title: Risk axis: Implementation of structured clinical guidelines for the assessment and management of risk in psychiatry

authors: Kumar, Shailesh

subjects: classification

abstract: Introduction: Mental health clinicians routinely assess risk in three domains: suicide, violence and self neglect. While the published work on the assessment of these risks has increased, concerns are often expressed that assessment alone does not lead to management of the identified risk. Not all axes of multiaxial classificatory systems are used by clinicians to the same extent, despite their proven usefulness. It is possible that a dedicated axis for risk management as a part of a multiaxial classificatory system could align risk assessment with management and increase utility of multiaxial classificatory systems.
Methods: Based on our earlier work we developed a comprehensive risk management axis (RMA), which was then further refined by conducting a pilot study and then used to collect data retrospectively from the case notes of 100 patients consecutively discharged from a general psychiatric ward.
Results: Common association between risk factors and three risk domains were as follows. Violence: active symptoms of major mental illness, employment problems, and major mental illness; Suicide: history of abuse, clinically significant depressive symptoms, and alcohol and drug use; Self neglect: neglect of home, personal safety, noncompliance with treatment, male gender, and low income. We also investigated whether the presence of a particular risk factor acted as a barrier or prompt for clinicians to address management factors in the RMA.
Discussion: It is possible to assess risk across the three domains and to derive management plans by using the proposed RMA. Minimal clinical background is necessary for collecting data retrospectively. It should be possible to apply this axis prospectively.

text: Risk axis: Implementation of structured clinical guidelines for the assessment and management of risk in psychiatry Introduction: Mental health clinicians routinely assess risk in three domains: suicide, violence and self neglect. While the published work on the assessment of these risks has increased, concerns are often expressed that assessment alone does not lead to management of the identified risk. Not all axes of multiaxial classificatory systems are used by clinicians to the same extent, despite their proven usefulness. It is possible that a dedicated axis for risk management as a part of a multiaxial classificatory system could align risk assessment with management and increase utility of multiaxial classificatory systems.
Methods: Based on our earlier work we developed a comprehensive risk management axis (RMA), which was then further refined by conducting a pilot study and then used to collect data retrospectively from the case notes of 100 patients consecutively discharged from a general psychiatric ward.
Results: Common association between risk factors and three risk domains were as follows. Violence: active symptoms of major mental illness, employment problems, and major mental illness; Suicide: history of abuse, clinically significant depressive symptoms, and alcohol and drug use; Self neglect: neglect of home, personal safety, noncompliance with treatment, male gender, and low income. We also investigated whether the presence of a particular risk factor acted as a barrier or prompt for clinicians to address management factors in the RMA.
Discussion: It is possible to assess risk across the three domains and to derive management plans by using the proposed RMA. Minimal clinical background is necessary for collecting data retrospectively. It should be possible to apply this axis prospectively.

year: 2010

title: Body fractions: A physical approach to fraction learning

authors: Mills, Judith Patricia

subjects: primary school

abstract: Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students.

text: Body fractions: A physical approach to fraction learning Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students.

year: 2011

title: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education

authors: Hawera, Ngārewa

subjects: initial teacher education

abstract: Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

text: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

year: 2017