BackgroundTo reduce homelessness, it is important to gain a better understanding of the differences between homeless people who remain in institutions and those who gain and can sustain independent housing. This longitudinal study explores differences in housing transitions and differences in changes in health and self-determination between formerly homeless people still living in institutions 2.5 years later and those now living in independent housing in the Netherlands.MethodsThis study mapped the housing transitions of 263 participants from when they entered the social relief system (SRS) to 2.5 years later when they were in independent housing or institutions. These individuals were compared at the 2.5-year mark in terms of gender, age and retrospectively in terms of duration of homelessness. They were also compared with regard to changes in psychological distress, perceived health, substance use and self-determination.ResultsTwo and a half years after entering the SRS, 81% of participants were independently housed and 19% still lived in institutions. People in institutions had a longer lifetime duration of homelessness, were more often men, and their number of days of alcohol use had decreased significantly more, whereas independently housed people had shown a significant increase in their sense of autonomy and relatedness.ConclusionFormerly homeless people living in independent housing and in institutions show few health-related differences 2.5 years after entering the SRS, but changes in autonomy and relatedness are distinctly more prevalent, after the same period of time, in those who are independently housed.
This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
Purpose – Self-efficacy has often been found to play a significant role in healthy dietary behaviours. However, self-efficacy interventions most often consist of intensive interventions. The authors aim to provide more insight into the effect of brief self-efficacy interventions on healthy dietary behaviours. Design/methodology/approach – In the present article, two randomized controlled trials are described. In study 1, a brief self-efficacy intervention with multiple self-efficacy techniques integrated on a flyer is tested, and in study 2, an online brief self-efficacy intervention with a single self-efficacy technique is tested. Findings – The results show that a brief self-efficacy intervention can directly increase vegetable intake and indirectly improve compliance to a diet plan to eat healthier. Originality/value – These findings suggest that self-efficacy interventions do not always have to be intensive to change dietary behaviours and that brief self-efficacy interventions can also lead to more healthy dietary behaviours.
