Biglan et al the critical role of nurturing environments for promoting human ...Dennis Embry
The recent Institute of Medicine report on prevention (National Research Council & Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility—the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Muñoz Beardslee, & Leykin, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Biglan et al the critical role of nurturing environments for promoting human ...Dennis Embry
The recent Institute of Medicine report on prevention (National Research Council & Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility—the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Muñoz Beardslee, & Leykin, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Mental Health & Psychosocial Support in Crisis and ConflictPurvi P. Patel
Report of the Mental Health & Psychosocial Support (MHPSS) working group at the 2009 Humanitarian Action Summit, hosted by Harvard Humanitarian Initiative (Cambridge, MA, USA)
Published in the Journal of Prehospital and Disater Medicine, Volume 24, Issue 4 (Rapporteur & Co-author)
‘Keeping families and children in mind’ an evaluation ofa w.docxodiliagilby
‘Keeping families and children in mind’: an evaluation of
a web-based workforce resourcecfs_731 192..200
Andrea Reupert*, Kim Foster†, Darryl Maybery‡, Kylie Eddy§ and Elizabeth Fudge¶
*Senior Lecturer, Department of Rural and Indigenous Health, Monash University, Moe, Victoria, †Associate Professor,
Mental Health Nursing, University of Sydney, Camperdown, NSW, ‡Associate Professor of Rural Mental Health,
Department of Rural and Indigenous Health, Monash University & Gippsland Medical School, Moe, Victoria, and
§Workforce Development Officer, ¶Project Manager, Children Of Parents with a Mental Illness (COPMI) national
initiative, North Adelaide, South Australia, Australia
A B S T R AC T
This study outlines pilot evaluation data of the web-based training
resource ‘Keeping Families and Children in Mind’, designed for clini-
cians who work with families where a parent has a mental illness. The
resource was developed from scoping existing workforce packages
and in consultation with consumers, carers, researchers and mental-
health clinicians. Preliminary evaluation data were collected from an
urban and a rural site in Australia via focus group interviews and pre-
and post-training questionnaires to ascertain the experiences of those
who participated in the training. Additionally, training facilitators
were invited to maintain journals in order to identify planning and
implementation issues when using the resource. Post-training, partici-
pants emphasized the need to work collaboratively with others, as
well as the importance of acknowledging and working with the family
members of consumers, especially children. Also, participants
reported positive changes in knowledge, skill and confidence when
working with families affected by parental mental illness. Facilitators
highlighted technology issues and the need to work interactively with
participants when using the resource. Recommendations regarding
policy and future research conclude this paper.
Correspondence:
Andrea Reupert,
Department of Rural and Indigenous
Health,
Monash University,
PO BOX 973,
Moe, Victoria,
Australia
E-mail: [email protected]
Keywords: children, evaluation,
families, parental mental illness,
web-based workforce training
Accepted for publication: August 2010
I N T R O D U C T I O N
Mental illness is a family affair, particularly where a
parent, with dependent children, has a mental illness.
Several studies indicate that children where a parent
has a mental illness may be at twice the risk of devel-
oping a mental illness diagnosis compared to other
children (Black et al. 2003; Park et al. 2003; Cunning-
ham et al. 2004; Leschied et al. 2005; Edwards et al.
2006). Other studies highlight the range of behav-
ioural, interpersonal, academic and other difficulties
that children of parents with a mental illness might
face (Rutter & Quinton 1984; Farahati et al. 2003;
Maughan et al. 2007; Reupert & Maybery 2007). An
epidemiological study has estimated that between 21
an ...
‘Keeping families and children in mind’ an evaluation ofa w.docxanhlodge
‘Keeping families and children in mind’: an evaluation of
a web-based workforce resourcecfs_731 192..200
Andrea Reupert*, Kim Foster†, Darryl Maybery‡, Kylie Eddy§ and Elizabeth Fudge¶
*Senior Lecturer, Department of Rural and Indigenous Health, Monash University, Moe, Victoria, †Associate Professor,
Mental Health Nursing, University of Sydney, Camperdown, NSW, ‡Associate Professor of Rural Mental Health,
Department of Rural and Indigenous Health, Monash University & Gippsland Medical School, Moe, Victoria, and
§Workforce Development Officer, ¶Project Manager, Children Of Parents with a Mental Illness (COPMI) national
initiative, North Adelaide, South Australia, Australia
A B S T R AC T
This study outlines pilot evaluation data of the web-based training
resource ‘Keeping Families and Children in Mind’, designed for clini-
cians who work with families where a parent has a mental illness. The
resource was developed from scoping existing workforce packages
and in consultation with consumers, carers, researchers and mental-
health clinicians. Preliminary evaluation data were collected from an
urban and a rural site in Australia via focus group interviews and pre-
and post-training questionnaires to ascertain the experiences of those
who participated in the training. Additionally, training facilitators
were invited to maintain journals in order to identify planning and
implementation issues when using the resource. Post-training, partici-
pants emphasized the need to work collaboratively with others, as
well as the importance of acknowledging and working with the family
members of consumers, especially children. Also, participants
reported positive changes in knowledge, skill and confidence when
working with families affected by parental mental illness. Facilitators
highlighted technology issues and the need to work interactively with
participants when using the resource. Recommendations regarding
policy and future research conclude this paper.
Correspondence:
Andrea Reupert,
Department of Rural and Indigenous
Health,
Monash University,
PO BOX 973,
Moe, Victoria,
Australia
E-mail: [email protected]
Keywords: children, evaluation,
families, parental mental illness,
web-based workforce training
Accepted for publication: August 2010
I N T R O D U C T I O N
Mental illness is a family affair, particularly where a
parent, with dependent children, has a mental illness.
Several studies indicate that children where a parent
has a mental illness may be at twice the risk of devel-
oping a mental illness diagnosis compared to other
children (Black et al. 2003; Park et al. 2003; Cunning-
ham et al. 2004; Leschied et al. 2005; Edwards et al.
2006). Other studies highlight the range of behav-
ioural, interpersonal, academic and other difficulties
that children of parents with a mental illness might
face (Rutter & Quinton 1984; Farahati et al. 2003;
Maughan et al. 2007; Reupert & Maybery 2007). An
epidemiological study has estimated that between 21
an.
· In the methodology you should not say that you are going to look.docxLynellBull52
· In the methodology you should not say that you are going to look for the data, but only identify them, name them and establish how you are going to use them and why.
· In the methodology there is a lack of explanation about what method is going to be used for the research and development (objective 2, hip n°1 and 3).
· Furthermore you don ‘t explain how you are going to study and analyze the economic growth and its relation with the ethanol and which data are going to be used for the research .
· If you mention an interview, you need to insert a copy of the list of question that will be ask and how you will use them in you investigation.
38 ADOPTION & FOSTERING VOLUME 31 NUMBER 4 2007
The Hope Connection A therapeutic summer day
camp for adopted and at-risk children with special
socio-emotional needs
Large numbers of North American and Western
European families are adopting children with serious
socio-emotional needs. Other children experience
similar deficits as a result of neglect and abuse by
carers. Often these children are diagnosed with
psychopathology and receive drug treatments that
can be ineffective and even detrimental. Karyn B
Purvis, David R Cross, Ron Federici, Dana
Johnson and L Brooks McKenzie report on The
Hope Connection, a project designed to meet the
needs of these at-risk children and their families. The
core of this project is a theoretically integrated
summer day camp offering activities that are attach-
ment rich, sensory stimulating and behaviourally
structured. Pre-test and post-test data indicate that
summer camp had a significant impact on the
children’s behaviour (n = 19), as indicated by parent-
report measures of child behaviour problems and
attachment. These findings are discussed with
regard to possible future directions of programme
implementation and evaluation.
Introduction
The purpose of this article is to explore a
camp structure that was developed to
address the enduring effects of early
deprivation upon the development of
adopted and other at-risk children.
Originally, internationally adopted child-
ren with histories of severe deprivation
and commensurate behavioural diff icul-
ties were the target population for this
intervention. However, a small number of
domestically adopted children were
included due to the urgent needs of these
families and the background similarities
of deprivation (Purvis, Cross and
Sunshine, 2007).
Although most adopted children do
not present serious problems in these
areas, many children from deprived
backgrounds do, and there is an undeter-
mined number of families who need
support addressing them. As noted in two
recent meta-analyses by Juffer and van
IJzendoorn (2005) and Meese (2005),
there is a scarcity of research on interven-
tions in these areas.
Specifically, three areas of psycholo-
gical development are likely to be
affected when inadequate care is pro-
vided: attachment, pro-social behaviour
and sensory processing. By integrating
these three as.
Mental Health & Psychosocial Support in Crisis and ConflictPurvi P. Patel
Report of the Mental Health & Psychosocial Support (MHPSS) working group at the 2009 Humanitarian Action Summit, hosted by Harvard Humanitarian Initiative (Cambridge, MA, USA)
Published in the Journal of Prehospital and Disater Medicine, Volume 24, Issue 4 (Rapporteur & Co-author)
‘Keeping families and children in mind’ an evaluation ofa w.docxodiliagilby
‘Keeping families and children in mind’: an evaluation of
a web-based workforce resourcecfs_731 192..200
Andrea Reupert*, Kim Foster†, Darryl Maybery‡, Kylie Eddy§ and Elizabeth Fudge¶
*Senior Lecturer, Department of Rural and Indigenous Health, Monash University, Moe, Victoria, †Associate Professor,
Mental Health Nursing, University of Sydney, Camperdown, NSW, ‡Associate Professor of Rural Mental Health,
Department of Rural and Indigenous Health, Monash University & Gippsland Medical School, Moe, Victoria, and
§Workforce Development Officer, ¶Project Manager, Children Of Parents with a Mental Illness (COPMI) national
initiative, North Adelaide, South Australia, Australia
A B S T R AC T
This study outlines pilot evaluation data of the web-based training
resource ‘Keeping Families and Children in Mind’, designed for clini-
cians who work with families where a parent has a mental illness. The
resource was developed from scoping existing workforce packages
and in consultation with consumers, carers, researchers and mental-
health clinicians. Preliminary evaluation data were collected from an
urban and a rural site in Australia via focus group interviews and pre-
and post-training questionnaires to ascertain the experiences of those
who participated in the training. Additionally, training facilitators
were invited to maintain journals in order to identify planning and
implementation issues when using the resource. Post-training, partici-
pants emphasized the need to work collaboratively with others, as
well as the importance of acknowledging and working with the family
members of consumers, especially children. Also, participants
reported positive changes in knowledge, skill and confidence when
working with families affected by parental mental illness. Facilitators
highlighted technology issues and the need to work interactively with
participants when using the resource. Recommendations regarding
policy and future research conclude this paper.
Correspondence:
Andrea Reupert,
Department of Rural and Indigenous
Health,
Monash University,
PO BOX 973,
Moe, Victoria,
Australia
E-mail: [email protected]
Keywords: children, evaluation,
families, parental mental illness,
web-based workforce training
Accepted for publication: August 2010
I N T R O D U C T I O N
Mental illness is a family affair, particularly where a
parent, with dependent children, has a mental illness.
Several studies indicate that children where a parent
has a mental illness may be at twice the risk of devel-
oping a mental illness diagnosis compared to other
children (Black et al. 2003; Park et al. 2003; Cunning-
ham et al. 2004; Leschied et al. 2005; Edwards et al.
2006). Other studies highlight the range of behav-
ioural, interpersonal, academic and other difficulties
that children of parents with a mental illness might
face (Rutter & Quinton 1984; Farahati et al. 2003;
Maughan et al. 2007; Reupert & Maybery 2007). An
epidemiological study has estimated that between 21
an ...
‘Keeping families and children in mind’ an evaluation ofa w.docxanhlodge
‘Keeping families and children in mind’: an evaluation of
a web-based workforce resourcecfs_731 192..200
Andrea Reupert*, Kim Foster†, Darryl Maybery‡, Kylie Eddy§ and Elizabeth Fudge¶
*Senior Lecturer, Department of Rural and Indigenous Health, Monash University, Moe, Victoria, †Associate Professor,
Mental Health Nursing, University of Sydney, Camperdown, NSW, ‡Associate Professor of Rural Mental Health,
Department of Rural and Indigenous Health, Monash University & Gippsland Medical School, Moe, Victoria, and
§Workforce Development Officer, ¶Project Manager, Children Of Parents with a Mental Illness (COPMI) national
initiative, North Adelaide, South Australia, Australia
A B S T R AC T
This study outlines pilot evaluation data of the web-based training
resource ‘Keeping Families and Children in Mind’, designed for clini-
cians who work with families where a parent has a mental illness. The
resource was developed from scoping existing workforce packages
and in consultation with consumers, carers, researchers and mental-
health clinicians. Preliminary evaluation data were collected from an
urban and a rural site in Australia via focus group interviews and pre-
and post-training questionnaires to ascertain the experiences of those
who participated in the training. Additionally, training facilitators
were invited to maintain journals in order to identify planning and
implementation issues when using the resource. Post-training, partici-
pants emphasized the need to work collaboratively with others, as
well as the importance of acknowledging and working with the family
members of consumers, especially children. Also, participants
reported positive changes in knowledge, skill and confidence when
working with families affected by parental mental illness. Facilitators
highlighted technology issues and the need to work interactively with
participants when using the resource. Recommendations regarding
policy and future research conclude this paper.
Correspondence:
Andrea Reupert,
Department of Rural and Indigenous
Health,
Monash University,
PO BOX 973,
Moe, Victoria,
Australia
E-mail: [email protected]
Keywords: children, evaluation,
families, parental mental illness,
web-based workforce training
Accepted for publication: August 2010
I N T R O D U C T I O N
Mental illness is a family affair, particularly where a
parent, with dependent children, has a mental illness.
Several studies indicate that children where a parent
has a mental illness may be at twice the risk of devel-
oping a mental illness diagnosis compared to other
children (Black et al. 2003; Park et al. 2003; Cunning-
ham et al. 2004; Leschied et al. 2005; Edwards et al.
2006). Other studies highlight the range of behav-
ioural, interpersonal, academic and other difficulties
that children of parents with a mental illness might
face (Rutter & Quinton 1984; Farahati et al. 2003;
Maughan et al. 2007; Reupert & Maybery 2007). An
epidemiological study has estimated that between 21
an.
· In the methodology you should not say that you are going to look.docxLynellBull52
· In the methodology you should not say that you are going to look for the data, but only identify them, name them and establish how you are going to use them and why.
· In the methodology there is a lack of explanation about what method is going to be used for the research and development (objective 2, hip n°1 and 3).
· Furthermore you don ‘t explain how you are going to study and analyze the economic growth and its relation with the ethanol and which data are going to be used for the research .
· If you mention an interview, you need to insert a copy of the list of question that will be ask and how you will use them in you investigation.
38 ADOPTION & FOSTERING VOLUME 31 NUMBER 4 2007
The Hope Connection A therapeutic summer day
camp for adopted and at-risk children with special
socio-emotional needs
Large numbers of North American and Western
European families are adopting children with serious
socio-emotional needs. Other children experience
similar deficits as a result of neglect and abuse by
carers. Often these children are diagnosed with
psychopathology and receive drug treatments that
can be ineffective and even detrimental. Karyn B
Purvis, David R Cross, Ron Federici, Dana
Johnson and L Brooks McKenzie report on The
Hope Connection, a project designed to meet the
needs of these at-risk children and their families. The
core of this project is a theoretically integrated
summer day camp offering activities that are attach-
ment rich, sensory stimulating and behaviourally
structured. Pre-test and post-test data indicate that
summer camp had a significant impact on the
children’s behaviour (n = 19), as indicated by parent-
report measures of child behaviour problems and
attachment. These findings are discussed with
regard to possible future directions of programme
implementation and evaluation.
Introduction
The purpose of this article is to explore a
camp structure that was developed to
address the enduring effects of early
deprivation upon the development of
adopted and other at-risk children.
Originally, internationally adopted child-
ren with histories of severe deprivation
and commensurate behavioural diff icul-
ties were the target population for this
intervention. However, a small number of
domestically adopted children were
included due to the urgent needs of these
families and the background similarities
of deprivation (Purvis, Cross and
Sunshine, 2007).
Although most adopted children do
not present serious problems in these
areas, many children from deprived
backgrounds do, and there is an undeter-
mined number of families who need
support addressing them. As noted in two
recent meta-analyses by Juffer and van
IJzendoorn (2005) and Meese (2005),
there is a scarcity of research on interven-
tions in these areas.
Specifically, three areas of psycholo-
gical development are likely to be
affected when inadequate care is pro-
vided: attachment, pro-social behaviour
and sensory processing. By integrating
these three as.
Similar to An ethnographic study investigating the role, influence and importance of a small, peer led, rural breastfeeding support group (20)
This is a guide for students, graduates and postgraduates. Focusing on research around employability skills and also how we can help you to develop key skills.
Short introduction to key concepts around Broadening Horizons outlining concepts around self-reflection, creativity and job awareness activities. Aimed to test interest in running a bespoke full 1 day or 2 day programme at Salford.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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An ethnographic study investigating the role, influence and importance of a small, peer led, rural breastfeeding support group
1. Understanding the influence of personal identity in a breastfeeding support group
Sally Bull :: Department of Social Sciences :: The Open University
1 Context 2 Breastfeeding support 4 Methodology 5 Timeline
In the UK less than 1% of mothers exclusively Positive breastfeeding support is important from The study uses ethnographic research techniques, The final dissertation will be available from
breastfeed their babies for the World Health midwives, health visitors, doctors, partners, family combining group observations with in-depth, semi- March 2011.
Organisation’s (WHO) recommended 6 months.¹ and friends.⁶ structured interviewing.
Ethnography June : planning
Ethnography is a mainly qualitative approach to July /Aug : fieldwork
research with the emphasis on observing human
Aug/Oct: developing themes
behaviour in a “natural” setting.⁹
Nov/Dec/Jan/Feb: writing up
Support is also provided by breastfeeding support 1 March 2011: final dissertation
groups, run by trained peer counsellors. The largest
Group meeting
of these is La Leche League International (LLL) 2 OBSERVATIONS
New mother
Exclusive breastfeeding for the first six months post LLL: principles and problems INTERVIEWS 3
birth provides important health benefits for both
The principles of LLL have been described as Group leader
infant and mother.³ INTERVIEWS
lying “outside” mainstream ideas of what
mothering represents for most women.⁷
3 The research aims
Social Identity Theory 6 References
Explains how people develop a sense of
The group being studied is a small, rural breastfeeding ¹ World Health Organisation (2003) Global strategy for infant
support group based in Cheshire, UK. “belonging” to a group by categorising and young child feeding, World Health Organisation
² Bolling, K. (2006) Infant feeding survey 2005: early results, The
It is run by two long-term breastfeeding mothers who themselves and others. Personal identity can be Information Centre and the UK Health Departments
³ Cadwell, K. (2002) Reclaiming breastfeeding for the United
have been trained as breastfeeding counsellors by States, Jones and Bartlett
There is concern that the low rates of exclusive affirmed by the categories people feel represent
LLL. ⁴ Dennis, C-L. (1999) ‘Theoretical underpinnings of
breastfeeding is leading to the loss of them. ⁸ breastfeeding confidence: a self-efficacy framework’ Journal of
“breastfeeding culture”.⁴ The group itself is not affiliated with LLL. human lactation, 15(3)
⁵ Porteous, R., Kaufman, K., Rush, J (2000) ‘The effect of
individualized professional support on duration of
This study aims to highlight best practice in breastfeeding’ Journal of human lactation, 16(4)
⁶ Rempel, LA. Rempel, JK. (2004) ‘Partner influence on health
The importance of support running breastfeeding support groups and gain a
behaviour decision-making; increasing breastfeeding duration.’
better understanding of the level to which group Journal of social and personal relationships, 21(1)
Women who are positively supported carry on leader personal identity affects the support given ⁷ Bobel, C. G. (2001) ‘Bounded liberation: a focussed study of La
The main aim of the research is to understand how Leche League International’ Gender and society, 15(1)
breastfeeding for longer than women who receive the personal identity of the breastfeeding support to new mothers. ⁸ Tajfel, H., Fraser, C. (1978) Introducing social psychology,
Penguin
negative comments or no support at all.⁵ group leaders affects the new mothers looking for It may also highlight other under researched areas ⁹ Hammersley, M., Atkinson, P. (2007) Ethnography principles in
support. in the field for further study. practice, 3rd edition, Oxon, Routledge
This research project forms the dissertation for the MSc in Social Research Methods from the Open University. For further information please contact Sally Bull on +44 (0)7884073889 or sally_bull@hotmail.co.uk