scholarly journals Knowledge of depression and malingering: An exploratory investigation

2020 ◽  
Vol 16 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Ashley Cartwright ◽  
Rebecca Donkin
Keyword(s):  
Mental Disorder ◽  
Undergraduate Students ◽  
Workplace Stress ◽  
Exploratory Investigation ◽  
Depression Literacy ◽  
Context Specific ◽  
The Uk ◽  
Knowledge Scale ◽  
Knowledge Of Depression ◽  
Do So

Malingering mental disorder for financial compensation can offer substantial rewards to those willing to do so. A recent review of UK medico-legal experts’ practices for detecting claimants evidenced that they are not well equipped to detect those that do. This is not surprising, considering that very little is known regarding why individuals opt to malinger. A potential construct which may influence an individual’s choice to malinger is their knowledge of the disorder, and when one considers the high levels of depression literacy within the UK, it is imperative that this hypothesis is investigated. A brief depression knowledge scale was devised and administered to undergraduate students (n = 155) alongside a series of questions exploring how likely participants were to malinger in both workplace stress and claiming for benefit vignettes. Depression knowledge did not affect the likelihood of engaging in any malingering strategy in either the workplace stress vignettes or the benefit claimant vignettes. Differences were found between the two vignettes providing evidence for the context-specific nature of malingering, and an individual’s previous mental disorder was also influential.

Participating in an international project on readers’ response to Lord of the Flies: insights into undergraduate students’ responses

2020 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Ghazal Kazim Syed ◽  
Manzoor-ul-Mustafa Panhwar
Keyword(s):  
Undergraduate Students ◽  
International Study ◽  
Literature Circles ◽  
Collaborative Teaching ◽  
International Project ◽  
Teaching Techniques ◽  
Innovative Methods ◽  
Lord Of The Flies ◽  
The Uk ◽  
Teaching Pedagogies

<p>This paper presents the findings of a study based on students’ response to participating in an international project. This international project was a collaboration between Pakistan, the UK and Norway. Collaborative teaching techniques of using literature circles within each class and google circles across the three contexts (online) were used. Twelve participating students from Pakistan were interviewed to explore their reactions to the international study. Students felt that they learnt new things from the use of these innovative methods, were able to learn from foreigners and felt a sense of connectivity to their groups. It is recommended that students from Pakistan be given such exposure to overcome their hesitation. It is recommended that further research be carried out in other contexts as well to determine if the use of such teaching pedagogies can benefit other teachers of literature.</p>

What is Ethnography? Teaching ethnographic sensibilities without fieldwork

Journal ◽  
2015 ◽  
Vol 4 ◽  
Author(s):  
Carole McGranahan
Keyword(s):  
Qualitative Methods ◽  
Undergraduate Students ◽  
Ethnographic Research ◽  
Cultural Group ◽  
Pedagogical Strategies ◽  
Ethnographic Approach ◽  
Learn By Doing ◽  
Do So

How do we teach undergraduate students to think ethnographically, to recognize something as ethnographic and not just as qualitative? Importantly, how do we do so not in the field, where students might learn by doing their own research, but in the static classroom? One approach is to have students cultivate a concept, awareness, and practice of an ethnographic sensibility, that is, of a sense of the ethnographic as the lived expectations, complexities, contradictions, possibilities, and ground of any given cultural group. Such a view opens up an understanding of ethnography and ethnographic research as more than available qualitative methods. Instead, it takes an ethnographic approach to be an epistemological one. Yet, how might we do this? In this article, I discuss my pedagogical strategies for teaching students an ethnographic sensibility without having them conduct fieldwork. I argue that it is both possible and valuable to generate an ethnographic sensibility in the classroom. 

scholarly journals Does CSR Activity Amount to Socially Responsible Management?

2021 ◽  
Author(s):  
M. John Foster
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Local Community ◽  
Annual Reports ◽  
Socially Responsible ◽  
Responsible Management ◽  
Exploratory Investigation ◽  
Research Questions ◽  
The Uk ◽  
Corporate Social

AbstractIn essence firms or companies are usually thought to exist to make products for or provide services of some sort to third parties, other companies or individuals. The philosophical question which naturally arises then is ‘to the benefit of whom should a firm’s activities be aimed?’ Possible answers include the owners of the firm, the firm’s employees or wider society, the firm’s local community or their host nation. It is because of firms’ location within a wider society that the issue of corporate social responsibility arises. The issue is do they contribute in a positive way to the fabric of society. In this paper we conduct an exploratory investigation whose research questions, broadly, are whether there is public evidence of corporate social responsibility activity by firms listed in the UK and to what extent, if any, such activities may amount to genuinely socially responsible management by the firms. We examined the most up to date annual reports of a split sample of 36 firms listed in the FTSE 350. The short answers to the two research questions above are: to some degree and no by some margin, based on data from the sample firms.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

scholarly journals ICD, Mental Disorder and British Nosologists: An assessment of the uniquely British contribution to psychiatric classification

1994 ◽  
Vol 165 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Michael Shepherd
Keyword(s):  
North America ◽  
Mental Disorder ◽  
Historical Survey ◽  
Psychiatric Classification ◽  
The Subject ◽  
The Uk ◽  
National Systems ◽  
The Way

During several recent international meetings on classification, there have been frequent references to national systems of classification developed and used in Europe, North America and many other countries. The UK has been notably absent from this list. As Professor Kendell, in his brief historical survey of the subject, points out: “British psychiatry does not have, and indeed never has had, any important diagnostic concepts of its own in the way that French, American, and Scandinavian psychiatry still do” (Kendell, 1985).

scholarly journals Claims for sickness and disability benefits owing to mental disorders in the UK: trends from 1995 to 2014

BJPsych Open ◽  
2016 ◽  
Vol 2 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Sebastião Viola ◽  
Joanna Moncrieff
Keyword(s):  
Anxiety Disorder ◽  
Mental Disorders ◽  
Mental Disorder ◽  
Common Mental Disorders ◽  
Disability Benefits ◽  
Common Cause ◽  
Individual Support ◽  
Government Data ◽  
The Uk

BackgroundThere is international concern about the levels of sickness and disability benefits, with mental disorders known to account for a large proportion of claims.AimsTo examine trends in sickness and disability benefits awarded for mental disorders in the UK.MethodThe researchers analysed UK Government data from 1995 to 2014.ResultsMental disorders have become the most common cause of receiving benefits, with the number of claimants rising by 103% from 1995 to 1.1 million in 2014. Claimants with other conditions fell by 35%. In 2014, 47% of claims were attributed to a mental disorder. The number of long-term claimants (claiming over 5 years) with mental disorders increased by 87% from 2000 to 2011. Two-thirds of mental disorder claimants were classified as having a depressive or anxiety disorder.ConclusionsCommon mental disorders may involve greater morbidity and social costs than usually recognised. Availability of suitable employment, as well as individual support, may be necessary to reduce benefit levels.

scholarly journals Investigating the impact of status and context on workplace incivility.

2019 ◽  
Author(s):  
Amy Irwin ◽  
Charlotte Patricia Irvine ◽  
Barbara Bekes ◽  
Emily Nordmann
Keyword(s):  
Higher Education ◽  
Student Behavior ◽  
Online Survey ◽  
Context Effects ◽  
Emotional Impact ◽  
Staff Retention ◽  
Teaching Context ◽  
Context Specific ◽  
The Uk ◽  
The Impact

Incivility has been reported as having an adverse impact on student learning, faculty staff retention and student commitment within Higher Education. As such this behaviour has the potential to reduce student achievement and could have a financial impact on institutions. The aim of this two-stage study was to examine the impact of teaching context (lecture versus tutorial) and instigator status (staff versus student) on the perception and impact of incivility in academia. Study 1 recruited participants from Scotland and utilised a vignette-based approach to evaluate status and context effects across four fictional teaching scenarios, each illustrating the uncivil behaviour of ignoring someone. Study 2 recruited participants from the UK and Ireland and used an online survey to gather quantitative and qualitative data investigating uncivil behaviours within lectures and tutorials. The combined results indicate that the uncivil behaviours absenteeism, non-participation, ignoring and unrelated behaviours were all more frequent during a lecture in comparison to a tutorial. Uncivil behaviours were associated with a higher emotional impact within tutorials as opposed to lectures and an assertive response to incivility was more likely in a tutorial than a lecture. In terms of status student behavior was perceived as more uncivil than the equivalent staff behavior, yet a higher emotional response was reported for staff as opposed to student incivility, regardless of context. These results indicate the need for a tailored context-specific approach to addressing incivility within Higher Education, with practical implications discussed.

scholarly journals Sexual Violence on Religious Campuses

2017 ◽  
Vol 47 (2) ◽  
pp. 1-21 ◽  
Author(s):  
James R. Vanderwoerd ◽  
Albert Cheng
Keyword(s):  
Sexual Violence ◽  
Undergraduate Students ◽  
Colleges And Universities ◽  
Christian Colleges ◽  
Full Time ◽  
Exploratory Investigation ◽  
Part Time ◽  
Religious Colleges ◽  
Public Colleges And Universities ◽  
Unwanted Sexual Contact

Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18% of women at religious colleges reported experiencing unwanted sexual contact within the past year, compared to studies of self-reported rates on secular campuses ranging from 21.4% to 31.4%. Exploratory investigation of factors related to victimization suggests that religious colleges may provide a “moral community” that could reduce the risk of sexual violence.  

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