There have been significant developments in social robotics in the care sector: in particular, in the fields of elder care and in the care and education of children and young people, especially those with specific disabling conditions such as autism. Within the context of an increased interest in the social and ethical impact of automation and robotics, this paper, based on an overview of relevant literature, addresses some pertinent issues in the field of social robotics, social care and the social professions. It opens by pointing to the increasing application of information technologies in the care field, in areas such as Assistive Technology (AT) and Assistive Learning Technology (ALT). It defines social robotics and provides examples of relevant initiatives, prototypes and products in the care field, including and up to ‘third generation’ social robots. It outlines some of the challenges, in terms of ethics, human-robot relationships, acceptance and user-centred design, social impacts and issues of autonomy and control, and points to concerns about the professional identity of care providers. It identifies the need to respond in terms of educational/CPD supports and regulatory standards, for example in relation to the Irish regulators QQI and Coru. Finally, it suggests some pedagogical approaches to these issues that may be of assistance to educators, CPD practitioners and students within the social professions.
{"title":"Preparing for a Robot Future? Social Professions, Social Robotics and the Challenges Ahead","authors":"Perry Share, J. Pender","doi":"10.21427/D7472M","DOIUrl":"https://doi.org/10.21427/D7472M","url":null,"abstract":"There have been significant developments in social robotics in the care sector: in particular, in the fields of elder care and in the care and education of children and young people, especially those with specific disabling conditions such as autism. Within the context of an increased interest in the social and ethical impact of automation and robotics, this paper, based on an overview of relevant literature, addresses some pertinent issues in the field of social robotics, social care and the social professions. It opens by pointing to the increasing application of information technologies in the care field, in areas such as Assistive Technology (AT) and Assistive Learning Technology (ALT). It defines social robotics and provides examples of relevant initiatives, prototypes and products in the care field, including and up to ‘third generation’ social robots. It outlines some of the challenges, in terms of ethics, human-robot relationships, acceptance and user-centred design, social impacts and issues of autonomy and control, and points to concerns about the professional identity of care providers. It identifies the need to respond in terms of educational/CPD supports and regulatory standards, for example in relation to the Irish regulators QQI and Coru. Finally, it suggests some pedagogical approaches to these issues that may be of assistance to educators, CPD practitioners and students within the social professions.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68643506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Professionals and services which aim to help vulnerable children and adolescents are required to provide care, protection, welfare, and advocacy in a professional manner (Department of Children and Youth Affairs, 2011). This is a sensitive and emotionally charged job that can be very rewarding at the same time as being very stressful (Stalker, Mandell, Frensch, Harvey and Wright, 2007). Consequently, frontline Child Welfare and Protection Professionals (CWPP) are marked by high turnover rates. The declining economic context which led to budget cuts and understaffed offices has increased such risks (Ellett and Millar, 2001; Thoma, 1998; Markiewicz, 1996; Tham, 2007). Therefore, much research has focused on the stressors as well as the protective factors involved in this line of work. Given that each national and international region has its own policies which influence the outcomes and work experiences of CWPPs it is important to gather knowledge and research into each jurisdiction so that situations are properly assessed and addressed. For the Republic of Ireland this research has been less intense, with only a few published papers looking into this matter, albeit with original observations (Burns, 2011; Burns and Christie, 2013). The aim of this qualitative research was to expand the literature surrounding this subject by using semistructured in-depth interviews with twelve CWPPs working within an Irish organisation. The research uses Interpretative Phenomenological Analysis to organise and structure meaning into themes that reflect the experiences of the participants with regard to their work. Four super-ordinate themes emerged (Client Relationships, Organisation Support and Variance, Child Welfare System Inadequacies and Job Satisfaction) which unite positive and negative work factors consistent with the literature as well as factors that seem to relate to the local context. Improvements that can be made at the organisational and policy-making level are discussed, as well as possibilities and necessities to further expand on this research through the use of quantitative or mixed method measures.
旨在帮助弱势儿童和青少年的专业人员和服务机构必须以专业的方式提供照顾、保护、福利和宣传(儿童和青年事务部，2011年)。这是一份敏感的、充满情感的工作，在压力很大的同时也可以获得很高的回报(Stalker, Mandell, french, Harvey and Wright, 2007)。因此，前线儿童福利及保护专业人员的流失率很高。经济衰退导致预算削减和人手不足的办公室增加了这种风险(Ellett和Millar, 2001;托马,1998;Markiewicz, 1996;Tham, 2007)。因此，许多研究都集中在这一行工作的压力源和保护因素上。鉴于每个国家和国际地区都有自己的政策，这些政策会影响到污水处理厂的成果和工作经验，因此收集每个司法管辖区的知识和研究是很重要的，以便对情况进行适当的评估和处理。对于爱尔兰共和国来说，这项研究没有那么激烈，只有少数发表的论文研究了这个问题，尽管有原始的观察结果(Burns, 2011;Burns and Christie, 2013)。本定性研究的目的是通过对爱尔兰组织内工作的12个CWPPs进行半结构化深度访谈，扩大围绕这一主题的文献。本研究使用解释性现象学分析将意义组织和结构成反映参与者工作经验的主题。出现了四个超级主题(客户关系，组织支持和变化，儿童福利系统不足和工作满意度)，这些主题结合了与文献一致的积极和消极的工作因素以及似乎与当地背景相关的因素。讨论了在组织和决策一级可以作出的改进，以及通过使用定量或混合方法措施进一步扩大这项研究的可能性和必要性。
{"title":"Child Welfare and Protection Professionals: How Do They Experience Their Work? An Interpretative Phenomenological Analysis","authors":"S. Gorman","doi":"10.21427/D7814J","DOIUrl":"https://doi.org/10.21427/D7814J","url":null,"abstract":"Professionals and services which aim to help vulnerable children and adolescents are required to provide care, protection, welfare, and advocacy in a professional manner (Department of Children and Youth Affairs, 2011). This is a sensitive and emotionally charged job that can be very rewarding at the same time as being very stressful (Stalker, Mandell, Frensch, Harvey and Wright, 2007). Consequently, frontline Child Welfare and Protection Professionals (CWPP) are marked by high turnover rates. The declining economic context which led to budget cuts and understaffed offices has increased such risks (Ellett and Millar, 2001; Thoma, 1998; Markiewicz, 1996; Tham, 2007). Therefore, much research has focused on the stressors as well as the protective factors involved in this line of work. Given that each national and international region has its own policies which influence the outcomes and work experiences of CWPPs it is important to gather knowledge and research into each jurisdiction so that situations are properly assessed and addressed. For the Republic of Ireland this research has been less intense, with only a few published papers looking into this matter, albeit with original observations (Burns, 2011; Burns and Christie, 2013). The aim of this qualitative research was to expand the literature surrounding this subject by using semistructured in-depth interviews with twelve CWPPs working within an Irish organisation. The research uses Interpretative Phenomenological Analysis to organise and structure meaning into themes that reflect the experiences of the participants with regard to their work. Four super-ordinate themes emerged (Client Relationships, Organisation Support and Variance, Child Welfare System Inadequacies and Job Satisfaction) which unite positive and negative work factors consistent with the literature as well as factors that seem to relate to the local context. Improvements that can be made at the organisational and policy-making level are discussed, as well as possibilities and necessities to further expand on this research through the use of quantitative or mixed method measures.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68645427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to discuss the impact of emotional intelligence (EI) on motivation, and consequently to address the question of how to help motivate those experiencing unemployment to engage in the job search process by improving their EI. Presently, there is little existing research on the examination of EI and motivation, not to mention a more specific exploration on how EI impacts an individual’s capacity to engage in a sustained job search. In order to examine the motivation component for this paper the BIS/BAS scale developed by Carver and White (1994) was adopted. The BIS (behavioural inhibition system) function causes the individual to have feelings of fear, anxiety, and agitation in the face of possible negative outcomes. Conversely, the BAS (behavioural approach system) function creates feelings of joy, excitement, and elation at the prospect of potential outcomes. Questionnaires were supplied to clients of a government funded organisation (Northside Partnership) which provides support to unemployed clients of the service in north county Dublin, Ireland. The findings demonstrated that the more clients are aware of their own emotions, or the better able they are at managing others emotions, the more likely they are to be motivated by the Behavioural Activation System (BAS). The findings also indicated that the greater awareness clients have of other people’s emotions, the more they are motivated by the Behavioural Inhibition System (BIS).
{"title":"Emotional Intelligence and the Role of Motivation Within the Context of Career Guidance Counselling for Those Experiencing Unemployment","authors":"Patrick F Phillips, Helen Chen","doi":"10.21427/D7HH82","DOIUrl":"https://doi.org/10.21427/D7HH82","url":null,"abstract":"The purpose of this paper is to discuss the impact of emotional intelligence (EI) on motivation, and consequently to address the question of how to help motivate those experiencing unemployment to engage in the job search process by improving their EI. Presently, there is little existing research on the examination of EI and motivation, not to mention a more specific exploration on how EI impacts an individual’s capacity to engage in a sustained job search. In order to examine the motivation component for this paper the BIS/BAS scale developed by Carver and White (1994) was adopted. The BIS (behavioural inhibition system) function causes the individual to have feelings of fear, anxiety, and agitation in the face of possible negative outcomes. Conversely, the BAS (behavioural approach system) function creates feelings of joy, excitement, and elation at the prospect of potential outcomes. Questionnaires were supplied to clients of a government funded organisation (Northside Partnership) which provides support to unemployed clients of the service in north county Dublin, Ireland. The findings demonstrated that the more clients are aware of their own emotions, or the better able they are at managing others emotions, the more likely they are to be motivated by the Behavioural Activation System (BAS). The findings also indicated that the greater awareness clients have of other people’s emotions, the more they are motivated by the Behavioural Inhibition System (BIS).","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67741937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Powell, F. and Scanlon, M. (2015). Dark Secrets of Childhood: Media Power, Child Abuse and Public Scandals. Bristol: Policy Press.","authors":"Colm O'Doherty","doi":"10.21427/D70H8D","DOIUrl":"https://doi.org/10.21427/D70H8D","url":null,"abstract":"","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68641460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Simon Dunne, L. Macgabhann, M. Amering, Paddy Mcgowan
Mental health stigma and discrimination is a major societal issue. Participatory approaches such as Open Dialogue may be effective in bringing about changes in such stigma and discrimination. Trialogue is an extension of such approaches to three or more sets of stakeholders in mental health systems. The current study explores stakeholders’ evolving discourse concerning mental health stigma and discrimination over time through this approach and whether this approach may alleviate mental health stigma and discrimination. Through a prospective qualitative research design, individuals from seven participating communities throughout Ireland took part in interviews (n=42), focus groups (n=28) or Open Dialogue discussions (n=86) across three cycles of research. Thematic content relating to stigma/discrimination of individuals with mental health issues was purposefully analysed at each cycle using thematic analysis. The findings document the prevalence of avoidant approaches towards individuals with mental illness and their families in Irish society, resulting in negative effects of stigma and discrimination such as lowered levels of self-esteem, lower help-seeking behaviours, difficult interpersonal relations and fewer employment/educational opportunities. Trialogue Meetings evolved into a forum where myths surrounding mental illness were dispelled and more humane views of service users and service providers were established among relevant stakeholders and their social networks. The findings indicate that Trialogue Meetings may go some way to tackling stigma and discrimination through positive social contact, dialogue and education for relevant stakeholders in mental health systems. The findings also elucidate a culture of concealment of mental health issues in Ireland, leading to subsequent stigma and discrimination.
{"title":"“Making People Aware and Taking the Stigma Away”: Alleviating Stigma and Discrimination through Trialogue","authors":"Simon Dunne, L. Macgabhann, M. Amering, Paddy Mcgowan","doi":"10.21427/D7CQ7H","DOIUrl":"https://doi.org/10.21427/D7CQ7H","url":null,"abstract":"Mental health stigma and discrimination is a major societal issue. Participatory approaches such as Open Dialogue may be effective in bringing about changes in such stigma and discrimination. Trialogue is an extension of such approaches to three or more sets of stakeholders in mental health systems. The current study explores stakeholders’ evolving discourse concerning mental health stigma and discrimination over time through this approach and whether this approach may alleviate mental health stigma and discrimination. Through a prospective qualitative research design, individuals from seven participating communities throughout Ireland took part in interviews (n=42), focus groups (n=28) or Open Dialogue discussions (n=86) across three cycles of research. Thematic content relating to stigma/discrimination of individuals with mental health issues was purposefully analysed at each cycle using thematic analysis. The findings document the prevalence of avoidant approaches towards individuals with mental illness and their families in Irish society, resulting in negative effects of stigma and discrimination such as lowered levels of self-esteem, lower help-seeking behaviours, difficult interpersonal relations and fewer employment/educational opportunities. Trialogue Meetings evolved into a forum where myths surrounding mental illness were dispelled and more humane views of service users and service providers were established among relevant stakeholders and their social networks. The findings indicate that Trialogue Meetings may go some way to tackling stigma and discrimination through positive social contact, dialogue and education for relevant stakeholders in mental health systems. The findings also elucidate a culture of concealment of mental health issues in Ireland, leading to subsequent stigma and discrimination.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68646895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If researchers are sympathetic to the view that young people take an active part in creating their histories, they have to be vigilant to not only what young people say, but also to the resources they employ in constructing their narratives. This paper examines the implications of former participants of a youth work organisation unexpectedly employing objects on display in the organisation’s meeting room to tell stories of transformative youth work encounters. These objects were pictures of young people receiving a civic award and candles co-created by young people and youth workers. The paper explores the practical and symbolic functions of these objects in the lives of young people. The paper also considers how a meeting room changes its meaning as a result of youth workers displaying objects linked with young people. Specifically, the meeting room may become a kind of liminal place where young people can reflect on their past, present and future lives. The paper concludes by reflecting on the implications for youth work practice arising from former participants of a youth work programme investing objects on display in a youth work agency’s meeting room with symbolic significance.
{"title":"Objects, Places and Stories of Transformative Youth Work","authors":"M. Taylor","doi":"10.21427/D7R14W","DOIUrl":"https://doi.org/10.21427/D7R14W","url":null,"abstract":"If researchers are sympathetic to the view that young people take an active part in creating their histories, they have to be vigilant to not only what young people say, but also to the resources they employ in constructing their narratives. This paper examines the implications of former participants of a youth work organisation unexpectedly employing objects on display in the organisation’s meeting room to tell stories of transformative youth work encounters. These objects were pictures of young people receiving a civic award and candles co-created by young people and youth workers. The paper explores the practical and symbolic functions of these objects in the lives of young people. The paper also considers how a meeting room changes its meaning as a result of youth workers displaying objects linked with young people. Specifically, the meeting room may become a kind of liminal place where young people can reflect on their past, present and future lives. The paper concludes by reflecting on the implications for youth work practice arising from former participants of a youth work programme investing objects on display in a youth work agency’s meeting room with symbolic significance.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43703337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Only limited research is available on teacher stress in Ireland. This study explores teachers’ individual experiences of stress, the supports they recommend in schools to help them cope with stress and any differences apparent in stress levels based on experience: a) working as a primary or secondary teacher and b) working as a recently qualified or experienced teacher. It utilises interpretative phenomenological analysis (IPA) to do so. Ten semi-structured interviews were conducted which suggested that teachers have different interpretations of stress and an influencing factor in teacher stress is the self. The teachers recommended a range of supports to help reduce stress, including support from professionals, collaboration and recreational activities. Although all of the teachers experienced stress to varying degrees, stress levels varied depending on experience, due to a range of different factors. These factors included relationships, lack of control and power, and identity. One recommendation is that educational psychologists collaborate with school staff on the area of stress management.
{"title":"An Exploration of Irish Teachers' Experiences of Stress","authors":"D. E. Buckley, D. Abbott, J. Franey","doi":"10.21427/D7M71K","DOIUrl":"https://doi.org/10.21427/D7M71K","url":null,"abstract":"Only limited research is available on teacher stress in Ireland. This study explores teachers’ individual experiences of stress, the supports they recommend in schools to help them cope with stress and any differences apparent in stress levels based on experience: a) working as a primary or secondary teacher and b) working as a recently qualified or experienced teacher. It utilises interpretative phenomenological analysis (IPA) to do so. Ten semi-structured interviews were conducted which suggested that teachers have different interpretations of stress and an influencing factor in teacher stress is the self. The teachers recommended a range of supports to help reduce stress, including support from professionals, collaboration and recreational activities. Although all of the teachers experienced stress to varying degrees, stress levels varied depending on experience, due to a range of different factors. These factors included relationships, lack of control and power, and identity. One recommendation is that educational psychologists collaborate with school staff on the area of stress management.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47903440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper firstly reviews recent scholarship on music and identity in Ireland. The review detects and discusses a set of issues around the identification of genre and nationality in a country which continues to experience a rapidly changing population structure, against which the mapping of a communal Irishness onto existing categories such as ‘traditional music’ becomes increasingly difficult. Against the grain of this recent scholarship, the paper argues that, in a postmodern and globalised consumer culture, one of the principal locations of music’s affect is through music synchronised to advertising. Having examined the musical content of a number of television advertisements, the paper concludes that the global culture they represent indicates the comparative dis-location of music, identity and Irishness.
{"title":"Listening to Identity: Music in 21st century Ireland","authors":"A. Blake","doi":"10.21427/D7514M","DOIUrl":"https://doi.org/10.21427/D7514M","url":null,"abstract":"This paper firstly reviews recent scholarship on music and identity in Ireland. The review detects and discusses a set of issues around the identification of genre and nationality in a country which continues to experience a rapidly changing population structure, against which the mapping of a communal Irishness onto existing categories such as ‘traditional music’ becomes increasingly difficult. Against the grain of this recent scholarship, the paper argues that, in a postmodern and globalised consumer culture, one of the principal locations of music’s affect is through music synchronised to advertising. Having examined the musical content of a number of television advertisements, the paper concludes that the global culture they represent indicates the comparative dis-location of music, identity and Irishness.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45176628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Catherine Forde, Deirdre Horgan, Shirley Martin Dr, A. Parkes
This paper presents the findings of research into children and young people’s experiences of participating in their communities in Ireland. Using a social and relational understanding of participation, the research found that children and young people are engaged in a wide range of activities in their communities. They are however often misunderstood in the community and have limited opportunities for participation in decisions affecting them. Despite these problems, they report positive experiences of participating in youth clubs and organisations, where their participation is supported by adults. The paper discusses the implications of these findings for research, public policy and community.
{"title":"Children and Young People’s Participation in the Community in Ireland: Experiences and Issues","authors":"Catherine Forde, Deirdre Horgan, Shirley Martin Dr, A. Parkes","doi":"10.21427/D7VQ6G","DOIUrl":"https://doi.org/10.21427/D7VQ6G","url":null,"abstract":"This paper presents the findings of research into children and young people’s experiences of participating in their communities in Ireland. Using a social and relational understanding of participation, the research found that children and young people are engaged in a wide range of activities in their communities. They are however often misunderstood in the community and have limited opportunities for participation in decisions affecting them. Despite these problems, they report positive experiences of participating in youth clubs and organisations, where their participation is supported by adults. The paper discusses the implications of these findings for research, public policy and community.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67750924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper outlines a review of the teaching of Relationships and Sexuality Education (RSE) in Irish primary schools since its inception in 1996 to the present day and provides some insight into current teaching in the area and potential challenges facing schools. It calls for the teaching of RSE as part of the wider context of Social Personal and Health Education (SPHE), to include teaching children from the earliest age possible that there are different types of sexual relationships, including homosexuality. Findings from a research study completed by Farrelly (2014) indicates that there is a reluctance amongst school leaders to allow for teaching children about sexual orientation and the reasons for this are explored.
{"title":"Sexuality in the context of Relationships and Sexuality Education","authors":"Margaret Nohilly, Gerard Farrelly","doi":"10.21427/D7GH8R","DOIUrl":"https://doi.org/10.21427/D7GH8R","url":null,"abstract":"This paper outlines a review of the teaching of Relationships and Sexuality Education (RSE) in Irish primary schools since its inception in 1996 to the present day and provides some insight into current teaching in the area and potential challenges facing schools. It calls for the teaching of RSE as part of the wider context of Social Personal and Health Education (SPHE), to include teaching children from the earliest age possible that there are different types of sexual relationships, including homosexuality. Findings from a research study completed by Farrelly (2014) indicates that there is a reluctance amongst school leaders to allow for teaching children about sexual orientation and the reasons for this are explored.","PeriodicalId":30337,"journal":{"name":"Irish Journal of Applied Social Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68648728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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