The Use of Metaphors With LEGO® SERIOUS PLAY ® For Harmony and Innovation

Organisational changes within Higher Education Institutions (HEI) over recent years have had a great effect on the roles of Higher Education (HE) staff and their attitudes, experience and satisfaction within those roles. The changes in the way HEIs are funded have resulted in institutional policies that are strongly market driven. Alongside this, policies of widening access to HE have led to the ‘massification’ of student numbers and the intensification of the workload of HE staff. The increasing focus on measures and evaluations between and within institutions, with league tables and in the UK at least, Research Excellence Framework (REF) and its previous incarnations along with the recently introduced Teaching Excellence Framework (TEF), has led to a culture of audit and managerialism both at the level of institutional policy and at the micro level within faculties and departments. These effects have been particularly acute in traditionally practice-based programmes and post-92 institutions, where these drivers are at times at odds with the motivations and expertise of many of the staff who joined these institutions under different conditions. This paper presents LEGO® SERIOUS PLAY® as a method of enabling members of staff with diverse expertise, experience and expectations to come together to work towards a shared strategic plan in the light of the changing HE culture. The method is applied to a teacher education department within a post-92 university, where despite differing views of the challenges facing the department, consensus is achieved through the building of shared metaphors and joint narratives

Kinship and Collegiality: An exploration of the underpinning characteristics of external partnerships at a University Education Department

Purpose External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined. Design/methodology/approach In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities. Findings The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships. Practical implications It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change. Originality/value This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships

Investigating the impact of a specialist CPD training programme for Teaching Assistants, related to supporting children with English as an Additional Language

This research emerged from education practice, specifically from the experiences of one local authority area within the North East of England. Akin to experiences across Europe (Koehler & Schneider, 2019), increasing numbers of economic migrants and asylum seekers in the area presented schools with a variety of new challenges, for which many felt ill equipped. Not only were schools required to support an increasing range of language repertoires and the needs of vulnerable groups, but specialist provision and training was sparse for teachers and even less for Teaching Assistants, who were regularly expected to care for, and educate, these children. There were also concerns over equality of opportunity in education for these children who had English as an addition language (EAL). The local authority area reflected the national pattern of a reduction in such specialist provision for schools. In response to a request for partnership working, a university in the North East of England developed a specialist Certificate of Education Practice with a focus upon offering continuous professional development (CPD) to Teaching Assistants to support EAL learners. This CPD was followed up by a real-time work-based project which aimed to consolidate the learning and effect relevant change within the area. To determine the impact of the programme, a small-scale evaluation was conducted by way of questionnaire and semi-structured interviews, aiming to glean responses from course attendees, their work-based advisors and Head Teachers or managers. The findings identified three themes: motivation, personal and professional development and impact on school. While the impact of the CPD from the perspectives of the teaching assistants is now more clearly defined, the wider impact from the perspectives of colleagues in other school roles remains anecdotal and unconfirmed

Are trans-national Professional Development Programmes doomed to fail to influence student outcomes?

Trans-national education is increasing (Mahony, 2014) and with regard to professional development for teachers, is an important aspect of upskilling teachers to deliver high quality learning experiences for their pupils. This paper is concerned with Trans-national Professional Development delivered by one UK HEI and delivered to Chinese Teachers. In the Chinese context, the need for such professional development is rooted in the Ministry of Education’s (2010) vision for developments, which will lead to a shift from an exam orientated education system to one that is quality orientated. The university has engaged with a number of different regions in China to deliver professional development for their teachers and head teachers in this vein. Although on the surface, positively received, participants identified a number of barriers that constrained the impact of the professional development. This article explores the pedagogical, cultural and investment barriers that led some participants to perceive that it was impossible to implement new strategies in their context. Insight of this nature can support institutions to tailor their international professional development programmes towards a model of input coupled with continued professional support to increase the potential for training to have an impact on practice and children’s educational experiences

Developmentally appropriate transitional care during the Covid-19 pandemic for young people with juvenile-onset rheumatic and musculoskeletal diseases: the rationale for a position statement

From Springer Nature via Jisc Publications RouterHistory: received 2021-03-26, accepted 2021-06-06, registration 2021-07-31, pub-electronic 2021-08-25, online 2021-08-25, collection 2021-12Publication status: PublishedAbstract: Background: The importance of developmentally appropriate transitional care in young people with juvenile-onset rheumatic and musculoskeletal disease is well recognised. The Paediatric Rheumatology European Society (PReS) / European League Against Rheumatism (EULAR) Taskforce has developed international recommendations and standards for transitional care and a growing evidence base supports the positive benefits of such care. However, there is also evidence that universal implementation has yet to be realised. In 2020, against this background the COVID-19 pandemic arrived with significant impact on all our lives, young and old, patient, public and professional alike. The unfortunate reality of the pandemic with potential for unfavourable outcomes on healthcare provision during transition was acknowledged by the PReS working groups in a position statement to support healthcare professionals, young people and their caregivers. Aim: The aim of this review is to present the literature which provides the rationale for the recommendations in the PReS Position Statement. Summary: The following areas are specifically addressed: the prime importance of care coordination; the impact of the pandemic on the various aspects of the transition process; the importance of ensuring continuity of medication supply; the pros and cons of telemedicine with young people; ensuring meaningful involvement of young people in service development and the importance of core adolescent health practices such as routine developmental assessment psychosocial screening and appropriate parental involvement during transitional care

Mixed-methods feasibility cluster randomised controlled trial of a paramedic-administered breathlessness management intervention for acute-on-chronic breathlessness (BREATHE): Study findings

Introduction: One-fifth of emergency department presentations by ambulance are due to acute-on-chronic breathlessness. We explored the feasibility of an evaluation-phase, cluster randomised controlled trial (cRCT) of the effectiveness and cost-effectiveness of a paramedic-administered, non-pharmacological breathlessness intervention for people with acute-on-chronic breathlessness at ambulance call-out (BREATHE) regarding breathlessness intensity and conveyance to hospital.Methods: This mixed-methods, feasibility cRCT (ISRCTN80330546), randomised paramedics to usual care or intervention plus usual care. Retrospective patient consent to use call-out data (primary endpoint) and prospective patient/carer consent for follow-up was sought. Potential primary outcomes included breathlessness intensity (numerical rating scale) and conveyance. Follow-up included: interviews with patients/carers and questionnaires at 14 days, 1 and 6 months; paramedic focus groups and surveys.Results: Recruitment was during COVID-19, with high demands on paramedics and fewer call-outs by eligible patients. We enrolled 29 paramedics; nine withdrew. Randomisation/trial procedures were acceptable. Paramedics recruited thirteen patients, not meeting recruitment target (n=36); eight patients and three carers were followed up. Data quality was good but insufficient for future sample size estimation.The intervention did not extend call-out time, was delivered with fidelity and was acceptable to patients, carers and paramedics. There were no repeat call-outs within 48 hours. All trained paramedics strongly recommended BREATHE as a highly relevant, simple intervention. Conclusion: Patient recruitment to target was not feasible during the pandemic. Training and intervention were acceptable and delivered with fidelity. Results include valuable information on recruitment, consent, attrition, and data collection that will inform the design and delivery of a definitive trial

Meeting Report: Measuring Endocrine-Sensitive Endpoints within the First Years of Life

An international workshop titled “Assessing Endocrine-Related Endpoints within the First Years of Life” was held 30 April–1 May 2007, in Ottawa, Ontario, Canada. Representatives from a number of pregnancy cohort studies in North America and Europe presented options for measuring various endocrine-sensitive endpoints in early life and discussed issues related to performing and using those measures. The workshop focused on measuring reproductive tract developmental endpoints [e.g., anogenital distance (AGD)], endocrine status, and infant anthropometry. To the extent possible, workshop participants strove to develop or recommend standardized measurements that would allow comparisons and pooling of data across studies. The recommended outcomes include thigh fat fold, breast size, vaginal cytology, AGD, location of the testis, testicular size, and growth of the penis, with most of the discussion focusing on the genital exam. Although a number of outcome measures recommended during the genital exam have been associated with exposure to endocrine-disrupting chemicals, little is known about how predictive these effects are of later reproductive health or other chronic health conditions

Mixed-methods feasibility cluster randomised controlled trial of a paramedic-administered breathlessness management intervention for acute-on-chronic breathlessness (BREATHE) : study findings

INTRODUCTION: One-fifth of emergency department presentations by ambulance are due to acute-on-chronic breathlessness. We explored the feasibility of an evaluation-phase, cluster randomised controlled trial (cRCT) of the effectiveness and cost-effectiveness of a paramedic-administered, non-pharmacological breathlessness intervention for people with acute-on-chronic breathlessness at ambulance call-out (BREATHE) regarding breathlessness intensity and conveyance to hospital. METHODS: This mixed-methods, feasibility cRCT (ISRCTN80330546) randomised paramedics to usual care or intervention plus usual care. Retrospective patient consent to use call-out data (primary end-point) and prospective patient/carer consent for follow-up was sought. Potential primary outcomes included breathlessness intensity (numerical rating scale) and conveyance. Follow-up included: interviews with patients/carers and questionnaires at 14 days, 1 and 6 months; paramedic focus groups and surveys. RESULTS: Recruitment was during COVID-19, with high demands on paramedics and fewer call-outs by eligible patients. We enrolled 29 paramedics; nine withdrew. Randomisation/trial procedures were acceptable. Paramedics recruited 13 patients, not meeting recruitment target (n=36); eight patients and three carers were followed-up. Data quality was good but insufficient for future sample size estimation. The intervention did not extend call-out time, was delivered with fidelity and was acceptable to patients, carers and paramedics. There were no repeat call-outs within 48 h. All trained paramedics strongly recommended BREATHE as a highly relevant, simple intervention. CONCLUSION: Patient recruitment to target was not feasible during the pandemic. Training and intervention were acceptable and delivered with fidelity. Results include valuable information on recruitment, consent, attrition and data collection that will inform the design and delivery of a definitive trial

Cognitive behaviour therapy for anxiety in psychosis: A systematic review and meta-analysis

Background : Anxiety is common in people with psychosis. Cognitive Behaviour Therapy (CBT) is an effective treatment for anxiety in people without psychosis.Given the prevalence of anxiety in those with psychosis, the efficacy of CBT in this population is important to consider. This review and meta-analysis therefore investigates the efficacy of CBT for anxiety in people with psychosis. Method : Twenty-nine studies were identified through systematic review, including controlled, uncontrolled and case report designs. Seventeen controlled anduncontrolled studies were included in the quantitative synthesis. Results : A medium, significant effect was found at post-treatment and follow-up when controlled and uncontrolled data were combined. For controlled between-groups data only, a small, significant effect was found at post-treatment and follow-up. The effect of CBT for anxiety on psychotic symptoms was investigated, resulting in a medium, significant effect for controlled and uncontrolled post-treatment data and a small, significant effect for controlled between-group data. Conclusions : CBT might have some effect in treating anxiety in people with psychosis. However, this review highlights a lack of scientifically rigorous studies in this area. Further research is required, including the use of well-designed randomised controlled trials (RCTs)