Journal articles on the topic 'Inclusivity and wellbeing'

AbstractAims To establish the current support and knowledge around mental health and equality, diversity and inclusion at a UK Dental School and make suggestions about improvements.Objectives Conduct a survey of dental undergraduate students at Newcastle Dental School to elicit responsesMethods Bachelor of Dental Surgery and Bachelor of Oral and Dental Health Science students at Newcastle University were invited to participate in this cross-sectional survey via email. Following electronic consent, an electronic questionnaire via an online form builder was distributed via email. Participants were asked questions on experiences and feelings towards wellbeing support, mental health and equality, diversity and inclusion topics, including improvements that could be made.Results In total, 89 students participated. The majority of participants were white, women and heterosexual. Wellbeing support was present and generally accessible. Students were aware of mental health conditions but unsure how to manage them in a clinical setting. Students were generally unaware of barriers to care faced by LGBT+ and racialised minority patients. Students were mainly uncomfortable disclosing personal issues with their personal tutor. Students responded positively to some suggested improvements in support and education surrounding mental health and inclusivity.Conclusion Our study highlighted the areas where Newcastle Dental School continues to provide high levels of support for students but also areas that may require attention through further study and focus groups, with an aim to increase diversity of respondents so that further exploration regarding the intersectionality of identity can be undertaken.

Evidence on the role of the arts in promoting health and wellbeing has grown over the last two decades. In the United Kingdom, studies using secondary data sources have documented temporal variations in levels of arts engagement in the population, its determinants and its mental wellbeing implications. However, arts engagement is often characterized by prioritizing “high-brow” art forms. In this article, we introduce the HEartS Survey, a tool that aims to increase the balance between inclusivity and brevity of existing arts engagement measures and to focus specifically on the connection between arts engagement and social wellbeing. We explore trends in participatory and receptive engagement with literary, visual, performing, crafts and decorative arts among 5,338 adults in the UK in 2018–2019 using summative engagement scores and cluster analysis. Regression models, adjusted for demographic, socioeconomic, health, and social covariates, examine correlations between arts engagement and psychological and social wellbeing measures. Over 97% of respondents reported engagement in one or more arts activities at least once during 2018–2019, with reading and listening to music being the most popular activities. Arts engagement grouped into three distinct clusters: 19.8% constituted “low engagers” whose main source of engagement was occasional reading; 44.4% constituted “receptive consumers” who read and listened to music frequently and engaged with popular receptive arts activities such as cinema, live music, theater, exhibitions, and museums; and 35.8% constituted “omnivores” who frequently engaged in almost all arts activities. In agreement with existing studies, more arts engagement was associated with higher levels of wellbeing, social connectedness, and lower odds of intense social loneliness. In contrast, we found a positive association between more arts engagement, depression, and intense emotional loneliness for the most highly engaged omnivores. We conclude that arts engagement in the population forms specific profiles with distinct characteristics and consider implications for mental and social wellbeing.

In the UK, there has been a disproportionate impact of Coronavirus disease (COVID-19) on individuals from Black Asian & Minority Ethnic (BAME) groups including those working in the NHS. Many male NHS staff have been asked to remove their beards for the ‘fit test’. However this can have negative implications on their spiritual, psychological & emotional wellbeing. . This paper surveyed the responses of 469 healthcare BAME healthcare professionals (HCPs) with beards regarding the challenges they face in regard to personal protective equipment (PPE), mask fit testing and attitude of employers and colleagues. Professional discrimination through fit testing rejection, unavailability or inadequate PPE and the pressure to shave beards were reported to be unpleasant and underreported outcomes of the pandemic. NHS trusts and hospitals need to adjust their policies to ensure inclusivity in their COVID-19 arrangements.International Journal of Human and Health Sciences Vol. 06 No. 01 January’22 Page: 113-122

Aim/Purpose: To inclusively consider the diversity within student gender-identification at post-secondary institutions, we investigate expanding gender self-identification options on admissions forms; often the first point of student contact with campuses. Background: Even if inspired and motivated by inclusion, many of the gender categories in use presently have challenges, including conflating gender identity with sex assigned at birth, providing too many response options giving rise to ethical issues, and using outdated or misunderstood terms. Methodology: We conducted a sequential mixed-methods exploratory research design that consisted of interviews (n=9) with administrators in post-secondary institutions, followed by a survey of said administrators (n=21), and finally a survey of students (n=45). Contribution: The data detail experiences and inform best practices for ensuring gender inclusivity, specifically concerning students who identify as transgender or non-binary, when filling out forms. Findings: Results indicate that moving beyond binary gender categories entails a balance between (1) institutional issues of data integrity for effective use of gender data, and (2) providing flexible and inclusive options for gender-identification that extend within and beyond the gender binary to ensure students are counted where historically they have been invisible. Recommendations for Practitioners: To balance inclusivity and data management institutions may consider a two-part question, first asking about gender (woman, man, non-binary), and then asking about gender-identification experiences (yes/no). Recommendation for Researchers: As a system, we must find a way to balance inclusion with data management, and transgender and non-binary students must be free of administrative burdens in order to exercise their voice and access post-secondary education. Impact on Society: Collecting expanded gender categories in the school system is only the beginning of a shift in how transgender and non-binary students feel welcomed and supported on campus. The shift is critical to the focus and wellbeing of these students. Future Research: Future researchers, we suggest, may wish to focus on gathering examples of implementation of expanded categories and illustrations of how these data are used to inform and shape changes to policy, practices, spaces, services, and programs. More in-depth exploration of the inclusion of Two Spirit identities in ways that allow their identity to remain intact rather than partially represented in response to the gender question.

The United Nations (UN) places inclusive and equitable lifelong quality education at the center of its Sustainable Development Goal (SDG) 4: Quality Education. Nevertheless, the express inclusion of gender non-conforming and sexual minority students is omitted from UN communications. Drawing on interview and focus group data with recent secondary graduates who identify as LGBTQ+ (n = 20), we investigate their experiences, in terms of equity and inclusivity and lack thereof, in schools during the first years of the SDG-era in Spain (the data collection type respected participants’ personal preferences). Three SDGs, complementary to SDG4, were used as a framework for data analysis: SDG3 Good Health and Well-being, SDG5 Gender Equality, and SDG10 Reduced Inequalities, with SDG4 interconnectedly at the center of the overarching analyses. Participants reported preventable aggressions that affected their mental health and wellbeing in schools, receiving little LGBTQ+-related content in classes other than one-off mentions, and reflected on gender inequalities in their treatment from both peers and teachers. The authors discuss the need for local and national development education action plans and policies to address the exclusion and marginalization of LGBTQ+ students in Spanish high schools and elsewhere.

10530 Background: Learner wellbeing may be adversely affected by the experience of discrimination. Eliciting details from this vulnerable population about these experiences is a challenge. This study characterizes trainee experiences of discrimination and inclusion to inform graduate medical education (GME) policies and practice. Methods: Anonymous semi-structured, private phone interviews were conducted with fellows after informed consent. No identifying information was exchanged and the interviewer had no supervisory role over learners. Demographic information was obtained via anonymous online survey. Results: Of 29 fellows approached, 20 consented; 17 interviewed (10 men; median age 32 years). Racial & ethnic distribution: 6 Asian, 2 Black, 2 Multi-racial, 4 White, 3 Hispanic/Latino. All fellows reported discriminatory behavior that they either experienced or witnessed. Incidents of discriminatory behavior towards trainees were more common from patients (pts) (n = 41) than staff (n = 12). Discrimination from pts included requesting a different physician based on accent (n = 13), race (n = 11), perceived avoidance of a trainee considered “different” (n = 11), sex (n = 5), & ethnicity (n = 4). Six trainees were aware of policies against pt discrimination but only 1 trainee reported an incident. Trainees did not report because of the nature of incidents (micro aggressions that are difficult to characterize) and sense of futility of reporting. Discriminatory behavior from staff was based on perceived micro aggressions (n = 4), sex (n = 3), ethnicity (n = 3), ageism (n = 1), and sexual orientation (n = 1). Impact on trainees ranged from negative (personal anguish) to positive (motivation to improve communication). Coping mechanisms included debriefing with family/trainees and focusing on good pt experiences. Trainees felt that having diverse co-fellows, involvement on committees, and supportive program leadership promoted inclusivity. Conclusions: Our study found that discriminatory behavior towards trainees is common. Our methodology allows for honest & safe discussions. GME programs must assess their learning climate with respect to bias/inclusivity & develop appropriate processes.

Nature-based solutions (NBS) are currently being deployed in many European Commission Horizon 2020 projects in reaction to the increasing number of environmental threats, such as climate change, unsustainable urbanization, degradation and loss of natural capital and ecosystem services. In this research, we consider the application of NBS as a catalyst for social inclusivity in urban regeneration strategies, enabled through civic participation in the co-creation of green interventions with respect to social cohesion and wellbeing. This article is focused on a social monitoring framework elaborated within the H2020 CLEVER Cities project, with the city of Milan as a case study. Firstly, we overviewed the major regeneration challenges and expected co-benefits of the project, which are mainly human health and wellbeing, social cohesion and environmental justice, as well as citizen perception about safety and security related to the NBS implementation process. Secondly, we examined the relevance of using NBS in addressing social co-benefits by analyzing data from questionnaires against a set of five major indicators, submitted to citizens and participants of activities during pre-greening interventions: (1) Place, use of space and relationship with nature, (2) Perceived ownership and sense of belonging, (3) Psychosocial issues, social interactions and social cohesion, (4) Citizen perception about safety and security, and lastly, we analyzed (5) knowledge about CLEVER interventions and NBS benefits in relation to socio-demographics of the questionnaires’ respondents. Thirdly, we cross-referenced a wind-rose multi-model of co-benefits analysis for NBS across the regeneration challenges of the project. Because of the COVID-19 emergency, in this research we mainly focused on site observations and online questionnaires, as well as on monitoring pre-greening scenarios in three Urban Living Labs (ULLs) in Milan, namely CLEVER Action Labs. Lastly, this study emphasizes the expected social added values of NBS impact over long-term urban regeneration projects. Insights from the pre-greening surveys results accentuate the importance of the NBS interventions in citizens’ perceptions about their wellbeing, general health and strong sense of neighborhood belonging. A wider interest towards civic participation in co-management and getting informed about NBS interventions in the Milanese context is also noted.

Background: There is increasing interest in applying palliative care approaches for patients with Parkinson’s disease. Methodological studies are needed to validate palliative care outcome measures for Parkinson’s disease to build this evidence base. As many patients with Parkinson’s disease have cognitive and/or communication issues, proxy outcome measures may improve the inclusivity and relevance of research. Aim: To assess the validity of proxy caregiver reports for several potential palliative care outcome measures. Design: A cross-sectional study of Parkinson’s disease patients and caregivers completed a battery of outcome measures relevant to palliative care including the Memorial Symptom Assessment Scale, Hospital Anxiety and Depression Scale, Prolonged Grief Questionnaire 12, Parkinson Disease Questionnaire 39, Functional Assessment of Chronic Illness Therapy–Spiritual Wellbeing, and Schwab and England. Intraclass correlation coefficients were used to assess agreement. Setting/participants: A total of 50 Parkinson’s disease patient and caregiver dyads recruited at an academic medical center, Veterans Affairs Medical Center, and community support groups. Results: There was moderate to good agreement for Schwab and England, Parkinson Disease Questionnaire 39 total, and majority of Parkinson Disease Questionnaire 39 subscales; moderate to good agreement for the Hospital Anxiety and Depression Scale, Functional Assessment of Chronic Illness Therapy–Spiritual Wellbeing, Prolonged Grief Questionnaire 12, and Memorial Symptom Assessment Scale; and poor to moderate agreement for the Parkinson Disease Questionnaire 39 stigma, social support, and bodily pain subscales. Caregivers tended to attribute higher symptom severity than patients. We did not detect differences in intraclass correlation coefficient based on cognitive status but patients with advanced illness had significantly lower intraclass correlation coefficients for several outcomes. Conclusions: Caution is indicated when considering caregiver proxy reporting for most outcomes assessed, particularly in Parkinson’s disease patients with advanced disease.

In 2017, marginalised groups were disproportionately impacted by extensive flooding in a rural community in Northern New South Wales, Australia, with greater risk of home inundation, displacement and poor mental health. While social capital has been linked with good health and wellbeing, there has been limited investigation into its potential benefits in post-disaster contexts, particularly for marginalised groups. Six months post-flood, a cross-sectional survey was conducted to quantify associations between flood impact, individual social capital and psychological distress (including probable post-traumatic stress disorder). We adopted a community-academic partnership approach and purposive recruitment to increase participation from socio-economically marginalised groups (Aboriginal people and people in financial hardship). These groups reported lower levels of social capital (informal social connectedness, feelings of belonging, trust and optimism) compared to general community participants. Despite this, informal social connectedness and belonging were important factors for all participant groups, associated with reduced risk of psychological distress. In this flood-prone, rural community, there is a pressing need to build social capital collectively through co-designed strategies that simultaneously address the social, cultural and economic needs of marginalised groups. Multiple benefits will ensue for the whole community: reduced inequities; strengthened resilience; improved preparedness and lessened risk of long-term distress from disaster events.

COVID-19 has reinforced the need to revisit the integration of health within disaster risk reduction (DRR) strategies for biological hazards in a system-wide approach. In November 2020, DRR experts attended the Asia-Pacific Partnership for Disaster Risk Reduction (APP-DRR) Forum to share progress and learnings in the areas of health system resilience, data management, residual risk management, risk communication, digital literacy, and knowledge product marketing. Advancements for health in DRR included the importance of multi-sectoral, multi-hazard action plans; adaptation to technological advancements in data collection, dissemination and protection; promoting the health and wellbeing of essential and nonprofessional workers; and improving inclusivity in digital literacy. COVID-19 has affected progress towards the Sustainable Development Goals (SDG) and created a unique opportunity within DRR to re-evaluate the adequacy of response mechanisms against concurrent, cascading or interacting risks of future biological hazards. Health emergency disaster risk management (Health-EDRM) is a new World Health Organization paradigm that includes DRR at intra-, inter- and multidisciplinary levels. Scientific advancement under Health-EDRM is necessary for health and non-health actors in DRR education and research. Continuous education on the multifaceted risk governance is a key to building awareness, capacity and accelerating towards achieving the international DRR and the SDG targets.

In view of the 2020 global health crisis and its repercussions on the global economy, the need to redirect conventional economic thinking towards securing global economic sustainability is most critical. The Sustainable Development Goals (SDGs) are a significant move in this direction. However, in the past few years, a clearer understanding of inclusive economics and sustainability indicators have progressed our ability to reduce economic exclusion, chiefly represented by global inequality. Collective wellbeing within the “global village” is shaped largely by these avenues/directions, thus presenting the question: can an improved combination of sustainability priorities be identified that would substantially enhance countries’ adoption of the SDGs? New, inclusive paths to economic progress are essential to a world economy in crisis recovery mode. The aim of the paper is to qualitatively identify key indicators from these different directions to, collectively, address some of the most significant drivers of global inequality, thus improving the adoption rate of the SDGs. As its main contribution, the study found that for economic inclusivity to realistically reduce global inequality its full integration into three areas is necessary: business models, public policy and community development. This should also be supported by “social covenants” to facilitate improved SDG adoption by countries.

There is growing recognition that greenspace provides invaluable benefits to health and wellbeing, and is essential infrastructure for promoting both social and environmental sustainability in urban settings. This paper contributes towards efforts to build ‘just’ and equitable urban sustainability, and more specifically greenspace management, by drawing attention to hostility and exclusion experienced by two-spirit, lesbian, gay, bisexual, transgender, queer, genderqueer, pansexual, transsexual, intersex and gender-variant (2SLGBTQ+) park occupants. There is evidence that access to greenspace is inequitable—despite ongoing media accounts of targeted violence and discriminatory police patrolling of 2SLGBTQ+ communities in urban parks, this population has not received adequate research attention. This paper examines systemic barriers that impede urban greenspace access among 2SLGBTQ+ communities, including how the threat of violence in greenspace limits opportunities for accessing benefits associated with naturalized settings. These themes are explored within the context of the City of Toronto, Canada. Our mixed-method approach draws upon key informant interviews, key document content analysis, and ground-truthing. Our findings reveal how queer corporeality, kinship and love subvert deeply entrenched heteronormative social values and understandings of sexuality, partnership, gender, and use of public space, challenging institutional understandings of morality and daily life. The paper concludes by reflecting on the state of 2SLGBTQ+ communities’ relationships to greenspace, and potential ways forward in building greater inclusivity into the social fabric of park design and management.

The ongoing coronavirus disease 2019 (COVID-19) pandemic has affected the global population, especially the vulnerable groups such as children, the elderly, indigenous people, and people with disabilities. Restriction and limited access to education, health, and public services due to measures taken to cope with the pandemic have made life even more difficult for people with disabilities, particularly those with intellectual ones. People with intellectual disabilities were not counted as a high-risk population, thus being excluded in most public health measurements that are done to encounter the pandemic. Several investigations have been conducted to explore the impacts of the COVID-19 pandemic on children, women, and the elderly, yet very few discussed how pandemics affected people with intellectual disabilities. This article is a review of existing literature using Medical Subject Headings (MeSH) keywords like “COVID-19” and “intellectual disabilities” which was conducted in Pubmed, Web of Science, Mendeley, Google Scholar and ResearchGate to find related studies. Here we reviewed studies on the impacts of the COVID-19 pandemic on people with intellectual disabilities, including access to education, healthcare, public services, and other related concerns. We also discussed the inclusivity of COVID-19 prevention and control measures taken so far and how it should be designed to accommodate people with intellectual disabilities. This review is expected to provide an insight for the stakeholders and policymakers to employ better and more inclusive approach in the management of pandemic to ensure the wellbeing and rights of people with disabilities in general and people with intellectual ones in particular.

Dementia can be a lonely, stigmatising and isolating illness. People living with dementia and their carers want to remain connected with their local communities and feel safe, welcome and valued. A growing community awareness of dementia has borne the concept of dementia friendliness and dementia friendly communities.Core features of dementia friendly communities are supportive, inclusive, welcoming and safe environments. Public libraries are widely valued as safe, accessible and welcoming community assets and in this sense are well placed to be part of dementia friendly communities. This study has sought to understand how publiclibraries contribute to Australian dementia friendly communities. A mixed methods approach with a sequential exploratory design was employed to answer two distinct questions: firstly, how are individual needs of patrons living with dementia and their carers being met; and second, is there alignment between dementia friendly public libraries and the ALIA Framework for Australian Public Libraries. From a review of international and Australian literature, features of dementia friendly public libraries were codified along two facets—services and enabling environments. This study found that dementia friendly public libraries offered a suite of services and enabling environments that benefit people living with dementia and their carers. Collectively, they enable social capital and contribute to personal development and wellbeing, informed and connected citizens, and ultimately stronger more inclusive communities—achieving five of the six ALIA outcome measures. Public libraries located in dementia friendly communities provided similar benefits, although some inconsistencies were evident with a shift to age-friendliness. Dementia friendliness is a reflective movement and public libraries in dementia friendly communities must continue to respond to the needs of that community. There was an absence of strategic planning by the public libraries assessed to provide for such need, and thus targeted, collaborative planning could be considered to enhance dementia friendliness and inclusivity.

Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed. Methodology: Through an online questionnaire sent to UK institutions, this study captures and reflects on the diverse experiences of doctoral education. The study took a predominantly phenomenological approach, placing the focus on understanding how individual researchers experienced their working environment. Contribution: This questionnaire offers a ‘campus climate’ study, providing a much-needed insight into the experiences of doctoral researchers in the UK in 2017. The study also highlights the importance of acknowledging the diversity of doctoral researchers and adapting supervisory and institutional support to meet the differing needs of doctoral researchers. It considers themes such as the impact of the working environment, experiences of macroaggressions and harassment, the need for researchers to work internationally, and the visibility of role models. The complex nature of the supervisor-student relationship is also considered throughout. Findings: Although many LGBTQ+ doctoral students felt they were studying in a supportive institution, the questionnaire highlights a diverse range of inclusivity issues as well as direct instances of homophobic and/or transphobic behavior. Recommendations for Practitioners: From this questionnaire, it is concluded that there is a need for a critical examination of systems and spaces in which doctoral education takes place and the implementation of systems and spaces that are inclusive. There is a need for all those involved in doctoral education to understand how identifying as a LGBTQ+ researcher can impact on your experience of doctoral education. And, finally, there is a need for better LGBTQ+ visibility, better representation, and better mentoring. Recommendation for Researchers: If doctoral education is to meet the needs of an increasingly diverse workforce, research needs to take into account the views and experiences of minority and marginalized groups that may challenge or be in tension with the views of the larger research population. Impact on Society: As the demographic of the doctoral researcher population diversifies, it is increasingly important that our approach to doctoral education and the systems and processes that underpin doctoral education are adapted to meet the needs of that diverse population. Future Research: There is potential scope for future studies to focus specifically on issues of intersectionality, disciplinary differences, health and wellbeing, representation, voice, and agency, as well as productivity, attainment, and career development of LGBTQ+ doctoral researchers.

To date, top-down approaches have played a fundamental role in expanding the comprehension of both existing, and future, climatological patterns. In liaison, the focus attributed to climatic mitigation has shifted towards the identification of how climatic adaptation can specifically prepare for an era prone to further climatological aggravations. Within this review study, the progress and growing opportunities for the interdisciplinary integration of human biometeorological aspects within existing and future local adaptation efforts are assessed. This encompassing assessment of the existing literature likewise scrutinises existing scientific hurdles in approaching existing/future human thermal wellbeing in local urban contexts. The respective hurdles are subsequently framed into new research opportunities concerning human biometeorology and its increasing interdisciplinary significance in multifaceted urban thermal adaptation processes. It is here where the assembly and solidification of ‘scientific bridges’ are acknowledged within the multifaceted ambition to ensuring a responsive, safe and thermally comfortable urban environment. Amongst other aspects, this review study deliberates upon numerous scientific interferences that must be strengthened, inclusively between the: (i) climatic assessments of both top-down and bottom-up approaches to local human thermal wellbeing; (ii) rooted associations between qualitative and quantitative aspects of thermal comfort in both outdoor and indoor environments; and (iii) efficiency and easy-to-understand communication with non-climatic experts that play an equally fundamental role in consolidating effective adaptation responses in an era of climate change.

Inclusively accessible green areas are essential for livable cities. The residential greenery on a door’s step of urban dwellers has rarely been the subject of research. Here we provide insights into the state of the art of residential greenery in Berlin, Germany. We focus on socially disadvantaged neighborhoods exposed to high loads of environmental stressors and belonging to four relevant building types of Central European cities. 32 plots in eight sample areas were randomly chosen and surveyed during 2017 and 2018. We surveyed the presence of structural elements, the presence and abundance of woody species and the health-related ecosystem (dis-)services (i.e., species’ air filtration and allergenic potential). We analysed the similarity among tree species to assess plant use patterns. The air cleaning and allergenic potential of woody species were assigned based on literature. In order to discuss strategies to improve residential greenery, we performed an analysis of strengths, weaknesses, opportunities and threats of these green spaces. We revealed a high dissimilarity of woody species assemblages across sites and within different building types, indicating no common plant use fashion. Recorded species provide moderate to high air filtering capacity. One to two third of all trees have a high allergenic potential that has to be addressed in future plant use decisions. Bike racks, benches, lights and playgrounds are common elements, whereas bioswales, facade-bound greening, atrium, fountains or ponds are rare. Their implementation can enhance the health and wellbeing of local residents. Building-attached greenery can improve densely built up areas of the Wilhelminian period, whereas space-intensive measures can be implemented in the spacious greenery of row–buildings settlements of the 1920s–1970s and of large housing estates of the 1970s–1980s. We revealed a high motivation for (co-)design and care by residents and discussed strategies on transformation towards multi-functional, healthy and biodiversity-friendly residential greeneries.

AbstractThroughout the current global pandemic, many people have had to adapt to new ways of interacting through virtual platforms. For those with access to new technologies this transition has been straightforward, but not easy and for those without it, life has become socially isolating, frightening, and lonely. The impact of COVID-19 on the mental health of older adults is a serious concern, particularly for those living in care homes who have been forgotten or neglected by exclusionary government policy. Amnesty International’s 2020 report As if Expendable: The UK Government’s Failure to Protect Older People in Care Homes During the COVID-19 Pandemic provides analysis of the neglect to care and sufficiently support older adults living with dementia in supported living. The results of this inaction to provide care has led to many avoidable deaths, and caused fear and heartache for those who have lost family, friends and colleagues. It is at this moment, during the third UK lockdown that we would like to share a narrative of hope about the actions that we have taken within care home contexts to provide relief, reconnect residents safely with their neighbours, and found creative ways to inclusively provide care, support and celebrations of the identities of people in these contexts who have become statistics in news reports.Between January and March 2021, undergraduate and postgraduate Applied Theatre students from The Royal Central School of Speech and Drama in partnership with Imperial College Healthcare NHS Trust collaborated with residents from One Housing Association to create and develop bespoke films, poems, songs and virtual reality 360 videos from the safety of their homes to bring to life their stories, hopes and inner artists. In this presentation, we will explore the impact of these projects on the participants’ wellbeing and examine the importance of providing older adults opportunities to be creative. We will additionally offer insights into the relationships that were made and developed during the projects, including family connections, intergenerational connections and playful relationships that emerged between the residents themselves and their Carers.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

This study discusses the contribution of the psychology of sustainability and sustainable development to the wellbeing of vulnerable workers. The psychology of sustainability and sustainable development is a current area of the research study in the field of sustainability science. It deals with sustainability as a framework to recognize and integrate the value of the psychological approach in the construction of processes linked to sustainable development. Accordingly, the psychology of sustainability and sustainable development could provide sustainable development processes for the employment of vulnerable workers. The contribution starts with the definition of the coordinates of a sustainable development process for vulnerable workers, anchoring it to the principles of decent work and inclusivity. Subsequently, positive variables involved in the sustainable development processes and their relationship with decent work and inclusivity are discussed. Moreover, positive healthy organizations are introduced as work environments capable to take care of the wellbeing, also, of vulnerable workers. Lastly, the applications of positive strength-based primary preventive interventions for vulnerable workers are analyzed. Perspectives for further research studies and interventions are also examined.

For two decades, Outsports.com – the world’s first website dedicated to the LGBT+ community’s experiences in sport – has provided sexual minority athletes with the opportunity to share their stories. In this research, we examine the published coming-out narratives of 60 out gay male athletes across a variety of different sports. Our analysis indicates that, prior to coming-out, many of these athletes felt the need to adopt an identity predicated on masculine stereotypes, thus distancing themselves from homosexuality. Upon coming-out to teammates, however, most of these athletes experienced acceptance and inclusivity which, in turn, led to improved health and wellbeing. Additionally, we document the changing nature of homosexually themed language on these men’s sports teams. Finally, we recognize the importance of mediums such as Outsports in providing athletes across the world the opportunity to share their coming-out stories. Accordingly, this research advances a body of evidence documenting sport’s growing inclusivity for the LGBT+ community.

Refugees lose their networks and support systems on their journey from their home country. In addition, they may experience torture, trauma, and socio‐economic hardship. A critical question concerning refugee wellbeing is how refugee belonging, inclusivity, and community connectedness can be better understood, strengthened, and promoted. In this article, we discuss how members of the Tamil Seniors Group, supported by the NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS), develop social networks in Australia. Based on two focus group discussions, this article analyses their experiences through the intersection of age and gender to elucidate the challenges and affordances of networking and establishing social relations in Australia.

Over the last 15 years, there has been a significant increase in the promotion and integration of drag culture into mainstream society. Drag events have the ability to create a safe place for people from diverse backgrounds to celebrate and gather. What were once underground expressions of gender and political protest for the LGBTQ+ (lesbian, gay, bisexual, transgender, queer plus other identities) community, drag events have now transcended into a modern-day phenomenon, bringing people together to participate and feel a sense of enjoyment and wellbeing. The current literature on drag culture focuses on the performers’ perspective rather than the audience’s. This study aims to explore the diverse nature of attendees at UK drag events and to demonstrate how these events create a sense of inclusivity and impact the wellbeing of those attending. An online qualitative survey of respondents (n=248) who had attended at least one drag event in the UK was carried out. This was a UK study which encompassed experiences from across the country. This focus on the UK is justified due to the dearth of literature in this geographical area.The results indicate that drag events in the UK have become more mainstream, with the audience demographic becoming more diverse and inclusive. Drag events were considered by the attendees as a safe space, where they seek escapism from everyday life by immersing themselves in the drag experience. This enhanced their mental and emotional wellbeing. The study demonstrated that drag events provide an exciting, stimulating, and novel experience where individuals have a place for self-expression, can socialise, have fun, be accepted and feel a sense of freedom and happiness in a non-judgmental environment.

AbstractDespite the international focus on validation and success indicators of academic work across disciplines, examples of accomplished educational psychologists and their personal stories have been limited in the literature. Prinz et al. (2021) interviewed Five Highly Successful Female Educational Psychologists and offered a content analysis of their success stories, including the academics’ strategies and trademark characteristics. In this Commentary, I expand on their findings in light of equity and intersectionality perspectives on academic success. I problematise academic success indicators (publication records and impact) with reference to literature on gender disparities in publication metrics and lack of inclusivity in generic measures of academic success. I outline how individual success narratives intersect with our collective responsibility for higher wellbeing and professional recognition of all colleagues. I argue that the equity and intersectionality perspectives are fundamental to inclusive narratives of success and highlight the power structures that have historically impeded access of diverse and minority scholars to top academic positions. I conclude with four recommendations for addressing the persistent structures of inequities in academic career opportunities.

Abstract Background and Objectives Global policy emphasizes the need to promote healthy aging through supporting inclusivity, safety, and functional independence. Research indicates that efforts to enhance resilience can contribute to meeting these objectives. We employed meta-analytical approach to examine evidence on resilience in community-living older adults. Research Design and Methods We searched electronic databases until 13 January 2020 for observational studies investigating factors associated with resilience in this population. Articles had to provide quantitative data based on standardized assessment and include samples where mean participants’ age and lower 95% confidence interval was >55 years. We included 49 studies reported in 43 articles and completed 38 independent meta-analysis, 27 for personal and 11 for contextual factors associated with resilience. Results A range of personal and contextual factors were significantly associated with resilience, with effects sizes predominantly small to moderate (0.1<r˂0.49). Factors reflecting psychological and physical wellbeing and access to/quality of social support were associated with higher resilience. Factors indicative of poorer psychological wellbeing and social challenges were associated with lower resilience. Longitudinal evidence was limited. The level of between study heterogeneity was substantial to considerable. Where relevant analysis was possible, the identified publication bias was also considerable. Discussion and Implications The quality of the available evidence, as well as issues related to measurement of resilience, indicate the need for further work relative to its conceptualization and assessment. The presented findings have important clinical implications, particularly within the context of the COVID-19 impact on resilience in older adults.

Professionals throughout the world have been working to assess the interdisciplinary interaction and interdependence between health and wellbeing in a constantly changing environment. The One Health concept was developed to encourage sustainable collaborative partnerships and to promote optimal health for people, animals, plants, the environment, and the whole planet. The dissemination of scientific discoveries and policies, by working directly with diverse communities, has been one of the main goals for Global One Health. The One Health concept has also been referred or related to as “One Medicine, One Medicine-One Health, One World-One Health, EcoHealth,” and Planetary Health,” depending on each fundamental view and approach. In Latin America, despite the concept still being discussed among health professionals and educators, several One Health initiatives have been used daily for more than decades. One Health action has been applied especially in rural and underserved urban areas where low socioeconomic status, lack of health professionals, and scarcity of medical resources may require professionals to work together. Local communities from diverse social and economic statuses, including indigenous populations have been working with institutions and social organizations for many years, accomplishing results through grassroots movements. These “bottom-up” socio-community approaches have also been tools for the prevention and control of diseases, such practice has preceded the One Health concepts in Latin American countries. It is strongly believed that collaborative, multidisciplinary, political, and economic initiatives with prosocial focus may become investments toward obtaining significant results in the face of global, economic and health challenges; working for a healthier world with inclusivity, equity, and equality. In this study, it is briefly presented how the One Health approach has been initiated and developed in Latin America, highlighting the events and actions taken in Brazil, Chile, and Colombia.

Abstract According to the European Commission, construction is an important industry providing the EU with 18 million jobs and contributing to 9% of the EU's GDP in 2020. Construction workers struggle with healthy food choices due to lack of knowledge, long working hours, remote site locations, poor food facilities on site, and temporary accommodation. Yet, nutrition interventions in construction are rare, with no UK studies. This is an exploratory study designed to investigate workers' perceptions of a workplace intervention to facilitate healthy nutrition choices. Engaging participants in the intervention design showed positive results on behaviour change. Five internally homogenous focus groups were conducted on three different construction sites (in three companies); two with managers (n = 11) and three with workers (including subcontractors) (n = 27). Sites differed in size (14; 50-100; and 300 workers); two were temporary. Framework Analysis was used to analyse data. The main themes uncovered in the focus groups were; 1) the need for workers to learn about food to sustain good energy levels, as deemed crucial for their job 2) the desire to get an understanding about portion sizes, food labels, impacts of food on mood and practical ideas of healthy snacks and meal planning and 3) the importance of intervention accessibility for everybody on site (including subcontractors), convenient scheduling and location, and managers support to encourage participation. A participatory approach was used to explore workers' suggestions on the content and delivery of the nutrition intervention. Education and practicality of recommendations were of the essence to workers, who suggested that individual characteristics, the nature of construction jobs (e.g. busy schedules, transient jobs), and resources available (e.g. storage) need to be considered when designing the intervention. Inclusivity, accessibility and managerial support were regarded as valuable in the intervention delivery. Key messages This research produced recommendations to encourage the development and implementation of inclusive nutrition interventions in construction, to improve the health and wellbeing of workers. This research invites public health consultants and senior leaders in construction to invest in supporting healthy behaviours of workers, with a consideration of job and workplace characteristics.

Abstract Background In the first wave of COVID-19, the UK Government relied heavily on digital channels to provide information to the public. This disproportionately excluded older people - one of the groups with least access to (or experience of) using the internet. Approximately 11.5 million people in the UK lack digital skills and 4.8 million people never go online, with around half (51%) of these being aged over 65. The Greater Manchester (GM) response was to work collaboratively with a number of key Ageing groups to develop Keeping Well at Home, a booklet providing evidence based health and wellbeing information and advice for older people during COVID-19 restrictions. Methods An evaluation of the booklet was undertaken during summer 2020 by the Healthy Ageing team at the Applied Research Collaboration GM. As national restrictions on movement remained in place at the time, a postal questionnaire was distributed to a sample of older adults in GM. Results Nearly 500 questionnaires were returned. The response was overwhelmingly positive; 92% found the information helpful; 90% agreed the booklet would help older people stay healthy during lockdown; 74% had used the home exercises section; 78% found the tips for keeping their mind well helpful. Around 50% of respondents did not have internet access. Paper based resources was the preferred choice for 92% of respondents with only 6% opting for digital versions. Conclusions The evidence from the evaluation challenges the growing trend towards communicating just through digital channels, and emphasises the need for tailored paper-based materials for older adults. The Keeping Well at Home booklet also shows the value of working with older adults to ensure the content and design are inviting to readers. Information, support and services must be made available in an offline equivalent and proactively disseminated to reach those who otherwise would not have access to it. Key messages Print-based communications are preferred over digital for some groups; ensuring inclusivity is critical as the ‘digital by default’ approach excludes large numbers of our population. Including target group representatives as co-editors to advise on content and stylistic design is key to ensure content is relevant and useful.

Background: According to World Health Organization (WHO), vulnerable groups such as persons with disabilities are facing severe impacts of the pandemic. There has always been significant challenges and hurdles in terms of achieving adequate and equitable inclusivity of persons with disabilities in all sections of social life. Education and employment of persons with disabilities were least focused which created more marginalization for the community. The long term impact of these marginalization has also led to the lack of jobs and social security of persons with disabilities, which is very clear now given the crisis in place. In low and middle income countries like Bangladesh the situation is even worse. To better understand the conditions of persons with disabilities in this crisis situation, the present study was initiated to explore the dimensions of livelihood with respect to income and wellbeing of persons with disabilities and to generate evidence for developing policies around these issues.Methods: A qualitative study was undertaken among 30 persons with disabilities from 8 different geographical divisions of Bangladesh. The interviews were conducted through telephone calls due to the existing COVID-19 crisis and mobility restrictions. The respondents were purposively selected based on gender, type of disability, area of resident (urban, rural) and their ability to communicate, therefore most (25/30) respondents were persons with physical disability. Thematic analysis was conducted to generate the findings of the study.Findings: Study findings revealed that majority of the respondents were involved in informal jobs. Predominantly males were daily wage-earners and often the sole breadwinner of the families, very few females were involved in economic activities. Since they had no stable income, the economic shock from the COVID-19 pandemic had affected them badly even leading to household level famine. The study identifies low level of education and informal job security as the primary causes of socio-economic insecurity among persons with disabilities, resulting in challenges in ensuring a stable livelihood during crisis situations, such as COVID-19.Conclusion: Constant alienation of persons of disabilities from the formal sector results in the deterioration of their livelihood standards which even worsen during any emergency crisis such as COVID-19. The study pinpoints that only aided services are not adequate to ensure persons with disabilities' rights rather there is an urgent need of disability inclusion in formal job sector and livelihood training for persons with disabilities. To achieve the Sustainable Development Goals 2030 and to irradiate the inequality towards persons with disabilities in the society it is important for the Government and concern bodies to focus on the inclusiveness with better implementation and monitoring strategies.

Abstract Background Adolescents' access to quality reproductive health services is crucial for their psychosocial and physical wellbeing. Yet, adolescents encounter various barriers while utilizing reproductive health services, globally. Adolescent-friendly health services (AFHS) is an evidence-based intervention to meet the reproductive health needs inclusively of all adolescents. The study aimed to explore adolescents' experiences while seeking reproductive health services in primary healthcare facilities (PHCF) in Armenia. Methods We conducted a qualitative cross-sectional study using in-depth interviews, focus group discussions and observations of PHCFs. The study participants included adolescents (aged 18-19 years) (n = 17), PHC providers (PHP) (n = 29), managers of PHCFs (n = 7) and experts in the field of adolescent health (n = 5) from the two largest cities in Armenia. The Global standards for quality healthcare services for adolescents guided the instrument development process and deductive content analysis. Results Barriers to the utilization of reproductive health services by adolescents at PHCFs were related to various personal, cultural, and social factors. PHPs and experts blamed adolescents' insufficient knowledge of reproductive health and related services for being a major barrier. However, adolescents' reported a different set of important barriers to reproductive health services: PHPs' judgmental attitude, lack of efforts to protect privacy and confidentiality (due to lack of PHP competencies to provide AFHS and inadequate PHCF infrastructure), negative public opinion and lack of community support. Conclusions The study findings shed light on different perspectives related to various challenges adolescents come across in PHCFs. Addressing identified barriers have the potential of positively influencing adolescents' experiences while utilizing reproductive health services in PHCFs. Key messages Adolescents’ insufficient knowledge, PHPs’ judgmental attitude, lack of privacy and confidentiality, and negative public opinion are among the main barriers to the reproductive health services. Further enforcement of adolescent-friendly health services in primary healthcare facilities is needed to ensure accessibility of quality reproductive health services for all adolescents.

The National Cultural Policy Discussion Paper—drafted to assist the Australian Government in developing the first national Cultural Policy since Creative Nation nearly two decades ago—envisages a future in which arts, cultural and creative activities directly support the development of an inclusive, innovative and productive Australia. "The policy," it says, "will be based on an understanding that a creative nation produces a more inclusive society and a more expressive and confident citizenry by encouraging our ability to express, describe and share our diverse experiences—with each other and with the world" (Australian Government 3). Even a cursory reading of this Discussion Paper makes it clear that the question of impact—in aesthetic, cultural and economic terms—is central to the Government's agenda in developing a new Cultural Policy. Hand-in-hand with the notion of impact comes the process of measurement of progress. The Discussion Paper notes that progress "must be measurable, and the Government will invest in ways to assess the impact that the National Cultural Policy has on society and the economy" (11). If progress must be measurable, this raises questions about what arts, cultural and creative workers do, whether it is worth it, and whether they could be doing it better. In effect, the Discussion Paper pushes artsworkers ever closer to a climate in which they have to be skilled not just at making work, but at making the impact of this work clear to stakeholders. The Government in its plans for Australia's cultural future, is clearly most supportive of artsworkers who can do this, and the scholars, educators and employers who can best train the artsworkers of the future to do this. Teaching Artsworkers to Measure the Impact of Their Work: The Challenges How do we train artsworkers to assess, measure and articulate the impact of what they do? How do we prepare them to be ready to work in a climate that will—as the National Cultural Policy Discussion Paper makes clear—emphasise measuring impact, communicating impact, and communicating impact across aesthetic, cultural and economic categories? As educators delivering training in this area, the Discussion Paper has made this already compelling question even more pressing as we work to develop the career-ready graduates the Government seeks. Our program, the Master of Creative Industries (Creative Production & Arts Management) offered in the Creative Industries Faculty at Queensland University of Technology in Brisbane, Australia, is, like most programs in arts and cultural management in the US, UK, Europe and Australia, offering a three-Semester postgraduate program that allows students to develop the career-ready skills required to work as managers of arts, cultural or creative organisations. That we need to train our graduates to work not just as producers of plays, paintings or recordings, but as entrepreneurial arts advocates who can measure and articulate the value of their programs to others, is not news (Hadley "Creating" 647-48; cf. Brkic; Ebewo and Sirayi; Beckerman; Sikes). Our program—which offers training in arts policy, management, marketing and budgeting followed by training in entrepreneurship and a practical project—is already structured around this necessity. The question of how to teach students this diverse skill set is, however, still a subject of debate; and the question of how to teach students to measure the impact of this work is even more difficult. There is, of course, a body of literature on the impact of arts, cultural and creative activities, value and evaluation that has been developed over the past decade, particularly through landmark reports like Matarasso's Use or Ornament? The Social Impact of Participation in the Arts (1997) and the RAND Corporation's Gifts of the Muse: Reframing the Debate about the Benefits of the Arts (2004). There are also emergent studies in an Australian context: Madden's "Cautionary Note" on using economic impact studies in the arts (2001); case studies on arts and wellbeing by consultancy firm Effective Change (2003); case studies by DCITA (2003); the Asia Pacific Journal of Arts and Cultural Management (2009) issue on "value"; and Australia Council publications on arts, culture and economy. As Richards has explained, "evaluation is basically a straightforward concept. E-value-ation = a process of enquiry that allows a judgment of amount, value or worth to be made" (99). What makes arts evaluation difficult is not the concept, but the measurement of intangible values—aesthetic quality, expression, engagement or experience. In the literature, discussion has been plagued by debate about what is measured, what method is used, and whether subjective values can in fact be measured. Commentators note that in current practice, questions of value are still deferred because they are too difficult to measure (Bilton and Leary 52), discussed only in terms of economic measures such as market share or satisfaction which are statistically quantifiable (Belfiore and Bennett "Rethinking" 137), or done through un-rigorous surveys that draw only ambiguous, subjective, or selective responses (Merli 110). According to Belfiore and Bennett, Public debate about the value of the arts thus comes to be dominated by what might best be termed the cult of the measurable; and, of course, it is those disciplines primarily concerned with measurement, namely, economics and statistics, which are looked upon to find the evidence that will finally prove why the arts are so important to individuals and societies. A corollary of this is that the humanities are of little use in this investigation. ("Rethinking" 137) Accordingly, Ragsdale states, Arts organizations [still] need to find a way to assess their progress in …making great art that matters to people—as evidenced, perhaps, by increased enthusiasm, frequency of attendance, the capacity and desire to talk or write about one's experience, or in some other way respond to the experience, the curiosity to learn about the art form and the ideas encountered, the depth of emotional response, the quality of the social connections made, and the expansion of one's aesthetics over time. Commentators are still looking for a balanced approach (cf. Geursen and Rentschler; Falk and Dierkling), which evaluates aesthetic practices, business practices, audience response, and results for all parties, in tandem. An approach which evaluates intrinsic impacts, instrumental impacts, and the way each enables the other, in tandem—with an emphasis not on the numbers but on whether we are getting better at what we are doing. And, of course, allows evaluators of arts, cultural and creative activities to use creative arts methods—sketches, stories, bodily movements and relationships and so forth—to provide data to inform the assessment, so they can draw not just on statistical research methods but on arts, culture and humanities research methods. Teaching Artsworkers to Measure the Impact of Their Work: Our Approach As a result of this contested terrain, our method for training artsworkers to measure the impact of their programs has emerged not just from these debates—which tend to conclude by declaring the needs for better methods without providing them—but from a research-teaching nexus in which our own trial-and-error work as consultants to arts, cultural and educational organisations looking to measure the impact of or improve their programs has taught us what is effective. Each of us has worked as managers of professional associations such as Drama Australia and Australasian Association for Theatre, Drama and Performance Studies (ADSA), members of boards or committees for arts organisations such as Youth Arts Queensland and Young People and the Arts Australia (YPAA), as well as consultants to major cultural organisations like the Queensland Performing Arts Centre and the Brisbane Festival. The methods for measuring impact we have developed via this work are based not just on surveys and statistics, but on our own practice as scholars and producers of culture—and are therefore based in arts, culture and humanities approaches. As scholars, we investigate the way marginalised groups tell stories—particularly groups marked by age, gender, race or ability, using community, contemporary and public space performance practices (cf. Hadley, "Bree"; Gattenhof). What we have learned by bringing this sort of scholarly analysis into dialogue with a more systematised approach to articulating impact to government, stakeholders and sponsors is that there is no one-size-fits-all approach. What is needed, instead, is a toolkit, which incorporates central principles and stages, together with qualitative, quantitative and performative tools to track aesthetics, accessibility, inclusivity, capacity-building, creativity etc., as appropriate on a case-by-case basis. Whatever the approach, it is critical that the data track the relationship between the experience the artists, audience or stakeholders anticipated the activity should have, the aspects of the activity that enabled that experience to emerge (or not), and the effect of that (or not) for the arts organisation, their artists, their partners, or their audiences. The combination of methods needs to be selected in consultation with the arts organisation, and the negotiations typically need to include detailed discussion of what should be evaluated (aesthetics, access, inclusivity, or capacity), when it should be evaluated (before, during or after), and how the results should be communicated (including the difference between evaluation for reporting purposes and evaluation for program improvement purposes, and the difference between evaluation and related processes like reflection, documentary-making, or market research). Translating what we have learned through our cultural research and consultancy into a study package for students relies on an understanding of what they want from their study. This, typically, is practical career-ready skills. Students want to produce their own arts, or produce other people's arts, and most have not imagined themselves participating in meta-level processes in which they argue the value of arts, cultural and creative activities (Hadley, "Creating" 652). Accordingly, most have not thought of themselves as researchers, using cultural research methods to create reports that inform how the Australian government values, supports, and services the arts. The first step in teaching students to operate effectively as evaluators of arts, cultural and creative activities is, then, to re-orient their expectations to include this in their understanding of what artsworkers do, what skills artsworkers need, and where they deploy these skills. Simply handing over our own methods, as "the" methods, would not enable graduates to work effectively in a climate were one size will not fit all, and methods for evaluating impact need to be negotiated again for each new context. 1. Understanding the Need for Evaluation: Cause and Effect The first step in encouraging students to become effective evaluators is asking them to map their sector, the major stakeholders, the agendas, alignments and misalignments in what the various players are trying to achieve, and the programs, projects and products through which the players are trying to achieve it. This starting point is drawn from Program Theory—which, as Joon-Yee Kwok argues in her evaluation of the SPARK National Mentoring Program for Young and Emerging Artists (2010) is useful in evaluating cultural activities. The Program Theory approach starts with a flow chart that represents relationships between activities in a program, allowing evaluators to unpack some of the assumptions the program's producers have about what activities have what sort of effect, then test whether they are in fact having that sort of effect (cf. Hall and Hall). It could, for example, start with a flow chart representing the relationship between a community arts policy, a community arts organisation, a community-devised show it is producing, and a blog it has created because it assumes it will allow the public to become more interested in the show the participants are creating, to unpack the assumptions about the sort of effect this is supposed to have, and test whether this is in fact having this sort of effect. Masterclasses, conversations and debate with peers and industry professionals about the agendas, activities and assumptions underpinning programs in their sector allows students to look for elements that may be critical in their programs' ability to achieve (or not) an anticipated impact. In effect to start asking about, "the way things are done now, […] what things are done well, and […] what could be done better" (Australian Government 12).2. Understanding the Nature of Evaluation: PurposeOnce students have been alerted to the need to look for cause-effect assumptions that can determine whether or not their program, project or product is effective, they are asked to consider what data they should be developing about this, why, and for whom. Are they evaluating a program to account to government, stakeholders and sponsors for the money they have spent? To improve the way it works? To use that information to develop innovative new programs in future? In other words, who is the audience? Being aware of the many possible purposes and audiences for evaluation information can allow students to be clear not just about what needs to be evaluated, but the nature of the evaluation they will do—a largely statistical report, versus a narrative summary of experiences, emotions and effects—which may differ depending on the audience.3. Making Decisions about What to Evaluate: Priorities When setting out to measure the impact of arts, cultural or creative activities, many people try to measure everything, measure for the purposes of reporting, improvement and development using the same methods, or gather a range of different sorts of data in the hope that something in it will answer questions about whether an activity is having the anticipated effect, and, if so, how. We ask students to be more selective, making strategic decisions about which anticipated effects of a program, project or product need to be evaluated, whether the evaluation is for reporting, improvement or innovation purposes, and what information stakeholders most require. In addition to the concept of collecting data about critical points where programs succeed or fail in achieving a desired effect, and different approaches for reporting, improvement or development, we ask students to think about the different categories of effect that may be more or less interesting to different stakeholders. This is not an exhaustive list, or a list of things every evaluation should measure. It is a tool to demonstrate to would-be evaluators points of focus that could be developed, depending on the stakeholders' priorities, the purpose of the evaluation, and the critical points at which desired effects need to occur to ensure success. Without such framing, evaluators are likely to end up with unusable data, which become a difficulty to deal with rather than a benefit for the artsworkers, arts organisations or stakeholders. 4. Methods for Evaluation: Process To be effective, methods for collecting data about how arts, cultural or creative activities have (or fail to have) anticipated impact need to include conventional survey, interview and focus group style tools, and creative or performative tools such as discussion, documentation or observation. We encourage students to use creative practice to draw out people's experience of arts events—for example, observation, documentation still images, video or audio documentation, or facilitated development of sketches, stories or scenes about an experience, can be used to register and record people's feelings. These sorts of methods can capture what Mihaly Csikszentmihalyi calls "flow" of experience (cf. Belfiore and Bennett, "Determinants" 232)—for example, photos of a festival space at hourly intervals or the colours a child uses to convey memory of a performance can capture to flow of movement, engagement, and experience for spectators more clearly than statistics. These, together with conventional surveys or interviews that comment on the feelings expressed, allow for a combination of quantitative, qualitative and performative data to demonstrate impact. The approach becomes arts- and humanities- based, using arts methods to encourage people to talk, write or otherwise respond to their experience in terms of emotion, connection, community, or expansion of aesthetics. The evaluator still needs to draw out the meaning of the responses through content, text or discourse analysis, and teaching students how to do a content analysis of quantitative, qualitative and performative data is critical at this stage. When teaching students how to evaluate their data, our method encourages students not just to focus on the experience, or the effect of the experience, but the relationship between the two—the things that act as "enablers" "determinants" (White and Hede; Belfiore and Bennett, "Determinants" passim) of effect. This approach allows the evaluator to use a combination of conventional and creative methods to describe not just what effect an activity had, but, more critically, what enabled it to have that effect, providing a firmer platform for discussing the impact, and how it could be replicated, developed or deepened next time, than a list of effects and numbers of people who felt those effects alone. 5. Communicating Results: Politics Often arts, cultural or creative organisations can be concerned about the image of their work an evaluation will create. The final step in our approach is to alert students to the professional, political and ethical implications of evaluation. Students learn to share their knowledge with organisations, encouraging them to see the value of reporting both correct and incorrect assumptions about the impact of their activities, as part of a continuous improvement process. Then we assist them in drawing the results of this sort of cultural research into planning, development and training documents which may assist the organisation in improving in the future. In effect, it is about encouraging organisations to take the Australian government at its word when, in the National Cultural Policy Discussion Paper, it says it that measuring impact is about measuring progress—what we do well, what we could do better, and how, not just success statistics about who is most successful—as it is this that will ultimately be most useful in creating an inclusive, innovative, productive Australia. Teaching Artsworkers to Measure the Impact of Their Work: The Impact of Our Approach What, then, is the impact of our training on graduates' ability to measure the impact of work? Have we made measurable progress in our efforts to teach artsworkers to assess and articulate the impact of their work? The MCI (CP&AM) has been offered for three years. Our approach is still emergent and experimental. We have, though, identified a number of impacts of our work. First, our students are less fearful of becoming involved in measuring the value or impact of arts, cultural and creative programs. This is evidenced by the number who chooses to do some sort of evaluation for their Major Project, a 15,000 word individual project or internship which concludes their degree. Of the 50 or so students who have reached the Major Project in three years—35 completed and 15 in planning for 2012—about a third have incorporated evaluation into their Major Project. This includes evaluation of sector, business or producing models (5), youth arts and youth arts mentorship programs (4), audience development programs (2), touring programs (4), and even other arts management training programs (1). Indeed, after internships in programming or producing roles, this work—aligned with the Government's interest in improving training of young artists, touring, audience development, and economic development—has become a most popular Major Project option. This has enabled students to work with a range of arts, cultural and creative organisations, share their training—their methods, their understanding of what their methods can measure, when, and how—with Industry. Second, this Industry-engaged training has helped graduates in securing employment. This is evidenced by the fact that graduates have gone on to be employed with organisations they have interned with as part of their Major Project, or other organisations, including some of Brisbane's biggest cultural organisations—local and state government departments, Queensland Performing Arts Centre, Brisbane Festival, Metro Arts, Backbone Youth Arts, and Youth Arts Queensland, amongst others. Thirdly, graduates' contribution to local organisations and industry has increased the profile of a relatively new program. This is evidenced by the fact that it enrols 40 to 50 new students a year across Graduate Certificate / MCI (CP&AM) programs, typically two thirds domestic students and one third international students from Canada, Germany, France, Denmark, Norway and, of course, China. Indeed, some students are now disseminating this work globally, undertaking their Major Project as an internship or industry project with an organisation overseas. In effect, our training's impact emerges not just from our research, or our training, but from the fact that our graduates disseminate our approach to a range of arts, cultural and creative organisations in a practical way. We have, as a result, expanded the audience for this approach, and the number of people and contexts via which it is being adapted and made useful. Whilst few of students come into our program with a desire to do this sort of work, or even a working knowledge of the policy that informs it, on completion many consider it a viable part of their practice and career pathway. When they realise what they can achieve, and what it can mean to the organisations they work with, they do incorporate research, research consultant and government roles as part of their career portfolio, and thus make a contribution to the strong cultural sector the Government envisages in the National Cultural Policy Discussion Paper. Our work as scholars, practitioners and educators has thus enabled us to take a long-term, processual and grassroots approach to reshaping agendas for approaches to this form of cultural research, as our practices are adopted and adapted by students and industry stakeholders. Given the challenges commentators have identified in creating and disseminating effective evaluation methods in arts over the past decade, this, for us—though by no means work that is complete—does count as measurable progress. References Beckerman, Gary. "Adventuring Arts Entrepreneurship Curricula in Higher Education: An Examination of Present Efforts, Obstacles, and Best pPractices." The Journal of Arts Management, Law, and Society 37.2 (2007): 87-112. Belfiore, Eleaonora, and Oliver Bennett. "Determinants of Impact: Towards a Better Understanding of Encounters with the Arts." Cultural Trends 16.3 (2007): 225-75. ———. "Rethinking the Social Impacts of the Arts." 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