Qualitative investigation of the role of collaborative football and walking football groups in mental health recovery

Efforts to increase physical activity levels in people with serious mental health conditions are viewed as desirable but little is known about how best to support this group to engage in exercise over extended periods. From a personal recovery perspective, the dominant paradigm in current mental health service delivery, one promising route involves participation with, rather than administration to or supervision of, mental health service users in team sports, usually football, in order to foster sharing of common interests and experiences. We aimed to explore the factors underlying the success of four collaborative mental health football (soccer) projects and the role played by football in mental health care delivery and in personal recovery. We held semi-structured focus groups with service user (n = 18) and staff (n = 7) participants from four football groups (two 'walking' football and two regular football) in two geographical National Health Service Boards in Scotland. Thematic analysis revealed that, central to success, were perceived relational, and personal and physical recovery-related benefits; competition and collaboration-related aspects were important drivers of interest in and commitment to the groups. Further, participants identified barriers to and concerns for continued success; specifically, they expressed that they need more explicit support from senior management. The clear emerging message was that collaborative football groups were perceived by participants as a conduit for recovery and an important aspect of mental healthcare delivery. Playing football was associated with a sense of wellbeing, and enhanced relationships between service users and staff

Research-based assessment affordances and constraints: Perceptions of physics faculty

To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the Physics Education Research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBA). First, many faculty are interested in using RBAs but have practical needs around how to do so: how to find them, which ones there are, and how to administer them. They want help addressing these needs. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to norm their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members role in their department and type of institution influence their perceived wants and needs around assessment.Comment: submitted to Physical Review Special Topics - Physics Education Researc

The Relevance of Academic Libraries in the Twenty-First Century

The biggest challenge facing the library profession in the twenty-first century is staying relevant to its users. It is often stated that the Internet and Google have changed librarianship. This challenge, while significant, does not mean that libraries will go away. It is causing us to re-evaluate what we do, how we do it, and what role libraries have in the academy and in our culture at large. This column addresses some of the ways in which academic libraries can stay relevant throughout the twenty-first century

Teens, Social Media, and Privacy

Teens share a wide range of information about themselves on social media sites; indeed the sites themselves are designed to encourage the sharing of information and the expansion of networks. However, few teens embrace a fully public approach to social media. Instead, they take an array of steps to restrict and prune their profiles, and their patterns of reputation management on social media vary greatly according to their gender and network size

Exploring the impact of user involvement on health and social care services for cancer in the UK.

This report presents the findings from a study of cancer network partnership groups in the UK. Cancer network partnership groups are regional organisations set up to enable joint working between people affected by cancer and health professionals, with the aim of improving cancer care

Carers as partners in social work education

This report explores the extent and nature of participation by caregivers in the education of social work students in England. A national survey gave rise to a series of telephone interviews with education providers; regional workshops then brought together for discussion representives of carers' organisations, individual caregivers and educators. The study identified the ways in which caregivers are involved in educating social work students, the challenges experienced, the factors that facilitate positive involvement, and the outcomes experienced by those involved. The report makes a series of recommendations designed to facilitate good practice in caregiver participation in social work education

Promoting your e-Books: Lessons from the UK JISC National e-Book Observatory

Purpose – This paper describes the findings from the qualitative strand of the JISC National e-Book Observatory (2007-2009), relating to the promotion of e-textbooks in UK universities by the library, academics and publishers. A complementary article on the ways in which students and academics locate e-books provided by their library will appear in a future issue. Design/methodology/approach – Following the provision by the JISC of collections of e-textbooks, the project used deep log analysis, benchmark surveys and focus groups to develop a rich picture of library e-collection management and use by students and academics. Focus groups were undertaken with library staff, academics and students; the dialogues were transcribed and analysed using NVivo7 software. Findings – The qualitative studies found that libraries were using a range of promotional tools although these were not always finding their targets. Often libraries had no formal promotion strategy for e-resources. Although little in evidence, the value of academic commitment and promotion was emphasised. Promotion by publishers and aggregators is both to libraries and directly to academic staff. Students felt that they were largely unaware of promotion beyond the presence of e-books in the catalogue, and in some cases stated explicitly that they thought more should be done to promote library e-resources to them. Practical implications – The paper offers pragmatic guidance on promotional methodologies. Originality/value – The project describes the first major, national usage study of e-books in higher education. This paper contributes significantly to the literature in discussing the importance of promoting e-books to students and staff