Richard Volpe – författare

Every year, thousands of people suffer unintentional neurotrauma injuries due to motor vehicle accidents, sports and playground injuries, and farm and occupational injuries. Although injury reduction targets have been established and indicators have been developed to measure progress in prevention, no method of evaluating and accessing effective injury prevention practices is currently available.This compendium aims to fill this gap by portraying exemplars that have the potential to reduce the incidence of these injuries, and by providing a detailed methodology that is effective in identifying innovative best practices. The intention of this work is not to be encyclopaedic; rather, the authors have reviewed the twenty-eight best and promising practices, taking into consideration the complexity of injury dynamics, and analysed what constitutes a best practice as the shift is made from individual clinical practice to the collective practice associated with policy implementation at the community level.The first worldwide assessment of best practices, this work is expected to be an important contribution to the emerging field of unintentional-injury prevention with its unique coverage of the life span, up-to-date bibliography, and directory of the major programs and professionals.

Working for pay is a common experience throughout North America for youth, with up to 80 percent of high school students working for at least a short duration of time through the course of a year. Once adolescents enter the labor market, they usually continue working, though they change jobs frequently through to their early 20s. Most working youth are employed during both the school year and the summer. Adolescents and young adults are exposed to a variety of workplace risks and hazards that include operating dangerous tools, machinery, and vehicles; handling cash in situations prone to robbery; and working with supervisors and co-workers whose own "safe work practices" are suspect. Proper orientation and training is sometimes minimal; supervision can be limited and of questionable quality. Given that over the past fifty years the proportion of adolescents entering the workforce has increased six-fold for both males and females, and that the number of working youth is expected to continue increasing due to globalization and diffusion of new technologies, there is definite cause for concern. Why the large discrepancy between young people and adults when it comes to workplace injury? Why are our future workers being injured at all? Youth willingly enter work settings expecting to be guided and protected, yet many are exposed to work environments and safety cultures leading to quite different outcomes. Some answers may lie in better understanding the young worker experience or in the similarities and differences between the young worker and adult worker experience. We only know that a simplistic, rote answer will not suffice, especially when young people continue to be injured, some fatally, on the job.In an effort to begin answering some of these questions, we have developed this two part book. Part I is designed to provide the reader with an overview of what we know about young workers and some of the factors that may influence their ability to stay safe at work. The literature draws attention to areas ranging from The Nature of the Workplace, to Risk Perception, and finally to Management and System Support. Where appropriate, the findings from the Young Worker Young Supervisor (YWYS) project are brought into the existing literature on young worker health and safety. Part I sets the tone for Part II of the monograph by giving the reader an idea of what young workers find themselves facing when they enter the world of work, from characteristics of the workplace to unique conditions and relationships of young workers.To further illuminate the issues and situations youth face in the workplace, Part II presents a series of vignettes that were drawn from real life situations observed through the course of the YWYS project. The vignettes are brief, evocative descriptions, accounts, or episodes representing the types of experiences common to young workers. These vignettes are based on the case studies and interviews conducted during the course of the YWYS project. The circumstances presented in the vignettes reflect the conditions under which many young workers find themselves. As farfetched as some of the managers' and young workers' behavior may seem in the vignettes, the events are fictionalized versions of real workplace occurrences. Each vignette is followed by one or more "scenario(s)", each presenting an open-ended problem taken from real life and faced by young workers. Each scenario ends with a series of questions intended to encourage the reader towards further discussion.

Working for pay is a common experience throughout North America for youth, with up to 80 percent of high school students working for at least a short duration of time through the course of a year. Once adolescents enter the labor market, they usually continue working, though they change jobs frequently through to their early 20s. Most working youth are employed during both the school year and the summer. Adolescents and young adults are exposed to a variety of workplace risks and hazards that include operating dangerous tools, machinery, and vehicles; handling cash in situations prone to robbery; and working with supervisors and co-workers whose own "safe work practices" are suspect. Proper orientation and training is sometimes minimal; supervision can be limited and of questionable quality. Given that over the past fifty years the proportion of adolescents entering the workforce has increased six-fold for both males and females, and that the number of working youth is expected to continue increasing due to globalization and diffusion of new technologies, there is definite cause for concern. Why the large discrepancy between young people and adults when it comes to workplace injury? Why are our future workers being injured at all? Youth willingly enter work settings expecting to be guided and protected, yet many are exposed to work environments and safety cultures leading to quite different outcomes. Some answers may lie in better understanding the young worker experience or in the similarities and differences between the young worker and adult worker experience. We only know that a simplistic, rote answer will not suffice, especially when young people continue to be injured, some fatally, on the job.In an effort to begin answering some of these questions, we have developed this two part book. Part I is designed to provide the reader with an overview of what we know about young workers and some of the factors that may influence their ability to stay safe at work. The literature draws attention to areas ranging from The Nature of the Workplace, to Risk Perception, and finally to Management and System Support. Where appropriate, the findings from the Young Worker Young Supervisor (YWYS) project are brought into the existing literature on young worker health and safety. Part I sets the tone for Part II of the monograph by giving the reader an idea of what young workers find themselves facing when they enter the world of work, from characteristics of the workplace to unique conditions and relationships of young workers.To further illuminate the issues and situations youth face in the workplace, Part II presents a series of vignettes that were drawn from real life situations observed through the course of the YWYS project. The vignettes are brief, evocative descriptions, accounts, or episodes representing the types of experiences common to young workers. These vignettes are based on the case studies and interviews conducted during the course of the YWYS project. The circumstances presented in the vignettes reflect the conditions under which many young workers find themselves. As farfetched as some of the managers' and young workers' behavior may seem in the vignettes, the events are fictionalized versions of real workplace occurrences. Each vignette is followed by one or more "scenario(s)", each presenting an open-ended problem taken from real life and faced by young workers. Each scenario ends with a series of questions intended to encourage the reader towards further discussion.

Working for pay is a common experience throughout North America for youth, with up to 80 percent of high school students working for at least a short duration of time through the course of a year. Once adolescents enter the labor market, they usually continue working, though they change jobs frequently through to their early 20s. Most working youth are employed during both the school year and the summer. Adolescents and young adults are exposed to a variety of workplace risks and hazards that include operating dangerous tools, machinery, and vehicles; handling cash in situations prone to robbery; and working with supervisors and co-workers whose own "e;safe work practices"e; are suspect. Proper orientation and training is sometimes minimal; supervision can be limited and of questionable quality. Given that over the past fifty years the proportion of adolescents entering the workforce has increased six-fold for both males and females, and that the number of working youth is expected to continue increasing due to globalization and diffusion of new technologies, there is definite cause for concern. Why the large discrepancy between young people and adults when it comes to workplace injury? Why are our future workers being injured at all? Youth willingly enter work settings expecting to be guided and protected, yet many are exposed to work environments and safety cultures leading to quite different outcomes. Some answers may lie in better understanding the young worker experience or in the similarities and differences between the young worker and adult worker experience. We only know that a simplistic, rote answer will not suffice, especially when young people continue to be injured, some fatally, on the job.In an effort to begin answering some of these questions, we have developed this two part book. Part I is designed to provide the reader with an overview of what we know about young workers and some of the factors that may influence their ability to stay safe at work. The literature draws attention to areas ranging from The Nature of the Workplace, to Risk Perception, and finally to Management and System Support. Where appropriate, the findings from the Young Worker Young Supervisor (YWYS) project are brought into the existing literature on young worker health and safety. Part I sets the tone for Part II of the monograph by giving the reader an idea of what young workers find themselves facing when they enter the world of work, from characteristics of the workplace to unique conditions and relationships of young workers.To further illuminate the issues and situations youth face in the workplace, Part II presents a series of vignettes that were drawn from real life situations observed through the course of the YWYS project. The vignettes are brief, evocative descriptions, accounts, or episodes representing the types of experiences common to young workers. These vignettes are based on the case studies and interviews conducted during the course of the YWYS project. The circumstances presented in the vignettes reflect the conditions under which many young workers find themselves. As farfetched as some of the managers' and young workers' behavior may seem in the vignettes, the events are fictionalized versions of real workplace occurrences. Each vignette is followed by one or more "e;scenario(s)"e;, each presenting an open-ended problem taken from real life and faced by young workers. Each scenario ends with a series of questions intended to encourage the reader towards further discussion.

The Secure Child: Timeless Lessons In Parenting and Childhood Education was designed to contribute meaning to the adage “what was old is new again.” Just as ideas in child psychology shifted in the 1960s from a focus on behavior to cognitive stages, we are currently seeing a shift away from stages of development toward an emphasis on the interplay between children and the world around them. Specifically, the book offers practical insights into how children can be helped to cope with their changing worlds. These insights emerged in the 1930s, a time of social and economic upheaval much like today. This collection of original papers by former students and colleagues of William E. Blatz, the renowned psychologist and pediatrician known as the “Dr. Spock of Canada,” makes a vital contribution by bringing forward and examining his work in the context of contemporary ideas about human development, parenting, and education. The collection forms a prologue to an included guide written by Blatz and colleagues, The Expanding World of the Child. The previously unpublished work articulates a comprehensive functional approach to parenting and childhood education. The unique format of this book will make it useful for courses in parenting, childhood education as well scholarship in child psychology, personality theory, and socialization.

The Secure Child: Timeless Lessons In Parenting and Childhood Education was designed to contribute meaning to the adage “what was old is new again.” Just as ideas in child psychology shifted in the 1960s from a focus on behavior to cognitive stages, we are currently seeing a shift away from stages of development toward an emphasis on the interplay between children and the world around them. Specifically, the book offers practical insights into how children can be helped to cope with their changing worlds. These insights emerged in the 1930s, a time of social and economic upheaval much like today. This collection of original papers by former students and colleagues of William E. Blatz, the renowned psychologist and pediatrician known as the “Dr. Spock of Canada,” makes a vital contribution by bringing forward and examining his work in the context of contemporary ideas about human development, parenting, and education. The collection forms a prologue to an included guide written by Blatz and colleagues, The Expanding World of the Child. The previously unpublished work articulates a comprehensive functional approach to parenting and childhood education. The unique format of this book will make it useful for courses in parenting, childhood education as well scholarship in child psychology, personality theory, and socialization.

The Secure Child: Timeless Lessons In Parenting and Childhood Education was designed to contribute meaning to the adage "e;what was old is new again."e; Just as ideas in child psychology shifted in the 1960s from a focus on behavior to cognitive stages, we are currently seeing a shift away from stages of development toward an emphasis on the interplay between children and the world around them. Specifically, the book offers practical insights into how children can be helped to cope with their changing worlds. These insights emerged in the 1930s, a time of social and economic upheaval much like today. This collection of original papers by former students and colleagues of William E. Blatz, the renowned psychologist and pediatrician known as the "e;Dr. Spock of Canada,"e; makes a vital contribution by bringing forward and examining his work in the context of contemporary ideas about human development, parenting, and education. The collection forms a prologue to an included guide written by Blatz and colleagues, The Expanding World of the Child. The previously unpublished work articulates a comprehensive functional approach to parenting and childhood education. The unique format of this book will make it useful for courses in parenting, childhood education as well scholarship in child psychology, personality theory, and socialization.

Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease. Today’s medical techniques are improving the survival rate for people of all ages diagnosed with ABI, and current trends in rehabilitation are supporting these individuals returning to live, attend school, and work in their communities. Yet strategies on the best way of providing community participation vary among rehabilitation experts. Because many of survivors of ABI do not and will not return to the status quo of their former lives it is important to examine what constitutes best and promisingpractices in this area.This casebook is the world’s first compilation of evidence-informed programs that foster community participation for people of all ages with brain injury. With thisreview, we elicited and carefully examined existing programmatic efforts that combine emphasis on the individual, the social, and the service systems in a way that captures community participation as a complex process of interactive change in the person-environment relationship – programs that do not divorce ABI survivors from their contexts, and where participation efforts facilitate positive change in the social and political context. We considered community-based programs to be programs where individuals and families actively participate in their own therapy (rehabilitation) and take responsibility for their own health or that of a family/community member.Each case study chapter depicts a program chosen on its extraordinary merits to provide community participation to its clients. The chapters are cowritten by the stakeholder and a researcher, giving a complete perspective of how the program was established and continues to operate, and provides evidence of excellence.

Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease. Today’s medical techniques are improving the survival rate for people of all ages diagnosed with ABI, and current trends in rehabilitation are supporting these individuals returning to live, attend school, and work in their communities. Yet strategies on the best way of providing community participation vary among rehabilitation experts. Because many of survivors of ABI do not and will not return to the status quo of their former lives it is important to examine what constitutes best and promisingpractices in this area.This casebook is the world’s first compilation of evidence-informed programs that foster community participation for people of all ages with brain injury. With thisreview, we elicited and carefully examined existing programmatic efforts that combine emphasis on the individual, the social, and the service systems in a way that captures community participation as a complex process of interactive change in the person-environment relationship – programs that do not divorce ABI survivors from their contexts, and where participation efforts facilitate positive change in the social and political context. We considered community-based programs to be programs where individuals and families actively participate in their own therapy (rehabilitation) and take responsibility for their own health or that of a family/community member.Each case study chapter depicts a program chosen on its extraordinary merits to provide community participation to its clients. The chapters are cowritten by the stakeholder and a researcher, giving a complete perspective of how the program was established and continues to operate, and provides evidence of excellence.

Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease. Today's medical techniques are improving the survival rate for people of all ages diagnosed with ABI, and current trends in rehabilitation are supporting these individuals returning to live, attend school, and work in their communities. Yet strategies on the best way of providing community participation vary among rehabilitation experts. Because many of survivors of ABI do not and will not return to the status quo of their former lives it is important to examine what constitutes best and promisingpractices in this area.This casebook is the world's first compilation of evidence-informed programs that foster community participation for people of all ages with brain injury. With thisreview, we elicited and carefully examined existing programmatic efforts that combine emphasis on the individual, the social, and the service systems in a way that captures community participation as a complex process of interactive change in the person-environment relationship - programs that do not divorce ABI survivors from their contexts, and where participation efforts facilitate positive change in the social and political context. We considered community-based programs to be programs where individuals and families actively participate in their own therapy (rehabilitation) and take responsibility for their own health or that of a family/community member.Each case study chapter depicts a program chosen on its extraordinary merits to provide community participation to its clients. The chapters are cowritten by the stakeholder and a researcher, giving a complete perspective of how the program was established and continues to operate, and provides evidence of excellence.

Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease. Today's medical techniques are improving the survival rate for people of all ages diagnosed with ABI, and current trends in rehabilitation are supporting these individuals returning to live, attend school, and work in their communities. Yet strategies on the best way of providing community participation vary among rehabilitation experts. Because many of survivors of ABI do not and will not return to the status quo of their former lives it is important to examine what constitutes best and promisingpractices in this area.This casebook is the world's first compilation of evidence-informed programs that foster community participation for people of all ages with brain injury. With thisreview, we elicited and carefully examined existing programmatic efforts that combine emphasis on the individual, the social, and the service systems in a way that captures community participation as a complex process of interactive change in the person-environment relationship - programs that do not divorce ABI survivors from their contexts, and where participation efforts facilitate positive change in the social and political context. We considered community-based programs to be programs where individuals and families actively participate in their own therapy (rehabilitation) and take responsibility for their own health or that of a family/community member.Each case study chapter depicts a program chosen on its extraordinary merits to provide community participation to its clients. The chapters are cowritten by the stakeholder and a researcher, giving a complete perspective of how the program was established and continues to operate, and provides evidence of excellence.

The Secure Child: Timeless Lessons In Parenting and Childhood Education was designed to contribute meaning to the adage "e;what was old is new again."e; Just as ideas in child psychology shifted in the 1960s from a focus on behavior to cognitive stages, we are currently seeing a shift away from stages of development toward an emphasis on the interplay between children and the world around them. Specifically, the book offers practical insights into how children can be helped to cope with their changing worlds. These insights emerged in the 1930s, a time of social and economic upheaval much like today. This collection of original papers by former students and colleagues of William E. Blatz, the renowned psychologist and pediatrician known as the "e;Dr. Spock of Canada,"e; makes a vital contribution by bringing forward and examining his work in the context of contemporary ideas about human development, parenting, and education. The collection forms a prologue to an included guide written by Blatz and colleagues, The Expanding World of the Child. The previously unpublished work articulates a comprehensive functional approach to parenting and childhood education. The unique format of this book will make it useful for courses in parenting, childhood education as well scholarship in child psychology, personality theory, and socialization.

Working for pay is a common experience throughout North America for youth, with up to 80 percent of high school students working for at least a short duration of time through the course of a year. Once adolescents enter the labor market, they usually continue working, though they change jobs frequently through to their early 20s. Most working youth are employed during both the school year and the summer. Adolescents and young adults are exposed to a variety of workplace risks and hazards that include operating dangerous tools, machinery, and vehicles; handling cash in situations prone to robbery; and working with supervisors and co-workers whose own "e;safe work practices"e; are suspect. Proper orientation and training is sometimes minimal; supervision can be limited and of questionable quality. Given that over the past fifty years the proportion of adolescents entering the workforce has increased six-fold for both males and females, and that the number of working youth is expected to continue increasing due to globalization and diffusion of new technologies, there is definite cause for concern. Why the large discrepancy between young people and adults when it comes to workplace injury? Why are our future workers being injured at all? Youth willingly enter work settings expecting to be guided and protected, yet many are exposed to work environments and safety cultures leading to quite different outcomes. Some answers may lie in better understanding the young worker experience or in the similarities and differences between the young worker and adult worker experience. We only know that a simplistic, rote answer will not suffice, especially when young people continue to be injured, some fatally, on the job.In an effort to begin answering some of these questions, we have developed this two part book. Part I is designed to provide the reader with an overview of what we know about young workers and some of the factors that may influence their ability to stay safe at work. The literature draws attention to areas ranging from The Nature of the Workplace, to Risk Perception, and finally to Management and System Support. Where appropriate, the findings from the Young Worker Young Supervisor (YWYS) project are brought into the existing literature on young worker health and safety. Part I sets the tone for Part II of the monograph by giving the reader an idea of what young workers find themselves facing when they enter the world of work, from characteristics of the workplace to unique conditions and relationships of young workers.To further illuminate the issues and situations youth face in the workplace, Part II presents a series of vignettes that were drawn from real life situations observed through the course of the YWYS project. The vignettes are brief, evocative descriptions, accounts, or episodes representing the types of experiences common to young workers. These vignettes are based on the case studies and interviews conducted during the course of the YWYS project. The circumstances presented in the vignettes reflect the conditions under which many young workers find themselves. As farfetched as some of the managers' and young workers' behavior may seem in the vignettes, the events are fictionalized versions of real workplace occurrences. Each vignette is followed by one or more "e;scenario(s)"e;, each presenting an open-ended problem taken from real life and faced by young workers. Each scenario ends with a series of questions intended to encourage the reader towards further discussion.

This casebook profiles exceptional traumatic injury prevention programs from all over the globe. Its detailed description and analysis employ a multi-stage process of identifying, evaluating, and casing effective prevention practices. The case studies reflect how legislative and regulatory information impact prevention efforts and provide insight into how national centers for injury prevention and control inform prevention practices on countrywide levels. The authors work with outcome-based research criteria to select and develop their comprehensive and contextually aware profiles of the programs. All included case studies follow the BRIO approach (Background, Resources, Implementation, and Outcome) – a model designed to provide a consistent way of describing programs that have been evaluated and found to be exceptional practices.The scope of the Casebook ranges across: The challenge of traumatic injury preventionSports and recreation-related traumatic injury preventionFall-related traumatic injury preventionRoad traffic-related traumatic injury preventionTraumatic injury prevention within complex systemsIn its recognition of traumatic injury prevention across the lifespan as a critical and complex public health challenge, the Casebook of Traumatic Injury Prevention promises to be an influential and authoritative resource for professionals and students in public health, safety, injury prevention, medicine, psychology, sociology, nursing, and engineering. Government agencies and institutions such as the Centers for Disease Control and Prevention (CDC), public health departments, and safety associations also would find the Casebook relevant to their work.

This casebook profiles exceptional traumatic injury prevention programs from all over the globe. Its detailed description and analysis employ a multi-stage process of identifying, evaluating, and casing effective prevention practices. The case studies reflect how legislative and regulatory information impact prevention efforts and provide insight into how national centers for injury prevention and control inform prevention practices on countrywide levels. The authors work with outcome-based research criteria to select and develop their comprehensive and contextually aware profiles of the programs. All included case studies follow the BRIO approach (Background, Resources, Implementation, and Outcome) – a model designed to provide a consistent way of describing programs that have been evaluated and found to be exceptional practices.

The scope of the Casebook ranges across: 

The challenge of traumatic injury preventionSports and recreation-related traumatic injury preventionFall-related traumatic injury preventionRoad traffic-related traumatic injury preventionTraumatic injury prevention within complex systems

In its recognition of traumatic injury prevention across the lifespan as a critical and complex public health challenge, the Casebook of Traumatic Injury Prevention promises to be an influential and authoritative resource for professionals and students in public health, safety, injury prevention, medicine, psychology, sociology, nursing, and engineering. Government agencies and institutions such as the Centers for Disease Control and Prevention (CDC), public health departments, and safety associations also would find the Casebook relevant to their work.