Work of the NHS England Youth Forum and its effect on health services.

©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.AIM: To examine the role of members of the NHS England Youth Forum (NHSEYF) and the strategies used to influence health service provision for children and young people. METHOD: An evaluative mixed-methods study was commissioned by NHS England and undertaken by the University of Hertfordshire between July 2015 and September 2016. Data collection comprised activity logs, a form of questionnaire, and semi-structured interviews. FINDINGS: The analysis of the activity logs revealed that the young people were undertaking a wide range of activities across England. Seven themes emerged from the interviews: the young people; motivation; commitment; community (the local area as well as a community spirit); knowledge experts; youth workers; and funding. In summary, the members of the NHSEYF were committed to their role and their work was having a positive effect on health service provision. CONCLUSION: The NHSEYF has developed rapidly and successfully. It is enabling the voice of young people to be heard.Peer reviewedFinal Published versio

An Evaluation of the NHS England Youth Forum

More than five decades ago the Platt Report (Ministry of Health, 1959) recommended that hospitalised children needed to be treated differently to adults. It took until the 1980s for evidence to emerge that healthcare staff were beginning to implement Platt’s recommendations; Davies (2010) attributes this long awaited change of approach to a new generation of practitioners and a renewed focus from the Government that acknowledged the distinct needs of children and young people. In the early 1990s James and Prout (1990) produced work to suggest that children should not be viewed as passive recipients of care but should be recognised as having their own voice, referred to as the “emergence of children’s voice” (Hallett and Prout, 2003: 1)Peer reviewedFinal Published versio

I-O Can Has Meme? Using Memes to Engage Others With I-O Psychology Content

Memes are ubiquitous, and they have become a major part of online interactions (Kitchener, 2018). Memes may be an accessible medium that organizations can use to connect with potential employees, customers, and the general public. Not only have memes been used by companies for marketing (e.g., Murray et al., 2014), but they also have been used for outreach by organizations as diverse as academic libraries (e.g., Woodworth, 2018), government influence campaigns (e.g., Zakem et al., 2018), and political campaigns (e.g., Graham, 2020). In this paper, we discuss the current state of Internet memes in the I-O psychology community as well as the potential that memes have as a communication medium for the field’s outreach efforts. Indeed, one of the challenges that I-O psychology faces is its obscurity (Nolan et al., 2014; Gasser et al., 2001)

Getting Psyched About Memes in the Psychology Classroom

Introduction: Internet memes are a ubiquitous part of internet culture and a common communication tool among students. Because they are a good medium for expressing ideas and concepts in a concise and fun manner, memes are a potentially valuable tool for teaching and engaging students. Statement of the Problem: Instructors may not know how to use memes in classroom assignments or activities to support learning objectives. Literature Review: Students finding or creating their own class-related content is an empirically-supported way to enhance learning. Instructors can enhance learning by using multimedia approaches (pictures/videos in addition to words), which is a good fit for the use of memes. We include examples of ways that memes have already been used in psychology classrooms. Teaching Implications: Incorporating meme assignments or activities in the classroom could be beneficial. Conclusion: We describe how students can explain or generate memes that illustrate concepts related to course material. Instructions and supporting information and resources, as well as calls for research into the effectiveness of the use of memes in the classroom, are included

Materials for Incorporating I/O into an Introductory Psychology Course

The following materials were created by the Society for Industrial and Organizational Psychology (SIOP) in an effort to produce some “shovel-ready” modules for incorporating I-O Psychology topics directly into Introductory Psychology courses. Although interest in I-O psychology has grown among students, very few introductory psychology textbooks cover the topic. Therefore, we have designed modules that correspond directly with the topics typically discussed in introductory psychology courses (e.g. Biopsychology in the workplace, Memory and Job Performance, etc.) that can be “cut-and-pasted” into already prepared lectures

Effects of Patient Aggression on Pediatric Healthcare Workers

Healthcare workers are injured at high rates, even those who work in pediatric settings. The source of these injuries may be overexertion, slips/trips/falls, or needle sticks, but one source of injuries that has not been studied as extensively is patient aggression. Our study looked at possible effects of experiencing “patient behavioral events” (or PBEs), which are defined as physical aggression toward an employee, whether or not there was an intention to harm. Surveys of employees at three children’s hospitals across the U.S. showed that increased frequency of PBEs is associated with decreased well-being and worse job/organization attitudes. One key finding from this study is that the same negative effects were shown when the frequency of witnessing or hearing about PBEs was higher, which suggests that one need not be the target of the aggression to experience negative effects. If this causal path holds in future research, it would mean that PBEs have ripple effects in the unit, beyond just the person who is targeted by the patient aggression. Ongoing data analyses will examine whether there are any mitigating factors that might reduce the harm caused by PBEs

Für wen gebe ich mein Urteil ab? Der systematische Einfluss des Fragebogenadressaten auf Kausalattributionsgewichtungen bei geschlossenen Antwortformaten

Die Fragebogenforschung belegt, dass Respondenten durch Kontextinformationen eines Fragebogens systematisch in ihrem Antwortverhalten beeinflusst werden. So zeigten Norenzayan und Schwarz (1999), dass Probanden bei freier Antwortmöglichkeit eher persönlichkeitsbezogene Ursachen zur Erklärung von Straftaten nennen, wenn der Fragebogen scheinbar von einem Institut für Persönlichkeitsforschung (verglichen mit einem Institut für Sozialforschung) erstellt wurde. Hierzu diskutierte Erklärungen sind einerseits Konversationsmaximen, die einen Bezug zwischen Adressat und Gesagtem induzieren, andererseits kognitive Primings, die selektive kognitive Aktivierungen und damit Verfügbarkeiten bedingen sollen. Die vorliegende Studie untersucht diese Erklärungsalternativen, indem sie erstmals in einem analogen Studiendesign persönlichkeitsbezogene und soziale Gründe in geschlossenen Antwortformaten vorgibt und gewichten lässt. Mögliche Gewichtungsunterschiede sind somit nicht mittels kognitiver Verfügbarkeit erklärbar. Eine Kovarianzanalyse (Alter, Geschlecht und die Big-Five-Persönlichkeitsdimensionen als Kovariaten) belegt im Einklang mit den Konversationsmaximen eine signifikant stärkere Bedeutungszuschreibung für persönlichkeitsbezogene Ursachen unter der Bedingung „Institut für Persönlichkeitsforschung“ im Vergleich zu „Institut für Sozialforschung“ und einer Kontrollbedingung („Institut für Kriminologie“)

Support after COVID-19 study: a mixed-methods cross-sectional study to develop recommendations for practice

From BMJ via Jisc Publications RouterHistory: received 2021-10-28, accepted 2022-05-12, ppub 2022-08, epub 2022-08-26Publication status: PublishedFunder: Chief Scientist Office; FundRef: http://dx.doi.org/10.13039/501100000589; Grant(s): COV/QMU/20/04Objectives of study stage 1 were to: explore people’s experiences of illness due to COVID-19 while feeling socially isolated or socially isolating; identify perceptions of what would support recovery; and synthesise insights into recommendations for supporting people after COVID-19. Study stage 2 objectives were to engage stakeholders in evaluating these recommendations and analyse likely influences on access to the support identified. Design: A two-stage, multimethod cross-sectional study was conducted from a postpositivist perspective. Stage 1 included an international online survey of people’s experiences of illness, particularly COVID-19, in isolation (n=675 full responses). Stage 2 involved a further online survey (n=43), two tweetchats treated as large online focus groups (n=60 and n=27 people tweeting), two smaller focus groups (both n=4) and one interview (both using MS teams). Setting: Stage 1 had an international emphasis, although 87% of respondents were living in the UK. Stage 2 focused on the UK. Participants: Anyone aged 18+ and able to complete a survey in English could participate. Stage 2 included health professionals, advocates and people with lived experience. Main outcome measures: Descriptive data and response categories derived from open responses to the survey and the qualitative data. Results: Of those responding fully to stage 1 (mean age 44 years); 130 (19%) had experienced COVID-19 in isolation; 45 had recovered, taking a mean of 5.3 (range 1–54) weeks. 85 did not feel they had recovered; fatigue and varied ‘other’ symptoms were most prevalent and also had most substantial negative impacts. Our draft recommendations were highly supported by respondents to stage 2 and refined to produce final recommendations. Conclusions: Recommendations support access to progressive intensity and specialism of support, addressing access barriers that might inadvertently increase health inequalities. Multidisciplinary collaboration and learning are crucial, including the person with COVID-19 and/or Long Covid in the planning and decision making throughout