The role of organizational culture in normalizing paramedic exposure to violence

Purpose Violence against paramedics is a complex – but underreported – problem. Extant research suggests organizational culture may play a role in sustaining cultural norms that downplay the significance and limit reporting. The purpose of this paper is to qualitatively explore paramedics’ experience with violence, with particular emphasis on understanding how organizational culture contributes to under-reporting. Design/methodology/approach The authors surveyed paramedics from a single, large, urban service in Ontario, Canada, asking participants to describe their experiences with violence, including whether – and why or why not – the incidents were reported. Within a constructivist epistemology, we used inductive thematic analysis with successive rounds of coding to identify and then define features of organizational culture that limit reporting. Findings A total of 196 (33% of eligible) paramedics completed the survey. Fully 98% of participants disclosed having experienced some form of violence; however, only a minority (40%) reported the incidents to management, or the police (21%). The authors defined a framework within which a lack of support from management, and consequences for offenders, implicitly positions the ability of paramedics to “brush off” violent encounters as an expected professional competency. Disclosing emotional or psychological distress in response to violent encounters invited questions as to whether the individual is personally suited to paramedic work. Originality/value While the extant research has indicated that underreporting is a problem, the findings shed light on why – a critical first step in addressing what has been described as a serious public health problem.

Como o direito pensa: em busca de uma epistemologia construtivista do direito

Tradução para o português a partir de original em inglês (original: TEUBNER, G. How the Law Thinks: Toward a Constructivist Epistemology of Law. Law & Society Review, [s. l.], v. 23, n. 5, p. 727-757, 1989. doi:10.2307/3053760) [N. do E.].

Nature and Determinants of Educators’ Attitudes toward Teaching Special Needs Learners in a School of Skills

This study explored the nature and determinants of educators’ attitudes toward teaching learners with special needs in a rural school of skills that was formerly an ordinary mainstream school. The study adopted a qualitative Grounded Theory approach located within the framework of the constructivist epistemology. Eleven educators (n=11) who were teaching both technical and academic subjects at the school of skills participated in the study. The semi-structured interview was employed as the sole data collection instrument and the coding principles underlying the Constructivist Grounded Theory were used to analyse data. The findings of the study revealed that educators had a positive attitude toward teaching special needs education at the selected school and highlighted the novel factors determining the educators’ attitudes such as both internal and external factors that motivated this positive attitude. The coping strategies identified by the educators replicated those reported in previous research. Palliative and direct coping actions, as well as an integration of these two were also reportedly employed by some participants. It was concluded that the group-based differentiation of the determinants of attitudes may be useful to influence educators’ attitudes at other special needs schools, or those undergoing a similar transitional process.

Embodied Rationality as a Mode of the Visibility of Ethics (To the Question of the Toolkit of Constructivism)

Emphasizing a keen interest in the corporeal/bodily in its dynamics and its cognitive characteristics, the authors show that the appeal to the corporeal as a cognitive option changes the understanding and perception of such traditional phenomena as the world, reality, space, things. The proposition that the subject constructs the world, and our bodily experience is determined by the word and constructed by discursive contexts, looks incomplete: its limited nature requires some additions. The authors underline that the study of human sensual cognitive capabilities and the analysis of the cognitive map of the bodily forces us to pay attention to embodied rationality. Addressing it allows us to overcome constructivism, focused exclusively on the discourse of the word, because our intelligence was also shaped in accordance with the form of body action. The authors turned to the problem of mode the visibility of ethics and posed a provocative question as follows: can the cognitive abilities of the bodily act as a basis for ‘construction the morality’ and occupy n equal position with verbal discourse? To solve this problem, the authors analyzed relevant scientific findings and their influence on the nature of the development of constructivist epistemology, studied the debate on the issue of ethics taking place among the representatives of constructivism, and, in particular, analyzed discussions on tools of the constructivism. At present, all ideas and works of constructivism must take into account bodily rationality as their obligatory component (in its general instrumental and methodological basis), and bodily rationality can serve as the basis for “constructing morality.”

Caught between a rock and a hard place: Social work in non-government organisations

INTRODUCTION: Non-government organisations (NGOs) make a significant contribution to social service delivery in Aotearoa New Zealand. The purpose of this research is to understand how government policy impacts social work practice in non-government organisations in Aotearoa New Zealand. How NGO social workers apply and maintain ethical principles and standards in the current socio-economic climate was explored. The study aimed to increase understanding of how NGO social workers remain dedicated to the pursuit of social justiceand social change in their day-to-day practice, within conflicting policy environments and the government’s social investment approach.METHODOLOGY: A qualitative research methodology informed by a constructivist epistemology was adopted as the research strategy for this study. The interest was in exploring personal perspectives so qualitative in-depth interviews were carried out with five experienced NGO social work practitioners.FINDINGS: Thematic analysis of the research data found that contemporary NGO social work is a practice characterised by a sense of powerlessness. From this sense of powerlessness, five sub-themes were identified: freedom and powerlessness; the application of the principle of social justice at a macro level; professional dissonance; issues of funding and resourcing constraints as a result of neoliberal economic policy; and finally, different realities and a notion of othering.CONCLUSION: This research found that the social justice element of social work practice may be at risk should the dominant neoliberal social policy environment remain in existence.

Understanding the sustainability debate on forest biomass for energy in Europe: A discourse analysis

The legislative process before the adoption of the revised European Union renewable energy directive mobilised various actors around the forest biomass issue in Europe. Which storylines do actors use to discuss and define the sustainability of forest biomass, how are the differences between the existing storylines explained, and can distinct ‘discourse coalitions’ of actors be observed as following each storyline? These questions are addressed through a discourse analysis to critically evaluate the debate around the utilisation of forest biomass for European renewable energy to identify persistent storylines adopted by discourse coalitions as they communicate their understanding of the issue, and compete to influence the policymaking and public perception. The hypotheses are that there are more than the hypothetical binary arrangement of pro versus anti storylines, and that some actors follow multiple storylines. Locating the methodological approach on the two dimensions; text versus context and critical versus constructivist, this study pays closer attention to context rather than on individual linguistic elements of texts. Regarding the second dimension, this study builds upon constructivist epistemology, being concerned with understanding which truths these storylines produce for their speakers, and their external influences upon alternative storylines and actors. The three storylines presented here represent three competing discourses regarding forest biomass usage in European renewable energy: forestry prioritised, climate focussed and critical. Each of these are promoted by actors aiming to gain discursive hegemony on the issue, both in terms of the impact of their discourse upon EU policy making and in the eyes of the public. Despite the discursive differences created by these deeply held opposing views of what sustainability and nature are and what this means for forest biomass, there were several points where narrative elements overlapped. These can provide insight for developing a more constructive debate on the sustainability of forest biomass.

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

The purpose of this research was to examine the new concept of, ‘psychosocial and academic trust alienation theory’; the potential influence of self-concept, self-esteem and trust as barriers to student engagement. The study was conducted in a Higher Education University campus located within a 16-19 year old Further Education Institution.A constructivist epistemology, underpinned by symbolic interaction theory utilising a mixed methods approach formed the research design. The sample population were students enrolled at the participating institution and employed teaching staff. Quantitative surveys were completed by 39 students, supported by two qualitative staff focus groups and one qualitative student case study to examine an outlier result. Findings suggest 87% of the student participant sample aligned with the ‘psychosocial and academic trust alienation theory’. Barriers to student engagement were; specific classroom and assessment activities, relationships with teaching staff and peers, staff absences and staff turnover, all having a significant impact on students’ psychosocial and academic trust. The contribution of this research to the field of Higher Education is three-fold; firstly, findings support the ‘psychosocial and academic trust alienation theory’, secondly it provides insights into the psychological barriers to engagement for the Widening Participation student demographic, thirdly it proposes practical strategies for supporting Widening Participation students in Higher Education. Recommendations for practice include i) counselling, coaching and mentoring support from teaching staff, ii) initiatives to reduce staff turnover and sickness, iii) social pedagogical teaching approaches, iv) teacher training, and, v) peer based learning opportunities to cultivate communities of practice. These strategies could strengthen Widening Participation student’s psychosocial and academic trust, thus reducing barriers to student engagement in Higher Education, contributing to increased social mobility success rates in the United Kingdom and beyond.

Psychiatric mental health nurse practitioner student perceptions of integrated collaborative care

Objectives To explore the outcomes of threading the Patient-Centered Integrated Behavioral Health Care Principles and Tasks Checklist (AIMS Checklist) into the curricula and experiential setting. Methods A qualitative exploratory descriptive method with a constructivist epistemology was used to obtain in-depth student perspectives about their understanding, experiences, and process of applying Integrated Collaborative Care within the clinical setting. Results 24 Psychiatric Mental Health Nurse Practitioner Students (PMHNP) were divided into focus groups that yielded seven main themes and seven subthemes. Three of the identified themes emerged as opportunities for curriculum enhancement. Conclusions The checklist was found to be a valuable tool in not only evaluating collaborative care but in closing the gap between didactic and clinical education in fostering student-preceptor discussion.

Motivations for use, identity and the vaper subculture: a qualitative study of the experiences of Western Australian vapers

Background Vaping is a relatively new practice, and therefore its symbolic meanings and social practices are yet to be fully understood, especially within Australia where the practice is strictly regulated. This study aimed to examine vapers motivations for use, reinforcing influences, and association with the vaper subculture. Methods Working from a constructivist epistemology and a symbolic interaction framework, in-depth interviews were conducted with a purposive sample of 37 current (89%) and former (11%) adult vapers, 70% male, mean age of 32.5. Data was analysed via thematic analysis. Results Vapers largely started vaping to quit smoking and underwent common experiences during their initiation phase. Subsequently, vapers tended to adopt one of two dominant identities, that of the ‘cloud chaser’ or the ‘substitute’, which some users moved between during different stages of their vaping career. The social and symbolic meaning of e-cigarettes and vaping varied and involved concepts of harm reduction, addiction, pleasure, stigma and community, and for some, connection to the vaper subculture. Conclusions Understanding the complexities of vaping, and the nuanced differences of ‘cloud chasers’ and ‘substitute’ vapers may have important implications for health communication, research and policy. E-cigarette users within this sample were not a homogeneous group and differed in their motivations for use, association with the vaper subculture and relationship with the vape community. These findings provide new insights into the socialisation process and subsequent identity adoption of vapers within the unique regulatory environment of Western Australia.

Complexities and Contradictions: Black Lesbian, Gay, Bisexual, and Queer Students’ Lived Realities across Three Urban HBCU Contexts

This qualitative study explored how Black LGBQ students at three urban private HBCUs experienced and navigated spaces that affirmed their racial identity but posed challenges to their sexual and gender identities. Drawing on Black respectability politics and environmental press as power as theoretical framing, we utilized a critical constructivist epistemology to unearth the complexities and contradictions that Black LGBQ students face in HBCU settings. Our analysis yielded three themes: (a) affirming/othering, (b) institutional pride/institutional change, and (c) safe space needed/wasted institutional efforts. Implications for higher education administrators and policymakers are offered within.