Home carers working chiefly with older adults were invited to participate in the study. Fifty nine consented and completed the questionnaires. Data was collected on external stressors, mediating factors, and strain indices experienced by home carers in their workplace. Well established measures were used, the General Health Questionnaire, the Occupational Stress Inventory, the Ways of Coping Questionnaire (short-form), the Maslach Burnout Inventory, the Minnesota Job Satisfaction Scale, as well as a demographic questionnaire designed for the study. The results indicated that the majority of home carers experienced various aspects of their jobs as stressful, namely role demands but do not necessarily report strain. A range of coping strategies used by this group were assessed. As expected wishful thinking as a coping strategy was positively correlated with the emotional exhaustion and depersonalisation dimensions of burnout, reduced job satisfaction and general emotional mental health. Social support and problem-solving were also used as strategies, the success of social support was highlighted by the negative correlations found with the emotional exhaustion and depersonalisation dimensions of burnout, and positive correlations found with job satisfaction. The differences between the home carers sample and the norm groups on the job satisfaction scale, the burnout scale, and GHQ-12 indicated significant lower levels of burnout, equal levels of job satisfaction, and a significantly lower proportion of clinical caseness. The stressful aspects of the home carer work were discussed. Although care work was viewed as rewarding by many nevertheless some indicators of stress were present. It was conjectured that the deleterious effects of reported stress was being effectively mediated through use of the various constructive strategies, namely social support from family and colleagues. Limitations of the study are discussed both in terms of method used, the nature of the sample and the issues around the measure of stress and relevant moderators.

Paper One: Developing positive relationships between schools and families has become an increasing priority within education in order to best support children and young people’s learning and development. Despite an increasing focus on seeking the parental ‘voice’, the views and experiences of school staff, parents and children appear to have limited prominence within the literature. This paper presents a piece of illuminative Community Psychology research that explored home-school relationships from the perspectives of school staff, parents and children from four Primary schools in a local community. A mixed-methods approach to data collection involved twenty-eight staff and sixty-four parent questionnaires, a focus group with eight children, and semi-structured research interviews with six staff and five parents. The importance of effective communication to encourage home and school to ‘work together’ is highlighted along with the need to provide support tailored to local needs focused around developing parental knowledge and skills to support children’s learning. The findings offer valuable insights into the views and experiences of parents, school staff and children around the current communication and engagement practices of schools in a local community. There are also implications for educational practice, including within Educational Psychology, in developing more effective home-school relationships in the future. Paper Two: With an increasing focus on supporting parental involvement within education, the development of effective ‘partnerships’ between schools and families is widening. Despite the wealth of information and advice around engaging parents in education (DfE, 2011), there appears limited training and ongoing support for school staff on how to foster and maintain these positive interactions and how to tackle ‘real life’ issues faced within home-school relationships. This research explored the role of a Community Educational Psychologist working with school staff to develop and maintain positive home-school relationships. Through support and facilitation from a Trainee Community Educational Psychologist, a series of education and supervision sessions were developed with a group of school staff to increase knowledge and confidence around the applications of psychology within education and the influential factors in home-school interactions. A model of reflection was introduced through the supervision sessions to assist the creation of a sustainable support network for staff within school concerning their work with families. The findings highlighted a ‘need to’ and ‘desire for’ developing school staff knowledge and confidence and the significant impacts of the education/supervision sessions in achieving this. Factors enabling and preventing progress through these sessions were noted along with the value of ‘sharing’ within supervision. The necessity of continued practice in order to embed supervision into teaching practice was acknowledged, and the positive impact of a Community Educational Psychologist facilitating these groups was found. Implications for educational practice, including within Educational Psychology, in supporting school staff with home-school relationships are discussed.

Behavioral skills training (BST) has been employed within many different populations to effect change in the way of reduction or acquisition of behaviors. For this study, a multiple-baseline across participants and modified ABAB design were employed. Analogue assessments and in-situ probes were conducted with three teachers following an initial training which occurred several months previously. These pre-assessments were followed by a separate booster training session for each individual teacher which lasted three and a half hours or less. Following the training, analogue and in-situ post assessments were conducted with each teacher. The independent variable was the booster training and the dependent variable was the percentage of steps performed correctly within each of the tools across assessments. Results showed the booster training to be effective in raising teacher scores as measures of performance of skills learned in the training to higher than those before the training. Some were even higher than the posttraining scores of the initial training. These results suggest that a booster training was effective in helping to raise scores following many months following the initial training.

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ABSTRACT THE EFFECTS OF HOSPITAL UNIT NURSE LEADERS’ PERCEIVED FOLLOWER SUPPORT ON NURSING STAFF PERFORMANCE OUTCOMES by JOY BAILEY Hospital unit nurse leaders are increasingly expected to deliver high quality patient outcomes at less cost yet very little is known about how they accomplish these goals while meeting work force demands and the needs of the organization. Whereas the literature is replete with studies about the work environment of nurses in general, very little has been published that examines the work environment of unit nurse leaders even though, by virtue of their role, they are inextricably linked to both staff performance and patient outcomes and ultimately the success of hospital organizations. The purpose of this study was to examine nursing support relationships (unit nurse leaders’ perceived follower support (PFS), nursing staff perception of leader supportive supervision (SS) and unit nurse leaders’ perceived organizational support), unit nurse leaders’ work stressors (role conflict, workload and span of control) and nursing staff outcomes of work team cohesion (WTC), job satisfaction, absenteeism and turnover intent on the acute care hospital nursing unit. Thirty-two unit nurse leaders from nine urban hospitals, along with 397 of the staff they supervised were surveyed. Seventy-seven percent (n = 305) of the nursing staff were registered nurses; the remaining 23% (n = 92) were nursing assistants and unit secretaries. The average nurse leader’s span of control was 41staff members (SD=43.5; range: 24-135). Most nurse leaders were affiliated with academic medical centers. Results showed that leaders with higher levels of PFS were more likely to display higher levels of SS of their staff and that higher levels of SS were associated with greater WTC, higher staff job satisfaction and increased staff intent to remain with the organization. Supportive supervision mediated the relationship between PFS and staff work team cohesion, job satisfaction and turnover intent. Also the negative effects of nurse leader role conflict on SS weakened with higher PFS. This preliminary study lays the ground work for more expansive studies on supportive interactions between unit nurse leaders and their staff, with potential to inform nurse administrators about the importance of the unit leader/staff relationship and its influence on nursing staff performance outcomes and ultimately patient outcomes.

Yes / Children’s hospices provide a range of services for babies, children and young people who have life-shortening conditions, including care after death in specialist ‘cool bedrooms’. Caring for children after death is a challenging area of hospice care, with variation seen within, and between organisations. The study aims to identify current practices and to produce guidelines that promote safe practice in moving and handling and managing physiological deterioration of children after death. An electronic questionnaire was sent to all 54 British children’s hospices; 33 responded (=62% of hospices). Variation in the way in which children’s hospices delivered care after death was identified, in terms of the length of stay, care provision and equipment used, owing to demands of individual families and the experience and confidence of practitioners. Internal variation in practice can lead to practitioner anxiety, and risk-taking when providing care, particularly in the presence of family members. Practice recommendations have been made that reflect the practical demands of caring for a child’s body after death; these have been split into two parts: moving and handling considerations and managing physiological deterioration. These recommendations should be used to support the development of policy and practice, allowing organisations to standardise staff expectations and to support practitioners when caring for children after death.

This dissertation originates in research project Potřeby a podpora pracovníků poskytujících paliativní péči v hospicích (FHS_P19_2014_068) (Paliative Hospices Care Staff Needs and Support) which was implemented in 2015. The dissertation deals with needs of hospices staff. These are derived from demands and requirements placed on the staff and correlate with their workload. I express management strategies and attitudes related to staff support. In the theoretical part of the dissertation I survey organization culture and ways and means of staff care. One of the care forms may be supervision. I⁠ focus on its possible form (shape) and supervisor's function. The empirical part of the dissertation is based on the research performed in two hospices. I focus on facility description and provided care. It is based on conversations with staff and management of these facilities. I try to depict the way management views the staff support, demanding situations they are exposed to and their idea of management support. Last but not least I⁠ focus on the supervision area, the way the staff perceives it, to what extent they see it as a contribution (benefit) and what do they expect of it. Powered by TCPDF (www.tcpdf.org)

The purpose of the newly implemented Transitional Kindergarten program in California is to provide an additional year of early childhood education to young students in order to prepare them for school (American Institutes for Research, 2012). The implementation of Transitional Kindergarten into California’s public school districts was executed quickly without clear guidelines or training for teachers. The resultant gap in understanding Transitional Kindergarten’s goals is an educational issue that needs to be addressed. Until standards and guidelines are finalized for Transitional Kindergarten programs, California’s school districts decide how to implement their programs. The purpose of this research study was to examine the extent to which Transitional Kindergarten teachers perceive they are prepared to teach in a Transitional Kindergarten Classroom and to identify resources, support for, and professional development teachers in TK believe they need. The following research questions guided the study: 1. To what extent do participants perceive they are prepared to teach in a Transitional Kindergarten class? 2. To what extent does the level of perceived preparedness correlate to the participants’ years of experience, type of district, or Pre-school teaching experience? 3. What resources, support, and professional development opportunities do participants believe they need from their school district to teach in a Transitional Kindergarten class? Through an analysis of a quantitative survey, the conclusion of this study confirmed that Early Childhood Education knowledge is desired by Transitional Kindergarten teachers. The researcher contacted forty-five Transitional Kindergarten teachers within San Joaquin County and seventeen teachers participated. The study found that the additional support desired by Transitional Kindergarten teachers are: 1) teachers aides/assistants, 2) help with assessments, and 3) a more clear message about what Transitional Kindergarten curriculum should cover. It is recommended by the researcher based on the results that districts provide clarity about the expectations of TK to all stakeholders, create an implementation guide, and clear standards for all TK teachers.