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“Free therapy”: young woman skateboarders, mental health, and body self-compassion
No full textIn this paper we use a theoretical framework derived from Frank’s (1991) concept of the communicative body, and Berry et al’s (2010) typology of body self-compassion, to examine and understand the mental health benefits of skateboarding, as discussed by young woman skateboarders. In response to the open question, ‘what are the benefits of skateboarding’, we were given a wide variety of mental and, to a lesser extent, physical, health benefits, both short and longer term. Our research combines theoretical approaches from Frank’s (Frank 1991) typology of the body and Berry et al’s (Berry et al. 2010) ideas about body self-compassion. Given the relative paucity of research into the mental health benefits of this popular lifestyle sport, our research contributes to the wider literature on lifestyle sports and health, while providing an example of where communicative and compassionate bodies can be found. Specifically, we demonstrate several ways in which young women’s skateboarding practice contributes to their mental health, and show the centrality of body acceptance and fluid physical creativity to this relationship. We also note that young women skating together are particularly able to access this and to experience the joy and calm of connected and communal skateboarding
Choice and diversity in governance in the English alternative provision sector: implications for educational equity
No full textDespite the continued global prevalence of discourses of educational inclusion, young people across local, national and international contexts continue to be educated outside of mainstream schools. In England, a diverse market of providers – known as alternative provision (AP) – cater for many of these young people. Unlike the mainstream school sector, where diversity of provision has been positioned as a key facilitator of parental choice and improved standards, there is limited evidence on how diversity and choice operate in the AP sector. This paper contributes to addressing this gap by analysing the range of organisations operating under the auspices of AP and their associated governance and regulatory mechanisms. Document analysis of the approved list of AP in a case study local authority (LA) demonstrates a diverse set of organisation types and associated governance arrangements, with a common focus on compliance and a lack of accessible publicly available information. We argue that as a result, the most disadvantaged children and families may be underserved in relation to diversity and choice policy imperatives. We conclude by highlighting potential consequences of poorly understood governance in AP for the achievement of equity goals - consequences which are of relevance across international educational contexts
The tourism-led economic growth hypothesis in the euro area: do asymmetries and structural breaks matter?
No full textThis paper examines the validity of the tourism-led economic growth hypothesis for the Euro Area economies. We employ both linear and nonlinear Autoregressive Distributed Lag (ARDL) cointegration approaches to examine the symmetric and asymmetric effects of tourism on economic growth. Furthermore, we control for the presence of structural breaks in the time series, which account for the recent financial and debt crises in the Euro Area. The results support the positive impact of tourism on economic growth for most of the Euro Area economies and are robust to alternative tourism measures. The findings indicate that an asymmetric impact exists both in the long and the short run. Positive and negative shocks in tourism and the real exchange rate result in significantly different effects, both in terms of sign and magnitude, on economic growth
International Competences for Undergraduate Psychology: a constructive shift for psychology?
No full textThe International Collaboration on Undergraduate Psychology Outcomes (ICUPO) project developed the International Competences for Undergraduate Psychology (ICUP) Model to offer a globally relevant framework to provide a reference point for reflection and development of foundational undergraduate psychology programs across diverse international settings. The project, guided by the ICUPO Committee and advisory group members (120 across 47 nations), was inspired by the concepts of psychological literacy and global citizenship, and informed by reviews of both overarching and specific competence frameworks. The Model emerged through systematic, inclusive processes of scholarship, collaboration, consultation, analysis, and synthesis. It comprises 24 foundational competences across two core categories: Psychological Knowledge and Psychological Research Methodologies & Methods, and five psychology-relevant categories: Values & Ethics, Cultural Responsiveness & Diversity, Critical Thinking & Problem-Solving, Communication & Interpersonal Skills, and Personal & Professional Development. The ICUP Model, the first of its kind, addresses the need of stakeholders to understand how graduates of foundational psychology programs can contribute meaningfully to personal, work, and community contexts. It responds to epistemic imbalances, geographic biases, and the urgent need for culturally inclusive and contextually relevant educational frameworks at a critical time for psychology. Moreover, the Model provides a foundation for a shift in the discipline of psychology toward more globally inclusive and impactful processes and outcomes. Rather than prescribing uniform standards, the ICUP Model offers an adaptable framework that can complement existing national or regional competence models. This approach ensures foundational psychology education aligns with current and future societal needs
