Briefing and Design for Sustainability

Abstract

The design process had to take into account the budget constraints as well as the interdisciplinary nature of the project.

Developing a typology of mentoring programmes for young people attending secondary school in the United Kingdom using qualitative methods

“…The methodology used to derive the typology differs from previous attempts ( Philip & Spratt, 2007 ; Simon & Eby, 2003 ; Sipe & Rogers, 1999 ) and ensures that the typology is grounded in participants' descriptions of programmes. This typology differs from previous typologies in the UK ( Ford, 1998 ; Philip & Hendry, 1996 ; Philip & Spratt, 2007 ) in that it allows each programme, despite variation in their format, delivery and a range of other characteristics, to be allocated to one and only one mentoring model. Consistent with previous studies ( Mass Mentoring Partnership, 2007 ; Sipe & Rogers, 1999 ), this study revealed that a total of 33 different categories can be used to differentiate between existing programmes, spanning across programme structures and formats, detailed information on mentees and mentors involved and organizational details and practices.…”

“…Multiple studies have attempted to form typologies in the field of mentoring, for instance, to differentiate between types of relationships between mentor and mentee ( Langhout, Rhodes, & Osborne, 2004 ; Pryce & Keller, 2007 ; Simon & Eby, 2003 ) different types of mentors ( Ford, 1998 ; Scanlon, 2009 ) or to summarise negative mentoring experiences ( Simon & Eby, 2003 ). Classifying different types of mentoring relationships was the aim of Karcher and Nakkula's work, who distinguished mentoring relationships by looking at the focus, the purpose and the authorship and what is termed the ‘developmental’ and ‘instrumental’ style of relationships ( Karcher & Nakkula, 2010 ).…”

“…However all were based on programmes in the USA and were typically broad in their scope, encompassing a wide age range and informal and formal mentoring strategies. Three typologies of aspects of mentoring in the UK have been published ( Ford, 1998 ; Philip & Hendry, 1996 ; Philip & Spratt, 2007 ).…”

“…Philip and Spratt (2007) further differentiated between five overall aims which they classified as ‘compensatory’, ‘instrumental’, ‘expanding opportunities’, ‘reduction of unwanted behaviour’ and ‘integration into community’ based upon a literature review. Ford (1998) described different mentoring styles utilised by career guidance mentors but it is unknown how these styles were derived. As with other attempts at the classification of mentoring, the categories used were not mutually exclusive ( Philip & Hendry, 1996 ; Philip & Spratt, 2007 ).…”

Young carers’ experiences of services and support: What is helpful and how can support be improved?

“…supporting the person with care needs to go out for a couple of hours) were not always considered appropriate uses of time. It has been suggested that a truly 'strengths-based' approach requires whole system change to the way support is provided, shifting attitudes and priorities of both those receiving and delivering services towards greater collaboration [54] The range of different services discussed in our field work (Table 2) is evidence of the complicated system within which families may be needing, seeking and/or receiving support, and within which practitioners are working. Systems theory has been used to understand and examine complex interventions, and how to evaluate them, and has been applied to service environments such as those we are discussing here, where multiple services (for example social work, education, mental health and voluntary sector organisations) and multiple individuals may be involved and affected.…”