bluuebunny/crossref_metadata_2025_split huggingface dataset:
Implementing changes in the head teacher role
Authors: Corral Granados Anabel , Kruse Fredrik 
Published: December 2011

PurposeDuring the last 20 years inclusive practices in primary schools have been promoted by policies and worldwide organisations. Scholars confirm that school leaders have an essential role to play with direct impact on meeting children's needs and that there is a chronic deficiency of research on this issue. The purpose of this paper is to describe how strategic leadership roles implemented by head‐teachers can facilitate the implementation of inclusive policies in the school setting and present possible suggestions through the analysis of leadership theories and literature related to inclusion in primary schools.Design/methodology/approachThe methodology this research employs includes a literature review that conceptualises the roles of leadership positions in inclusive settings. This is structured as an explanatory discourse, drawing on the notion of transformational and visionary leadership as the basis of strategic leadership, in order to identify the important role and strategies of leaders in a primary school setting.FindingsThe paper highlights the benefits of exploring the role of leaders in these schools. The paper assumes that organisations are complex structures and the analysis indicates that there is not one single exclusive way of implementing an effective role and that alternatives can be created by adapting a flexible framework. This framework is conceptualised by examples from institutions in which leaders have motivated the improvement of school quality by following the described strategic tools. The implications of this for leadership are that Strategic Intent seems to address the directions of the aims of inclusive leaders: it uses unique strategies and relies on the capability of leaders to encourage further dedication and involvement in the organisation's culture. It is suggested that the key components of this framework which will result in the school setting becoming more inclusive consist of: resource allocation, consistency, strategic planning and cultural considerations.Practical implicationsThis paper introduces different strategies that can be explored by school leaders with the aim of being implemented in schools.Originality/valueThis paper has developed a framework to which leaders could adapt their own needs and it assists them in their decision‐making process.
Taking a lead from the users of mental health care services
Authors: Dent Nick 
Published: December 2011

PurposeThe purpose of this paper is to describe the operation of a review into service user involvement within mental health services, which was led by service users using appreciative enquiry (AE).Design/methodology/approachThe paper gives a descriptive account of the operation of the project and highlights the barriers to its success and how these were addressed. The project itself used AE methods to overcome some of the challenges to engaging service users around improvement activity. The approach was different to the conventional application of AE as people were engaged individually through interviews and their views generalised collectively by the service user team conducting the interviews.FindingsThe project findings are reported through considering the recommendations made as a result of the work but the wider aims of challenging power relationships and developing service user leadership are also discussed.Practical implicationsThe paper suggests that replicating and developing the use of AE driven by service users is a positive tool in empowering recipients of mental health services.Social implicationsThe author suggests that this method could be a valuable tool in meeting the current UK Government policy of empowering local communities to take greater control of public service provision.Originality/valueThis project is an example of enabling leadership to arise from the grassroots of an organisation, turning the conventional concept of leadership on its head and challenges senior staff as to who might know best about how to improve services. It represents a novel approach to taking forward the empowerment agenda widely supported in Western democracies.
Principals' leadership style and school climate: teachers' perspectives from Malaysia
Authors: Tajasom Adel , Ariffin Ahmad Zainal 
Published: December 2011

PurposeThe purpose of this paper is to investigate the relationship between secondary school teachers' perception of principal leadership style (specifically transformational and transactional leadership styles) and school climate.Design/methodology/approachThe Multifactor Leadership Questionnaire was used to assess the transformational and transactional leadership styles of principals. Climate data were obtained using the School Level Environment Questionnaire. The theoretical framework of this study is derived from Theory of Leadership Style. The authors surveyed 141 teachers from 17 urban secondary schools in northern Malaysia.FindingsIt was found that transformational leadership has an effect on four aspects of school climate (affiliation, innovation, professional interest, and resource adequacy) whereas transactional leadership only effects participatory decision making.Research limitations/implicationsWhereas school climate impacts student achievement and is an important element of effective schools, it was not the focus of this study. It is recommended to use a larger sample using teachers and administrators from multiple school districts to see if similar findings would occur.Practical implicationsEducational leaders must realize the impact of principal leadership behaviour on teachers and students in their journey to improvement and create a school climate that is conducive for students to achieve at expected levels.Social implicationsThere is currently increased pressure at national, state, and local levels for all students to perform at superior standards. Both teachers and school principals are under increasing demands to improve their school's climate.Originality/valueThis study offers school boards and superintendents some insight into how the principal's leadership style may enhance the school climate.
Autism, communication and use of a speech‐generating device in different environments – a case study
Authors: Thunberg Gunilla , Ahlsén Elisabeth , Dahlgren Sandberg Annika 
Published: December 2011

PurposeThis paper aims to examine interaction patterns in two activities at home and one activity at school when a seven‐year‐old boy with autism and learning disabilities was supplied with a speech‐generating device (SGD).Design/methodology/approachActivity‐based communication analysis (ACA) was used as the basis for analysing and discussing of communicative behaviours in video recordings made before and during SGD intervention. The coded communicative behaviours were engagement in activity, role in turn‐taking and communicative form, function and effectiveness. Conversational topics were also analysed.FindingsActivity characteristics seemed important for the outcome. In the two more structured activities (story reading at home and morning circle at school), the child could use the SGD to communicate more effectively within the given frames. During mealtime at home, topic length increased and the instruction to the parents to also use the SGD resulted in positive changes in this activity. ACA highlighted some important issues related to SGD intervention, such as use for expression of communicative needs and access to suitable vocabulary. There also seems to be a need for more guidance to communication partners with respect to the use of communicative strategies to support communication and machine‐mediated interaction.Originality/valueResearch of the effects of augmentative and alternative communication techniques used in natural interaction is almost non‐existent. This case study, therefore, is an important contribution to the field and provides some insights into the challenge of using an electronic device in natural interaction.
A proposed framework for decision‐making for assistive communication technology support: many perspectives, but one common goal
Authors: Griffiths Tom , Price Katie 
Published: December 2011

PurposeSome children with severe speech, language and communication needs (SLCN) can make use of assistive communication technology (ACT) to support and augment their speaking and writing. Different stakeholders may place emphasis on specific areas for ACT use, and this paper, therefore, proposes a framework for discussing and clarifying these varied expectations, using the ICF/ICF‐CY domains as a basis.Design/methodology/approachThe authors discuss how the goal of increased participation for children helps all involved to keep in mind that, despite varying focuses for the use of ACT, it is the move towards increased involvement in life situations that will best drive our joint decisions and target‐setting.FindingsMulti‐functional PC devices can support a range of communicative functions, including “chat”, curriculum support, play and leisure. Provision and use of ACT can, in consequence, have different focuses for different stakeholders (child, family, health and education staff), which can lead to disparate expectations around implementation of such technology.Originality/valueA framework is proposed in this paper for an approach that hopes to offer a common understanding from which to discuss potential applications for ACT. This approach encourages equal value or weighting to each of the supports for inclusion and, therefore, encourages stakeholders to value their own priorities whilst considering others'.
Dual diagnosis capability after an AOD workforce initiative
Authors: Lee Nicole K. , Cameron Jacqui , Harney Angela , Roeg Sandra 
Published: December 2011

PurposeDissemination of good practice information to practitioners is one of the great challenges of the substance abuse treatment sector. The authors' understanding of the process by which research is translated is limited, but a whole of workforce approach is considered best practice. This paper aims to examine organisational change as a result of a workforce capacity‐building program over six months.Design/methodology/approachA total of 195 staff (nine service managers, 39 supervisors and 147 clinicians) in 13 alcohol and other drug (AOD) services across Australia participated in mental health screening and brief intervention training using PsyCheck. PsyCheck is designed to detect and address common mental health symptoms among drug treatment clients. The Dual Diagnosis Capability in Addiction Treatment (DDCAT) index was used to measure capacity before and after training.FindingsThere was no significant difference between baseline and follow‐up DDCAT scores; however, the level of PsyCheck implementation indicated improvement in DDCAT scores.Practical implicationsThe results show that where organisations implement the program successfully, capacity improves; where the program is not well implemented, capacity reduces. Successful implementers report a number of common elements: the screening tool was implemented into routine assessment; there was a single onsite “champion” supporting the implementation; and they worked with the staff and persisted with the implementation even where there was initial worker resistance.Originality/valueThis paper provides the opportunity to assess workforce capacity building and the feasibility of utilising the DCCAT to measure co‐occurring mental health and substance use disorders in Australian AOD services.
Moving traditional Caribbean medicine practices into healthcare in Canada
Authors: McKenzie Kwame , Tuck Andrew , Noh Marianne S. 
Published: December 2011

PurposeThis paper aims to describe Caribbean traditional medicine and to consider whether and how it could be integrated into health systems in Canada.Design/methodology/approachThis paper employs a literature review and synthesis.FindingsCaribbean traditional healing takes a variety of forms reflecting the diversity of histories of the people of the Caribbean. A number of arguments including quality, equity, cost, and social climate will be important factors in facilitating or hindering the expansion of these complementary therapies. However, linking an expansion of therapies to other policy imperatives such as developing stronger communities and expansion of trade may make success more likely.Research limitations/implicationsThis is a narrative and document review. It is an argument which aims to produce discussion rather than empirical research.Practical implicationsTaking a discursive narrative approach to difficult policy issues may help in considering strategies for promoting change.Originality/valueThis is the first study which has attempted to consider traditional Caribbean medicine in the Canadian context. It is also the first to consider the strategies for convincing health systems to adopt this form of complementary medicine.
Inclusion or exclusion – recruiting Black and Minority ethnic community individuals as simulated patients
Authors: Holland Lauren , Ousey Karen 
Published: December 2011

PurposeThe purpose of this paper is to explore perceived barriers to the recruitment and retention of Black and Minority Ethnic community individuals partaking in healthcare education role playing activities using simulated patient scenarios.Design/methodology/approachA qualitative, exploratory study was conducted with a self‐selecting, convenience, sample of 25 participants from Black and Minority communities using one‐to‐one and group interviews to elicit data. Ethical approval was successfully received from the University.FindingsFive broad emergent themes were identified: language, knowledge, power, inequalities and inclusion.Originality/valueThe participants' sharing of their own experiences developed a feeling of personal achievement through an understanding in others of their own community and values.
Your tutor is your friend: using experiential learning to enhance second year transition
Authors: MacDonald Kathleen , Gibson Caroline E. 
Published: December 2011

PurposeThe purpose of this paper describes a second‐year induction programme developed to support student transition. The sophomore slump theory suggests that students may experience a slump in the second year, resulting in poorer outcomes and increased attrition rates. Students were asked to reflect on their first year experience in order to identify learning and plan for the year ahead, in order to reduce potential for a slump during the second year.Design/methodology/approachStudents beginning the second year of a four‐year BSc Honours Nursing programme participated in a one‐day induction prior to commencement of semester 1 classes. Students were assigned to groups and asked to reflect on some key questions in relation to their first year experience. Responses were collated on flip chart paper and discussed together.FindingsEmergent themes are discussed here: forward planning, engagement with the institution, and building a strong foundation.Practical implicationsThis process served to illustrate to staff some of the “hidden curriculum” issues and offered opportunities to focus on areas of student weakness such as referencing and academic writing. Using a combination of reflection, and experiential learning in induction may serve to transition students through the sophomore slump.Originality/valueThe challenge for academics is to continue to find ways to enhance the student experience in an increasingly diverse student population, and determine its effect on attrition rates. This paper offers a reflective commentary, exploring the authors’ learning, on the implementation of one innovative programme of longitudinal induction.
Behavioral factors influencing virtual knowledge sharing: theory of reasoned action
Authors: Hassandoust Farkhondeh , Logeswaran Rajasvaran , Farzaneh Kazerouni Mehdy 
Published: December 2011

PurposeThe purpose of this paper is to report the results of an exploratory investigation of the behavioral factors in relation to virtual knowledge sharing among Multimedia University students, Malaysia, based on the theory of reasoned action (TRA).Design/methodology/approachA search and review of the existing literature was followed by an empirical test of the proposed model in the pilot study (number of participants: n=50) and the main study (n=250).FindingsTrust, anticipated reciprocal relationship and willingness to share knowledge as an individual's attitude; while identification and organizational culture acting as subjective norms, indirectly have an impact on individual's intention to share knowledge virtually. No positive relationship was discovered between the degree of competition and an individual's attitude to share knowledge; nor between collectivism and subjective norms.Research limitations/implicationsThe results may have been influenced by self‐selection bias, as only one university was sampled.Practical implicationsThis study encourages academic researchers and service providers in educational institutions to focus on an individual's attitude and institutional subjective norms to comprehend students’ behavior in virtual knowledge sharing and to improve the knowledge sharing activities among them, allowing scholars to benefit from better results in their routine academic tasks.Originality/valueThe results indicate that trust, anticipated reciprocal relationship and willingness to share knowledge were significant predictors of an individual's intention to share knowledge indirectly through their attitude toward knowledge sharing. Therefore, lecturers interested in developing and sustaining knowledge exchange through virtual communities should develop strategies or mechanisms that encourage the interaction and strength of the relationships among students. Lecturers can encourage reciprocity by using extrinsic motivators such as assigning rewards for knowledge sharing activities among students. Also, lecturers can facilitate the factor of “trust” among student relationships by enhancing the norm of reciprocity.
Survey of patients' and families' experiences of rare diseases reinforces calls for a rare disease strategy
Authors: Nutt Stephen , Limb Lauren 
Published: December 2011

PurposeThis paper seeks to report the key findings of two studies which were undertaken by Rare Disease UK to: understand patients' and their families' experiences of living with a rare disease; identify issues preventing research and access to good quality information, care, treatment and support; identify examples of good practice; and develop recommendations to improve service provision for patients with rare diseases and encourage research.Design/methodology/approachAcross the two reports discussed, a range of methods were used including: a survey of patients/family members; five multi‐stakeholder working groups; conference workshops; a consultation paper; interviews; and desk research.FindingsThere are a number of detailed findings across the two reports. At a broad level, the findings identify that despite the diverse range of rare diseases each with different symptoms and prognoses, patients often face similar issues. The report also identifies a number of possible solutions to facilitate research, speed up diagnosis, improve co‐ordination of care and ensure high‐quality information is available to patients and professionals.Practical implicationsThe findings and recommendations in the two reports discussed are informing the development of a UK plan for rare diseases by all four of the UK's health departments. This plan will be the first strategic approach to improving service provision for all patients with rare diseases in the UK.Originality/valueVery little research has been conducted into the experiences of patients with rare diseases or on how to improve service provision for all rare diseases in the UK. As a result, the two reports offer a substantial body of new evidence.
Depression, anxiety and employment status after traumatic brain injury
Authors: Coetzer Rudi , Carroll Emma , Ruddle Jean A. 
Published: December 2011

PurposeIn addition to physical, behavioural and cognitive impairment, emotional difficulties such as anxiety and depression are also common after traumatic brain injury (TBI) and can contribute to chronic disability. Understanding more about the relationship between emotional problems and social factors such as employment status after TBI can potentially help to inform rehabilitation practice to improve long‐term outcomes. This study attempts to determine if depression and/or anxiety after TBI are associated with being unemployed.Design/methodology/approachThis quantitative study considered the associations between depression, anxiety and employment status in people with TBI. The participants were 62 adults with a history of TBI, on average 99 months post‐injury, and attending community‐based rehabilitation. Data regarding anxiety and depression as measured by the HADS as well as employment status were collected and analyzed for potential associations between these variables.FindingsA statistically significant association between the presence of depression and not being in employment was revealed by this study. The same association, however, was not found for anxiety and employment status. The relationship between depression and employment may be complex and should also be considered within for example the societal context, including actual availability of opportunities for employment, legislation and statutory initiatives to facilitate return to work initiatives. The employment of disabled persons, including as a result of TBI, should be viewed within the wider context of societal discrimination against disabled people.Research limitations/implicationsThere are several limitations to be considered when interpreting the findings from this study, including modest sample size, a broad range in time since injury, the wide age range of the participants, as well as the use of only questionnaires to confirm the presence or absence of depression and anxiety symptoms after TBI.Practical implicationsPractitioners should be aware of the potential adverse effect of depression and anxiety on outcome after TBI. Where limited opportunity exists for successful employment outcome after TBI, practitioners should work towards preventing repeated failure in persons with TBI trying to get back to work. Specialist case management may have a valuable role to play in this area.Originality/valueThis study confirms an association between unemployment and depression in people with TBI.
Blurred vision: direct payments, funding cuts and the law
Authors: Thornton Austin 
Published: December 2011

PurposeThis paper seeks to focus on legal issues concerning direct payments for social care for adults. Its aim is to consider whether the aspirations for choice, control and innovation, central to successive governments' purpose in introducing direct payments and which have caused it to gain public support, risk being undermined by budget cuts within social service departments and whether the legal framework provides sufficient guarantees to those in need.Design/methodology/approachThe paper summarises the legal basis for direct payments; considers issues of brokerage, choice, resource allocation and commissioning; and looks at relevant legal challenges made up to May 2011.FindingsThe paper finds that severe budgetary restraint is likely to undermine the original vision for personalisation and direct payments; and that the legal framework of social service delivery creates risks for councils and service users.Practical implicationsIn order to achieve their legal entitlement, users of self‐directed support should always seek top‐up discretionary funds in addition to their initial resource allocation schemes budgetary indication, unless satisfied that the initial indication meets their needs. User groups should be careful to ensure that in funding care services, councils conduct a proper balancing exercise and do not over focus on their own budgetary agenda which may be unlawful.Originality/valueThe paper should provide a useful reference point for users of self‐directed support and their advisers.