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2. Transformational leadership in higher education lecturing

Author

Mawn, Lauren

Subjects
378.007
Abstract

This thesis applied transformational leadership to the context of higher education, with a focus on lecturing behaviours and student outcomes such as psychological need satisfaction, internalisation, effort, engagement, efficacy, satisfaction and performance. Chapter 1 reviewed the literature on transformational leadership and education and centered on the conceptualisation and measurement of transformational leadership, the theoretical approaches to transformational leadership (i.e., global versus differentiated approaches to leadership behaviours), and the contextual nature of leadership, with specific reference to higher education. Taken together, the literature reveals that little is known about what constitutes transformational leadership in higher education lecturing and how to measure transformational leadership in this context. Moreover, it remains unclear whether developing lecturers' transformational leadership can positively impact on lecturing and student outcomes. Chapter 2 detailed a two-phase examination of student and lecturer perceptions of lecturing behaviours in higher education. In Phase 1, a purposive sample of29 students participated in focus groups examining their perceptions of transformational higher education lecturing. In Phase 2, semi-structured interviews were conducted with . 6 lecturers nominated by students in Phase 1 as being 'transformational'. Results indicated that six behaviours from the differentiated model of transformational leadership (Hardy et al., 2010) can be employed to conceptualise lecturing behaviours (i.e., inspirational motivation, individual consideration, intellectual stimulation, high performance expectations, appropriate role modelling, and contingent reward). The behaviour of fostering acceptance of group goals did not emerge as a contextually relevant transformational behaviour. Furthermore, 'humour' and 'self-belief' emerged as contextually relevant behaviours that have not been previously conceptualised as transformational leadership behaviours in the literature. Chapter 3 described three studies detailing the development and validation of a differentiated transformational leadership inventory for higher education (DTLI-E). Developing questionnaire items from the qualitative results in Chapter 2, Study 1 (n=349) used confirmatory factor analysis to assess the structure of the inventory, resulting in a 30-item, eight factor model. In Study 2, with a different sample, (n=241) the factor structure of the inventory was re-confirmed. Finally, Study 3 employed a longitudinal design with the participants from Study 1 and examined the concurrent and predictive validity of the inventory. Results revealed that the eight factors were correlated with established measures of learning climate and transformational teaching. In addition, the leadership behaviours predicted psychological need satisfaction, behavioural regulation, student engagement, leader inspired extra effort, academic efficacy, student satisfaction, and academic performance. In Chapter 4, an experimental design was employed to examine the effectiveness of a transformational leadership intervention. A total of 5 lecturers and 127 students participated in this study. A mixed method approach combining qualitative and quantitative methods was employed to evaluate the intervention. After controlling for baseline variables, students of lecturers in the intervention group rated their lecturers as displaying significantly higher levels of transformational leadership that the control group. In addition, students of lecturers in the intervention group reported significantly greater levels of psychological need satisfaction, intrinsic motivation, academic engagement, academic efficacy and student satisfaction than the control group. Chapter 5 discusses the findings emanating from this thesis, the strengths and limitations of the thesis and provides suggestions for future research.

Published
2013

7. Comorbidity of Obsessive-Compulsive and Psychotic Experiences: A systematic review and meta-analysis

Author

Mawn, Lauren, Luce, Anna, Freeston, Mark, Aynsworth, Charlotte, Beckwith, Helen, Dodgson, Guy, Campbell, Thomas, and Barclay, Nicola

Subjects
PsyArXiv|Social and Behavioral Sciences|Clinical Psychology|Anxiety Disorders, PsyArXiv|Social and Behavioral Sciences, bepress|Social and Behavioral Sciences|Psychology|Clinical Psychology, PsyArXiv|Psychiatry, mental disorders, bepress|Social and Behavioral Sciences, bepress|Medicine and Health Sciences|Medical Specialties|Psychiatry, PsyArXiv|Social and Behavioral Sciences|Clinical Psychology|Psychotic Disorders, PsyArXiv|Social and Behavioral Sciences|Clinical Psychology
Abstract

BACKGROUND: Comorbidity between obsessive compulsive disorder (OCD) and psychotic disorders has long been a subject of interest and speculation, with much overlap being reported. The current review seeks to: (1) Investigate the prevalence of co-occurring OCD and psychosis, reporting pooled prevalence rates; and (2) Explore variability in reported rates on the basis of categorical and/or dimensional classifications of OCD and psychosis and (3) explore potential moderators of variability. METHOD: A systematic search was performed of key databases (Embase, PSYCHInfo, MEDLINE, Scopus) from January 1988 to October 2017. Included in the meta-analyses were studies that reported adult (18+) prevalence of comorbid OCD, obsessional compulsive symptoms (OCS) and psychosis-related disorders. RESULTS: 94 articles with 103 effect sizes were extracted. Overall, when using categorical diagnoses the prevalence rate of comorbid OCD and psychotic disorder was 12% (n=155649; k= 81; 95% CI=9-15%). Using diagnostic plus symptom criteria, the prevalence was 24% (n=9563; k = 46, 95% CI=20-28%).CONCLUSION: Given the substantial co-occurrence, it is important that individuals presenting in routine clinical practice are assessed for both disorders. To advance understanding, future research must go beyond comorbidity to explore latent dimensions that may account for their development and/or maintenance (e.g., trauma).

Published
2020

16. Are we failing young people not in employment, education or training (NEETs)? A systematic review and meta-analysis of re-engagement interventions

Author

Mawn, Lauren, Oliver, Emily J., Akhter, Nasima, Bambra, Clare L., Torgerson, Carole, Bridle, Chris, and Stain, Helen J.

Subjects
Adult, Motivation, L410 UK Social Policy, Adolescent, Research, education, Wages, Effectiveness, Vulnerable Populations, Education, Young Adult, Unemployment, Health, Educational Status, Humans, Program Evaluation
Abstract

Background Youth comprise 40% of the world’s unemployed, a status associated with adverse wellbeing and social, health, and economic costs. This systematic review and meta-analysis review synthesises the literature on the effectiveness of interventions targeting young people not in employment, education, or training (NEET). Methods Randomised and quasi-randomised trials with a concurrent or counterfactual control group and baseline equivalence are included. Cochrane collaboration tools are used to assess quality, and a narrative synthesis was undertaken. The primary outcome is employment; secondary outcomes were health, earnings, welfare receipt, and education. Results Eighteen trials are included (9 experimental and 9 quasi-experimental), sample sizes range from 32 to 54,923. Interventions include social skills, vocational, or educational classroom-based training, counselling or one-to-one support, internships, placements, on-the-job or occupational training, financial incentives, case management, and individual support. Meta-analysis of three high-quality trials demonstrates a 4% (CI 0.0–0.7) difference between intervention and control groups on employment. Evidence for other outcomes lacks consistency; however, more intensive programmes increase employment and wages over the longer term. Conclusions There is some evidence that intensive multi-component interventions effectively decrease unemployment amongst NEETs. The quality of current evidence is limited, leaving policy makers under-served when designing and implementing new programmes, and a vulnerable population neglected. Systematic review registration PROSPERO CRD42014007535 Electronic supplementary material The online version of this article (doi:10.1186/s13643-016-0394-2) contains supplementary material, which is available to authorized users.

Published
2017

22. Research and practice for ultra‐high risk for psychosis: A national survey of early intervention in psychosis services in England.

Author

Stain, Helen J., Common, Stephanie, Mawn, Lauren, Pilton, Marie, and Thompson, Andrew

Subjects
PSYCHOSES, EARLY medical intervention, AT-risk youth, MENTAL depression
Abstract

Background: Evidence from meta‐analyses of randomized clinical trials show interventions for young people at ultra‐high risk (UHR) of developing psychosis are effective both clinically and economically. While research evidence has begun to be integrated into clinical guidelines, there is a lack of research on the implementation of these guidelines. This paper examines service provision for UHR individuals in accordance with current clinical guidelines within the National Health Service (NHS) in England. Method: A self‐report online survey was completed by clinical leaders of early intervention in psychosis (EIP) teams (N = 50) within the NHS across England. Results: Of the 50 EIP teams responding (from 30 NHS trusts), 53% reported inclusion of the UHR group in their service mandate, with age range predominantly 14 to 35 years (81%) and service provided for at least 12 months (53%). Provision of services according to NICE clinical guidelines showed 50% of services offered cognitive behavioural therapy (CBT) for psychosis, and 42% offered family intervention. Contrary to guidelines, 50% of services offered antipsychotic medication. Around half of services provided training in assessment by Comprehensive Assessment of At Risk Mental States, psycho‐education, CBT for psychosis, family work and treatment for anxiety and depression. Conclusions: Despite clear evidence for the benefit of early intervention in this population, current provision for UHR within EIP services in England does not match clinical guidelines. While some argue this is due to a lack of allocated funding, it is important to note the similar variable adherence to clinical guidelines in the treatment of people with established schizophrenia. [ABSTRACT FROM AUTHOR]

Published
2019
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25. Athlete leadership

Author

Loughead, Todd M., primary, Mawn, Lauren, additional, Hardy, James, additional, and Munroe-Chandler, Krista J., additional

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28. Getting it right! Enhancing youth involvement in mental health research.

Author

Mawn, Lauren, Welsh, Patrick, Kirkpatrick, Lauren, Webster, Lisa A.D., and Stain, Helen J.

Subjects
*MENTAL health services, *INTERVIEWING, *RESEARCH methodology, *MEDICAL research, *RESEARCH funding, *QUALITATIVE research, *THEMATIC analysis
Abstract

Background: Few studies relating to youth mental health have actively involved young people in the design and conduct of research. Aims: This qualitative study explores the perceptions of young people about involving them in mental health research. Method: An opportunistic sample of eight young people (aged 14–24 years) from non‐statutory mental health organizations was interviewed. Interviews were transcribed verbatim, and inductive thematic analysis was conducted. Results: Six key themes emerged reflecting a desire for young people to have the opportunity to actively contribute to every stage of the research process. Meaningful research involvement was perceived as offering opportunities to develop personal skills, contribute to making a difference and ensuring research projects were more relevant. Conclusions: Young people with an active interest in mental health promotion demonstrate a desire to be involved in research with training in research methods likely to facilitate this process. Researchers need training on how best to actively and meaningfully involve young people in mental health research. [ABSTRACT FROM AUTHOR]

Published
2016
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30. Are we failing young people not in employment, education or training (NEETs)? A systematic review and meta-analysis of re-engagement interventions

Author

Mawn, Lauren, Oliver, Emily J., Akhter, Nasima, Bambra, Clare L., Torgerson, Carole, Bridle, Christopher, Stain, Helen J., Mawn, Lauren, Oliver, Emily J., Akhter, Nasima, Bambra, Clare L., Torgerson, Carole, Bridle, Christopher, and Stain, Helen J.

Abstract

Background Youth comprise 40% of the world’s unemployed, a status associated with adverse wellbeing and social, health, and economic costs. This systematic review and meta-analysis review synthesises the literature on the effectiveness of interventions targeting young people not in employment, education, or training (NEET). Methods Randomised and quasi-randomised trials with a concurrent or counterfactual control group and baseline equivalence are included. Cochrane collaboration tools are used to assess quality, and a narrative synthesis was undertaken. The primary outcome is employment; secondary outcomes were health, earnings, welfare receipt, and education. Results Eighteen trials are included (9 experimental and 9 quasi-experimental), sample sizes range from 32 to 54,923. Interventions include social skills, vocational, or educational classroom-based training, counselling or one-to-one support, internships, placements, on-the-job or occupational training, financial incentives, case management, and individual support. Meta-analysis of three high-quality trials demonstrates a 4% (CI 0.0–0.7) difference between intervention and control groups on employment. Evidence for other outcomes lacks consistency; however, more intensive programmes increase employment and wages over the longer term. Conclusions There is some evidence that intensive multi-component interventions effectively decrease unemployment amongst NEETs. The quality of current evidence is limited, leaving policy makers under-served when designing and implementing new programmes, and a vulnerable population neglected.

31. Should we 'hug a hoodie'? Protocol for a systematic review and meta-analysis of interventions with young people not in employment, education or training (so-called NEETs)

Author

Oliver, Emily J., Mawn, Lauren, Stain, Helen J., Bambra, Clare L., Torgerson, Carole, Oliver, Anita, Bridle, Christopher, Oliver, Emily J., Mawn, Lauren, Stain, Helen J., Bambra, Clare L., Torgerson, Carole, Oliver, Anita, and Bridle, Christopher

Abstract

Background: Whilst the majority of young people succeed in education and make a positive transition to the world of work and adult life, recent statistics identify that youth comprise 40 of the world's unemployed, equating to nearly 75 million individuals. These numbers are associated with both decreased economic activity and adverse well-being, with accompanying social, health and financial costs. As a result, a wide range of providers have implemented interventions targeting this population; however, their relative effectiveness is unknown. This is exacerbated by a diverse literature base, the delivery of provision and policy across multiple sectors and disparate approaches to programme evaluation. Methods and design: We will undertake a systematic review of interventions targeting youth not in employment, education or training (NEET) populations. Only randomised and non-randomised controlled trials will be included. The objectives of the review will be to: (i) systematically review, synthesise and quality appraise experimental evidence on the effects of interventions with NEET young people, (ii) estimate effects on current NEET status, well-being and other relevant psychological and behavioural outcomes, (iii) investigate potential variation in intervention effects among sub-groups stratified by pre-trial duration of current status, socioeconomic status, gender, sub-classifications of NEET individuals and intervention components (e.g. type, frequency, duration, provider and setting) and (iv) assess the robustness of results in separate sensitivity analyses that exclude studies with higher risk of bias (e.g. in terms of study quality) or follow-up length. A rigorous literature search of English language publications post-1990 will be conducted using the following electronic databases: Medline, Embase, PsycINFO, ERIC, EPPI-Centre (Bibliomap), Social Science Citation Index, British Education Index, Conference Proceedings Index, Dissertation Abstracts, Popline and gr

32. Marketing yourself effectively on paper - Top 10 tips for students applying for jobs in sport and exercise science.

Author

Smith, Christine, Hollingdale, Matt, O'Flaherty, Marie, and Mawn, Lauren

Abstract

The article offers tips for students on how to make an effective application letter for employment in sport and exercise science. The curriculum vitae (CV) must highlight the applicant's qualities, skills, relevant work experience and academic history. It recommends to use terminologies to create positive image to potential employers. Furthermore, the information provided in the CV must be factual and relevant.

Published
2008

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