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Descriptors:
Risk Management; Decision Making; Educational Change; Adventure Education; Athletic Coaches; Educational Benefits; Research Needs; Coaching (Performance); Skill Development

Abstract:
Adventure sport coaches practice in environments that are dynamic and high in risk, both perceived and actual. The inherent risks associated with these activities, individuals' responses and the optimal exploitation of both combine to make the processes of risk management more complex and hazardous than the traditional sports where risk management is focused almost exclusively on minimization. Pivotal to this process is the adventure sports coaches' ability to make effective judgments regarding levels of risk, potential benefits and possible consequences. The exact nature of this decision making process should form the basis of coaching practice and coach education in this complex and dynamic field. This positional paper examines decision making by the adventure sports coach in these complex, challenging environments and seeks to stimulate debate whilst offering a basis for future research into this topic. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Risk Management; Role Conflict; Ethics; Foreign Countries; Mental Retardation; Justice; Criminals; Caseworker Approach; Civil Rights; Correctional Rehabilitation; Vocational Rehabilitation; Change Strategies; Institutionalized Persons; Normalization (Disabilities); Ambiguity (Context); Therapy; Client Characteristics (Human Services); Individual Characteristics; Caregiver Role; Role Perception; Semi Structured Interviews; Focus Groups

Abstract:
In New Zealand, the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 provides diversion for persons with an intellectual disability who have been charged with, or convicted of, a criminal offence. This unique Act moves the responsibility for such "care recipients" from the criminal justice system to a disability sector that values a social model of disability and philosophies of autonomy, choice and normalisation. This research identified dilemmas faced by care managers legally responsible for care recipients. Care managers experienced: tension between imperatives of risk management, rehabilitation and human rights; role ambiguity between"custodian" or "therapist"; philosophical incongruity within their services; and ethical dilemmas over decisions to lengthen care orders. The changing care recipient population has intensified these dilemmas: services must now adapt to the needs of young, street-wise people with alcohol and drug problems and histories of criminal behaviour. The article makes recommendations about how these dilemmas can be addressed. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Content Analysis; Educational Research; Citations (References); Natural Disasters; Research Reports; Bibliographies; Social Science Research; Qualitative Research; Statistical Analysis; Literature Reviews; Research Utilization; Public Policy; Emergency Programs; Emergency Shelters; Crisis Management; Weather; Risk Management; Psychological Patterns; Emotional Response; Social Environment; Children; Adults; Research Methodology; Business; Schools; Public Health; Government Role; Community Development; Bibliometrics

Abstract:
There, undoubtedly, will be a flurry of research activity in the "Superstorm" Sandy impact area on a myriad of disaster-related topics, across academic disciplines. The purpose of this study was to review the disaster research related specifically to hurricanes in the educational and social sciences that would best serve as a compendium bibliography for researchers, academic faculty, and policymakers in the Hurricane Sandy impact area. To that end, this study, based on a content analysis procedure, identified key articles on hurricanes based on the extant literature indexed in the database PsycINFO. Of the 1,408 references identified, 1000 were scholarly qualitative and quantitative research articles. The author developed a bibliography of 100 key citations to articles, categorized across select topical areas, based on issues central to investigatory efforts following natural disasters. Future research should recommend research designs that address specific concerns of both researchers and policymakers in high-impact, heavily populated areas of the U.S. susceptible to major tropical storm or hurricane damage. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk Management; Ethics; Video Technology; Social Work; Social Networks; Confidentiality; Conflict of Interest; Informed Consent; Information Technology; Counseling Techniques; Counseling Services; Referral; Privacy; Standards; Documentation; Counselor Performance

Abstract:
Digital, online, and other electronic technology has transformed the nature of social work practice. Contemporary social workers can provide services to clients by using online counseling, telephone counseling, video counseling, cybertherapy (avatar therapy), self-guided Web-based interventions, electronic social networks, e-mail, and text messages. The introduction of diverse digital, online, and other forms of electronic social services has created a wide range of complex ethical and related risk management issues. This article provides an overview of current digital, online, and electronic social work services; identifies compelling ethical issues related to practitioner competence, client privacy and confidentiality, informed consent, conflicts of interest, boundaries and dual relationships, consultation and client referral, termination and interruption of services, documentation, and research evidence; and offers practical risk management strategies designed to protect clients and social workers. The author identifies relevant standards from the NASW "Code of Ethics" and other resources designed to guide practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk Management; Validity; Personality Problems; Personality; Patients; Hospitals; Interrater Reliability; Research Assistants; Risk; Prediction; Measures (Individuals); Mental Disorders; Substance Abuse; Violence; Aggression; Males; Criminals; Psychopathology; Check Lists

Abstract:
The Short-Term Assessment of Risk and Treatability (START; C. D. Webster, M. L. Martin, J. Brink, T. L. Nicholls, & S. L. Desmarais, 2009; C. D. Webster, M. L. Martin, J. Brink, T. L. Nicholls, & C. Middleton, 2004) is a relatively new structured professional judgment guide for the assessment and management of short-term risks associated with mental, substance use, and personality disorders. The scheme may be distinguished from other violence risk assessment instruments because of its inclusion of 20 dynamic factors that are rated in terms of both vulnerability and strength. This study examined the reliability and validity of START assessments in predicting inpatient aggression. Research assistants completed START assessments for 120 male forensic psychiatric patients through review of hospital files. They also completed Historical-Clinical-Risk Management-20 (HCR-20; C. D. Webster, K. S. Douglas, D. Eaves, & S. D. Hart, 1997) and Hare Psychopathy Checklist: Screening Version (PCL:SV; S. D. Hart, D. N. Cox, & R. D. Hare, 1995) assessments. Outcome data were coded from hospital files for a 12-month follow-up period using the Overt Aggression Scale (OAS; S. C. Yudofsky, J. M. Silver, W. Jackson, J. Endicott, & D. W. Williams, 1986). START assessments evidenced excellent interrater reliability and demonstrated both predictive and incremental validity over the HCR-20 Historical subscale scores and PCL:SV total scores. Overall, results support the reliability and validity of START assessments and use of the structured professional judgment approach more broadly, as well as the value of using dynamic risk and protective factors to assess violence risk. (Contains 9 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Homosexuality; Sexual Identity; Sexual Orientation; Social Attitudes; Student Organizations; At Risk Students; Suicide; School Psychologists; Social Support Groups; Identification; Individual Development; Safety; Risk Management; High School Students

Abstract:
Lesbian, gay, bisexual, and transgender (LGBT) students face many risk factors every day when they enter their school's door. These students often fear for their safety at school, are victimized, have academic difficulties, suffer from issues with their identity development, and are at risk for suicide. School-based Gay-Straight Alliances (GSAs) have been shown to reduce the risk for LGBT students in these areas. School psychologists are in a unique position to be instrumental in alleviating many of the problems LGBT students face every day by being a GSA advisor. This article reviews the literature on LGBT student risk in terms of the benefits of a GSA and guides school psychologists on how to start and advise a GSA in their schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Locus of Control; Mental Retardation; Risk Management; Risk; Thematic Approach; Adults; Semi Structured Interviews; Disabilities; Likert Scales

Abstract:
Background: Involving ID service users in risk decision making necessitates consideration of an individual's ability to assess the implications and associated risks and thus make an informed choice. This calls for research on service users' awareness and understanding of risk management (RM). Method: Thirteen people in a residential ID service who were reviewed under the risk management process (RMP) participated in the research. Thematic analysis explored participants' knowledge and understanding of risk management to establish ability to make informed choice. Results: Two main meta-themes (lack of awareness about RM and awareness about RM) and four meta-themes (extent of RM awareness, locus of control, compliance and empowerment) emerged. Nine of 13 participants demonstrated some knowledge and awareness of RM and wanted to contribute to the RMP, despite not being consulted about or given the opportunity to be involved in RM. Conclusions: The majority of service users in this sample had some awareness of the purpose of RM and could make partially informed decisions about whether they would like to be involved in the RMP. The findings highlight the need for professionals to actively attempt to involve ID service users in the management of their own risk. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Risk Management; Educational Practices; Principals; Government School Relationship; Compliance (Legal); Administrator Responsibility; Administrator Attitudes; Semi Structured Interviews; Grounded Theory; Politics of Education; Power Structure; Professional Autonomy; Personnel Selection; Administrator Characteristics; Personality Traits; Administrator Evaluation; School Culture

Abstract:
Over the past two decades, risk in education has stimulated increasing attention and prominence, with principals bearing responsibility and liability for "managing" risk in schools. As a consequence, compulsory risk compliance regimes have become increasingly complex, technical and time-consuming. This article focuses on the responses of principals to issues surrounding "risk" and suggests that some risk processes themselves may be inherently risky. Principals fear that risk management regimes can incur professional and personal danger while ignoring some commonly known, politically sensitive, "risky" areas. The article considers the scope of risk in schools before turning to "undiscussables": how risk management puts principals at risk, and issues surrounding leaders as risk. Principals' concerns about marginalization from systemic risk decision-making, the individuation of risk management responsibility and suggestions for action are discussed, along with areas for future research. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; College Students; Obesity; Physical Activities; Females; Eating Disorders; Intervention; Computer Uses in Education; Testing; Pretests Posttests; Human Body; Satisfaction; Adults; Comparative Analysis; Student Attitudes; Risk Management

Abstract:
The efficacy of 2 computer-based programs was tested with Latina college women (N = 64). Compared with participants in the control group, intervention participants improved their motivation to eat fruits and vegetables (F&V; p = 0.042) and to participate in physical activity (p = 0.023) and significantly increased their F&V intake (pre- to post-test, p less than 0.001; pre-follow-up, p = 0.002). Body dissatisfaction improved at a trend level (p = 0.055). Some modest effects of computer-based programs were found. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Finance; Supply and Demand; Financial Support; Endowment Funds; Income; Economic Impact; Correlation; Risk Management

Abstract:
Charitable donations are an important revenue source for many institutions of higher education. We explore how donations respond to economic and financial market shocks, accounting for both supply and demand channels through which these shocks operate. In panel data with fixed effects to control for unobservable differences across universities, we find that overall donations to higher education--and especially capital donations for university endowments or for buildings--are positively and significantly correlated with the average income and house values in the state where the university is located (supply effects). We also find that when a university suffers a negative endowment shock that is large relative to its operating budget, donations increase (demand effects). This is especially true for donations earmarked for current use. We conclude by discussing the importance of understanding how donations respond to economic shocks for effective financial risk management by colleges and universities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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