bluuebunny/crossref_metadata_2025 huggingface dataset:
Localization of human resources in the State of Qatar
Authors: Williams Justin , Bhanugopan Ramudu , Fish Alan
Published: August 2011

Purpose

This paper seeks to provide an overview of the concept of “localization” of human resources in Qatar. Relative to the rest of the Gulf Cooperation Council countries (GCCCs), economic development began late in Qatar due to political and economic factors such as the influx of an immigrant labour force and changes in the education system. Now, with one of the fastest growing economies in the world, and the highest per capita income, Qatar has vigorously embraced rapid economic expansion. However, in a small country awash with natural resources, and with a population engulfed by expatriates, the issue of “localization” is a pressing economic and social issue.

Design/methodology/approach

This paper reviews the national human resource situation in this atypical context, and seeks to determine the factors that impact on “localization” in this small, yet important Gulf nation.

Findings

There are some common barriers to “localization” throughout the GCCCs. These can be summarized as: an inefficient quota system; a culture that is focused more on prestige than performance; strict cultural practices concerning women in the workforce; education systems that are not market driven; and an inequitable social contract and distribution of oil and natural gas wealth in the GCCCs.

Originality/value

While much attention has been directed to the concept of “localization” in developing countries, “Qatarization” has received no attention in the scholarly literature, despite the resounding political and economic role that Qatar has in the GCCCs.
Access to higher education for Palestinians in Israel
Authors: Arar Khalid , Mustafa Mohanned
Published: August 2011

Purpose

The paper seeks to analyze the characteristics of higher education (HE) among Palestinian Arabs in Israel (PAI). It aims to indicate the main trends that have taken place in higher education since the establishment of the State of Israel, especially in the last decade, and to examine the main factors that have hindered access to higher education for this minority group.

Design/methodology/approach

The study is based on a meta‐analysis of official statistics and other official documents, and on an analysis of relevant recent research studies.

Findings

The analysis shows that although there has been an increase in the numbers and percentages of PAI studying in Israeli HE institutes, especially for women, structural blocks still hinder their access to Israeli HE institutes, a situation exacerbated by their deficient preparation in secondary school. Their disproportionate under‐representation in the HE system reflects policies relating to power distribution and control in Israeli society.

Social implications

Policy favoring re‐distribution of power alongside affirmative action legislation could influence the structure of the HE system and improve PAI minority representation in Israeli HE institutes.

Originality/value

The paper indicates the need for affirmative action to increase the Palestinian minority population's access to higher education in Israel.
Ranking the future global manager characteristics and knowledge requirements according to UAE business managers' opinions
Authors: Barhem Belal , Younies Hassan , Smith Pamela C.
Published: August 2011

Purpose

The purpose of this paper is to rank the importance of global manager characteristics according to the views of private and public leaders in the United Arab Emirates (UAE). In addition, it will establish the most important and in demand managerial knowledge for UAE managers over the next five years.

Design/methodology/approach

This study was conducted using a two‐part questionnaire developed by the researchers. The purpose of the 52‐item questionnaire is to assess managers' ability to work in an international business environment. The sample includes 180 managers, from different public and private organizations in the UAE. Based on prior research, the characteristics examined include the following: communication skills, adaptability, open‐mindedness to foreign environments, strong technical skills, stress management, ability to work well with others, social intelligence, and valuing diversity and multicultural teamwork. Factor analysis is used to analyze the importance of these global leader characteristics.

Findings

The study found that the sample of UAE managers feel the top five global manager skills are: strong desire to go overseas, specific knowledge of overseas culture, the ability to adapt to time differences, the capacity to deal with expatriate work assignments, and overseas experience. In terms of the future, computer skills, communication skills, knowledge of worldwide networks and contacts, knowledge of home culture, and the ability to understand cultural dynamics are the most important skills.

Originality/value

The results will help in defining the major characteristics of future global managers in the UAE and the Gulf Corporation Council region.
Defining assistive technologies ‐ a discussion
Authors: Abbott Chris
Published: August 2011

Definitions of assistive technology are varied and sometimes contradictory and this raises particular issues for a new Journal seeking to address this area. A preference for loose and wide definitions is seen as leading to a more inclusive grasp of the field. Disability itself is a contested concept and this has affected the approach taken to technology use for groups that have been identified as having special educational needs. A key focus of the Journal of Assistive Technologies is on the practices of technology use, rather than the tools themselves, and this is discussed in the light of the social model of inclusion. The use of the term e‐Inclusion leads to a discussion of a tentative taxonomy of this area: technology to train and rehearse; technology to assist learning and technology to enable learning. Practitioners and researchers from a range of backgrounds are invited to contribute to the debates raised in this article.
Literacy, assistive technology and e‐inclusion
Authors: Andresen Bent
Published: August 2011

This article considers research directed at conceptualising aspects of assistive technology of benefit to ineffective readers. In particular, it deals with educational practice that fosters e‐inclusion. Exploring the potential of digital technologies, this article presents results from research in a five‐year period in Denmark. Frequent and proper use of assistive technologies may promote reading fluency, but the core objective is to overcome barriers to learning and to support ineffective readers to work at age‐related expectations. Compared to learning without any assistive technology, ineffective readers develop higher intrinsic motivation and self‐esteem regarding school work. The use of digital technology helps them when translating written words into spoken words (decoding) and when getting meaning from the text. In general, they also become more self‐reliant and produce texts of higher quality. An innovative strategy, consequently, encompasses quality reading education and implementation of technology enabling age‐relevant text comprehension.
The role of symbols in the mainstream to access literacy
Authors: Pampoulou Eliada , Detheridge Cate
Published: August 2011

Although theories in the past claimed that in order to be literate someone has to acquire specific prerequisite skills, more recent theories suggest that for some aspects of language, symbols can help people to access literacy. In this paper, we speculate that symbols can help children in schools to cope with their difficulties with print. Widgit Literacy Symbols have been developed over the last 20 years as a means of enhancing access to written communication and curriculum. Through the Symbol Inclusion Project (SIP), Widgit Software has been working closely with teachers in Warwickshire, creating resources for students in schools. Anecdotal evidence from the SIP project suggests that symbols can help children to anticipate their difficulties with literacy as well as to increase their motivation and self‐esteem and improve their behaviour.
Multimedia learning and the Internet: ensuring accessibility for people with learning disabilities
Authors: Zentel Peter , Opfermann Maria , Krewinkel Jan
Published: August 2011

Computers and the Internet as sources of information retrieval and entertainment have become increasingly important. Web‐based environments allow for combining different representational codes and addressing different sensory modalities which might be especially beneficial for users with special needs (eg. for blind people or for people with reading and writing disabilities). Our studies investigated which representational formats are beneficial to foster recognition and understanding of users with learning disabilities. As factors, we varied modality (visual, visual + auditory) and codality (text, text + pictures) aspects which led to a 2×2 design, whereas visual information was presented by means of symbols. Dependent variables were ratings of recognition and understanding in the first study and performance on recall in the second study. Participants were students from schools for special educational needs. Our results show that users profit mostly from auditorily presented information accompanied by symbols. This is in line with our expectations because research shows that only a few learners with learning disabilities are able to process written language in a meaningful way. The results are discussed with respect to their implications for ways to make web‐based environments more accessible to disabled users.
Towards an evaluation framework for telecare services
Authors: Williams Gareth , Doughty Kevin
Published: August 2011

Telecare is a new form of assistive technology that has the potential to offer benefits to a wide range of stakeholders including the service user, informal carers and formal care services. It is a complex intervention, combining selected items of technology and telecommunications equipment in combination with conventional community services in order to support independent living. An overview of a robust evaluation framework is presented that will enable services to be compared from several viewpoints. It also offers a means of considering individual service elements and their integration into an effective service delivering cost benefits to the health and social care economies as well as improved quality of life to service users.
Assistive technology and telecare to support adults with learning disabilities: key findings from the TATE Project
Authors: Aspinall Ann , Barnard Steve
Published: August 2011

This paper describes the TATE [Through Assistive Technology to Employment] Project. TATE is a European Social Fund Equal project that developed electronic assistive technology (EAT) to enhance the independence and employability of adults with learning disabilities. This paper describes the model developed by the TATE Project for the implementation of EAT into organisations for adults with learning disabilities. The TATE Project has resulted in positive benefits to the lives of people with learning disabilities through the use of EAT and there has subsequently been much interest generated in further promoting the use of EAT within the UK and the EU.
Promoting safety, reassurance and dignity through telecare in Ireland
Authors: O'Neill Debra
Published: August 2011

This paper describes the Safe at Home pilot telecare project which was designed to promote safety, reassurance and dignity for older people in Co Louth, north east Ireland. It describes the background, the process, implementation and evaluation of the project for 25 adults aged over 65 years who were victims of crime and/or had experienced social isolation. The project achieved significant improvements in the confidence of the participants especially with regard to feelings of safety and security. It is currently being reviewed with a view to expanding the pilot to an additional 200 residents in the area.
Dealing with ageing demographics in Europe the GIS‐way
Authors: Snygg Martin
Published: August 2011

The demographic ageing of western societies represents a major challenge for health and social care in the 21st century. Birth rates are decreasing and older people are living longer and being healthier in old age. This changing demography will have major implications for the way we work, for family and intergenerational relationships, social networks and political, economic and consumer behaviour. It will also have an affect on the delivery of medical, health and social services and welfare support. Deploying geographical information systems (GIS) within administrative healthcare systems creates a new opportunity to see the whole picture and to better manage available resources. In Gävle, Sweden, several projects are focusing on these issues with the common goal to prolong the time that older people are able to live at home instead of moving into nursing homes. These projects are gathered under the name Open eHome Care.
Delivering assistive technology services through a barrier‐free approach The use of Web 2.0 in the UK
Authors: Banes David
Published: August 2011

The next 10 years will show an increasing demand for personalisation and customisation of ICT systems by users. Throughout Europe the population is ageing and there is increased life expectancy and lifetime expectancy for disabled people. Organisations such as AbilityNet are assuming that there will be exponential growth in demand as these demographic and social factors kick in. Simultaneously, we face a period where pressure on the public purse is mounting and increasingly services need to impact upon and reach more people for little or no increase in funding.
All in the mind? Reflections on developing an assistive technology/telecare service as a model for change management, creative thinking and workforce development: learning from the Norfolk experience
Authors: Faife Dyllis
Published: August 2011

This paper explores the wider significance that the development of telecare services has for social care in addition to supporting people to remain independent at home. It considers the impact of this particular development as a model for change management and as a model for developing a social care workforce ‘fit for the future’. The paper takes a whole‐systems, integrated approach to service development and highlights important issues such as infrastructure, management, the capacity to innovate and workforce development. The paper emphasises that the development of new skills and new ways of thinking are even more important than the technology itself and that partnership is an essential ingredient for success. The context and content of this paper are informed and influenced by the experience of developing a new worker role, the assistive technology support worker, in Norfolk; and from the experience of designing and implementing a successful county‐wide technology‐based service.
Training individuals with chronic severe Broca's aphasia to produce sentences using graphic symbols: implications for AAC intervention
Authors: Koul Rajinder , Corwin Melinda , Nigam Ravi , Oetzel Susanne
Published: August 2011

Individuals with severe speech and language impairment as a result of chronic severe Broca's aphasia may rely on non‐speech communication aids to augment or replace speech. These aids include speech‐generating devices and graphic symbol software programs that produce synthetic speech upon activation. Previous research has indicated that individuals with chronic severe Broca's aphasia are able to identify, manipulate, and combine graphic symbols to produce simple phrases and sentences. The primary aim of this study is to evaluate the ability of three individuals with chronic severe Broca's aphasia to produce graphic symbol sentences of varying levels of complexity using a speech generating device. A single‐subject multiple‐baseline design across behaviours replicated across three participants was used to assess the effect of AAC intervention on the production of sentences using graphic symbols. Findings indicated that individuals with chronic severe Broca's aphasia were able to combine graphic symbols to produce sentences of varying levels of complexity. The results of this study suggest that technologically‐based AAC intervention approaches can be effective in facilitating communication for individuals with chronic severe Broca's aphasia. The overall findings are discussed in terms of clinical and public policy implications.
Tartan‐ised telecare? The roll‐out of telecare services in Scotland
Authors: Mackenzie Moira
Published: August 2011

Following the significant involvement of Scottish local authorities in the trialling and development of telecare services, there is now considerable activity across the entire country. This is the result of clear policy drivers and the introduction of a capital grant which required individual authorities to develop partnerships with a view to achieving clear outcome benefits involving significant efficiency savings in hospital bed use and admissions to residential care. In the future, an emphasis on improved training and communications may further advance the integration of services.
Safer walking? Issues and ethics in the use of electronic surveillance of people with dementia
Authors: Hughes Rhidian
Published: August 2011

People with dementia are prone to persistent walking (also known as ‘wandering’). Walking can bring physical and psychological benefits, but people with dementia also walk because of anxiety or confusion. People with dementia are at risk of becoming lost or involved in accidents, and this raises concerns for them and their carers. Electronic surveillance and tracking, as a form of safer walking technology, can be used to monitor people's whereabouts and is being used in dementia care. The technology raises a number of practical and ethical issues. This article reviews the key themes and arguments surrounding its use, with a view to raising issues for further debate. The article shows the need to carefully balance people's freedom and rights, including the right to take risks, with care and safety concerns.
Developing skills, confidence, motivation and independence in reading and spelling: using Lexion interactive software at home
Authors: Jones Michael
Published: August 2011

This article explains in detail why children can fail to read and spell effectively, even though they may be judged to be ‘good readers’. The interface between children's lack of phonological awareness and the complex structure of the English spelling system is seen to have a major impact on their reading and spelling difficulties. Unidentified reading difficulties can erode children's confidence and affect family life. Children with a history of glue ear may be particularly at risk of not receiving support in schools. Software that can identify needs and provide effective remedial programmes helps significantly. Lexion software has a unique feature that allows links between learning at home and school. This can promote independence and develop children's and families' confidence as learners.
Controlling wheelchair direction on slopes
Authors: Langner Martin , Sanders David
Published: August 2011

Simple and affordable systems are described to assist wheelchair users in steering their wheelchairs across sloping ground. The systems can be attached to many standard powered wheelchairs. Wheelchairs often steer by having two swivelling caster wheels but problems with this configuration occur when a wheelchair is driven along sloping ground because the casters can swivel in the direction of the slope. Gravity then causes the wheelchair to start an unwanted turn or ‘veer’ and the chair goes in an unintended direction. This situation is exacerbated for switch users, as switches cannot provide fine control to trim and compensate. Early experiments demonstrated that calibrating wheelchair controllers for straight‐line balance and optimising motor‐compensation did not solve this problem. Caster angle was selected to provide feedback to the wheelchair controllers. At the point when veer is first detected, a wheelchair has already begun to alter course and the job of the correction system is to minimise this drift from the desired course. A rolling road was created as an assessment tool and trials with both the test bed and in real situations were conducted to evaluate the new systems. The small swivel detector that was created could be successfully attached to caster swivel bearings. The new system was successful, robust and was not affected by changeable parameters. Although primarily intended for switch users, the methods can be applied to users with proportional controls.
Accessing properties for the delivery of telecare services in an emergency
Authors: Doughty Kevin , Cameron Keith
Published: August 2011

As telecare systems replace traditional social alarms, service providers must change their operating procedures to deal with increasing numbers of people who need emergency responses to a range of different emergency situations. The telecarers or teleresponders will need immediate access to properties that they have probably not previously visited. This must be managed securely using digital access codes that operate either electronic door locks or key‐safes that contain the relevant key(s). This approach must offer a robust and reliable method of gaining access, which is acceptable to insurance companies, to service users and their families and to the emergency services. This paper describes the strengths and limitations of practical solutions, yielding a list of best practice principles, which should be adopted by telecare service providers.
Exploring the technology experiences of disabled learners in higher education: challenges for the use and development of participatory research methods
Authors: Seale Jane , Wald Mike , Draffan E
Published: August 2011

There is a need for more in‐depth exploration of the e‐learning experiences of disabled learners in higher education, taking into account the complex relationship between learners (skills, knowledge and beliefs), their assistive technologies and the e‐learning contexts in which learners are required to operate. Participatory methods appear to have great potential in enabling the voice of disabled learners to be a more central focus of e‐learning studies. This paper will describe and evaluate a two‐year research project called LExDis, which aims to use participatory methods to explore the e‐learning experiences of disabled learners in one higher education institution. The experience of conducting phase one of the LExDis project will be discussed with regards to three main challenges to using participatory methods: informed participation; valued participation; and empowered participation.
Communication with symbols: from the web to the internet and beyond
Authors: Chetwynd Jonathan
Published: August 2011

How are we to engage people with low literacy in the burgeoning development of the internet? It is well documented that a large minority of the population is functionally illiterate. How might they be encouraged to communicate, author and publish work as they develop skills in media literacy? How can we ensure developers understand and incorporate these needs into technical specifications? What funding model will provide the best outcomes? Who controls our icon libraries and how they will develop? How can we ensure that everyone can contribute to our virtual future?
Individualised telecare and electronic assistive technologies to support vulnerable people
Authors: King Peter , Williams Gareth
Published: August 2011

Telecare services are now available across the UK but few have the technical expertise necessary to prescribe and provide the bespoke solutions that may be required to support more complex cases. This paper describes a range of innovative approaches to extending the application of existing telecare systems to cater for the needs of people facing different physical or cognitive challenges. They include new, easy‐to‐operate alarm switches, interfaces for bed/chair occupancy and property exit alarms, and a range of hybrid arrangements that can result in automatic alarms for the management of various environmental emergencies. Examples are provided for hypothermia, hyperthermia, poor air quality and noise alarms.
The TATE [Through Assistive Technology to Employment] Project: Outcomes of the TATE Project for people with learning disabilities and staff
Authors: Beyer Stephen , Meek Andrea , Kilsby Mark , Perry Jonathan
Published: August 2011

This research looked at the TATE [Through Assistive Technology to Employment] Project and its delivery of ICT/AT to people with learning disabilities. It tested whether the Project affected the independence, skills, choice and control exercised by people with learning disabilities, and if staff attitudes and skills were changed. A purposive sample of 29 people with learning disabilities were selected, and keyworkers were surveyed with a postal questionnaire at two time periods. Questionnaires covered AT/ICT received and any outcomes in: independence; skills; choice and control. Staff were asked about changes in their skills and attitudes. Questionnaires were transcribed and organised into common themes. Staff became supportive of assistive technology and developed ICT skills. Service users used ICT, and developed ‘life stories’ using Powerpoint. A variety of AT was also installed leading to increased independence, confidence and skills. AT/ICT can improve independence and services by putting people with a learning disability at the centre of a well planned and resourced strategy.
Individual and environmental conditions for the literacy development of pupils with severe visual impairments
Authors: Vik Astrid
Published: August 2011

This study investigates how environmental conditions for development in reading, as well as support in Braille and assistive technology, have influenced the literacy of 11 pupils in Norwegian mainstream schools. It was recommended that these pupils learn to read both Braille and print because of their severe visual impairments ie. a visual acuity of 0.1 (20/200), or complicated visual functioning. Their reading and participation in a modern society depends on extensive use of assistive technology. The analysis is based on the pupils' coping strategies in reading and interviews with pupils, teachers and parents. Findings show that the pupils have appropriate reading devices for Braille and print, but technical aid for Braille is infrequently used. Lack of competence in Braille and reading devices at school and home will influence stimulation of literacy and choice of reading media. Possibilities in assistive technology are thus not fully realised. Each pupil's individual needs, as well as ways in which support and stimulation could be provided, should therefore be addressed when recommending reading media and devices.
Microsoft Surface ‐ a new approach to access and technology
Authors: Banes David
Published: August 2011

In this article, David Banes examines the impact of Microsoft Surface on how people with disabilities interact with technology and information. Microsoft Surface is a dynamic multi‐touch environment offering direct interaction with data without the need for a keyboard or mouse. These new forms of interaction offer new opportunities to reduce the digital divide.
Indicated benefits of bed epilepsy sensors to users of a telecare service in the Republic of Ireland
Authors: Fisk Malcolm
Published: August 2011

This paper examines, by reference to a telecare service evaluation in the Republic of Ireland, the role and potential of bed epilepsy sensors. It points to benefits for both users and carers that arise from the sensors both enabling speedy responses in the event of a seizure, and in their providing reassurance and a better quality of life for both parties.
The reality of homes fit for heroes: design challenges for rehabilitation technology at home
Authors: Axelrod Lesley , Fitzpatrick Geraldine , Burridge Jane , Mawson Sue , Smith Penny , Rodden Tom , Ricketts Ian
Published: August 2011

It is widely accepted that rigorous rehabilitation exercises after a stroke can help restore some functionality. However for many patients, this means exercises at home with minimal, if any, clinician support. Technologies that help motivate and promote good exercises offer significant potential but need to be designed to realistically take account of real homes and real lives of the people who have had a stroke. As part of the Motivating Mobility project, we carried out a series of visits to homes of people living with stroke and photographed their homes. In contrast to many utopian smart home scenarios, the elderly of today live in homes that were built as homes fit for heroes' but have been evolved and adapted over time and present significant challenges for the design of in‐home rehabilitation technologies. These challenges include the uses and repurposing of use of rooms, attitudes to and uses of existing technologies, space available in the home, feelings about different spaces within homes and individual preferences and interests. The findings provide a set of sensitivities that will help shape and frame ongoing design work for the successful deployment of rehabilitation technologies in real homes.
The role of reminder aids and systems to support independence in people with memory problems
Authors: Costa Jan , Doughty Kevin
Published: August 2011

The use of four different types of electronic assistive devices and systems to provide reminder prompts and/or messages to support independence has been considered with respect to three different potential user groups: people with acquired head injuries, adults with learning disabilities, and older people with mild to moderate dementia. It was found that all four approaches were useful in practice and were particularly suited to groups of people with specific needs and lifestyles. It was concluded that the choice of which approach was best for an individual depended on a full assessment, and that the availability of a toolkit of options would greatly benefit the more general roll‐out of telecare as a means of promoting independence.
Process requirements for building sustainable digital assistive technology for older people
Authors: Olphert Wendy , Damodaran Leela , Balatsoukas Panos , Parkinson Catherine
Published: August 2011

The term ‘digital assistive technology' refers to the use of ICTs for the support of older people's everyday tasks. These tasks could range from online shopping to information seeking and searching the web in a variety of ways eg. by the use of desktop or ubiquitous computing. Currently, research under the New Dynamics of Ageing Programme, funded by the ESRC, EPSRC, BBSRC, MRC and AHRC, and research funded by other bodies, including SPARC, tries to improve older people's quality of life through the exploitation and exploration of new developments in computing and information technology. However, the acceptance rate of digital assistive technology by older people is still low, while the abandonment of already existing technologies increases. The purpose of this paper is to propose a framework for process requirements to inform the decision‐making of designers and implementers of digital assistive technologies. These process requirements should facilitate the development of more adaptable user‐centred systems that can dynamically accommodate the changing needs of older people and decrease the rate of abandonment of digital assistive technologies.
Evaluation and value for money analysis of a new telecare service from a user perspective
Authors: ap Dafydd G , Roberts Janet , Doughty Kevin
Published: August 2011

Many telecare services will in the future rely on service users to subsidise their existence through a charging policy. This will reduce the level of uptake, and hence the economic efficiency, unless services are shown to offer value for money. As part of a wide audit and evaluation of telecare provision in Gwynedd, service users were asked both about the value of the service to them and to their families. The responses showed that the service was perceived to be valuable to the vast majority of services users, but even more so to their families. Most thought that telecare played a valuable role in helping them to maintain their independence. When asked about the financial value of the service, more than half felt that it was worth £4.50 per week or more without a dedicated response team. The majority would not wish to pay extra for a response team.
Post‐qualifying students' experiences of implementing skills acquired from a “hearing voices” module into routine clinical practice
Authors: Chapman Jim , Morris Mervyn
Published: August 2011

Purpose

Previous research into psychosocial interventions courses has identified a problem with the uptake of newly acquired skills into routine practice. This paper seeks to analyse interviews of students who have undertaken a module equipping them with recovery orientated skills to work with voice hearers at one higher education institution, to establish if the same problems exist, if any new problems have emerged and if any strategies can be employed to overcome these barriers.

Design/methodology/approach

Semi‐structured interviews were used to interview 45 previous course participants in four focus groups about their experiences of implementing skills acquired from the module into routine practice. Thematic analysis of the data was undertaken by two people, independent of one another and aided by the use of NVivo 8 software.

Findings

Three main themes were identified: organisational issues; resistance and process issues. Management support can be a great enabling factor, as can effective clinical supervision. The readiness of the individual to change and their perceived confidence to implement new skills are important factors as is the readiness from service users and their families to accept new ways of working.

Originality/value

Mental health educators need to be aware that although participants on a course might “buy‐in” to a new approach whilst undertaking a period of training, it is easy to slip into old customs and practices. More robust and accessible supervision might help participants to “keep the faith” with their new skills and knowledge, and may also help people feel more confident in trying out new skills.
Embitterment among German academic and non‐academic nurses
Authors: van Eckert Sandra , Gaidys Uta , Martin Colin R.
Published: August 2011

Purpose

Nursing staff display symptoms of psychological stress more frequently than members of other professions. The subjective experience of embitterment also takes on a greater significance. This paper seeks to determine if level of education has an impact on the degree of embitterment as a function of educational status.

Design/methodology/approach

A between subjects design was used with academic status as the independent variable and self‐report embitterment, using the German version of the Bern Embitterment Inventory, as the primary dependent variable. A random sample of 212 German nurses with academic and non‐academic education participated in the study.

Findings

The comparison between academic and non‐academic nursing staff revealed a statistically significant difference indicating that an academic education has a positive effect on the subjective perception of embitterment (p=0.001).

Originality/value

Considering the current situation of academic nurses within the German health care system and the everyday nursing routine, psychological stress potential of unique dimensions such as embitterment have important ramifications in terms of understanding the relationship between the mental health and academic status of nurses within this system. The findings suggest the merit and value of further implementation of academic nursing study courses in Germany.
Implementing a new national role in mental health: the support, time and recovery worker
Authors: James Alison , Chadwick Siobhan , Rushforth David
Published: August 2011

Support, time and recovery (STR) workers are in the vanguard of the new frontline, non‐professionally affiliated groups identified in the NHS Plan (Department of Health, 2000).Since 2003, the former changing workforce programme mental health team (now part of NIMHE's national workforce programme) have facilitated the implementation of this role across England, initially through a pilot project, then an accelerated development programme (ADP). It is this latter, ongoing, programme that forms the basis of this article. The authors refer to the challenge of establishing the STR worker role in a variety of statutory, non‐statutory and independent service settings and achieving the Department of Health (DH) target of 3000 STR workers in post by December 2006. The collaborative implementation process is discussed and many issues such as performance management, measures, service user involvement, organisational (including human resources and occupational health) support, and education and training, are explored. Key learning from the process is identified, and consideration given to the future application of such a simple yet effective model for change.
Workforce development in the US: a third approach
Authors: Rapp Charles
Published: August 2011

The author identifies the two key issues in mental health workforce development in the United States at the moment as recovery and evidence‐based practice, viewed in the context of a workforce with a high quotient of unqualified personnel. Two common responses to this problem, training and the hiring of more experienced staff are assessed as either ineffective (the former) or not realistic (the latter). The author recommends and produces supportive evidence for the benefits of a more extensive use of workplace mentoring and group supervision approaches.
Take your partners
Authors: Davidson Bill
Published: August 2011

Bill Davidson provides a personal perspective about access to psychological therapies.
Let's talk: a different take on improving access to psychological therapies
Authors: Fraser Moira
Published: August 2011

The recent focus on improving access to psychological therapies led by Richard Layard has generated wide‐scale debate. This article looks at this debate and the potential long‐term implications of Layard's recommendations.
The 10 Essential Shared Capabilities: a framework for mental health practice
Authors: Brabban Alison , McGonagle Ian , Brooker Charlie
Published: August 2011

The 10 Essential Shared Capabilities (ESC) are a description of the core aspects of practice that support effective implementation and delivery of mental health care. The ESC have been derived directly from work with users, carers and mental health personnel. To support their introduction a learning pack was developed giving examples of the 10 ESC as they relate to current practice.A pilot programme across England was developed to test the acceptability and potential utility of these materials and this paper reports on the evaluation of that pilot programme. Facilitators (n=75) and learners (n=579) were asked to rate each of the seven modules contained in the learning pack. A number of recommendations have been made to improve the materials that are being acted upon.
Child and adolescent mental health services (CAMHS) and schools: inter‐agency collaboration and communication
Authors: Rothi Despina , Leavey Gerard
Published: August 2011

Mounting evidence of a crisis in mental health care for young people has underlined the need for early and better recognition of mental health difficulties in children. Recent policy suggests that schools and teachers must play a pivotal role in smoother pathways to care. This will necessitate enhanced working relationships between schools and child and adolescent mental health services (CAMHS). However, there is little understanding as to how teachers and mental health professionals currently relate to one another or what difficulties undermine ‘joined up’ care. In this study we examine current systems of collaboration between schools and child and adolescent mental health services, paying particular attention to relationships between schoolteachers and mental health professionals. Data was collected using semi‐structured, in‐depth interviews. Our findings indicate deep‐seated barriers to good collaboration. Moreover, teachers experience significant frustration through feeling excluded from the mental health care management of children despite being affected professionally by such decisions taken, the delays to intervention and poor communication between agencies. Interprofessional trust and mutual suspicion emerged from these interviews as an over‐arching factor. The implications arising from expectations for greater inter‐agency collaboration are discussed.
Chronic obstructive pulmonary disease: the case for widening access to primary mental health care and opportunities for new ways of working
Authors: Blakemore Amy , Baguley Clare
Published: August 2011

The current focus on psychological well‐being and the treatment of people experiencing common mental disorder in primary care is of interest to health professionals and economists alike (Centre for Economic Performance Mental Health Policy Group, 2006). This brings with it an important opportunity to consider how services for people living with long term medical conditions may benefit from developments in widening access to psychological therapies. The National Service Framework for Longterm Conditions (DoH, 2005a) aims to improve the quality of life for people living with chronic medical conditions. Further to this, NICE Guidelines for the Management of Chronic Obstructive Pulmonary Disease (COPD) (NICE, 2004a) specifically focuses attention on quality of life issues for COPD sufferers and the influence of co‐morbid mental disorder on the ability of individuals to optimise selfmanagement of their condition. By examining issues relating to co‐morbidity of common mental disorders within the long‐term condition of COPD this paper concerns itself with how the agenda for widening access to psychological therapies delivered through a stepped model of care and the introduction of new mental health workforce roles such as community matrons, case managers and primary care graduate mental health workers (PCGMHWs) provides an opportunity for primary care services to integrate mental health care into chronic disease management for COPD, which in turn may provide a model for the development of services for other long‐term medical conditions.
Training for plurality ‐ developing modern multi‐professional forensic practice
Authors: Green Barrie , Wood Simon
Published: August 2011

In contemporary forensic mental health and learning disability services effective care and risk management, which is safe for individuals and the public, can only be delivered by drawing upon differing perspectives and interventions. In practice uni‐disciplinary training abounds, but the authors found a lack of formal training inherently constructed to be multidisciplinary. Therefore, a course was developed, in conjunction with a university partner, to meet this need. This modular course is flexible in nature, but is normally delivered over one semester leading to certification. In addition, there is the option of either essay or portfolio submission providing access to credits toward other academic awards. This programme of study, ‘Professional Practice in Secure Environments’ was recently cited as an example of good practice in From Values to Action, the CNO review of mental health nursing (NIMHE, 2006). Modules begin from a foundation of theory and relate it intimately to practice; students develop an understanding of multidisciplinary working by both training together and training in each others' conceptual frameworks. Participants to date include those from health, criminal justice, and social care arenas, and those with no previous higher study have submitted essays. Evaluations are positive and are used to refine delivery and content. The authors conclude that the course demystifies practice and academia, and provides access to both. This is an integral part of the training strategy, which is directed to meeting current and future service needs.Current and future developments and expansion of forensic mental health provision into new types of service will be less effective without a move away from traditional educational approaches. Services to meet the specific needs of groups such as secure long‐stay and personality disorders cannot be sustained effectively without a parallel development of new types of training.The strategic thinking behind this course, practical obstacles encountered, and solutions developed are described in this paper.
Developing the mental health workforce capacity in primary care: implementing the role of graduate primary care mental health workers in England
Authors: Rushforth David , Patel Jit , James Alison , Chadwick Siobhan
Published: August 2011

The scale of current demand on primary care services from people seeking help with common mental health problems places enormous pressure on the existing front line workers in general practice. The paucity of training opportunities and competing pressures to deliver improved services across a range of general practice targets remains a major challenge for primary care professionals. The impact of government policy, to improve both access to and choice of treatments, has raised public expectations.The commissioning of the graduate workforce, the graduate worker in primary care mental health (GWPCMH), commenced in 2002, in response to the publication of target numbers detailed in the Priorities and Planning Framework, (DoH, 2002). It signalled a determination to expand the workforce provision and improve the quality of care for service users with common mental health problems.This paper examines the scale of common mental health problems, the policy response and the commissioning process. Particular attention is given to examining the barriers that have been shown to affect implementation, identifying the key influencers and the resources required to train these workers.
Is breakaway training effective? Examining the evidence and the reality
Authors: Rogers Paul , Miller Gail , Paterson Brodie , Bonnett Clive , Turner Peter , Brett Sue , Flynn Karen , Noak Jimmy
Published: August 2011

Breakaway training is a mandatory training programme for mental health staff in both NHS and private services. However, the question that remains outstanding from the recent guidance on the management of short‐term violence published by the National Institute for Clinical Excellence (NICE) (NICE, 2005a; 2005b) is whether breakaway training is effective?This paper provides a history of and evidence for breakaway training, and a study examining the content of breakaway training in one English high secure hospital is provided.
The alignment of workforce development with service user moves towards integral self‐intervention in the management of emotional states that may lead to behavioural disturbance: one Australian perspective
Authors: Nicholls Daniel , Love Mervyn , Daniel Jeffrey
Published: August 2011

This paper explores the workforce development issues that arose in the course of an Australian repeat pilot study. The aim of the pilot study was to introduce, within a different setting, a planned approach to the assessment of, and interventions in, emotional states of service users that may lead to episodes of behavioural disturbance within psychiatric units. The pilot study necessitated training of staff in the use of an assessment tool. During the course of the study, a novel element was encountered with regard to staff understanding of service user involvement in treatment. This element, presented here as 'integral self‐intervention', emerged in conjunction with the development of two wall charts: an acute arousal management process chart for staff, and a patient safety chart for service users. The paper will outline the collaborative process towards the partial realisation of this element of integral self‐intervention, and associated workforce development issues.