• Emotion dysregulation and loneliness as predictors of food addiction

      Tatsi, Eirini; Kamal, Atiya; Turvill, Alistair; Regina, Holler; University of West London; Birmingham City University; Universtiy of Derby; Aston University (SIPISS-FerrariSinibaldi, 2019-01-01)
      Introduction: This study aimed to investigate whether multiple aspects of emotion dysregulation contribute to the etiology of Food Addiction (FA); as well as to provide further evidence and clarity regarding the role of loneliness on the development of addictive behaviour towards food.Methods: A correlational study was employed to assess associations within 162 participants which were recruited via online forums on FA and student population. The Yale Food Addiction Scale (YFAS), Difficulties in Emotion Regulation Scale (DERS), and UCLA Loneliness Scale, and a demographic and personal information questionnaire were all completed online. A Poisson regression analysis was carried out and statistical significance was set at P <0.05.Results: 79% of the sample endorsed a persistent desire or repeated unsuccessful attempts to cut down or control their use of highly processed foods, while 21% met diagnostic criteria for food addiction. Poisson regression analysis demonstrated that the model predicts food addiction (P <0.001). Specifically, food addiction symptom count was positively predicted by difficulty engaging in goal-directed behaviour, impulse control difficulties, lack of emotional awareness and limited access to emotion regulation strategies (P <0.05); DERS total, nonacceptance of emotional responses and lack of emotional clarity were not significant predictors. Loneliness positively predicted food addiction (P =0.002).Discussion and Conclusions: The findings of this research provide further evidence on the etiology of food addiction, as multiple aspects of emotion dysregulation, including difficulty in engaging in goal-directed behaviour, impulsiveness, emotional awareness and limited access to emotion regulation strategies, and loneliness were found to influence the development of an addictive behaviour towards certain types of food. Future research will need to understand possible causality between these factors and insights into the potential role addictive behaviour of food has in overeating phenomena, such as binge-eating.
    • Employability: A review of the literature 2012-2016

      Artess, Jane; Mellors-Bourne, Robin; Hooley, Tristram; University of Derby (Higher Education Academy (HEA), 2017)
      This report, commissioned of the University of Derby, examines 187 pieces of research published between 2012 and 2016. It describes how the subject of employability has been addressed during this period and draws out some of the key implications for higher education providers (HEPs), academics and employability practitioners.
    • Engaging Leaders: The challenge of inspiring collective commitment in universities

      Gentle, Paul; Forman, Dawn; University of Derby (Routledge, 2014)
      Addressing the question of how leadership can work most successfully in universities, Engaging Leaders strengthens the sense of shared professional knowledge and capability amongst leaders in higher education. Presenting a narrative of change which not only spells out why universities need to work differently, this book also takes the reader through clear practical steps which any practising leader can take in order to build a collaborative professional culture which supports and challenges all members of an academic community.
    • Engaging the local community in cultural heritage through a children’s ceramic arts exhibition

      Yates, Ellen; Szenasi, Judith; University of Derby (Peter Lang, 2021)
      This chapter describes a research project which aimed to increase social inclusion and access to the arts and cultural heritage, through a children’s ceramic arts exhibition. The exhibition was curated by an internationally recognised ceramic artist and located in an historic building within an inner city park in Derby, England, behind a culturally historic ceramics factory and museum. The project further aimed to reposition children as artists and heritage makers by valuing their ideas, creativity, identity and agency. Data was collected through interviews and through comments from the exhibition visitor’s book. Findings indicate that barriers exist within the UK education system which limit children’s full participation in the arts and cultural activities. The exhibition encouraged social inclusion and contested the idea of separate spaces for the display of adults and children products, but most significantly, children were repositioned as active agents in the construction of their cultural heritage.
    • Ensuring quality in online career mentoring

      Hooley, Tristram; Neary, Siobhan; Hutchinson, Jo; University of Derby (2015)
      This article explores the issue of quality in online career mentoring. It builds on a previous evaluation of Brightside, an online mentoring system in the UK which is primarily aimed at supporting young people's transitions to further learning. The article notes that participants in Brightside's mentoring programmes reported satisfaction with their experiences, with many stating that it helped them to make decisions and to positively change their learning and career behaviours. However, the article argues that there are challenges in ensuring quality and consistency connected to both the voluntary nature of mentoring and the online mode. The article proposes a 10-point quality framework to support quality assurance, initial training and professional development for online mentors.
    • An evalaution of BookTrust additional needs resources

      Robinson, Deborah; Moore, Nicki; Parker, Gordon; University of Derby (Institute of Education, University of Derby, 2016)
      This report explores reading for pleasure among children with special educational needs through an evaluation of BookTrust's additional needs resources.
    • Evaluating an interprofessional disease state and medication management review model

      Hoti, Kreshnik; Forman, Dawn; Hughes, Jeffery; University of Derby (Taylor and Francis, 2013-11-18)
      There is lack of literature data reporting an incorporation of medication management reviews in students’ interprofessional education (IPE) and practice programs in aged care settings. This pilot study reports how an interprofessional disease state and medication management review program (DSMMR) was established in a residential aged care facility in Perth, Western Australia. Students from the professions of nursing, pharmacy and physiotherapy focused on a wellness check in the areas of cognition, falls and continence while integrating a medication management review. Students’ attitudes were explored using a pre- and post-placement questionnaire. Students indicated positive experience with the IPE DSMMR program which also resulted in their positive attitudinal shift towards IPE and practice. These findings indicated that aged care can be a suitable setting for student interprofessional programs focusing on DSMMR.
    • Evaluating social pedagogy training and development in Lincolnshire

      Moore, Nicki; Dodd, Vanessa; Sahar, Arif; University of Derby (2016)
      This report presents the findings and recommendations from an evaluation of social pedagogy training and implementation in residential homes in Lincolnshire. The social pedagogy training delivered by Jacaranda training in Spring 2015 was completed by 45 members of staff from three care homes in Lincolnshire
    • Evaluating the impact of career management skills module and internship programme within a university business school

      Taylor, Antony Richard; Hooley, Tristram; University of Derby (2014)
      This study evaluates the impact of an intervention on business school graduates’ employability comprising of a curriculum-based career management skills (CMS) module and an industrial placement year. The study uses data from the destinations of leavers of higher education survey to examine the employability of different groups within the cohort (no intervention, CMS module only and CMS module plus structured work experience). It finds that structured work experience has clear, positive effects on the ability of graduates to secure employment in ‘graduate level’ jobs within six months of graduation. Furthermore, participation in the CMS module also has a clear, positive effect upon the ability of participants to secure employment.
    • Evaluation of Careers Yorkshire and the Humber: inspiration activity and good practice guide.

      Artess, Jane; University of Derby (University of Derby, 2016-03)
      The evaluation captures the work of Careers Yorkshire and the Humber in their response to the government's 'inspiration agenda' which aims to support schools, colleges and prisons to inspire career aspiration in young people. Careers Yorkshire and the Humber is a regional provider of the National Careers Service.
    • Evaluation of the Chrysalis Summer School - 2008-2015

      Hooley, Tristram; Dodd, Vanessa; Sahar, Arif; University of Derby (International Centre for Guidance Studies, University of Derby, 2016-07)
      This report presents a mixed-methods Evaluation of the Chrysalis Summer School’s impact drawing on evaluation data from 2008-2015.
    • Evaluation of the Legacy Careers Project

      Dodd, Vanessa; Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2016-04)
    • Exploring teachers’ and pupils’ behaviour in online and face-to-face instrumental lessons

      King, Andrew; Prior, Helen; Waddington-Jones, Caroline; University of Hull (Taylor and Francis, 2019-01-21)
      The provision of instrumental lessons in certain areas of England can be hampered by the geographical position of some schools that are rural in nature, with teachers needing to travel long distances between schools. Internet-based technologies have been successfully used elsewhere to deliver instrumental lessons. A collaboration between the authors, North Yorkshire Music Action Zone and YouCanPlay allowed the delivery of instrumental lessons using Skype in combination with a Roland VR-3EX, an AV Mixer which offers 3 camera angles and good quality sound. Our aim was to repurpose existing technology to provide instrumental lessons in remote rural communities. The study was conducted in two-phases: a pilot study in North Yorkshire; and a further roll-out of the lessons in four additional areas (Cornwall; Cumbria; Durham/Darlington; and East Riding of Yorkshire). We wished to investigate the technical challenges and pedagogical aspects of the delivery, and also compare digitally-delivered and face-to-face instrumental lessons to explore the differences in behaviour. Data collected included pre- and post-project interviews with teachers, recordings of the teachers’ first and last lessons, and post-project questionnaires from pupils and their parents. Results suggested that there were technical challenges relating to sound, video and connection quality, and the physical environment of the lessons, some of which were alleviated by the Roland VR-3EX. Some concerns expressed by teachers in the initial interviews failed to materialise; others were overcome to some extent. Pupils concentrated well, were motivated to practice, and made good progress. Further analysis of the video data has allowed the comparison of face-to-face and digitally-delivered lessons. All teachers found the digital teaching more challenging than their usual face-to-face teaching; however, all reported that they would undertake similar teaching again. This paper focuses upon the exploring the behaviour of participants observed in the lessons. Digital delivery has the potential to provide greater access to instrumental lessons for children in rural communities.
    • Forsøk å be noen som ser stygge ut om å ta en ansiktsløfting

      Hooley, Tristram; Lillehammer University College (Utdanning.no, 2016)
    • Freedom of speech in a therapeutic age

      Hayes, Dennis; University of Derby (Routledge, 2017-05)
      Roy Harris (2009) and Adrian Pablé (2012) have argued that integrationists, in their philosophy and in their linguistics, have a Socratic approach to freedom of speech that sees vigorous and robust debate as the foundational freedom. Everything must be put to the test of criticism. Every citizen has a moral duty to defend freedom of speech and every academic has a duty to defend freedom of speech as the foundational freedom of the academy. Freedom of speech has historically been restricted and controlled at various times dependant on the contingent concept of human being at any time. Authoritarian attempts to control speech and antipathy to human freedom to assent or dissent from established opinion are familiar. In contemporary therapeutic culture restrictions on freedom of speech appear more kindly but are more authoritarian. Seeing human beings as diminished, vulnerable or mentally unwell provides the basis on which the state and its institutions can intervene and regulate freedom of speech and freedom to hear. Bans and censorship are now seen to be necessary to protect vulnerable individuals rather than to protect the cherished but untested ideas of the new moral elites. The kindliness of the new authoritarianism makes it harder to challenge without the challenger being seen as a victimiser. In the contemporary therapeutic university the right to assent alone is allowed. Even body language, sighs and ironic utterances are questionable. The therapeutic university is becoming the silent university. As the university is the embodiment of societal attitudes to freedom of speech what we are seeing is the creation of the silent student and future citizen who dares not speak; not for fear of being harmed but for fear of harming vulnerable others. References Harris, R. (2009) Freedom of Speech and Philosophy of Education, British Journal of Educational Studies, 57 (2) June 2009: 111-126. Pablé, A. M. (2012) Excommunicated on the grounds of Harrisy: Roy Harris, Linguistics and freedom of speech, in Ashley, LRN & Finke, W (Eds.). Language Under Controls: Policies and Practices Affecting Freedom of Speech: Selected Papers from the International Conference, September 23-24, 2011. East Rockaway, NY: Cummings & Hathaway: 1-12.
    • Friendship and peer cultures in childhood (Mexico).

      Fritz Macias, Heidi; Universidad Iberoamericana (Bloomsbury Publishing Plc, 2019)
    • Further education learners' prior experience of career education and guidance: A case study of Chesterfield College.

      Woolly, Amy; Hooley, Tristram; University of Derby (National Institute for Career Education and Counselling, 2015-10)
      This article explores further education (FE) students' prior experiences of careers education. The research draws on and extends the limited literature that exists around career support in further education. A mixed methods case study was used to explore students' experience of careers work prior to attending Chesterfield College and to examine the implications of this for the college's provision of career support. Findings indicate that the majority of students had limited contact with careers workers prior to their arrival at the college and, in instances when they had contact, often had a negative preconception of this contact. These findings are discussed with reference to the college's careers education provision and the wider implications for the sector.
    • Future First: Alumni in the Curriculum Evaluation 2015

      Artess, Jane; Hooley, Tristram; Shepherd, Claire; University of Derby (Future First, 2017-01)
    • The future of student success

      Walker, Ben; Manchester Metropolitan University (2019-03)