Managed moves were conceived of as a means of giving a pupil a ‘fresh start’ in another school, often when the pupil is deemed to be at risk of permanent exclusion. Little research on managed moves has been published to date in spite of their prevalence in English and Welsh schools over the past decade. Existing research has largely focused on the views of professionals involved and there has been no published research focusing solely on the perspectives of the pupils who have had managed moves. The aim of this study was to add to the body of psychological research on managed moves through an exploration of pupil experience. Semi-structured interviews were carried out with six Year 10 and 11 pupils who had recently undergone a managed move between mainstream comprehensive schools. Interview transcripts were analysed using interpretative phenomenological analysis (IPA). From the interview data, themes for each participant emerged. These led to the identification of four overarching themes occurring across the participant group: the self as vulnerable; the impact of support on the self; identity as a learner; and the need to belong. The findings were discussed in the context of existing literature. Implications for practice for educational psychology services and local authorities were considered, particularly to consider how schools can be supported in understanding factors that may impact on pupils experiencing managed moves and helped to support pupils throughout the process.

<p> Studies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators&rsquo; pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study emphasized the diverse geographic locations of urban high school educators&rsquo; pre-service institutions and the perceptions of their pre-service and in-service education regarding 5 student health-related antecedents to conflict and violence in school. Data collection included individual audio-recorded interviews and a follow-up focus group. Data was analyzed by participant&rsquo;s responses to interview questions that aligned with research questions. Data was then coded, cross-coded, and triangulated to generate themes. The results indicated that pre-service teacher education programs are not addressing conflict resolution and violence prevention in schools among pre-service teachers. Further, study findings indicate that teachers and administrators are currently experiencing student health-related antecedents to conflict and violence in school. Research findings also indicated that in-service training is failing to address these critical issues. This study could impact positive social change by implementing relevant and innovative education within pre-service and in-service educator training to address school-level violence.</p><p>

<p> It is estimated that 23.1% of female students are raped or sexually assaulted during college (Department of Justice, 2014). As such, universities and colleges have a duty to address and respond to college sexual assault, but despite ongoing research, policy change, and extensive media coverage, the prevalence of sexual violence on campuses remains disturbingly high. This clinical dissertation proposes an enhanced approach to college sexual violence by shifting the focus of research and prevention programming away from the victims and toward the perpetrators. The primary objective of this dissertation was to develop a collection of protocols that may be utilized by colleges and universities to engage in active early identification of students at risk for initiating sexual assault via thorough exploration of risk factors for initiating sexual violence and existing early identification strategies. It is hoped that these recommendations will, in turn, inform intervention efforts in remediating the potential damaging effects for victims, perpetrators, and colleges at large.</p><p>

<p> This study follows incoming freshmen students for three semesters, tracking their GPA along with several psychological constructs. Theory of Intelligence, Performance Goals, Learning Goals, Confidence in Intelligence, Campus Connectedness, Sense of Belongingness: Antecedents, School Coherence, Leadership, and Followership were assessed. Results are discussed for each semester, along with the three-semester differences in scores and GPA. Retention is addressed in correlation with the measures.</p><p>

<p> Mental toughness, (MT), an inner focus and commitment to rise above challenges when facing adversity, has long been recognized as among the most important psychological attributes for achieving performance excellence in sport (Gould, Hodge, Peterson, &amp; Petlichkoff, 1987). It is widely believed that coaches play a key role in the development of essential MT attributes, and a study examining professional tennis players found that 81% of players cited their coach as the source of the MT strategies that they employ (Defrancesco &amp; Burke, 1997). The goal of this research was to investigate the main mental toughness attributes for tennis and strategies to achieve these attributes as recommended by NCAA Division 1 tennis coaches. Recorded phone interviews were conducted with eleven NCAA Division 1 coaches (10 male; 1 female) which ranged from 15&ndash;30 minutes in length. Interviews were semi-structured and included five main questions: defining MT as a term, determining MT&rsquo;s main attributes in regard to tennis, specific MT strategies to utilize, how the coach learned MT techniques, and resources needed to improve MT. </p><p> Results found that coaches defined MT as it relates to tennis as the ability to handle and respond to adversity, manage emotions and stress, and consistently maintain a high level of performance. The MT attributes listed by coaches were body language, hard work, consistency, emotional control, staying present, staying calm under pressure, and never giving up in a match. The top strategy suggested to develop MT qualities was making practice more difficult by utilizing conditioning, changing scoring rules, and increasing pressure by adding a consequence. Other strategies listed multiple times included utilizing breathing exercises/meditation, journaling body language and emotional states after matches and practice, utilizing match video, and establishing team goals and vision to refer back to in pivotal moments. Future directions in this field could include comparing coach and athlete perceptions of MT in tennis, looking at MT differences between levels of tennis players or coaches, and evaluating MT interventions in populations of tennis players.</p><p>

<p> The present study investigated the prevalence of depression, anxiety, stress and resiliency among college students in Cambodia. The study further identified the impact of socio-demographic factors including gender, place of upbringing, religious affiliation, and perceived financial status on the mental health and resilience of Cambodian college students. Significant predictors influencing depression, anxiety, and stress were identified. The present study was conducted among 529 Khmer students sampled from public and private institutions in Phnom Penh, Cambodia. Results found the sample to have mild to moderate levels of depression (M=6.85), moderate anxiety (M=6.61), and mild levels of stress (M=8.90). However, analysis of the severity of distribution explained that 44.6%, 54.2%, and 37.5% of students experienced symptoms above the moderate levels for depression, anxiety, and stress respectively. Results showed 89.8 % of students reported high levels of resiliency. Significant differences in level of depression, anxiety, and resilience were found based on students&rsquo; perceived financial status. Additionally, differences in resiliency were observed based on gender. While no socio-demographic or protective factors were predictive of stress, perceived financial status and resilience were found to be significant predictors of depression and anxiety among college students in Cambodia. Implications, limitations, and recommendations for future research are discussed.</p><p>

<p> In this research, I used a mixed-methods approach employing both autobiographical reasoning and psychometric instruments through a survey design to explore how the four cognitive mechanisms of Work Identity Theory (WIT) were developed in 754 college-educated participants&rsquo; lives. WIT is a vocational identity theory, which posits that, four cognitive mechanism: Effort, Reflection, Appraisal and Fusion are used by individuals to define their vocational identities. By vocational identity, I am referring to the sum total of a person&rsquo;s self-thoughts, attitudes, beliefs and actions that are informed by work experience. By cognitive mechanisms, I am referring to the mental processes used to develop a vocational identity. Multiple theories have emerged over the past one hundred years to explain the concept of a vocational identity. This study seeks to make two new contributions to the set of existing theories. First, the definition I propose of vocational identity does not have an implied, positive valence for having a well-developed vocational identity, but it encompass the many ways people define themselves in relation to their work. In contrast, the most frequently cited vocational identity theories are stage theories in which the highest stage is regarded as optimal. I posit this difference is important because it permits individuals to have different attitudes toward work and themselves without being stigmatized by the theory. Second, the focus of this research is to identify how the cognitive mechanisms come to exist through the study of participants&rsquo; self-identified most important developmental experiences in relation to each WIT cognitive mechanism. In addition to experiences, I also study the participants&rsquo; Need for Cognition (NFC), the propensity to engage in and enjoy thinking. This study has two key finding. First, people who think more deeply about their own lives, experience more development, at least in the cognitive mechanisms of WIT. Second, our life experiences do not matter as much as the depth of thought we give to them and subsequently what we take from them concerning the development of WIT&rsquo;s cognitive mechanisms.</p><p>

<p> Psychotic disorders can instill a tremendous amount of distress on affected individuals (Srihari et al., 2014). Research has established that decreasing the duration of untreated psychosis can yield moderate improvements in the ultimate outcome of persons with schizophrenia-spectrum disorders (Gon&ccedil;alves, de Rosalmeida Dantas, &amp; Banzato, 2016; Reading &amp; Birchwood, 2005). There exists a plethora of research directed at early identification of individuals at risk for psychosis within community-based settings (e.g., Johannessen et al., 2001; Power et al., 2007; Srihari et al., 2014). However, there have been limited efforts to generalize such endeavors to a college environment in the United States, despite the significant overlap between the typical age of onset for schizophrenia-spectrum disorders and the college student population. In order to address this issue, a comprehensive review of the literature pertaining to community-based early identification efforts was conducted. This review then informed the development of recommendations for higher education institutions to engage in early identification of psychosis within their student body. These recommendations are provided in a synthesized format for ease of distribution to colleges and universities.</p><p>

<p> The purpose of this research study was to develop a theory about how military experience influences the obesity trend among retired veterans. The grand tour question was phrased as how does cultural socialization, attributes, predispositions, and available opportunities influence the obesity trend among retired military veterans. The sample population included 15 retired military veterans who were professionals in the government or private industry at the time of the study. Participants were between 38 to 70 years of age and were retired from active duty military service after serving 20 or more continuous years of service. This qualitative study utilized a grounded theory methodology design to develop a theory completely grounded the data collected. Data sources included demographic surveys, interviews, field journal notes, memo writing, and member checking. Overall results suggested maladaptive coping behaviors developed throughout active duty years influence the obesity trend among retired military veterans.</p><p>

The educational attainment of Looked After Children (LAC), particularly in relation to their non-looked after peers, remain poor. The present study sought to further understand the contextual factors and individual mechanisms which act to support or hinder the educational progress of LAC at Key Stage 4. The study operated within a Critical Realist approach and sought the experiences of both LAC and professionals who work to support LAC. In total, eight participants took part in the study. Semi-structured interviews were completed with two LAC participants and six professionals. Both LAC participants were 17 years old and reflected on their experiences of Key Stage 4. Professionals included Virtual School Officers (VSO), a social worker and a Designated Teacher for LAC (DT). The current study utilised Grounded Theory Methodology (Corbin & Strauss, 2008) which allowed the researcher to develop a conceptual understanding of the observed data resulting in an overarching theoretical scheme. The researcher labelled this scheme 'Availability to Engage in Learning' (AEL). The researcher further identified the facilitative and inhibitive contexts and mechanisms which influence AEL. These were then placed in Context Mechanism Outcome models (Pawson & Tilley, 1997) to visually represent the ways in which they impact the educational progress of LAC. Finally, the implications of the findings with regards to the field of Educational Psychology are considered.