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Conference Programme FULL (1)


Emotional In-authenticity: The psychological impact of emotional labour on police officers. Sarah-Jane Lennie Mental health related sickness absence amongst police officers has seen a dramatic increase. Supressing emotions whilst operating on the front line, a form of emotional labour, is an accepted requirement of the policing role. However, the expression of emotions associated with trauma and mental ill-health is not tolerated within the wider organisation. The extent of this emotional labour and the lack of mental health support can be life-changing for the individual; resulting in psychologically damaging levels of burnout and ill-health. This has serious consequences not only for the officers and their families, but for the police force and wider community - as officers become depersonalised to the people and events that they encounter. An initial pilot study identified that organisational rules relating to the suppression and outward expression of emotion continue beyond front line duties, and into relationships with; colleagues, supervisors, and family and friends. This is a significant barrier for officers wishing to seek support at the early stages of emotional distress; as they fear that they will be viewed as incapable of their role. However, delayed psychological intervention can be life changing; as trauma is compounded through time. The aim of the present study is to identify the rules of emotional expression within the police service of England and Wales. This study will utilise an audio diary method to capture the authentic narrative of officers and their experiences. The aim is to highlight the link between emotional dissonance and burnout; and to challenge the stigma around mental ill-health. New Psychoactive Substances: New Forensic Challenges Lauren Lowe Chemistry and criminology are rarely combined academically, yet when joined together they can provide life-changing answers; that is where this project comes in. Synthetic cannabis, commonly known as “Spice”, is a type of New Psychoactive Substance (NPS). In May 2016, the UK Government placed a blanket ban on all types of NPS. This project is set to look at whether the ban has had any effect on the sale, use and chemical composition of synthetic cannabis. This masters by research aims to use ethnographic research skills to discover how the use of synthetic cannabis is affecting the lives of Manchester’s homeless community. This ethnographic research will be completed whilst volunteering with homeless charities, such as Lifeshare and The Booth Centre. In conjunction with the ethnography side of this project, samples of synthetic cannabis will be analysed using Gas Chromatography – Mass Spectrometry. Using this type of chemical analysis will aid in understanding whether the ban has affected the chemical ingredients used to manufacture synthetic cannabis. Very little research has been conducted in relation to this issue, especially using multiple disciplines, and that is why this project is important and potentially life changing. This research could be used to highlight the growing epidemic of NPS use amongst Manchester’s homeless community. The more aware that people are to this issue, the more funding, help and further research can be done to change the lives of those trapped using NPS.

Exploring reasons for clients’ non-attendance of appointments within a community-based alcohol service. Faisal Mahmood The main aim of this research is to gain a deeper understanding of the reasons for clients' non-attendance of appointments within a community-based alcohol service from the perspectives of clients. Design: An existing database of a Midlands based substance misuse service was collected for secondary analysis. The data comprised of 194,679 treatment appointments’ attendance history of four years (Jan 2010 – Dec 2013).The clinical data were analysed using a hierarchical four-stage binary logistic regression model to identify factors predicting nonattendance. Findings: Age, current employment status, accommodation needs, parental status, number of children living with client, overall discharge reason, risk level, text massage reminders and session times significantly predict clients’ non-attendance. Age: 18-24 and 75+ years old are more likely to not attend as compared to other age groups. Employment: Clients on employment support allowance, economically inactive due to mental health and clients who are long term sick or disabled are more likely to not attend. Accommodation: Young Persons in settled accommodation were over five times more likely to not attend. Parental status: Clients who live with ‘some of their children’, clients where ‘none of the children with them’ and the clients who are not parent are more likely to not attend as compared to clients who have all the children living with them. Number of children: A client is more likely to not attend if six children live with them as compared to if they have no children. Overall discharge reason: Clients are more likely to complete their treatment in a successful manner if they attend their treatment appointments. Health and wellbeing risk levels: Clients are more likely to no attend if they have high risk levels. Appointment times: Two appointment time slots 15.30-15.59pm and 11.00-11.29am increase the likelihood of non-attendance. Gender, smoking status, pregnancy status, and dual diagnosis do not significantly predict non-attendance. An exploration of the distinctive skills and knowledge of multilingual student teachers in Higher Education Institutions (HEIs) Rania Maklad It is not an exaggeration to say that a great teacher can change children’s lives. Teachers embed many qualities that contribute and enhance children’s lives and future prospects. In the past 20 years, the UK demographics have changed dramatically; the population of ethnic minority and multilingual primary-aged children has increased from 7% to 20% (Jivraj & Simpson, 2015), whilst statistics show an associated, albeit smaller, increase in the percentage of teachers from ethnic minority backgrounds (DfE, 2014). A recent study by Coleman (2014) indicated the increased intellectual quality of multilingual student teachers, evidenced by higher-order thinking skills, etc. Of interest, this resonates with earlier research findings by (Baker, 2000) and (Cummins, 2000) highlighting bilingual children’s rich and varied cognitive abilities, and observations by (Gibbons, 1991) that children with two well-developed languages appeared to have a greater capacity for lateral thinking and problem solving, as well as an improved ability to learn additional languages. This study aims to explore the distinctive skills and knowledge possessed by multilingual student teachers in Higher Education Institutions, and how these characteristics may be harnessed to better enrich their professional development, teaching methods and improve children’s lives. This work is relevant to the area of changing life not only in exploring these distinctive skills and knowledge, but also in determining how student teachers use these skills in current school settings and how the education practices in HEI can help develop such distinctive characteristics and skills and use them to change lives.

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