bluuebunny/crossref_metadata_2025_split huggingface dataset:
Influence of Native Commutable Approaches to Climate Dispositions among Pastoralist in Nigeria. A Critical Literature Review
Authors: Mwamberi Alfonso Mwamberi 
Published: January 2023

Purpose: Complementary sources of income, sex of household heads, age of the household head, number of dependents, illiteracy, early warning information, employment status, and weak institutional structures determine vulnerability to climate variability and affect pastoralists. The overall objective of this study was to examine influence of indigenous adaptive capacity strategies to climate variability in Nigeria. A critical literature review
Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
Findings: This study concluded that traditional mechanisms of predicting weather in Nigeria include observing the movement of clouds, wildlife, and domestic animals, observing intestines after slaughter, flowering and greening trees, and observing stars. The climate variability coping strategies among Nigerian pastoralists is eating less (9.9%), depending on food aid (42.8%), migrating to other areas (0.7%), and selling livestock (11.2%). These coping strategies increase the risk of being vulnerable to climatic shocks. The decline of food yields, loss of income, livestock death, poor access to water and pasture, and the death of loved ones are the main effects of climatic shocks.
Unique Contribution to Theory, Policy and Practice: This study recommended that the Government in Nigeria should also improve the cash transfer programs. Insurance programs will also benefit the pastoralists because they will cushion them against harsh climatic conditions. The government should also introduce better livestock rearing projects such as stall-fed and pasture grazing. Moreover, value addition programs for livestock and livestock diversification, such as donkeys' introduction in the area for sale, milk, and cultivation, will be essential.
65 yaş üstü kadınların doğal bitkisel ürün kullanma durumları ve etkileyen faktörlerin belirlenmesi
Authors: AKARSU Gokhan Dogukan 
Published: January 2023

Giriş: Artan yaşlı nüfus, hem hastalanmamak hem de mevcut hastalıklardan korunmak için çeşitli yöntemlere başvurmaktadır. Bunlardan birisi de bitkisel ürün desteğidir. Yaş oranlarına bakıldığında kadınların erkeklerden beklenen yaşam süresinin uzun olması nedeniyle alternatif tedavi yöntemlerini kullanma oranları daha fazladır. Bu çalışmanın amacı, 65 yaş üstü kadınların doğal bitkisel ürün kullanma durumları ve etkileyen faktörlerin belirlenmesidir.
Gereç-Yöntem: Tanımlayıcı ve kesitsel türde planlanan araştırma 01/05/2022-01/06/2022 tarihleri arasında Yozgat Bozok Üniversitesi Tıp Fakültesi Araştırma Uygulama ve Eğitim Hastanesine başvuran 65 yaş üstü 327 kadın ile tamamlandı. Araştırmaya başlamadan önce ilgili kurumdan kurum izni ve etik kurulundan etik kurul onayı alındı. Veriler, literatür doğrultusunda araştırmacılar tarafından geliştirilen anket formu ile toplandı. Veriler analizinde tanımlayıcı istatistikler ve ki kare testi kullanıldı.
Bulgular: Çalışmaya katılan kadınların yaş ortalaması 69,1±4,1 , %44,7’si ilköğretim mezunu, %74,8’inin gelirinin giderine denk, %83,7’sinin kronik hastalığı olduğu belirlendi. Kadınların %75,2’sinin bitkisel ürün kullandığı, %84’ünün bitkisel ürün ile ilgili bilgilere sağlık personelinden ulaştığı, %64’ünün hastalık semptomlarını hafifletmek amacıyla bitkisel ürüne başvurduğu,%67,1’inin kullandıkları ürün hakkında bilgilendirilmedikleri belirlenmiştir.
Sonuç: Yaşlı kadınlar doğal bitkisel ürünleri kullanmaktadır. Ancak beklediği etkiyi göremeyenlerin oranı daha fazladır( %53,4). Bitkilerden standartlaştırılmış yöntem ile edilen ekstraktan, saflaştırma ile elde dilen moleküllerin denenmesi ile geniş hasta gruplarında, yapılacak olan klinik araştırmaların tamamlanması şarttır.
Phenotypic Variability and Resource Allocation in Kashmir Sage (Phlomis cashmeriana Royle ex Benth.) in relation to Different Habitats and Altitudes
Authors: Roof Ul Qadir  , Hanan Javid  , Gowhar A. Shapoo  , Bilal A. Wani  , Junaid A. Magray  , Irshad A. Nawchoo  , Shabana Gulzar  
Published: January 2023

Phlomis cashmeriana Royle ex Benth. commonly known as Kashmir sage is a rare and important medicinal plant growing in Kashmir Himalaya. The current study is the first of its kind, carried out to find the impingement on growth dynamics of the plant under study along various altitudinal inclines and habitats. Extensive field surveys were conducted during the years 2020-2021 to assess the distribution and phenotypic attributes of Phlomis cashmeriana. Three natural sites viz, Jawahar tunnel, Hillar naar, Daksum and one control population at KUBG were selected for the present work. Morphological characteristics of species were noticed to be varying extensively under different scopes of environment. Plants thriving at lower altitudes (KUBG) were found to be growing vigorously and taller. However, the opposite scenario was observed in plants growing at higher altitudes (Jawahar tunnel). KUBG and Daksum were reasonably found to be better habitats for the growth of Phlomis cashmeriana as revealed by principal component analysis (PCA). Majority of resources were attributed towards the growth of rhizomes followed by leaf, stem, and inflorescences respectively. Variation in reproductive success was also observed along different altitudes ranging from 63.94 % to 53.40 %. The total resource budget per plant also varied among different populations with a maximum in populations growing at low altitude, KUBG (23.73±6.63) and least in populations growing at high altitude J. tunnel (12.94±7.67). We hypothesize that a heterogeneous environment is the primary cause of phenotypic variability across different altitudes, however, the role of other environmental factors should also be taken into consideration.
Investigating the critical characteristics of an inspirational leader
Authors: Potter Amanda 
Published: January 2023

Digested key messageWhat are the critical components of Inspirational Leadership and Executive Presence? These are two ambiguous concepts that are both hard to define and difficult to achieve within business. There is a wealth of research pertaining to the strengths and characteristics of leaders. However, the distinct qualities exuded by those leaders identified as Inspirational, and what it means to have Executive Presence, remain relatively unexamined.In this research we attempted to identify those qualities and explore the differences in concept of both terms. We also looked at the perceived value of having leaders with these qualities in an organisation. We found that although there are four main qualities of Executive Presence such as Gravitas and Confidence, Inspirational Leadership actually consists of intrapersonal (Emotional) qualities (e.g. Integrity, Vision and Charisma) as well as interpersonal (Social) qualities (e.g. Inspiring and Engaging).
Theoretical Paper - The Elephant in the Room: Implications of the on-going conflict between religion and science, and what pluralism offers working with the (in)visible
Authors: Ersahin Zehra 
Published: January 2023

Content & FocusClient religiosity proves one of the diversity issues in the therapy room which, until recent years, has remained unattended and strongly prejudiced. Since science and religion were drawn into war on the grounds of rational versus irrational, observable versus untouchable truths, major school of therapies either ignored or pathologised religiosity to a great extent. In this paper, I aim to consider the major drawbacks of this old debate and call for attention to the existing regulatory ethical codes. I would emphasise the importance of the issue to counselling psychologists, given the fact that the profession’s roots are embedded in humanistic and progressive philosophy alongside its scientific base.ConclusionFollowing the literature on secular and religious-accommodative approaches, I discuss a possible resolution of scientific and subjective perspectives of client religiosity by means of using the pluralistic approach to counselling, proposed by Cooper and McLeod (2007). Finally, I also consider the implications of the discussion for practitioner training settings.
Theoretical Paper - Considering a social justice agenda for counselling psychology in the UK
Authors: Cutts Laura Anne 
Published: January 2023

Content & FocusThis paper considers what a ‘social justice agenda’ might mean for counselling psychology in the UK. It initially discusses what ‘social justice’ is, concluding that although a complete definition is not present within the field, conceptions of social justice generally focus on equity or equality for individuals in society in terms of access to a number of different resources and opportunities, the right to self-determination or autonomy and participation in decision-making, freedom from oppression, and a balancing of power across society. It then goes on to introduce the literature in the area of social justice within counselling psychology which has come from the US. Finally, it considers more explicitly what a consistent adoption of a social justice perspective would look like for UK counselling psychology by reviewing three areas of potential consideration: training issues; involvement in private practice; and involvement in the NHS.ConclusionsWhilst statements recognising the importance of social justice to counselling psychology would be welcome, changes to practice might also be necessary to uphold this consistently.
Research Paper Making the Decision to Change the experiences of trans men
Authors: Atnas Catherine , Milton Martin , Archer Stephanie 
Published: January 2023

AimsThis study explored the experiences of trans men in the UK. The focus of this article is the relevant findings and implications related to ‘Making the Decision to Change’.MethodThe findings presented here form part of a larger qualitative investigation of the experiences of 11 transgendered individuals using a grounded theory approach.ResultsThe decision-making process is influenced by a desire to achieve a sense of authenticity. Prior to change trans men feel they have been pretending to be someone they are not. Adddionally, having the information and knowledge in older to support making such a decision is vital as this enables individuals to discover who they are and that transitioning is possible. This study addresses the first of a three-step model of transitioning: step 1 ‘Making the Decision to Change’, step 2 ‘Transitioning Process’, and step 3 ‘Authenticity’.DiscussionThe theory developed shares much commonality with pre-existing theories of transgender identity formalion. and transitioning. Our intention is to better understand the transiting experiences of trans men and for this subject to reach a wider audience within the psychological profession.
Research Paper
Authors: Pearson Danielle , Vossler Andreas 
Published: January 2023

BackgroundFocus groups are a widely utilised research method in an array of disciplines including the social sciences and, more specifically, in counselling and psychotherapy. They can be effective in assessing attitudes, opinions and experiences relative to a specific context and are relatively time and cost efficient. However, there are also potential limitations with this method, such as a reduced opportunity to participate for individuals and an increased likelihood of conformity in the group setting.AimsThis paper explores methodological issues in conducting and interpreting focus groups, illustrated with data from our own study on couple counsellors’ experiences of working with same-sex couples.MethodData was collected via three focus groups with 11 Relate counsellors and analysed using thematic analysis. The research process was used to reflect upon the experience of conducting and interpreting focus group data.Results/DiscussionThe advantages and disadvantages of using focus groups are exemplified in various ways, including evaluating benefits and shortcomings in a different light by considering them as situation specific methodological issues of group interaction and group dynamics. Issues in data analysis are demonstrated by stressing the importance of appraising the content, interaction, and the socio-cultural and biographical contexts of the focus group, participants, and the moderator.ImplicationsThe paper concludes with implications for future research employing focus group methodology.
Exploring pastoral staff’s experiences of their own emotional well-being in a secondary school
Authors: Partridge Katie 
Published: January 2023

Mental Health (MH) and Emotional Well-Being (EWB) strategies such as Social, Emotional Aspects of Learning (DfES, 2005, 2007) and the Targeted Mental Health in Schools project (DCSF, 2009) are increasingly implemented in schools. However, there has been little research into the EWB of staff. This paper reports mixed methods research that explored six pastoral staff’s experiences of their own EWB in a secondary school. The qualitative phase explored participants’ experiences using semi-structured interviews and were analysed using Interpretative Phenomenological Analysis. The quantitative phase adopted Personal Construct Psychology and participants took part in Repertory Grid interviews to explore how they construed work situations.Findings are discussed in relation to the literature and both psychodynamic and systemic theoretical perspectives were applied at an individual and organisational level. The findings corroborate existing theory and literature, and extend findings regarding interpersonal relationships. Interestingly, experiences could be simultaneously difficult to manage emotionally yet be positive for staff EWB as working through adversity generated internal reward. Nevertheless, in order to manage the emotional demands and provide a containing function to others, coping mechanisms were employed and containment was sought. The research indicated both idiographic and nomothetic findings which inform our understanding of individual differences and how overarching concepts such as containment were applicable for all participants. Implications for Educational Psychology (EP) practice are discussed in relation to developing the EWB needs of pastoral staff and promoting a supportive whole school ethos through consultations, group work and training.
The effects of positive psychology on the efficacy beliefs of school staff
Authors: Critchley Hannah , Gibbs Simon 
Published: January 2023

Efficacy beliefs have been found to have significant influence on effort and persistence, and are associated with protective factors such as resilience, personal well-being and achievement (Bandura, 1997).The effects of positive psychology in schools have received little attention to date. However, since positive psychology offers a focus on the positive aspects of human experience (Seligman & Csikszentmihalyi, 2000) we theorised that it could effect positive changes in teachers’ efficacy beliefs.A mixed-methods approach was used in a small-scale study of staff in two primary schools. Interview and focus group data informed the development of a questionnaire that was subsequently used to gather pre- and post-intervention data. Staff in one school were introduced to aspects of positive psychology and participated in an intervention designed to cause reflection on ‘good things’. Staff in a second school acted as a control group.Findings suggest that efficacy beliefs had been enhanced for staff who had participated in the intervention, but not in the comparable school where staff had acted as a control group. Implications and limitations of the study are discussed and suggestions made for future research.
Using the Staff Sharing Scheme within the Targeted Mental Health in Schools (TaMHS) Pathfinder
Authors: Annan Michael , Moore Stacy 
Published: January 2023

This paper describes the application of Staff Sharing (Gill & Monsen, 1995, 1996), a problem solving approach aimed at helping teaching and support staff become more effective in managing a range of challenging behaviours presented by some of pupils they work with. The intervention was one of a number delivered as part of the Targeted Mental Health in Schools (TaMHS) Pathfinder Project in Hackney between April 2008 and March 2011. The application of this approach in a number of schools attempted to address aspects of teachers’ well-being allowing them to reflect with colleagues on an identified problem, consider the range of contributory factors including those at a class and school level and then devise an action plan.The trend towards targeting teacher well-being and how current developments within education influence the context in which interventions such as Staff Sharing are delivered will be explored. In addition how the Staff Sharing model was adapted will be outlined in the light of literature on reflective teamwork and consultative groups in schools, and as a result of the experiences of the authors. Changes to the intervention, the rationale behind them, and how a revised model was applied in primary, secondary and specialist provision will be described. Finally the revised model will be critiqued in light of outcome data and in terms of adherence to the original model before next steps and the development of a further revision of the model based on our experiences and findings is identified.
The role of classroom experiences and school ethos in the development of children as political actors: Confronting the vision of pupils and teachers
Authors: Dias Teresa Silva , Menezes Isabel 
Published: January 2023

The significance of the school as a context for citizenship education (CE) has been widely emphasised (Fielding, 2011; Ichilov, 2003), and the object of educational policies across Europe (Eurydice, 2005). CE involves specific subjects, school assemblies and extra-curricular activities, but is recognised as being highly determined by regular classroom experiences and the school ethos (Kerr et al., 2010). In fact, democracy and citizenship can be experienced in schools, as pupils are meaningfully involved in participatory dialogue and decision making (Dahlberg, Moss & Pence, 1999; Fletcher, 2005; Wilde, 2005). Are these experiences, however, recognised both by pupils and teachers, as instrumental in learning to be engaged, critical and responsible citizens?In this paper, we present the results of a case study in the metropolitan area of Porto to consider the (dis)continuities between school discourses and practices regarding citizenship in the vision of teachers and pupils, from kindergarten to grade 8. Focus groups were used to consider issues of citizenship, participation and the role of the school. In the case of pupils, the focus group involved the completion of a task of transforming a newly-discovered island into a country (Adelson & O’Neill, 1966). The more collaborative and participatory approach to solve the task came from the younger children who attended kindergarten, reproducing the class ethos, as appears evident in the discourse of pre-school teachers. Older pupils revealed, as would be expected, more complex political discourses – but, as their teachers recognised, the demands of the mandatory curricula seem to supersede those discourses and CE appears to be more related to extra-class (and extra-school) experiences. The implications for CE and the work of educational psychologists will be discussed considering both direct intervention with pupils and consultation with teachers and other relevant stakeholders.
Three positive approaches to school discipline: Are they compatible with social justice principles?
Authors: Oxley Laura , George W. Holden 
Published: January 2023

Aims:Maintaining order is a fundamental task for teachers in the classroom. Historically, some form of punishment has been the common response to undesirable behaviour. However, over the past two and a half decades, a different approach to classroom management, sometimes labelled ‘positive discipline’, is being increasingly adopted by schools. This approach focuses on positive reinforcement rather than punishment, proaction rather than reaction, and collaboration rather than top-down decision-making. As such, there is resonance with social justice principles.Method:Three prominent positive approaches to classroom behavioural management are identified: Restorative Practices (RP); Positive Behavioural Intervention and Support (PBIS); and Collaborative and Proactive Solutions (CPS). The three approaches are described, compared, and evaluated. The extent to which they reflect an orientation toward social justice is then considered.Findings:Inherent in all three models is a more theoretically-informed approach to behaviour management in schools. The models share a number of similarities, such as a collaborative problem-solving approach and reducing or eliminating traditional punishments. Several differences between the three approaches are also identified.Limitations:There are differing amounts of evidence for each approach and this is also gathered from different contexts. For example, PBIS is more widely used in the United States than in the United Kingdom. This makes it difficult to conduct a direct comparison between the three models.Conclusions:Although there are differences between the models, all three have evidence about their effectiveness and adopt an orientation to behaviour management that is considerably more socially just than the traditional, punishment-oriented approach.
Contemporary practice for supporting transgender and gender diverse students: A framework synthesis
Authors: Connor Julie , Atkinson Cathy 
Published: January 2023

AimThe dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and young people, particularly those who identify as transgender or gender diverse (TGD). The purpose of this study is to review contemporary practices in educational settings to support TGD students.MethodA systematic search of four databases retrieved 13 studies (across 16 papers), which were considered best evidence. A ‘best fit’ framework synthesis approach was adopted.FindingsAnalysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands: leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, and policy.LimitationsSome included studies were small-scale and grey literature was not included. This review is not representative of educational practice in non-English language countries.ConclusionsThe framework is recommended as a tool for school leaders to prompt reflection on current gender-inclusive practices and discussion around implementing holistic change. Educational psychologists are well-positioned to support schools with utilising the framework.