PurposeThe purpose of this paper is to highlight the positive academic and professional outcomes for students who undertake degree apprenticeships which use strength-based approaches in their ...curriculum and assessment. The design and implementation of programmes of work-based study which focus on an individual’s inherent talents are a new lens for higher education (HE), one that enables institutions to see diverse groups of students fulfil their potential and gain academic qualifications. Strength-based degree apprenticeships offer an effective way to align the needs of industry with the ambitions of individuals who wish to gain university level qualifications whilst in the workplace.Design/methodology/approachThe research adopted a mixed-methods approach. Semi-structured interviews with stakeholders in industry and HE were undertaken and thematically analysed. Student data were analysed quantitatively for students in the degree apprenticeship programmes which incorporate a strength-based approach to learning and assessment.FindingsThe findings from this study highlight that the degree apprenticeships’ strength-based curriculum and assessment have spearheaded its success. On average, degree apprentices attain 10 per cent higher grades than students undertaking the same programme through the traditional degree route. Moreover, the module design and tailored support has contributed to over 91 per cent of apprentices graduating with a 2:1 or above.Research limitations/implicationsThis research is exploratory in nature, focusing on one university’s experiences and outcomes regarding a strength-based approach curriculum and assessment on degree apprenticeships.Originality/valueThe findings describe how the knowledge exchange and culture of the HE sector has shifted, and the university’s efforts to make progressive relationships with employers. Moreover, this paper describes the challenges in designing curricula and assessing students based on the strengths and skills required for their employment, rather than university mandated learning outcomes. The findings of this paper could influence a strength-based framework for the development of degree apprenticeships in the UK.
Purpose
There is increasing interest in applying strength-based approaches to offender rehabilitation. In this article we use the Good Lives Model as an example to illustrate the fit that exists ...between strength-based approaches to offender rehabilitation and therapeutic communities.
Design/methodology/approach
We briefly describe the Good Lives Model before discussing the key themes that link the two perspectives; we argue they naturally fit together in a number of areas.
Findings
Both perspectives emphasise the importance of creating a safe and trusting therapeutic environment in which capacities (e.g., skills) can be developed that assist individuals to go on to live lives which are personally meaningful, and in which all their needs are met, enabling them to live offence free. Both also place importance on the role of personal responsibility.
Originality/value
We conclude the Good Lives Model could usefully contribute to improving outcomes for those transitioning into the community after leaving a Therapeutic Community, through developing clear life goals that are personally meaningful, and identifying practical steps for achieving these goals.
The positive psychological research underpinning the strength-based approach makes two important claims of relevance to the practice of educational psychologists (EPs): (1) there are key, ubiquitous ...strengths, some of which are more worthy of development and amplification than others; and (2) this approach could resolve some of the issues associated with the traditional deficit model, by moving practice away from problem-focused language, negative labelling and within-person hypotheses. This paper aims to explore these two claims from social constructionist and systemic perspectives, respectively. It is argued that it is imperative for EPs to critically reflect on the research underpinning this approach and to consider how the principles of social constructionism and systemic thinking may facilitate its application in practice. It is concluded that, in order to move the approach forward, it will be essential for personalised strength-based approaches, which consider an individual's strengths contextually, to be developed and utilised.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In this paper, we suggest strength-based approaches for the creation of sustainable rural learning ecologies. We have framed the creation of rural learning ecologies with appreciative inquiry (AI) as ...a framework and argue that it begins from understanding rurality from positive psychology. The premise within AI has been seen to be the shift from deficient understanding of rural spaces to consideration of them as areas with untapped potential. Arguments for strength-based approaches are based on the fact that they promote improvement from within. This is placing rural communities at the forefront and removing them from the receiving end. We argue that such approaches are giving acknowledgement to rural dwellers that they are better placed to address their solutions drawing from different forms of capital. This paper argues that rural education improvement strategies are possible when educational leaders draw from the capacities that exist in rural spaces.
Objective
We present the results of one component of an external evaluation of Good Start Program (GSP), a community-based program for the prevention of chronic disease among Maori and Pacific Island ...(MPI) communities living in the state of Queensland, Australia.
Design
An evaluation of the GSP was undertaken using a mixed methods approach. This paper reports on the qualitative component where interview and focus group data was collected, using Talanoa, a culturally tailored research methodology. Respondents included school students, community groups, teachers and parents, as well as the Good Start implementation team.
Result(s)
The five broad themes that emerged from this evaluation related to (i) components of cultural-competence and (ii) perceived impact of the program. The views of all participants reinforced the importance of culturally appropriate programs and highlighted how the multicultural health workers (MHWs) contributed to the program’s perceived success. The challenges in understanding restrictions of the mainstream health service framework were noted indicating the need for it to be flexible in incorporating culturally appropriate components if a program was to be embraced.
Conclusion
The qualitative evaluation of the GSP suggests that culturally tailored programs, delivered by MHWs, have the potential to impact positively on community-level behavioural changes that improve health. These findings, supported by studies from other countries, contribute to the evidence that cultural-tailoring of programs is critical for ensuring that culturally appropriate initiatives are embedded in health care systems that support multicultural communities. Embedding includes the development of culturally appropriate policies, a culturally competent workforce and long-term funding to support culturally competent initiatives.
Strength-based approaches may be utilized as a health promotion strategy for older adults with mental health challenges. Within this review, the results of an extensive literature search on ...strength-based approaches with this population are presented. While early evidence suggests the effectiveness of strength-based approaches, much work needs to be done to evaluate strength-based assessment tools, interventions, and models for older adults with mental health challenges.
Zusammenfassung
In der psychodynamischen Therapie ist die Konzeptualisierung des Wirkprinzips Ressourcenorientierung noch weniger weit fortgeschritten als in anderen Verfahren. Der vorliegende ...konzeptuell-theoretische Beitrag widmet sich deshalb der Ressourcenorientierung aus psychodynamischer Perspektive und geht der Frage nach, inwieweit ressourcenorientierte Prinzipien von hypnotherapeutisch-systemischer, humanistischer und kognitiv-verhaltenstherapeutischer Therapie mit psychodynamischen Beiträgen in Verbindung gebracht werden können. Dabei zeigen sich innerhalb der psychodynamischen Therapie vielfältige Anknüpfungspunkte, die als Grundlage einer ressourcenorientiert akzentuierten psychodynamischen Therapie dienen können. Als möglichen Ausgangspunkt für die weitere Diskussion werden 10 Vorschläge für eine ressourcenorientierte Praxis in der psychodynamischen Therapie formuliert.
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