Life at school and mental health from students' points of view: A study from Malta

Copyright © 2017 Sense Publishers Reproduced with permission of the publisher

Making it work: a workforce guide for disability service providers

This guide provides strategies for disability service providers to draw upon when creating and sustaining a workforce of support workers to meet the aims of DisabilityCare Australia and implement the National Disability Insurance Scheme Act 2013. In particular, the Guide is designed to assist providers develop a workforce strategy that will enable support workers to: i)    support the independence and social and economic participation of people with disability ii)    provide reasonable and necessary supports, and iii)    enable people with disability to exercise choice and control in the pursuit of their goals and the planning and delivery of their supports. The essence of DisabilityCare Australia is to be supportive, responsive, flexible and creative. This Guide offers a wealth of ideas and practical suggestions without being prescriptive. It includes ideas relating directly to support workers as well as to their interactions with service users and their employing service provider, and there are varying cost implications. The Guide does not attempt to provide one integrated workforce management strategy. Instead, it is intended that providers will take away ideas to develop their own unique workforce strategy relevant to their environment and provider type. The aim of this guide is to contribute to the development of enthusiastic, competent and satisfied workers who will embrace the aims of DisabilityCare Australia and provide excellent support to people with disability. The Guide is organised around the following themes: Communication Organisational culture, values and expectations Recruitment Flexible, responsive and creative work Training, mentoring and support Recognition and incentives Career Pathways Authors: Dr Carmel Laragy, RMIT University Associate Professor Paul Ramcharan, RMIT University Associate Professor Karen Fisher, Social Policy Research Centre, University of NSW Karen McCraw, CEO, Karden Disability Support Foundation Robbi Williams, CEO, Purple Orange (Julia Farr Foundation

A Semiotic Framework to Understand How Signs in a Collective Design Task Convey Information: A Pilot Study of Design in an Open Crowd Context

A leading factor in reshaping boundaries between participatory design and co-creation is the power of crowd-sourcing; however crowd sourced design often produces less innovative results than smaller expert design teams. In design, representation plays a fundamental role whilst in crowd sourced design the collective interaction with representations is restricted. We propose more effective design in collective intelligence lies in the crowd’s ability to generate meaningful contributions via the content of shared representations. In order to investigate this, the current paper examines how meanings are generated through the use of visual representations. We introduce a semiotic framework to understand the mechanisms of how signs convey con-textual information in a collective design task, and illustrate the framework by applying it in an analysis of the signs used by the crowd engaging in an openly shared design task

Applying Health in All Policies to obesity in South Australia

Author version made available here in accordance with publisher policy.Public policy strategies impact on population health by acting on the effectiveness, availability and distribution of the social determinants of health. Reducing obesity and promoting healthy weight is a key focus of governments, health promoters and researchers and can benefit from a systems approach with 'upstream' policy action beyond the health sector. Although the literature identifies many areas for hypothetical non-health policy action, and in particular relating to food and activity environments, few have identified practical, politically viable and relatively cost-free processes by which non-health sectors would want to commit to such action. This paper details how the Government of South Australia used the Health in All Policies (HiAP) approach in the SA HiAP Healthy Weight Project. This mapped the core business and policy directions of 44 state departments against research on 'what works' to address obesity. Negotiations then developed high-level policy commitments to address factors promoting healthy weight which predominantly changed ways of working rather than requiring new expenditure, and also assisted departments in meeting their own goals; departmental chief executives endorsed the commitments. By starting from departmental documents, and not restricting the project to departments with more 'obvious' obesity prevention potential, we gained commitment to a broader range of policy actions than identified elsewhere; for example for prisons, environment and botanic gardens, housing and vocational education. The SA HiAP Healthy Weight Project provides one example of a workable, evidence-based systems approach to increase commitment to practical and politically viable opportunities across government to address the non-health environments supporting healthy weight

Educational community stakeholders' perspectives about teachers' responsibilities for mental health promotion in Maltese schools

The role of school teachers in promoting students’ mental health is receiving increasing international attention. However, before venturing into schools with new initiatives such as mental health promotion, it is essential to take into account local contextual affordances and constraints. One issue is whether teachers and other school community stakeholders believe that activities related to mental health promotion are within teachers’ realms of responsibility and capabilities. This paper reports findings from two questionnaire-based studies in Malta. The first questionnaire, about teachers’ responsibilities in areas related to developing students’ positive mental health, was delivered to community stakeholders attending three public lectures. The second questionnaire asked teaching staff in seven schools about their knowledge and capabilities for teaching to promote positive mental health. Results from the two studies indicate a foundation of support for whole school approaches to mental health promotion. Teachers’ responses from the second study indicate that many teachers do not feel strongly efficacious and knowledgeable about their roles in mental health promotion. Implications for teacher professional learning are discussed.The studies reported in this paper were supported by grants from the European Union FP7 Marie Curie International Research Staff Exchange Scheme, the Australian Academy of Science, the Faculty of Education, Humanities and Law at Flinders University and the European Centre for Educational Resilience and Socio-Emotional Health at the University of Malta

Measuring social capital in a known disadvantaged urban community – health policy implications

BACKGROUND: To assess the social capital profile of a known disadvantaged area a large cross-sectional survey was undertaken. The social capital profile of this area was compared to data from the whole of the state. The overall health status of the disadvantaged area was assessed in relation to a wide variety of social capital related variables. Univariate and multivariate analysis were undertaken. RESULTS: In the univariate analysis many statistically significant differences were found between the respondents in the disadvantaged area and the state estimates including overall health status, perceived attributes of the neighbourhood, levels of trust, community involvement and social activities. In the multivariate analysis very few variables were found to be statistically significantly associated with poorer health status. The variables that jointly predicted poorer health status in the disadvantaged area were older age, lower income, low sport participation, non-seeking help from neighbours and non-attendance at public meetings. CONCLUSION: Measuring social capital on a population level is complex and the use of epidemiologically-based population surveys does not produce overly valuable results. The inter-relational/dependence dichotomy of social capital is not yet fully understood making meaningful measurement in the broader population extremely difficult and hence is of questionable value for policy decision making

Allocation Schemes in Analytic Evaluation: Applicant-Centric Holistic or Attribute-Centric Segmented?

Many applications such as hiring and university admissions involve evaluation and selection of applicants. These tasks are fundamentally difficult, and require combining evidence from multiple different aspects (what we term "attributes"). In these applications, the number of applicants is often large, and a common practice is to assign the task to multiple evaluators in a distributed fashion. Specifically, in the often-used holistic allocation, each evaluator is assigned a subset of the applicants, and is asked to assess all relevant information for their assigned applicants. However, such an evaluation process is subject to issues such as miscalibration (evaluators see only a small fraction of the applicants and may not get a good sense of relative quality), and discrimination (evaluators are influenced by irrelevant information about the applicants). We identify that such attribute-based evaluation allows alternative allocation schemes. Specifically, we consider assigning each evaluator more applicants but fewer attributes per applicant, termed segmented allocation. We compare segmented allocation to holistic allocation on several dimensions via theoretical and experimental methods. We establish various tradeoffs between these two approaches, and identify conditions under which one approach results in more accurate evaluation than the other