Journal of Intervention and Statebuilding

Journal of Intervention and Statebuilding 10(1), 2016, 1-2., 2016

Intervention, 2013

Over this 10 year period, Intervention has published 139 peer reviewed articles, 73 ¢eld reports, 36 book reviews and 33 debate papers.The articles cover academic expertise, practical experience and debates on mental health and psychosocial interventions in the aftermath of both natural, and manmade, disasters.The authors of most papers (61%) originated from developed countries, versus 28% from low and middle income countries.Thematic analysis of the content of peer reviewed articles reveals shifting consensus and emerging new debates on mental health and psychosocial interventions. In the ¢rst years of Intervention, individual therapeutic approaches were more prominent than in later years, which saw more attention given to community based approaches. Another emerging theme is the trend to involve 'bene¢ciaries' in planning and evaluation of programmes, through participatory approaches. A signi¢cant number of peer reviewed papers (28%) describe policy development issues, such as guidelines (IASC) and processes of integration of mental health into general health care systems in post con£ict settings. Recommendations are that the editorial priorities for the next years should continue strategies for increasing submissions from authors originating from areas a¡ected by con£ict, and increasing inclusion of perspectives of those who have experienced extreme events.

Millennium: Journal of International Studies, volume 39, number 2, pp. 579-80., 2010

Chapter, 2019

This is chapter 5 in the Handbook of Intervention and Statebuilding, edited by Lemay-Hébert, N., published in Dec 2019, by Edward Elgar Publishing Ltd (ISBN: 9781788116220).

Journal of Intervention and Statebuilding, 2016

Nonprofit and voluntary sector quarterly, 2000

2014

The WestminsterResearch online digital archive at the University of Westminster aims to make the research output of the University available to a wider audience. Copyright and Moral Rights remain with the authors and/or copyright owners. Users are permitted to download and/or print one copy for non-commercial private study or research. Further distribution and any use of material from within this archive for profit-making enterprises or for commercial gain is strictly forbidden. Whilst further distribution of specific materials from within this archive is forbidden, you may freely distribute the URL of WestminsterResearch.

Development Dialogue 58, 2012

Although history offers many examples of international intervention, the post-Cold War era has seen a burgeoning of different forms of outside interference and intervention by a range of state and non-state actors and for many different purposes. These include practices known as humanitarian intervention, responsibility to protect, development intervention, governance intervention as well as peace-building and state-building intervention. Many of these interventions are controversial and many are judged as having mixed results, or even as being complete failures, as illustrated by present-day Iraq, Afghanistan and a number of interventions throughout Africa. This article argues that ‘the problem of intervention’ cannot be divorced from its external political origins. A significant portion of research in the field shows that interventions have all too often been based on an insufficient understanding of the surrounding context, and on an external definition of the problem these interventions set out to solve. As many have noted, interventions are often designed for purposes other than solving the problems of those described as ‘beneficiaries’ and ‘targets’ (Rubinstein 2005; Richmond 2011). We argue that there is a need to rethink external interventions in general and what occurs in the encounter between interveners and those ‘intervened upon’ in particular. Indeed, determinations of the success or failure of interventions are partial unless they take seriously the role of local dynamics and cultural meaning systems that inform social action as well as the power relations between interveners and those intervened upon. This article constitutes our first step in outlining what such a ‘rethinking’ implies theoretically and conceptually.

2016

The new Every Student Succeeds Act offers states flexibility to create new approaches to school accountability and to design appropriate interventions for schools in need of assistance. The law states that the interventions should be “evidence-based” and defines the kinds of research evidence states need to provide when choosing strategies for improvement. This brief analyzes the research base and identifies the conditions under which four commonly used interventions have been found to be effective when well-implemented. The four areas are: high-quality professional development, class-size reduction, community schools and wraparound services, and high school redesign.

Policy & Politics, 2015

This paper explores the challenging circumstances when one part of government decides that the performance of a subsidiary part is unacceptable and arranges some kind of remedial intervention. Following the detailed analysis of a series of four central-local government interventions we develop a model of the intervention process that combines the type of problem addressed (service-specific and/or corporate) and approach to intervention available (challenging and/or supporting). In addition to extending current conceptual understanding of this under-researched phenomenon, the work generates a number of specific practical insights for future intervention policy.