Search

Background: The Health of the Nation Outcomes Scales for people with Learning Disabilities (HoNOS-LD) is an 18-item measure which provides a structured and standardized approach to rating various clinical and psychosocial outcomes and has been in use nationally since 2002. Aims: To revise and improve the HoNOS-LD's utility in contemporary intellectual disability (ID) services whilst retaining its original objectives and five-point severity ratings. Method: ID clinicians were invited to complete an online survey, rating each item on the existing measure for being fit for purpose, identifying issues and suggesting improvements based on their experience of using the HoNOS-LD in practice. Scales were then assessed and revised sequentially; survey responses were used to inform discussion and revisions to the HoNOS-LD by the Advisory Board. Results: A total of 75 individuals replied. Respondents had used HoNOS-LD for an average of 8.0 years (S.D. 5.28 years) and 88% found the scale to be useful in their practice. On average, respondents used HoNOS-LD ratings to inform care 42.4% of the time (S.D. 33.5%). For each scale there was a significant negative correlation between the percentage of positive/very positive respondent ratings and the number of changes proposed. Common changes included simplifying terms, reducing ambiguity and replacing anachronistic language. Conclusion: The changes outlined in this paper are based on the advisory group's expert consensus. These changes are intended to improve reliability and validity but now need empirical testing as well as review by service users. [ABSTRACT FROM AUTHOR]

As the psychological impact of childhood exposure to domestic abuse gains more traction, referring to children as 'the hidden victims of domestic abuse' is becoming increasingly inaccurate and reductionist. Representing children as mere witnesses of domestic abuse also poses wider implications from the view of law and policy. Jurisdictions which recognise children as direct victims rather than hidden witnesses of domestic abuse, for example, send a clear message that the psychological harm of experiencing domestic abuse merits robust intervention (e.g. additional funding for child-specific support and services). Using a comparative approach, this study analyses the legal recognition of children who experience domestic abuse for the purposes of exploring how the child should be conceptualised in laws regulating childhood exposure to domestic abuse. For this comparative review, the jurisdictions of England and Wales, New Zealand and the United States (specifically the State of Washington) were selected, on the basis that they all respond to child experiences of domestic abuse in distinct ways that raise pertinent points of contrast. Whilst the State of Washington relies primarily on perpetrator-centric, criminal law responses to child experiences of domestic abuse, England and Wales and New Zealand resort to family law mechanisms that focus more on the child and the parent–child relationship. All in all, these points of contrast are pertinent because they provide an exploratory view of how the child should be conceptualised in law and policy. As this paper submits, conceptualising the child as a direct victim of domestic abuse––as reflected in England and Wales and New Zealand's legislative efforts––works to send a powerful message about the severity of harm that children suffer when they experience domestic abuse. The State of Washington, on the other hand, has much to learn from England and Wales and New Zealand's conceptualisation of the child, as its current legislative efforts appear to be rooted in an outdated understanding of the child as a mere collateral witness. [ABSTRACT FROM AUTHOR]

This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead's notions of contractual and responsive accountability, and Gramsci's hegemonic practices, examined secondary arts teachers' pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11–16). Drawing from interview data from 15 England and New Zealand teachers, we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context. [ABSTRACT FROM AUTHOR]