Understanding the reconstruction of police professionalism in the UK

This article begins by exploring the development of police professionalism in the UK. It considers the drivers that have shaped the direction of police professionalism in England and Wales, including the influence of professional and institutional logics. Next, it outlines the current phase of ‘professionalism’, examining what has influenced the adoption of the current normative framework with specific reference to the PEQF and evidenced-based approaches. It will argue that attempts to re-professionalise the police have tended to be situated between ‘ideal types’ of professionalism, one which favours ‘professional trust and autonomy’ driven by professionals themselves towards a model of organisational professionalism motivated by a desire to standardise and limit occupational autonomy. Latterly, it will argue that these ‘ideal types’ used to conceptualise the changing nature of police professionalism fail to account for broader reconfigurations that shape professional identifies fully. Drawing mainly on the work of Noordegraaf [2016. Reconfiguring professional work: changing forms of professionalism in public services. Administration & Society, 48 (7), 783–810; 2020. Protective or connective professionalism? How connected professionals can (still) act as autonomous and authoritative experts. Journal of professions and organization] it is shown that there is a need to reconceptualise our understanding of professionalism to identify the range of factors influencing and reshaping professional identities

The use of observational process recording to identify children's initial reactions to hospitalization

Thesis (M.S.)--Boston Universit

The Relationship Between Instructor Self-Efficacy and Online Course Success Rates at a Community College

The purpose of this quantitative, non-experimental, predictive correlational study was to determine if an online instructor’s perception of their own self-efficacy in student engagement, instructional strategies, classroom management, and use of computers could predict their online course success rate. As distance education continues to grow, administrators seek ways to improve students’ learning experiences and success in online courses. One method of retaining students in programs is providing instructors the needed resources to support students as they progress through a course. The participants for the current study were faculty at a community college in North Carolina who taught an online course in fall of 2020. A sample of 65 instructors were surveyed using an instrument called the Michigan Nurse Educators Sense of Efficacy for Online Teaching Scale (MNESEOTS). Collected data were analyzed using multiple linear regression, which found no significant predictive relationships between instructor self-efficacy and any of the four measured areas of student success. While this contradicts some of the literature, recommendations for future research include additional studies with increased sample sizes at more institutions and expanded surveys targeting online and seated faculty to determine if a difference between the variables exists for each of those populations. Moreover, additional research should include comparisons of the variables against course success rates

The Martin and Park Environmental Demands (MPED) Questionnaire: Psychometric properties of a brief instrument to measure self-reported environmental demands

Background and aims: The present study examines the usefulness of a newly developed instrument, the Martin and Park Environmental Demands (MPED) Questionnaire, to measure the level of self-reported environmental demands of day-to-day events faced by adults aged 35 to 84 years, particularly as these demands influence forgetfulness in taking medications. Methods: The MPED has two scales including Busyness, which addresses the density or pace of daily events to which an individual attends; and Routine, addressing the predictability or routinization of events independent of density. The MPED was administered to a sample of 121 rheumatoid arthritis patients, along with a baseline assessment battery measuring age, education, employment status, household size and other factors that might influence self-perception of Busyness and Routine. Results: The scale showed good internal consistency and external validity. Higher levels of environmental demand were negatively correlated with age and positively correlated with employment, household size and medication-taking errors. There was a significant independent association between Busyness and adherence errors even after controlling for the effects of these sociodemographic variables. Conclusions: The MPED is recommended when trying to assess the general daily level of environmental demand

The use, integration and perceived value of performance analysis to professional and amateur Irish coaches

Research into the perceptions, practices and engagement of coaches with performance analysis is fundamental to informing the continued development of the discipline and its practitioners. The aim of this study was to survey a large sample of coaches of varying profiles, regarding their use and integration of performance analysis, to explore its perceived value and barriers to its use. Survey data were analysed from 538 Irish coaches qualified at Level 1 and above (82% male), from 37 sports. A spectrum of coaches’ engagement with performance analysis, ranging from no formal performance analysis (49%), to coaches doing their own analysis (coach-as-analyst, 38%) and coaches with analystsupport (13%) was observed. The Level 2 coaching qualification was a key distinguisher between coaches using and not using performance analysis. Significant differences exist between the practices of coaches with and without analystsupport. Coaches with analyst-support are more likely to have regular access to video, spend more time analysing, regularly use performance analysis to inform training and use computerised analysis software. Barriers to the use of performance analysis varied along the spectrum of performance analysis engagement. This research can underpin future developments in coach and analyst education that will optimise the systematic use of PA across all levels of sports performance

The Use, Integration and Perceived Value of Performance Analysis in a Broad Population of Coaches

Research into the perceptions, practices and engagement of coaches with performance analysis is fundamental to informing the continued development of the discipline and its practitioners. The aim of this study was to survey a large sample of coaches of varying profiles, regarding their use and integration of performance analysis, to explore its perceived value and barriers to its use. Survey data were analysed from 538 Irish coaches qualified at Level 1 and above (82% male), from 37 sports. A spectrum of coaches’ engagement with performance analysis, ranging from no formal performance analysis (49%), to coaches doing their own analysis (coach-as-analyst, 38%) and coaches with analystsupport (13%) was observed. The Level 2 coaching qualification was a key distinguisher between coaches using and not using performance analysis. Significant differences exist between the practices of coaches with and without analystsupport. Coaches with analyst-support are more likely to have regular access to video, spend more time analysing, regularly use performance analysis to inform training and use computerised analysis software. Barriers to the use of performance analysis varied along the spectrum of performance analysis engagement. This research can underpin future developments in coach and analyst education that will optimise the systematic use of PA across all levels of sports performance

The challenges of sustaining partnerships and the diversification of cultures

Collaborative working draws together institutions and actors from different sectors, spheres, and even countries who may have different traditions, different governance structures, and different values and priorities. While partnership approaches are not new and can operate successfully, there are continued challenges around sustaining partnerships in the longer term. These include short-term planning cycles, limited resources, shifting priorities and political pressures. These pressures often contribute to the re-enforcing of siloed approaches and retreatism back into organisational cultures and norms as a way of managing hurdles that these challenges raise. After developing on the Scotland model of ‘Prevention First’, this chapter examines two programmes based on initiatives focused on collaborative working to prevent crime and violence in Scotland (the Public Health Approach in Glasgow, and the Northampton Community Initiative to Reduce Violence), it then discusses the benefits of partnerships to resolve challenges faced by vulnerable communities. It also raises some of the difficulties to maintain these partnerships in the longer term

A Study of the Evolving Practices of \u3cem\u3eReading First\u3c/em\u3e Reading Coaches in Virginia.

The purpose of this study was to explore and document the various roles of Virginia\u27s Reading First reading coaches. The goal of Reading First is to ensure that all students learn to read at grade level or above by the end of third grade. Because of No Child Left Behind legislation and the mandates set forth by Reading First, reading coaches are in demand. In order to gain an understanding of the roles and responsibilities of reading coaches, this study was based on qualitative methodology. Specifically, the data collection consisted of a self-administered survey sent to Virginia\u27s 95 Reading First reading coaches. The data revealed that the majority of Virginia\u27s Reading First reading coaches had K-3 teaching experience and reading specialist certification. Reading coaches perceived that they are impacting reading teachers\u27 practices. Furthermore, reading coaches indicated they are supported by the principal, LEA, and state level Reading First reading specialists. As a result of this study, it is recommended that additional studies involving the effect of reading coaches on school-wide reading achievement be conducted. Similarly, additional research concerning the best type of professional development to assist reading coaches in their positions is warranted. Additional research is needed to determine if there is a difference in reading coaches\u27 effectiveness on teacher practice when they have support from state-level reading experts compared to those without such suppor

Poly-substance use and sexual risk behaviours: a cross-sectional comparison of adolescents in mainstream and alternative education settings

Background: Surveys of young people under-represent those in alternative education settings (AES), potentially disguising health inequalities. We present the first quantitative UK evidence of health inequalities between AES and mainstream education school (MES) pupils, assessing whether observed inequalities are attributable to socioeconomic, familial, educational and peer factors. Methods: Cross-sectional, self-reported data on individual- and poly-substance use (PSU: combined tobacco, alcohol and cannabis use) and sexual risk-taking from 219 pupils in AES (mean age 15.9 years) were compared with data from 4024 pupils in MES (mean age 15.5 years). Data were collected from 2008 to 2009 as part of the quasi-experimental evaluation of Healthy Respect 2 (HR2). Results: AES pupils reported higher levels of substance use, including tobacco use, weekly drunkenness, using cannabis at least once a week and engaging in PSU at least once a week. AES pupils also reported higher levels of sexual health risk behaviours than their MES counterparts, including: earlier sexual activity; less protection against sexually transmitted infections (STIs); and having 3+ lifetime sexual partners. In multivariate analyses, inequalities in sexual risk-taking were fully explained after adjusting for higher deprivation, lower parental monitoring, lower parent-child connectedness, school disengagement and heightened intentions towards early parenthood among AES vs MES pupils. However, an increased risk (OR = 1.73, 95% CI 1.15, 2.60) of weekly PSU was found for AES vs MES pupils after adjusting for these factors and the influence of peer behaviours. Conclusion: AES pupils are more likely to engage in health risk behaviours, including PSU and sexual risk-taking, compared with MES pupils. AES pupils are a vulnerable group who may not be easily targeted by conventional population-level public health programmes. Health promotion interventions need to be tailored and contextualised for AES pupils, in particular for sexual health and PSU. These could be included within interventions designed to promote broader outcomes such as mental wellbeing, educational engagement, raise future aspirations and promote resilience

Lost in translation? Theory, policy and practice in systems-based environmental approaches to obesity prevention in the Healthy Towns programme in England.

This paper explores how system-wide approaches to obesity prevention were 'theorised' and translated into practice in the 'Healthy Towns' programme implemented in nine areas in England. Semi-structured interviews with 20 informants, purposively selected to represent national and local programme development, management and delivery were undertaken. Results suggest that informants articulated a theoretical understanding of a system-wide approach to obesity prevention, but simplifying this complex task in the context of uncertainty over programme aims and objectives, and absence of a clear direction from the central government, resulted in local programmes relying on traditional multi-component approaches to programme delivery. The development of clear, practical guidance on implementation should form a central part of future system-wide approaches to obesity prevention