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The purpose of the paper is to explore how the national, state and organisational health policies in Australia support the implementation of person-centred care in managing chronic care conditions.

A qualitative content analysis was performed regarding the national, state and organisational Queensland Health policies using Elo and Kyngas' (2008) framework.

Although the person-centred care as an approach is well articulated in health policies, there is still no definitive measure or approach to embedding it into operational services. Complex funding structures and competing priorities of the governments and the health organisations carry the risk that person-centred care as an approach gets lost in translation. Three themes emerged: the patient versus the government; health care delivery versus the political agenda; and health care organisational processes versus the patient.

Given that person-centred care is the recommended approach for responding to chronic health conditions, further empirical research is required to evaluate how programs designed to deliver person-centred care achieve that objective in practice.

This research highlights the complex environment in which the person-centred approach is implemented. Short-term programmes created specifically to focus on person-centred care require the right organisational infrastructure, support and direction. This review demonstrates the need for alignment of policies related to chronic disease management at the broader organisational level.

Given the introduction of the nurse navigator program to take up a person-centred care approach, the review of the recent policies was undertaken to understand how they support this initiative.

Purpose – This paper aims to provide insight into high school students’ understanding and experience of citizenship and civic engagement in the United States today.Methodological approach – To supplement literature that reports the causes and correlates of youth civic engagement, this qualitative study explores the form and meaning of citizenship to young Americans. Drawing on observations and interviews with 116 high school students aged 14–19 years, this study explores how youth construct the meaning of citizenship and civic engagement.Findings – I find that race and racial identity are emergent in young people's construction of citizenship. Youth articulate the status of citizen on the basis of “privilege” and feel fortunate to be American. Forms of civic engagement vary by race with white students positioning themselves as helpers and delineating lower income minorities as “others” while also engaging in civic activity out of individual motivations and weak community connections. Minority youth express a desire to stay out of trouble, but also contest the boundaries of citizenship through forms of engagement that connect them to community.Value of paper – This paper contributes to understanding how race is emergent for young people's definitions of citizenship and civic actions. In addition to demonstrating how the categories of race and citizen are mutually constructed, it shows the value of looking beyond simple measurements of civic activity and exploring the meaning of youth civic work to gain insight into contemporary youth and democracy.

Purpose – Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.Methods – Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.Findings – Armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers’ civic expectations of them and instructional emphasis on critical thinking skills.Social implications – The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.Originality – This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

As disaster resilience activities are increasingly occurring at the neighbourhood level, there is a growing recognition in research and in practice of the contributions that community stakeholders can make in assessing the resilience of their communities. The purpose of this paper is to describe the process in deriving a disaster resilience measurement framework by soliciting the perspectives of stakeholders from urban neighbourhoods in two countries. The authors examined their community values, and their perspectives on both the concept of resilience and the essential elements that they believe would contribute to the resiliency of their neighbourhoods.

The authors used an appreciative inquiry approach to draw out the perspectives of 58 stakeholders from nine focus groups in five urban neighbourhoods in New Zealand and in the USA.

Results of this research show common values and recurring perceived characteristics of disaster resilience across the study sites. A neighbourhood-based disaster resilience measurement framework is developed that encompasses individual/psychological, socio-cultural, economic, infrastructural/built, and institutional/governance dimensions of disaster resilience. In the process of developing the framework, the authors identified challenges in engaging certain segments of the population and in accounting for wider structural influences on neighbourhood resilience.

Issues relating to inclusive community engagement and linkages to cross-scalar resilience factors need to be addressed in future studies.

Results of this research provide insights and guidance for policy makers and practitioners when engaging communities in the development of resilience metrics.

This study fills the literature gap in evaluating community values and stakeholders’ perspectives on disaster resilience when identifying metrics for resilience interventions in urban neighbourhoods. The proposed measurement framework is derived from cross-cultural and diverse socioeconomic settings.