Feeling well while chronically ill or impaired: a multilevel study on the moderating role of employment and volunteering in Europe

an article by Josephine Foubert, Katia Levecque and Ronan Van Rossem (Ghent University, Belgium) published in Disability & Society Volume 32 Issue 1 (2017)

Abstract

People with a chronic condition tend to report poorer subjective well-being than people without. This article examines the dependence of the relationship on doing paid and voluntary work, and on macro-level labour market exclusion of people with and without chronic conditions.

Data from the European Quality of Life Survey (2011–2012) of people aged between 25 and 65 are analysed using multilevel regression techniques.

A chronic condition has a stronger negative effect on subjective well-being for persons who are economically inactive or who never engage in voluntary work. The importance of paid work, however, varies with national levels of labour exclusion.

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Drug testing in the Australian workplace: Still a contested terrain

an article by Peter Holland (Monash University, Australia) published in Journal of Industrial Relations Volume 58 Issue 5 (2016)

Abstract

This article examines ongoing issues associated with workplace drug testing through a recent case which has resulted in revaluation of the customs, practices and standards around the use of illicit drugs inside and outside the workplace.

These changes have seen the issue of workplace drug testing remain a contentious issue in the Australian employee relations landscape.

Full text (PDF)

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‘University?… hell no!’: Stammering through education

an article by Clare Butler (Newcastle University Business School, UK) published in International Journal of Educational Research Volume 59 (2013)

Abstract

Little research has addressed the effect of having a stammer on academic achievement, specifically progression into higher education.

This study spans six decades of educational practice and shows few differences in participants’ experiences. They describe their education as occasions of scant interaction, spatial segregation and limited encouragement.

This alongside an abundance of ‘tension’, ‘humiliation’ and a host of unasked questions, restricts their educational achievement and aspirations.

Findings also offer insights into the possible long-term impact for students with other impairments or disabilities. These include their not being embedded in the educational networks, which may restrict their ability to develop the vital life skills of teamwork, persuasion and negotiation.

The implications are considered using a frame of social exclusion.

Highlights

• This article considers the educational experiences of people who stammer/stutter.
• School was a ‘nightmare’ because of the ‘teachers’.
• However, positive interaction with educators can be transformative.
• Exclusion from class networks impaired participants’ ability to develop vital life skills.
• Stammering needs to be talked about: avoid silence to improve aspiration.

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