Case studies in deinstitutionalisation: implementing supported housing programs in two Australian states

This paper is one of a pair examining implementation in two states of programs that provide housing and support to people discharged from psychiatric hospitals. The first paper describes the implementation in Victoria of a program established in 1995 by a non-government agency called Neami. This second paper takes the Neami Community Housing Program as a point of reference against which to examine the implementation since 2005 in South Australia of a program called Returning Home. The paper begins by outlining some of the debates that have informed the delivery of mental health services in Australia, and considers ways in which mental health reform objectives articulate with changes in public and private provision of housing. It describes some of the programs developed in Australia to provide housing and support to people with psychiatric disabilities, and identifies similarities and differences in the models adopted in different states. After introducing the current study, the paper outlines findings in relation to two programs implemented in Victoria and South Australia. It concludes with a discussion of critical differences in context, program design and approach to implementation that influence the capacity of these programs to meet their objectives. Compared with the situation in Victoria a decade previously, planning for redevelopment of mental health services in South Australia has been advanced in an environment that is suspicious of deinstitutionalisation and in which public discussion of mental health policy has been politically sensitive in the extreme. In addition, attempts to find housing for people with high and complex needs were hampered by problems with supply of housing that had not existed when the National Mental Health Strategy was established

Exploring the Possibilities of Digital Scholarship for Faculty Performance

This article shares the author's exploratory journey as a senior professor eager to understand and to showcase digital scholarship during periods of faculty performance evaluations. In 2019, a previous article was submitted to this digital repository using a similar exploratory narrative; however, this article differs from the previous submission by incorporating research from an IRB study and by writing about the topic from a different point of view. The purpose of this article is to highlight and bring attention to the possibilities of digital scholarship for tenure, promotions, and faculty evaluations

Pedagogical Reflections: Presentation and Contextualization of Three Online Course Syllabi

This article presents a syllabus copy for the following online courses: (1) Survey of American Literature, (2) Survey of African American Literature, and (3) Workplace Writing. The article contextualizes the congruent syllabi grading components for a target audience of teachers who may be looking for ideas to assist in development of online courses

Valuing Digital Scholarship: Are We There Yet?

This article explores the author's journey to understand the value and history of digital scholarship as he considers charting his own course to pursue digital scholarship in connection with institutional requirements for scholarly and creative publication activity

Sex and gender differences in symptoms of early psychosis: a systematic review and meta-analysis

First-episode psychosis (FEP) can be quite variable in clinical presentation, and both sex and gender may account for some of this variability. Prior literature on sex or gender differences in symptoms of psychosis have been inconclusive, and a comprehensive summary of evidence on the early course of illness is lacking. The objective of this study was to conduct a systematic review and meta-analysis of the literature to summarize prior evidence on the sex and gender differences in the symptoms of early psychosis. We conducted an electronic database search (MEDLINE, Scopus, PsycINFO, and CINAHL) from 1990 to present to identify quantitative studies focused on sex or gender differences in the symptoms of early psychosis. We used random effects models to compute pooled standardized mean differences (SMD) and risk ratios (RR), with 95% confidence intervals (CI), for a range of symptoms. Thirty-five studies met the inclusion criteria for the systematic review, and 30 studies were included in the meta-analysis. All studies examined sex differences. Men experienced more severe negative symptoms (SMD =  - 0.15, 95%CI =  - 0.21, - 0.09), whereas women experienced more severe depressive symptoms (SMD = 0.21, 95%CI = 0.14, 0.27) and had higher functioning (SMD = 0.16, 95%CI = 0.10, 0.23). Women also had a lower prevalence of substance use issues (RR = 0.65, 95%CI = 0.61, 0.69). Symptoms of early psychosis varied between men and women; however, we were limited in our ability to differentiate between biological sex and gender factors. These findings may help to inform early detection and intervention efforts to better account for sex and gender differences in early psychosis presentation

Health literacy amongst children living with a long-term condition: ‘What I know and who I tell'

Background: Little is known about the health literacy of children living with long-term conditions. This study aimed to gain insight into the life of children with a long-term condition in the context of health literacy, specifically their understanding of their health and the barriers and facilitators to sharing information about their condition with others. Design: Child-centred qualitative arts-based approach with children aged 6–12 years. Setting: Children participating in the study came from three countries – the UK, Australia and New Zealand. Method: A participatory arts-based qualitative child-centred approach prompted children to draw, label and use stickers, body-outlines and collage to describe elements central to health literacy. This encompassed their long-term condition, their understanding of their condition, its management and decision-making associated with sharing information about their condition with others. The sessions were audio-recorded, and reflexive thematic analysis was undertaken. Results: Four central themes related to key elements of child health literacy: (1) pragmatic understanding – what it feels like and what happens in my body; (2) management regime – what do I have to do to keep on going; (3) information sharing – I don’t tell random people; and (4) benefits of sharing – they’ve got my back. Conclusion: Children indicated a pragmatic or process type understanding of their condition and its management. Children were discerning about who they shared information about their condition with, but tended to establish a network of well-informed peers capable of providing support if needed. Despite gaps in children’s health literacy, parents and families have an important role to play in checking children’s understandings and developing critical health literacy. © The Author(s) 2023