showing 7 related works from this author
Facilitation of Developmental Tasks in Prisons: Applying the Method of Human-Centred Co-evaluation
2021
AbstractCollaboration and learning are especially needed in times of change in the workplace. This chapter describes a novel method for developing work practices and enhancing professionals’ proactiveness through collective, participatory experimentation and evaluation. We used the method in a low-security closed prison in Finland to advance prison staff’s rehabilitation work with prisoners. The design, implementation and evaluation of the innovations prison officers introduced to advance their work (recording the inmates’ behaviour and needs into their sentence plans) are illustrated. Besides describing how the method was applied in practice, we also identify and discuss the gaps within pr…
Interorganisational Collaboration in a Norwegian Prison—Challenges and Opportunities Arising from Interagency Meetings
2021
AbstractIn prison, the provision of care and the surveillance of inmates takes place in multiple locations with several often contradictory demands. Inmates may experience a fragmentation of services because of the separate silos in which criminal justice service and mental health professionals work and the distinct ways of working that develop within these. A greater alignment between services is required. This chapter focuses on interagency meetings in a Norwegian prison. These are groups that aim to develop an holistic perspective of the inmate’s situation and problems, and are seen as an innovative way to overcome the contradiction between ‘treatment’ and ‘punishment’ prison paradigms a…
A COLAB model Of workplace transformation in the criminal justice context
2021
AbstractThis chapter presents the COLAB model for promoting organisational learning and innovation with potential application in criminal justice-related organisations. We describe this model as a toolkit that built on the Change Laboratory model of workplace transformation but one augmented with the beneficial components of Activity Clinics, Boundary Crossing Workshops and Codesign methods and developed within the criminal justice context. Limitations and future directions for the model are discussed.
Combining Resources: A Participatory Intervention Promoting Organisational Learning, Social Innovation and Interorganisational Collaborations In Crim…
2020
This chapter presents a participatory model for promoting organisational learning and innovation with potential application in criminal justice related organisations. We share the sensemaking process engaged in by the COLAB consortium tasked with comparing and contrasting a range of participatory interventions and developing a potentially hybrid model that combined the strengths of each. We describe this model on 11 key dimensions, that in themselves offer a useful tool through which different participatory methods might be compared. An expanded participatory model based on the Change Laboratory model and expansive learning cycle is presented, one augmented with the beneficial components of…
Contradictions as Drivers for Improving Inclusion in Teaching Pupils with Special Educational Needs
2018
The aim of this paper is to enhance understanding of the contradictions that arise in the drive to improve teaching practices among pupils with special educational needs (SENs). A questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in Finland. The analysis, based on thematic coding and analysis of manifestations of contradictions, revealed contradictions related to artefacts of teaching, participation in the community and school staff’s professional ability to teach SEN pupils in mainstream. Four types of manifestations, namely conflicts, critical conflicts, dilemmas, and double binds, could be identified in the dat…
Collaboration for Inclusive Practices : Teaching Staff Perspectives from Finland
2021
accepted in publication Collaboration between educators is considered to be the key issue when implementing inclusive practices within schools. An open-ended questionnaire and semi-structured interviews were used to extend the current understanding of collaboration between teaching staff. The questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in primary, secondary and special education public schools in Finland. Also, semi-structured interviews with 20 participants were used to deepen the understanding of the elements included in the teaching activity in diverse classrooms. The results indicate coordination, cooper…