This thesis reports on the first empirical study of the volunteer appropriate adult service for young suspects and the first attempt to determine the extent and nature of volunteer appropriate adult provision nationally. The investigation provides an original insight into the philosophy, role, practice and co-ordination of the appropriate adult. At an empirical level, the investigation fills a gap in the current work on the appropriate adult by considering the use of volunteers in the role, in terms of their practice and co-ordination and the extent and nature of their use. The empirical research is based on a detailed case study of the Plymouth Youth Enquiry Service (henceforth YES) volunteer appropriate adult service and a national survey of YOT managers. The case study included participant observation, documentary analysis and a self-administered questionnaire survey at the YES volunteer appropriate adult service. The national study of YOT managers was based on a postal survey. At a theoretical level, this thesis uses theoretical perspectives from the fields of youth justice (for example, Brown, 1998; Muncie, 1999a) and criminal process (for example, Packer, 1968; McBarnet, 1981; Choongh, 1997) to explain the philosophy, role and practice of the appropriate adult. It argues that role has been constructed to serve different, and sometimes conflicting, purposes, ranging from due process, crime control, welfare, crime prevention and managerialism. In terms of practice, parents rarely contribute in interviews and, when they do, their contributions tend to be consistent with the crime control model. Social workers may act according to a welfare or control ideology. The volunteer's role has included elements of due process, crime prevention and welfare.

This study explores the teaching role of activists and community advocates who have become involved in the education and preparation of mental health professionals. Placed in the transcultural mental health context, the study aims to identify central features of the 'teaching role' of consumer and carer advocates as they have become employed via participatory strategies and employment scenarios within mainstream teaching programs and transcultural mental health centres. / The research approach used for this exploration is based on hermeneutics and ethnography, where I visit organisations and individual advocates on a participant- observation basis. This approach locates my researcher role as a central reflexive author in generating and interpreting data from experiences of organisational teaching practice, from conversing with advocates and clinical educators and from collecting and reading consumer and carer perspectives on reform in mental health care. Making interpretations from these social experiences means that I make selective use of relevant autobiographical details and knowledge from my employment in the mental health sector. / The central theme of the study is how consumer and carer advocates teach via the notion of lived experience, a key expression of recent workforce development policy in Australian mental health. The research outcomes from this focus indicate that the teaching work of advocates in contributing authoritative knowledge of self and others is influenced by many factors intrinsic to their performed representative role, rather than exclusively by their personal experience as a consumer or carer, as the policy of lived experience would suggest. I argue that the requirements of teaching as defined by the expectations of employing organisations and the clinical audience, and by traditions in representative advocacy and professional education all shape the way in which advocates build and express their knowledge in educational work. / From this broad interpretation, the study also argues that organisations in mental health need to carefully think about the way they construct teaching positions for community advocates and support their work. Performance expectations of representing others, being able to portray cultural understandings, effectively educating clinicians, utilising their personal stories and histories, and meeting other employment related tasks place diverse and possibly contradictory pressures on the consumer or carer wishing to express their perspective to the workers in the sector. / The study's major emphasis on the role requirements of advocate/ teachers and organisational expectations is then connected to a broader conversation about how (consumer) participation models are able to facilitate and support the involvement of community and identity groups not traditionally associated with the consumer movement. This focuses attention on how existing consumer models are bound to the language of consumerism and mental illness. The implications of these boundaries for realizing the ideals of participation in mental health are then discussed. This helps to contextualise the idea of whether the mental health sector is in a position to facilitate a democratic recognition of the service needs of different community groups. / Thesis (PhDNursing)--University of South Australia, 2005

This study explores the teaching role of activists and community advocates who have become involved in the education and preparation of mental health professionals. Placed in the transcultural mental health context, the study aims to identify central features of the 'teaching role' of consumer and carer advocates as they have become employed via participatory strategies and employment scenarios within mainstream teaching programs and transcultural mental health centres. / The research approach used for this exploration is based on hermeneutics and ethnography, where I visit organisations and individual advocates on a participant- observation basis. This approach locates my researcher role as a central reflexive author in generating and interpreting data from experiences of organisational teaching practice, from conversing with advocates and clinical educators and from collecting and reading consumer and carer perspectives on reform in mental health care. Making interpretations from these social experiences means that I make selective use of relevant autobiographical details and knowledge from my employment in the mental health sector. / The central theme of the study is how consumer and carer advocates teach via the notion of lived experience, a key expression of recent workforce development policy in Australian mental health. The research outcomes from this focus indicate that the teaching work of advocates in contributing authoritative knowledge of self and others is influenced by many factors intrinsic to their performed representative role, rather than exclusively by their personal experience as a consumer or carer, as the policy of lived experience would suggest. I argue that the requirements of teaching as defined by the expectations of employing organisations and the clinical audience, and by traditions in representative advocacy and professional education all shape the way in which advocates build and express their knowledge in educational work. / From this broad interpretation, the study also argues that organisations in mental health need to carefully think about the way they construct teaching positions for community advocates and support their work. Performance expectations of representing others, being able to portray cultural understandings, effectively educating clinicians, utilising their personal stories and histories, and meeting other employment related tasks place diverse and possibly contradictory pressures on the consumer or carer wishing to express their perspective to the workers in the sector. / The study's major emphasis on the role requirements of advocate/ teachers and organisational expectations is then connected to a broader conversation about how (consumer) participation models are able to facilitate and support the involvement of community and identity groups not traditionally associated with the consumer movement. This focuses attention on how existing consumer models are bound to the language of consumerism and mental illness. The implications of these boundaries for realizing the ideals of participation in mental health are then discussed. This helps to contextualise the idea of whether the mental health sector is in a position to facilitate a democratic recognition of the service needs of different community groups. / Thesis (PhDNursing)--University of South Australia, 2005

This study explores the teaching role of activists and community advocates who have become involved in the education and preparation of mental health professionals. Placed in the transcultural mental health context, the study aims to identify central features of the 'teaching role' of consumer and carer advocates as they have become employed via participatory strategies and employment scenarios within mainstream teaching programs and transcultural mental health centres. / The research approach used for this exploration is based on hermeneutics and ethnography, where I visit organisations and individual advocates on a participant- observation basis. This approach locates my researcher role as a central reflexive author in generating and interpreting data from experiences of organisational teaching practice, from conversing with advocates and clinical educators and from collecting and reading consumer and carer perspectives on reform in mental health care. Making interpretations from these social experiences means that I make selective use of relevant autobiographical details and knowledge from my employment in the mental health sector. / The central theme of the study is how consumer and carer advocates teach via the notion of lived experience, a key expression of recent workforce development policy in Australian mental health. The research outcomes from this focus indicate that the teaching work of advocates in contributing authoritative knowledge of self and others is influenced by many factors intrinsic to their performed representative role, rather than exclusively by their personal experience as a consumer or carer, as the policy of lived experience would suggest. I argue that the requirements of teaching as defined by the expectations of employing organisations and the clinical audience, and by traditions in representative advocacy and professional education all shape the way in which advocates build and express their knowledge in educational work. / From this broad interpretation, the study also argues that organisations in mental health need to carefully think about the way they construct teaching positions for community advocates and support their work. Performance expectations of representing others, being able to portray cultural understandings, effectively educating clinicians, utilising their personal stories and histories, and meeting other employment related tasks place diverse and possibly contradictory pressures on the consumer or carer wishing to express their perspective to the workers in the sector. / The study's major emphasis on the role requirements of advocate/ teachers and organisational expectations is then connected to a broader conversation about how (consumer) participation models are able to facilitate and support the involvement of community and identity groups not traditionally associated with the consumer movement. This focuses attention on how existing consumer models are bound to the language of consumerism and mental illness. The implications of these boundaries for realizing the ideals of participation in mental health are then discussed. This helps to contextualise the idea of whether the mental health sector is in a position to facilitate a democratic recognition of the service needs of different community groups. / Thesis (PhDNursing)--University of South Australia, 2005

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 102-105).

Thesis (Ph.D.) -- Flinders University, School of Political and International Studies. / Typescript (bound). Includes bibliographical references (leaves 334-359). Also available online.

Thesis (Ph. D.)--Duke University, 2007.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1997. / Includes abstract and vita. Includes bibliographical references (leaves 143-150).

Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed Jan. 21, 2005. Dissertation Committee: Michael A. Lorber (chair), Kenneth H. Strand, Kenneth F. Jerich, Adel Al-Bataineh. Includes bibliographical references (leaves 73-78) and abstract. Also available in print.

Thesis (Ph. D.)--University of California, San Diego, 2002. / Vita. Includes bibliographical references (leaves 273-293).