No abstract Provided. / Thesis / Bachelor of Arts (BA)

Thesis advisor: Shanta Pandey / Children in conflict with the law are a significant global concern. Although the actual number of children in conflict with the law globally is unknown, on any day in 2020, approximately 261,200 children were in detention (UNICEF, 2021). HRW (2019) estimates that about 1.5 million children worldwide are detained annually, often illegally and unnecessarily, and deprived of liberty and basic needs. In seven countries in South Asia, about 44,900 children were in detention in 2020, and children can spend considerable time in pre-trial detention in many countries, e.g., 410,000 children were held in remand centers globally in 2018 (UNICEF, 2021). An earlier report highlighted that 59% of children in detention in South Asia had not been tried and sentenced, and pre-trial detention is regularly used as a sanction, violating the right to be considered innocent until proven guilty (UNICEF, 2006). Furthermore, detention conditions are generally sub-standard, overcrowded, and deny children their rights, such as the right to appropriate health and education standards; also, they regularly house children with adults, which increases the risk for violence, abuse, and exploitation (UNICEF, 2006). Notably, higher-quality service delivery corresponds to positive outcomes for vulnerable youths (Sanders et al., 2017). However, many juvenile justice systems overlook these aspects as they are adult-centered and not adapted to the needs and rights of children. Nepal is also increasingly affected by children coming into conflict with the law. The Act Relating to Children, 2018 defines a child as someone who has not completed the age of eighteen. Nepal saw a 118% increase in the number of children in conflict with the law between 2017/18 and 2018/19 (NCRC, 2020) compared to a 70% increase from 2015/16 to 2016/17 (CCWB, 2017). However, juvenile delinquency in Nepal has received little attention from researchers, administrators, and social workers (CWIN, 2013). Furthermore, existing literature on the juvenile justice system in Nepal disproportionately focuses on describing the legal system (see CeLRRD, 2001; Ghimire, 2013; Khatiwada, 2005; Mainali, 2018; Sangroula, 2004; Silwal, 2006) rather than identifying potential entry points for evidence-based systems strengthening. The increase in the number of children in conflict with the law, the identification of multiple issues within the justice system globally, including deprivation of liberty and inadequate services, and an under-exploration of the service delivery within the Nepalese juvenile justice system warrant scholarly attention. This three-paper dissertation investigated the under-researched areas of the Nepalese juvenile justice system to map a comprehensive picture of the extant services and service delivery from the lived experiences and perspectives of the service providers, i.e., the employees of the juvenile justice system, including the juvenile bench workers, and the service users, i.e., children in conflict with the law residing in correctional facilities. The author conducted in-depth interviews with 14 employees working with major organizations in the Nepalese juvenile justice system, 14 social workers assigned to serve on juvenile benches, and 16 youths from correctional facilities. In addition, 150 youths from correctional facilities completed a structured survey. The results illuminated that the Nepalese juvenile justice system struggles to provide adequate services to children in conflict with the law. It exhibited children's unmet survival, protection, participation, and development needs. Employees of the correctional homes and children within them reported several challenges in meeting the food, shelter, health, and education needs of children; children were beaten, threatened, handcuffed, and even abused or exploited by other children within the system; children and young people could not freely express themselves and were not heard in matters affecting their everyday lives; and children had limited opportunities for skill development. The agency representatives of the juvenile justice system identified inadequate budget and meagre infrastructure and professionals as the major challenges in service delivery. Social workers on the juvenile benches expressed that the benches did not function as provisioned in The Act Relating to Children, 2018 since social workers rarely shared the bench with the judge, child-friendly infrastructures were largely absent and underused when present, the judges were inadequately trained, and social workers were not paid for their services or were underpaid. The findings also revealed serious well-being concerns for children in the Nepalese juvenile justice system, including inappropriate treatment and delayed or denied justice. The respondents’ suggestions to improve service delivery with the Nepalese juvenile justice system included immediately separating the youths from children; setting up standards for operating juvenile correctional homes; expanding and strengthening the homes, including increasing the daily allowances and allocating a separate budget for health; ensuring timely decisions on cases; using legal provisions effectively, including diversion and probation officers; providing adequate opportunities for skill development and income generation within the correctional homes; developing sufficient and appropriate human resources for the juvenile justice system, including social workers and counselors; and identifying and replicating good practices within the system. The dissertation highlights the key areas needing intervention, providing a vantage point to plan and implement the necessary intervention. Thus, it establishes itself as an essential reference document for social work practitioners, researchers, and policymakers concerned about improving services and service delivery for children in conflict with the law in Nepal. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

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The purpose of this qualitative research study was to identify the perceptions of general and special education teachers currently participating in collaborative co-teaching team models regarding the leadership practices of principals in support of co-teaching as a service delivery model in high schools. The literature review findings indicated the importance of administrative leadership and support being essential for the implementation of co-teaching. Therefore, the two research questions for this qualitative study focused on administrative practices that support co-teaching. The two research questions for this qualitative research study were a) What are the leadership practices of principals, as perceived by general education teachers, in support of co-teaching as a service delivery model in high schools? and b) What are the leadership practices of principals, as perceived by special education teachers, in support of co-teaching as a service delivery model in high schools? This research study utilized a qualitative phenomenological research approach which was an interview protocol used to collect data from high school general and special education teachers participating in the study. The criteria for participation included: a) high school general and special education teachers currently participating or had participated in a collaborative co-teaching team model servicing students with disabilities, and b) high school general and special education teachers participating or had previously participated in a collaborative co-teaching team model servicing students with disabilities in core-content areas. The findings for school divisions and high school principals are common vision, expectations for co-teaching, ongoing, job-embedded professional development, and amenities that support co-teaching. The findings in this study resulted in five implications for school divisions and high school principals. Implications for practice were provided at the conclusion of the study and focused on identifying the practices of principal leadership, as perceived by general and special education teachers, in support of co-teaching in high schools. Also, suggestions for future research were addressed in this study. / Doctor of Education / The purpose of this basic qualitative study was to identify perceptions of high school general and special education teachers regarding principal leadership practices in support of co-teaching as a service delivery model in high schools. During this basic qualitative study, the researcher investigated the perceptions of eight high school general and special education teachers by conducting one-on-one interviews to collect data on the participants' perceptions of principal leadership practices in support of co-teaching in high schools. This basic qualitative study resulted in five findings. The high school general and special education teachers indicated a) principals conveyed a common vision for co-teaching with all staff members, b) professional development was provided by the principal to support implementing a co-teaching model, c) principal collaboration and communication with co-teaching teams was provided for the co-teaching model, d) co-teaching expectations were communicated by the principal to all staff members to foster a collaborative environment, and e) administrative support is fundamental for effective co-teaching. The five findings resulted in five implications for high school general and special education teachers perceptions of principal leadership practices in support of co-teaching a) school divisions should provide school leaders with support to develop and articulate a common vision for co-teaching based on research and best practices, b) the school division can allocate funds to provide job embedded co-teaching (for both the general and special educator) professional development, training, and conferences for full co-teaching implementation, c) principals should provide scheduled collaborative opportunities with general and special education teachers working in co-teaching teams, d) principals should convey co-teaching expectations with all staff members in an effort to strengthen collaborative environments, and e) principals should provide general and special education teachers continuous support in co-teaching collaborations.

Yes / Background Recently, primary care in the United Kingdom has undergone substantial changes in skill mix. Non-medical prescribing was introduced to improve patient access to medicines, make better use of different health practitioners’ skills and increase patient choice. There is little evidence about value-based patient preferences for ‘prescribing nurse’ in a general practice setting. Objective To quantify value-based patient preferences for the profession of prescriber and other factors that influence choice of consultation for managing a minor illness. Design Discrete choice experiment patient survey. Setting and participants Five general practices in England with non-medical prescribing services, questionnaires completed by 451 patients. Main outcome measure Stated choice of consultation. Main results There was a strong general preference for consulting ‘own doctor’ for minor illness. However, a consultation with a nurse prescriber with positive patient-focused attributes can be more acceptable to patients than a consultation provided by a doctor. Attributes ‘professional’s attention to patients’ views’ and extent of ‘help offered’ were pivotal. Past experience influenced preference. Discussion and conclusion Respondents demonstrated valid preferences. Preferences for consulting a doctor remained strong, but many were happy to consult with a nurse if other aspects of the consultation were improved. Findings show who to consult is not the only valued factor in choice of consultation for minor illness. The ‘prescribing nurse’ role has potential to offer consultation styles that patients value. Within the study’s limitations, these findings can inform delivery of primary care to enhance patient experience and substitute appropriate nurse prescribing consultations for medical prescribing consultations. / Department of Health, Project 016/0108. NIHR, CDF/01/2008/009.

No / Aims and This analysis paper describes a comparative evaluation of service deliverables within the Service Level Agreements (SLA) of two acute psychiatric services; one inclusive and the other exclusive of occupational therapy. Methods: Six SLA agreements provided the standards by which the two services were evaluated. The SLAs were evaluated because they are used by the service managers and commissioners to measure performance and clinical effectiveness. The role of the occupational therapists and their contribution to the planning and delivery of the performance indicators is also considered. An evaluation framework was applied to explore the potential role occupational therapy may have had in any performance difference between the two sites. In doing so it is hoped to provide some evidence to support and inform occupational therapists and service managers on the role and of occupational therapy in acute mental health services. This comparative evaluation followed the first three of the five audit stages: 1. Preparing for audit; 2. Selecting criteria; and 3. Measuring performance level. Findings: The service with occupational therapy performed better on home leave day use, ward occupancy and less than 3-day admissions. Conclusions: By delivering their key roles of individual assessment, therapeutic groups, individual treatment and discharge planning occupational therapist were able to contribute to the overall efficiency of service delivery. These findings support the role of the occupational therapist in an acute psychiatric setting and provide guidance for managers on how to utilise occupational therapy in the delivery of service outcomes.

Yes / In October 2014, Simon Stevens, the chief executive of NHS England, committed the service to plugging £22 billion of the expected £30 billion gap in its finances by 2020 through productivity gains of 2–3% a year by 2020. Since that announcement, the Government promised to provide £8 billion by 2020. This may notionally have been received, but it has not alleviated the severity of these financial constraints (Barnes and Dunhill, 2015). With austerity measures biting even deeper into the budgets of NHS organisations, all staff are under pressure to make cost efficiencies and at the same time improve operational standards and patient outcomes. In this pressured change environment, there are hospitals and departments that have embraced the demand for change, creating innovative skills mix platforms from which to deliver services. But there are also those who have remained entrenched in operational protocols. In both scenarios, the overarching driver for service re-design has been operational efficiency guided by government targets.

The management control systems package has been the subject of recent studies but no study was found that examined the role of management control on service delivery in local government. The Victor Khanye Local Municipality in South Africa has experienced repeated service delivery protests attributed to a deficiency in the delivery of basic municipal services. An in-depth analysis was conducted on selected planning and budgeting aspects of the management control systems package and their role in the delivery of basic municipal services. This qualitative case study, carried out with semi-structured interviews, found that the Integrated Development Plan (IDP), the Service Delivery and Budget Implementation Plan (SDBIP) and the budget were used to improve the delivery of basic municipal services. Further research may be conducted on factors inhibiting 100% alignment between the IDP, the SDBIP and the budget, and to determine the role of a quarterly review system for low ranking employees on service delivery / Management Accounting / M. Phil. (Management Accounting)