‘Without occupation you don't exist’: Occupational engagement and mental illness

This article has been made available through the Brunel Open Access Publishing Fund.This phenomenological study explores the meanings of work for people living with severe and enduring mental health conditions. The participants were three women and seven men who were attending a mental health day centre. Data were collected through up to three depth interviews with each participant over 18 months. The interviews were digitally recorded, transcribed verbatim, and analysed according to phenomenological principles. Two overarching themes were identified. Building and maintaining an occupational identity expressed the ways in which participants used occupations as the building blocks of an evolving identity. Most of the participants wanted to work, and participation in occupations was seen as essential to recovery from mental ill-health. Work and other ways of belonging encapsulated the need to feel connected to others. Many of the participants envisaged working as a way of achieving this. The longitudinal nature of the study facilitated engagement with the developing narratives and exploration of the changes and consistencies in the participants' meaning making about their occupations. Implications for understanding individuals' occupational participation which enhances a sense of self and promotes feelings of belonging are identified

Creating the Old Testament: the Emergence of the Hebrew Bible. (Book Summary)

A summary of this book published 1989 and still in press (print on order). This material is created; the book itself is edited with three substantial chapters by the editor

On-line Repositories for Learning and Teaching: Putting People First.

This short paper outlines the development of a new style of online repository carried out at the University of Worcester in collaboration with the University of Southampton. The work was part funded by JISC and the initial development took place during 2009 - 2010. The new approach is one in which the needs of the user, and the whole orientation of the user interface is user-centred, rather than resource-centred, in the spirit of Web 2.0. The accompanying powerpoint was presented to the EUNIS conference in June 2010 by Viv Bell on behalf of both authors

Evolution or Revolution? An Analysis of the Changing Faces of Development Education in the United Kingdom.

The following paper investigates whether and to what extent there may have been an ideological shift in the realisation of development education policy and practice over the past three decades. Using the United Kingdom as a case study, the paper provides a review of the literature in the field and investigates the extent to which the introduction of the Primary School Curriculum through the Education Reform Act (1988) may have had an effect on the teaching and learning of development issues within schools. Using a conceptual framework loosely based on the work of Andriotti (2008) which interrogates the narrative used in policy formation, the paper provides a comparative analysis of policy and curriculum documents. The overt and subliminal ideological perspectives adopted in these documents are interrogated to determine the relative positioning regarding how best development issues might be addressed. A critical analysis of findings is then used as the basis to determine whether there has been a de-radicalisation of the ways in which development education policy and content is addressed particularly in the contexts of formal education

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