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3 results

  • Effects of Human Rights Sensitivity of case managers on the working relationships with people suffering from mental illness mediated by empathy

  • M. Seo, Y.R. Kim
  • Journal:
    European Psychiatry / Volume 65 / Issue S1 / June 2022
    Published online by Cambridge University Press:
    01 September 2022, p. S303
    • Article
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      • Open access
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  • Introduction

    It is critical to provide not only mental health services but also welfare services that meet the socioeconomic needs of people suffering from mental illnesses in order for them to recover. Case managers in the public sector who provide socioeconomic support to the low-income class, in particular, play critical roles in early detection of untreated mentally ill people, linking them to the mental health system, and providing various supports for their community integration. Positive working relationships are required to fulfill these roles.

    Objectives

    This study aims to analyze the effects of human rights sensitivity of case managers on the working relationships with the persons with mental illness mediated by empathy.

    Methods

    We evaluated overall human rights sensitivity, level of empathy(cognitive, affective, behavioral aspects) and working relationships with the mentally ill of 291 public sector case managers(Mean age = 40.52, SD=7.96, female 78.2%, male 21.8%).

    Results

    In research model analysis, the goodness-of-fit was evaluated to verify the effect of overall human rights sensitivity on the working relationships with the persons with mental illness mediated by empathy. Most of indices showed sufficient goodness-of-fit. In other words, the higher overall human rights sensitivity is, the higher the level of empathy is, and this has a positive effect on the working relationships with persons with mental illness.

    Conclusions

    To form positive working relationships with people suffering from mental illnesses, public sector case managers must be educated to increase their empathy by improving their overall human rights sensitivity.

    Disclosure

    No significant relationships.

  • 11 - How to Form Organizational Partnerships to Run Experiments

  • from Part II - Experimental Data
  • Edited by James N. Druckman, Northwestern University, Illinois, Donald P. Green, Columbia University, New York
  • Book:
    Advances in Experimental Political Science
    Published online:
    08 March 2021
    Print publication:
    01 April 2021, pp 199-216

  • Summary

    There is growing interest in bridging the gap between science and society. Fostering relationships between researchers and practitioners, such as partnering to conduct experiments, is an increasingly popular way to do that. Yet, despite the growing number of such partnerships, academics who are new to them often lack guidance about considerations to keep in mind and the steps involved. This chapter bridges the gap. I discuss the benefits, challenges, and goals of organizational partnerships as well as provide a step-by-step guide for academics beginning new ones. Throughout, I emphasize the fact that such partnerships entail building new working relationships with people who have diverse forms of knowledge. As a result, both a learning mindset as well as a relational mindset are necessary.

  • Chapter 12 - How do I work with colleagues, parents/carers and the community?

  • from Part 3 - Working in education contexts
  • Heather Sharp, University of Newcastle, New South Wales, Sue Hudson, Southern Cross University, Australia, Noelene Weatherby-Fell, University of Wollongong, New South Wales, Jennifer Charteris, University of New England, Australia, Bernard Brown, University of Canberra, Jason Lodge, University of Queensland, Lisa McKay-Brown, University of Melbourne, Tracey Sempowicz, University of the Sunshine Coast, Queensland, Rachel Buchanan, University of Newcastle, New South Wales, Scott Imig, University of Newcastle, New South Wales, Peter Hudson, Southern Cross University, Australia, Michaela Vergano, University of Canberra, Michael Walsh, University of Canberra
  • Book:
    Introduction to Education
    Published online:
    13 February 2021
    Print publication:
    22 January 2021, pp 331-358

  • Summary

    Schools are part of a community and, as such, teachers are involved in a range of interactions with colleagues, parents/carers and the wider community. Forming and maintaining positive relationships with a range of stakeholders is an integral part of a teacher’s role and improves outcomes for students. Teachers also have a range of ethical and legislative responsibilities to fulfil in their interactions with colleagues, families and the wider community. This chapter provides practical advice to guide you through various approaches to forming and maintaining positive relationships, while also gaining knowledge about how to navigate difficulties that may arise during the course of interacting with others.