A metacognitive contextual intervention to enhance error awareness and functional outcome following traumatic brain injury: A single-case experimental design

Very few empirically validated interventions for improving metacognitive skills (i.e., self-awareness and self-regulation) and functional outcomes have been reported. This single-case experimental study presents JM, a 36-year-old man with a very severe traumatic brain injury (TBI) who demonstrated long-term awareness deficits. Treatment at four years post-injury involved a metacognitive contextual intervention based on a conceptualization of neuro-cognitive, psychological, and socio-environmental factors contributing to his awareness deficits. The 16-week intervention targeted error awareness and self-correction in two real life settings: (a) cooking at home: and (b) volunteer work. Outcome measures included behavioral observation of error behavior and standardized awareness measures. Relative to baseline performance in the cooking setting, JM demonstrated a 44% reduction in error frequency and increased self-correction. Although no spontaneous generalization was evident in the volunteer work setting, specific training in this environment led to a 39% decrease in errors. JM later gained paid employment and received brief metacognitive training in his work environment. JM's global self-knowledge of deficits assessed by self-report was unchanged after the program. Overall, the study provides preliminary support for a metacognitive contextual approach to improve error awareness and functional Outcome in real life settings

Exploration of individual and work-related impacts on police officers and police staff working in support or front-line roles during the UK’s first COVID lockdown

An online survey ( N = 2063) of women working either as police officers or non-sworn/warranted police staff addressed personal well-being and work-related factors during the first COVID lockdown in the United Kingdom from March to August 2020. Overall, 59% of all respondents reported being more stressed during the lockdown than they had been previously. A key factor in stress levels was the respondents’ organisational support measured by a computed index of trust, communication, and support (TCS). Those respondents having a positive orientation towards TCS were less stressed than those whose orientation was more negative. Findings differentiated the experience of respondents typed as front-line police officers, front-line police staff, police officers serving in support functions and police staff in support functions. Innovative COVID-19 working arrangements are highlighted as beneficial new practices worth retaining

Staffing the force: police staff in England and Wales’ experiences of working through a COVID-19 lockdown

This online survey (N = 2365) examined the experiences of (non-sworn/non-warranted) staff serving in police forces in England and Wales during the March to July COVID-19 virus lockdown in the UK. Particular attention was paid to staff working from home, those able to partially work from home and those who remained at work in their usual police location. Home working staff were generally less stressed than those remaining partially or totally at their work location. Public interacting staff were particularly stressed. Regression analyses found that for all staff, irrespective of location, tiredness and finding work more difficult were implicated in increased stress. For those remaining at their place of work homeschooling and lacking preparedness for another lockdown were additional stressors. The importance of feeling valued is discussed. Some recommendations are offered in the light of these findings including the concept of moral injury repair

From easter eggs to anti-police sentiment: maintaining a balance in policing during the three pandemic lockdowns in England and Wales

The three lockdown periods across 2020–2021 due to COVID-19 had significant consequences for police. Pandemic lockdown experiences were explored based on online interviews with 25 officers of varied ranks and from across five regions in England and Wales. The analysis demonstrates the existence of two counter-prevailing dynamics in the working world of police in England and Wales across the three lockdown periods. Changing government directives, deteriorating relationships between the police and the public and senior officers’ sensitivity to the needs of the workforce, were foci of concern and discussion. On reflection, officers acknowledged that relationships between senior management and police improved over the three lockdowns. However, officers found it difficult to balance the demands of the profession and the claims of the state while seeking to retain policing by consent with an increasingly fractious public unsettled by restrictions to their freedom of movement and government activity

Bridging the gap : competencies students should focus on during their cooperative experience to enhance employability

Cooperative education programmes aim to prepare students for the workplace by developing both generic and specific competencies that will enhance&nbsp; employability. Researchers have investigated the competencies relevant to business, science and technology graduates (Coll &amp; Zegward, 2006; Hodges &amp; Burchell, 2003). However, there is little published research on the perceptions of the skills or graduate competencies that employers desire of sport and recreation graduates entering the workforce.The aims of the study were to identify key competencies needed by third year sport and recreation degree students entering their cooperative placement as well as to identify the difference between student and graduate competencies. An online survey of sport and recreation industry supervisors was conducted. For comparison the survey was also completed by academic supervisors from AUT University. Supervisors were asked to rate the importance of specific competencies (adapted from Coll &amp; Zegward, 2006) for the cooperative student and for the graduate.To enhance employability in the sport and recreation industry, academic programmes within a university need to ensure that students are provided with opportunities to facilitate the development of competencies including the ability and willingness to learn, the use of initiative and personal organisational skills. Cooperative education experiences should be designed to provide opportunities for students to develop in the areas of relationship building as well as teamwork and cooperation in order to increase their likelihood of employment as graduates. It is important to identify and communicate to the tertiary education providers the needs of the industry in order to create successful cooperative education partnerships.<br /

Enabling the transfer of skills and knowledge across classroom and work contexts

Increasingly, contemporary work means graduates will operate in multiple workplace settings during their careers, catalysing the need for successful transfer of capabilities across diverse contexts. The transfer of skills and knowledge, however, is a complex area of learning theory which is often assumed and lacks empirical analysis. Facilitating transfer is critical for preparing students for effective transition to the workplace. Work Integrated Learning (WIL) provides an opportunity for tertiary education students to ‘practice’ transfer across classroom and work settings. Building on existing scholarship and using a mixed-methods design, this study aimed to explore the nature of transfer across these contexts during WIL, influencing factors and WIL design principles that optimise transfer. Survey data were collected from WIL students (N = 151) and interview data from WIL industry supervisors (N = 24) across different disciplines/professions in three universities (Australia and New Zealand). Findings indicate that students practice transfer during WIL, yet it is often during less complex tasks that relate to discipline-specific skills, rather than generic ones. WIL thus augments transfer, yet certain program and workplace characteristics enhance student confidence and capabilities in this process, highlighting the need for careful curricula design. Findings also highlighted the important role of paid work and volunteering and emphasise the importance of educators taking a holistic approach to developing students’ transfer ability, drawing on practical and authentic learning in curricular, co-curricular and extra-curricular activities, particularly those that engage industry. Implications for stakeholders are discussed, and strategies identified to enhance skills and knowledge transfer from classrooms to the workplace