No full textPupil ‘voice’ is heralded as a key tenet of education policy, practice and research, however, ensuring that voice is authentically heard in the spaces that children occupy remains a challenge – one that is explored in this chapter. Models of participation relating to the degree of power either shared or transferred are scrutinised – ranging from tokenistic approaches to true pupil-teacher partnerships in which pupils initiate ideas and share decision-making with adults. Shier’s (2001) five step Pathway to Participation model is considered and practitioners are invited to reflect on their own position and identify necessary steps to increase pupil involvement in their local setting. For guidance, a philosophy club intervention in early years and primary is presented as a real world example. This chapter argues the case for schools to genuinely embrace and utilise pupil voice as part of a whole-school approach to improving mental health and wellbeing within learning communities