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Co-design, delivery, and evaluation of wellbeing initiatives for NHS staff: the HOW (Healthier Outcomes at Work) NHS project
Get PDFStress and mental health are leading causes of sickness absence in the UK, responsible for over 50% of sickness absence across the country. Healthcare sector workers play a vital role in the life of everyone across the country but have among the highest levels of sickness absence of any sector. The aim of this project, therefore, was to work with UK healthcare workers to co-develop, implement, and evaluate a series of mental health and wellbeing interventions delivered via a smartphone app and associated toolkit. A participatory action research methodology, consisting of individual interviews, focus group discussions, and oversight by an expert action learning group, was used to develop primary (i.e., those associated with the workplace) and secondary (improving individual resilience and coping) stress management interventions. Pre-post-intervention analysis demonstrated improvements in work engagement and working conditions, although significant improvements were only found in mean scoring on demands, control, managerial support, and peer support working condition measures. The project therefore demonstrates that co-produced initiatives which focus on improving either the organisation or resilience of the workforce may be useful in supporting employee health and wellbeing. Future studies should build upon these findings through a full RCT to determine utility of the interventions
Child-focused primary science inquiry: can the right balance be found between creativity, curriculum objectives and assessment requirements?
No full textAssessment requirements dominate many primary classrooms in England, with a focus on narrow curriculum objectives that arguably provide reliable comparison of performance. However, children’s primary science learning can benefit from a guided inquiry approach, where they learn to ask and investigate questions based on their own interest. A guided inquiry approach makes assessment more complex, as it leads to diverse outcomes that challenge the way attainment can be measured and reported. The authors offer insights into how primary science teaching can be tailored to enhance children’s opportunities for guided inquiry in order that they make decisions and develop agency when learning, whilst working to mainstream science curriculum requirements. This chapter draws on two UK curriculum programmes: the 'Great Science Share for Schools' (GSSfS) and 'Teacher Assessment in Primary Science' (TAPS). By synthesizing findings, this chapter provides research-informed and practical suggestions to consider how a balance can be found between children’s creativity, curriculum objectives and assessment requirements
What’s within teacher resilience interventions that is helpful?
No full textThis presentation will focus on the first half of a teacher resilience project to provide a
theoretical underpinning of teacher resilience using systematic literature review. The second
half of the project will be coproduction of teacher resilience interventions or practices within a
teacher community. Teacher resilience is considered to be an invaluable area of teacher
development to address retention, commitment, motivation, engagement, work performance,
student learning outcomes and teacher wellbeing. In particular, during challenging
circumstances such as Covid-19 pandemic, it is even more important to support teacher
resilience. There has been a shift of understanding of teacher resilience in the last two
decades within resilience research (Beltman, 2021). Since 1990, resilience was defined from
an individual focus by examining how individuals overcome traumatic or sudden challenges to
achieve ideal outcomes. Now, understanding has shifted to a more complex nature to see
resilience from a systemic perspective or a social ecological perspective which considers the
personal and contextual factors, and the processes of the interaction between them within the
whole system (Beltman, 2021). It is important to note that teacher resilience can be developed
and improved through resilience programmes and there are increasing interests and
research-based interventions around the world. However, many training programmes are
missing the importance of conceptualisation of teacher resilience, which is the foundation that
affects the design, delivery, content, development and outcomes of these programmes. The
current systematic literature review aims to scrutinise the conceptualisation of research-based
teacher resilience programmes as well as to identify the most commonly used resilience
practices. Different practices, outcomes, and limitations of these programmes will also be
identified. By the above process, we hope to propose and co-produce the design and delivery
of teacher resilience interventions/practices with teachers in educational settings as the
second half of this project, which will be participatory action research continuously
Prison officers’ perceptions of prisoner male rape victims in England and Wales
Get PDFMale rape literature is limited in the UK, with little public attention and limited research about prison officers’ perceptions. The aim of the current study was to explore the attitudes and perceptions of prison officers in England and Wales. Two groups of participants were recruited: Group 1 included 24 retired prison officers; group 2 included 17 participants from the general population. A mixed method design was used to gather quantitative and qualitative data. Findings showed that prison officers did not accept societal myths on male rape, although some had negative attitudes towards male rape occurring in prison. Participants from the general population displayed similar results, demonstrating how being a prison officer does not affect beliefs and attitudes of male rape any more than the public. Support strategies for prisoners would further reduce the stigma of raped prisoners
Illustrations
No full textTim Vyner exhibited work produced during the Street Child World Cup in October 2022 at Oxygen Park, Doha. He also created a new series of illustrations and prints in the Katara Cultural Village during the festival, working in real time as the FIFA World Cup took place throughout Qatar. He worked alongside the Qatari artist Kholoud Al-Ali
The vulture
No full textThe vulture, the presiding genius of Gerard Woodward’s collection, is at once sympathetic and awful, intimate and other. Woodward naturally positions himself at uncomfortable borders and thresholds, and in doing so alerts us to the flimsiness of the conceits of home, of family and human culture. Many poets have challenged our lazy habit of addressing nature though the pathetic fallacy; few have had the nerve to consciously embrace it as a subversive strategy, through which we can explore the strange intimacies we share with other life-forms. The Vulture shows insects and animals and plants invade, infect and fuse with us at every turn; elsewhere, the architecture of our lives, our houses, gardens, careers and bodies, are revealed as the provisional drafts they are. No contemporary poet unsettles like Woodward: he does so through no easy surrealism, but instead an extraordinary ability to render our home the alien planet it is, and give conscious voice and vivid shape to the terrible sense of precariousness that lies just below our waking state
