Pub Date : 2022-08-08DOI: 10.1080/09503153.2022.2103947
Wulf Livingston
International social work has many manifestations. These reflect the diversity of contexts and roles in which social workers practice. The profession, whether on the frontline, in the classroom, within the page or among policy dialogue is increasingly aware of a responsibility to ensure that a multiplicity of actors are given voice and lend their perspective to informing what it does. Within this picture, and sometimes all too often, the perception of a social worker remains as someone who is primarily involved in the protection of children. This edition of the journal seeks to fuse these two considerations. In doing so it brings together a set of different voices on the child protection process: children, women, practitioners, students and supervisors. Taken together we have four qualitative articles that provide a rich spectrum take on this most common of social work subjects. It further supports the journal’s own direction of travel of seeking more articles led and written by authors from a diversity of practice backgrounds, as well as from any academic orientation. We have, for example, recently published articles for example from Australia, China, Czech Republic and Northern Ireland, many of these exploring the global complexities of international social work. Our exploration in this issue begins with Katelynn Buchner, Tammy Pearson and Susan Burke’s rich qualitative exploration of five Canadian Indigenous women’s voices regarding their experience of contact with child welfare services at the birth of their child. The authors, led by a thesis student turned practicing social worker, had the explicit aim in their research of providing Indigenous mothers with the opportunity to voice their experiences. As a consequence, the article provides a myriad of challenging messages from the women to the profession. These include experiences of a range of very powerful emotions and many threads of feeling judged and stigmatised within a structurally oppressive system of huge power imbalances. What comes across very strongly is their capacity to be caring mothers despite the challenges of
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Pub Date : 2022-08-01DOI: 10.1080/09503153.2022.2106359
Erin King, Patricia Cartney
In 2015, Social Work Teaching Partnerships launched into a turbulent political and policy arena where a repositioning of social work education was taking place alongside the adoption of neoliberal ideologies promoting the operation of market forces within higher education nationally and globally. This paper presents findings from 11 respondents to an online survey undertaken in England to explore factors that support and hinder partnership working between universities in Social Work Teaching Partnerships. Findings suggest some merit to partnership working, with closer working relationships in practice education, student placements and research. Data suggest that some Social Work Teaching Partnerships were able to form collegiate relationships despite the competitive positioning of universities. However, respondents also commented on operational barriers, such as communication problems and size of Social Work Teaching Partnerships that created difficulties for collaboration. Tensions resulting from working in a competitive market driven environment clearly emerged from the data with some partnerships not able to engage fully in collaborative working as a result. This paper reflects on how the broader political and policy context influences the operationalisation of partnership working within Social Work Teaching Partnerships and suggests key avenues to explore further.
{"title":"Teaching Partnerships in Neoliberal Times: Promoting Collaboration or Competition?","authors":"Erin King, Patricia Cartney","doi":"10.1080/09503153.2022.2106359","DOIUrl":"https://doi.org/10.1080/09503153.2022.2106359","url":null,"abstract":"In 2015, Social Work Teaching Partnerships launched into a turbulent political and policy arena where a repositioning of social work education was taking place alongside the adoption of neoliberal ideologies promoting the operation of market forces within higher education nationally and globally. This paper presents findings from 11 respondents to an online survey undertaken in England to explore factors that support and hinder partnership working between universities in Social Work Teaching Partnerships. Findings suggest some merit to partnership working, with closer working relationships in practice education, student placements and research. Data suggest that some Social Work Teaching Partnerships were able to form collegiate relationships despite the competitive positioning of universities. However, respondents also commented on operational barriers, such as communication problems and size of Social Work Teaching Partnerships that created difficulties for collaboration. Tensions resulting from working in a competitive market driven environment clearly emerged from the data with some partnerships not able to engage fully in collaborative working as a result. This paper reflects on how the broader political and policy context influences the operationalisation of partnership working within Social Work Teaching Partnerships and suggests key avenues to explore further.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"5 - 15"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44098355","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}
Pub Date : 2022-07-27DOI: 10.1080/09503153.2022.2104240
Vasintha Veeran, S. Flynn, Leigh-Ann Sweeney
Using the pedagogic lens this article presents theoretical exposition of feminist egalitarian discourse for social work education. The Masters in Social Work is a professional qualification, which has as its primary goal the promotion of human rights and social justice. In theory, feminist egalitarian discourse aligns succinctly with this overall goal. However, in reality feminist egalitarian discourse is often overlooked and is rarely considered mainstream in many social work programmes. The paper is divided into three sections (1) An Irish context, which provides a brief overview of social work in Ireland, while linking it to the way social work programmes have developed within such a context; (2) The status of feminist egalitarian discourse in social work education, whereby critical theorisation in this paper interrogates the literature on feminist egalitarian discourse in social work education (particularly Masters in Social Work curricula), and in doing so, and; (3) Embraces feminist egalitarian discourse in social work education, which highlights the significance of critical perspectives in contemporary social work education and practice. Theorisation through uptake of feminist egalitarian discourse argues that through such discourse in social work masters programmes, coherence with universal humanistic ideology is heightened, challenging both neoliberal ideologies and statutory led practices.
{"title":"Feminist Egalitarian Discourse in Social Work Education for Practice: Theoretical Exposition from the Irish Perspective","authors":"Vasintha Veeran, S. Flynn, Leigh-Ann Sweeney","doi":"10.1080/09503153.2022.2104240","DOIUrl":"https://doi.org/10.1080/09503153.2022.2104240","url":null,"abstract":"Using the pedagogic lens this article presents theoretical exposition of feminist egalitarian discourse for social work education. The Masters in Social Work is a professional qualification, which has as its primary goal the promotion of human rights and social justice. In theory, feminist egalitarian discourse aligns succinctly with this overall goal. However, in reality feminist egalitarian discourse is often overlooked and is rarely considered mainstream in many social work programmes. The paper is divided into three sections (1) An Irish context, which provides a brief overview of social work in Ireland, while linking it to the way social work programmes have developed within such a context; (2) The status of feminist egalitarian discourse in social work education, whereby critical theorisation in this paper interrogates the literature on feminist egalitarian discourse in social work education (particularly Masters in Social Work curricula), and in doing so, and; (3) Embraces feminist egalitarian discourse in social work education, which highlights the significance of critical perspectives in contemporary social work education and practice. Theorisation through uptake of feminist egalitarian discourse argues that through such discourse in social work masters programmes, coherence with universal humanistic ideology is heightened, challenging both neoliberal ideologies and statutory led practices.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"219 - 233"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49338473","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}
Pub Date : 2022-07-18DOI: 10.1080/09503153.2022.2098942
Alma Repesa, Alison Rawlins, Sara-Eden Ludwell, Liz Maslen
Social Work Teaching Partnerships were initiated by the UK government in 2015. The purpose was to improve the quality of social work education and training. In the East Midlands, four Local Authorities (Derbyshire, Derby City, Nottinghamshire and Nottingham City) joined with other local organisations to form the “D2N2” Social Work Teaching Partnership (the D2N2 acronym representing the two Derbyshire and two Nottinghamshire local authorities). The Partnership was formally recognised as a Teaching Partnership in 2016. As part of our commitment to improving social work education and training, we identified a need to develop our practice education (field education) further, by developing a revised and improved placement quality assurance system that replaced the Quality Assurance in Practice Learning (QAPL) system, which was not felt to be fit for purpose. This work formed part of a wider Placement Learning System (PLS) and Practice Development Programme (PDP), which were developed in conjunction with the Universities and employer organisations. The PLS enhanced the voice of the student whilst at the same time allowing us to gather a significant amount of data about the quality of placements; and the PDP allowed us to develop our practice educator cohort. This article explores these developments.
{"title":"A Fresh Approach to Social Work Placements","authors":"Alma Repesa, Alison Rawlins, Sara-Eden Ludwell, Liz Maslen","doi":"10.1080/09503153.2022.2098942","DOIUrl":"https://doi.org/10.1080/09503153.2022.2098942","url":null,"abstract":"Social Work Teaching Partnerships were initiated by the UK government in 2015. The purpose was to improve the quality of social work education and training. In the East Midlands, four Local Authorities (Derbyshire, Derby City, Nottinghamshire and Nottingham City) joined with other local organisations to form the “D2N2” Social Work Teaching Partnership (the D2N2 acronym representing the two Derbyshire and two Nottinghamshire local authorities). The Partnership was formally recognised as a Teaching Partnership in 2016. As part of our commitment to improving social work education and training, we identified a need to develop our practice education (field education) further, by developing a revised and improved placement quality assurance system that replaced the Quality Assurance in Practice Learning (QAPL) system, which was not felt to be fit for purpose. This work formed part of a wider Placement Learning System (PLS) and Practice Development Programme (PDP), which were developed in conjunction with the Universities and employer organisations. The PLS enhanced the voice of the student whilst at the same time allowing us to gather a significant amount of data about the quality of placements; and the PDP allowed us to develop our practice educator cohort. This article explores these developments.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"47 - 56"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48034213","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}
Pub Date : 2022-07-05DOI: 10.1080/09503153.2022.2094905
Dave Lane
This article is based on a relatively small-scale qualitative research study for the Greater Cambridgeshire Social Work Teaching Partnership (GCSWTP) and Anglia Ruskin University (ARU), the aim of which was to identify the core quality components of social work practice learning in order to achieve excellence, in preparation for frontline professional social work practice. The research took a broadly phenomenological approach to describe and interpret the participants’ lived experiences of social work practice learning. A purposive sample of 35 participants, which included: practice educators (local authority, voluntary and independent), service users (adults only, via ARU’s social work service user group), frontline social work practitioners, both experienced and newly qualified (adult and children’s services), frontline team managers (adult and children’s services), children’s guardians, final and second year social work students (ARU’s BA and MA) and ARU social work academics. The findings therefore represent the perspectives of a wide range of professionals involved, both directly and indirectly, in practice learning. Data was obtained using semi-structured, open-ended one-to-one interviews, which were audio-recorded. The research highlighted a gap between academic input and the realities and challenges of current social work practice, particularly in terms of depth and complexity of the knowledge and skills needed for frontline practice.
{"title":"Social Work Education and Practice Learning at a Crossroads: Challenges","authors":"Dave Lane","doi":"10.1080/09503153.2022.2094905","DOIUrl":"https://doi.org/10.1080/09503153.2022.2094905","url":null,"abstract":"This article is based on a relatively small-scale qualitative research study for the Greater Cambridgeshire Social Work Teaching Partnership (GCSWTP) and Anglia Ruskin University (ARU), the aim of which was to identify the core quality components of social work practice learning in order to achieve excellence, in preparation for frontline professional social work practice. The research took a broadly phenomenological approach to describe and interpret the participants’ lived experiences of social work practice learning. A purposive sample of 35 participants, which included: practice educators (local authority, voluntary and independent), service users (adults only, via ARU’s social work service user group), frontline social work practitioners, both experienced and newly qualified (adult and children’s services), frontline team managers (adult and children’s services), children’s guardians, final and second year social work students (ARU’s BA and MA) and ARU social work academics. The findings therefore represent the perspectives of a wide range of professionals involved, both directly and indirectly, in practice learning. Data was obtained using semi-structured, open-ended one-to-one interviews, which were audio-recorded. The research highlighted a gap between academic input and the realities and challenges of current social work practice, particularly in terms of depth and complexity of the knowledge and skills needed for frontline practice.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"27 - 45"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42394795","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}
Pub Date : 2022-06-20DOI: 10.1080/09503153.2022.2090535
Andrew Davies
The author worked within a Children Services Social Work department at the time of a high profile case involving the homicide of two children by their mother and father. Drawing on this experience, the article seeks to explore why mothers are involved in killing their children through reviewing the literature around how maternal filicides are classified and any complicating factors before finally considering reflections for Social Work practice. This article concludes that the reasons why a mother kills their child are a complex result of social and psychological factors. Social Workers and other professionals working with children can learn from the specific types of maternal filicides that can occur and also what factors may influence such events taking place.
{"title":"Mothers Who Kill Their Children: Literature Review and Reflections for Social Work Practice","authors":"Andrew Davies","doi":"10.1080/09503153.2022.2090535","DOIUrl":"https://doi.org/10.1080/09503153.2022.2090535","url":null,"abstract":"The author worked within a Children Services Social Work department at the time of a high profile case involving the homicide of two children by their mother and father. Drawing on this experience, the article seeks to explore why mothers are involved in killing their children through reviewing the literature around how maternal filicides are classified and any complicating factors before finally considering reflections for Social Work practice. This article concludes that the reasons why a mother kills their child are a complex result of social and psychological factors. Social Workers and other professionals working with children can learn from the specific types of maternal filicides that can occur and also what factors may influence such events taking place.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"34 1","pages":"329 - 345"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42538296","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}
Pub Date : 2022-06-13DOI: 10.1080/09503153.2022.2084525
J. Ogle, S. Vincent
In the UK, children are entitled to have their views, wishes and feelings conveyed to a child protection conference in person or through professional representation. This paper presents findings from a qualitative study undertaken in a local authority in England which explored perspectives of attending a conference in person and investigated how children’s views were represented when they were absent. Findings emerged through interviews with four children, focus groups conducted with four social workers and four conference Chairs, and case record analysis of reports submitted to and generated in child protection conferences for twenty-eight children. Three interrelating discourses of childism, participation and autonomous professional practice emerged within an overarching conceptualisation of power and generational ordering. The findings support contemporary understandings of the privileging of protection rights over participatory rights within child protection practices and add to the limited international evidence base concerning the extent to which young children can express their views, wishes and feelings. They also suggest a need to evaluate the impact of strengths-based practice frameworks, and approaches for assessment and recording practices that promote authentic participation for children across all age ranges.
{"title":"‘It is Really Important That We Sometimes Remember the Children and Their Views Rather than Just Our Own’: The Presentation and Representation of Children’s Views in the Child Protection Conference","authors":"J. Ogle, S. Vincent","doi":"10.1080/09503153.2022.2084525","DOIUrl":"https://doi.org/10.1080/09503153.2022.2084525","url":null,"abstract":"In the UK, children are entitled to have their views, wishes and feelings conveyed to a child protection conference in person or through professional representation. This paper presents findings from a qualitative study undertaken in a local authority in England which explored perspectives of attending a conference in person and investigated how children’s views were represented when they were absent. Findings emerged through interviews with four children, focus groups conducted with four social workers and four conference Chairs, and case record analysis of reports submitted to and generated in child protection conferences for twenty-eight children. Three interrelating discourses of childism, participation and autonomous professional practice emerged within an overarching conceptualisation of power and generational ordering. The findings support contemporary understandings of the privileging of protection rights over participatory rights within child protection practices and add to the limited international evidence base concerning the extent to which young children can express their views, wishes and feelings. They also suggest a need to evaluate the impact of strengths-based practice frameworks, and approaches for assessment and recording practices that promote authentic participation for children across all age ranges.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"34 1","pages":"273 - 288"},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43457631","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}
Pub Date : 2022-06-10DOI: 10.1080/25783858.2022.2086060
A. Phan, Tho Xuan Pham
ABSTRACT Transition is hardly a simple phase in any individual’s life, particularly from education to labour market. For professions such as teaching, the transition from being a student to a teacher is even ‘bumpier’ compared with other jobs unless it is cushioned by supports. The reason is beginning teachers are faced with numerous obstacles during this transition, including practice shock, identity conflicts, low self-efficacy, to name a few. Mentoring program henceforth is believed to assist novices in this critical professional turning point. The qualitative case study in this article was conducted to investigate how a mentoring program, seen as a reflective learning process in which the newly-qualified teachers are learners, facilitate the transition of two beginning teachers working in a higher education institution. The results yielded are changes in the teachers’ teaching beliefs, self-efficacy, teaching performance and professional development; and the socialisation process into the profession of the two participants, which is perceived to smooth their transition process.
{"title":"Mentoring programme and the transition of beginning teachers: view of the insiders","authors":"A. Phan, Tho Xuan Pham","doi":"10.1080/25783858.2022.2086060","DOIUrl":"https://doi.org/10.1080/25783858.2022.2086060","url":null,"abstract":"ABSTRACT Transition is hardly a simple phase in any individual’s life, particularly from education to labour market. For professions such as teaching, the transition from being a student to a teacher is even ‘bumpier’ compared with other jobs unless it is cushioned by supports. The reason is beginning teachers are faced with numerous obstacles during this transition, including practice shock, identity conflicts, low self-efficacy, to name a few. Mentoring program henceforth is believed to assist novices in this critical professional turning point. The qualitative case study in this article was conducted to investigate how a mentoring program, seen as a reflective learning process in which the newly-qualified teachers are learners, facilitate the transition of two beginning teachers working in a higher education institution. The results yielded are changes in the teachers’ teaching beliefs, self-efficacy, teaching performance and professional development; and the socialisation process into the profession of the two participants, which is perceived to smooth their transition process.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"4 1","pages":"154 - 170"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41506950","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}
Pub Date : 2022-05-27DOI: 10.1080/09503153.2022.2059956
R. Sen
We begin this edition with Elizabeth Harlow’s article on global ‘deinstitutionalisation’ – the move away from residential child care provision and the development of foster care in its place. Drawing on attachment theory and research on out-of-home care, Harlow’s argument suggests the advantages of family-based care. While Harlow’s argument is generally supportive of the development of fostering systems in the global south, it also reports on some of the organisational and procedural challenges involved and acknowledges questions about whether the greater use of fostering may be viewed as the imposition of Western thinking and practices, ill-suited to local cultures and practices of care. Tuhinul Islam and Leon Fulcher’s article is a response to Harlow’s. Their article highlights concerns about the difficulties in transferring research knowledge from the global north to the global south. It also argues that particular welfare and funding arrangements in some developing countries mean that deinstitutionalisation may neither be viable, nor free up resources, in the ways claimed by those who favour this policy agenda. In conclusion they argue for greater recognition of cross-cultural and religious differences when the development of fostering systems is being considered. Koyrun Begum and colleagues offer reflections about the implementation of the No Recourse Early Action Model (NOREAM) initiative in one local authority in England to help families subject to ‘no recourse to public funds’ policies. These policies have imposed strict restrictions on the social and welfare rights of migrants in the UK who are subject to immigration controls, but have largely fallen beneath the radar of the social work profession’s attention, despite the excellent work of some committed organisations and individuals. Begum and colleagues explore how the NOREAM has been designed with the
{"title":"The Global Deinstitutionalisation of Care, No Recourse to Public Funds and Self-Care for Social Workers","authors":"R. Sen","doi":"10.1080/09503153.2022.2059956","DOIUrl":"https://doi.org/10.1080/09503153.2022.2059956","url":null,"abstract":"We begin this edition with Elizabeth Harlow’s article on global ‘deinstitutionalisation’ – the move away from residential child care provision and the development of foster care in its place. Drawing on attachment theory and research on out-of-home care, Harlow’s argument suggests the advantages of family-based care. While Harlow’s argument is generally supportive of the development of fostering systems in the global south, it also reports on some of the organisational and procedural challenges involved and acknowledges questions about whether the greater use of fostering may be viewed as the imposition of Western thinking and practices, ill-suited to local cultures and practices of care. Tuhinul Islam and Leon Fulcher’s article is a response to Harlow’s. Their article highlights concerns about the difficulties in transferring research knowledge from the global north to the global south. It also argues that particular welfare and funding arrangements in some developing countries mean that deinstitutionalisation may neither be viable, nor free up resources, in the ways claimed by those who favour this policy agenda. In conclusion they argue for greater recognition of cross-cultural and religious differences when the development of fostering systems is being considered. Koyrun Begum and colleagues offer reflections about the implementation of the No Recourse Early Action Model (NOREAM) initiative in one local authority in England to help families subject to ‘no recourse to public funds’ policies. These policies have imposed strict restrictions on the social and welfare rights of migrants in the UK who are subject to immigration controls, but have largely fallen beneath the radar of the social work profession’s attention, despite the excellent work of some committed organisations and individuals. Begum and colleagues explore how the NOREAM has been designed with the","PeriodicalId":35184,"journal":{"name":"Practice","volume":"34 1","pages":"169 - 170"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42768899","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}
Pub Date : 2022-05-04DOI: 10.1080/25783858.2022.2115943
Sara Smith, Wiktoria Braszkiewicz, Carolina Goncalves Barbosa Neto, Bothyna Mohammed, Daniel McCulla, Martin Khechara
ABSTRACT Covid-19 has driven a move away from face-to-face learning and time spent on campus for all university students. This study explores social restrictions through the lens of friendships and creation of meaningful relationships for students from a widening participation (WP) background embarking upon a Medicine with Foundation Year programme. Previous studies highlight the importance of meaningful interactions in facilitating students’ personal and professional development and highlight how students from WP backgrounds often struggle forming advantageous relationships at university, missing opportunities to increase their social capital during the crucial first few years at medical school. An exploratory approach was adopted for this collaborative study to understand the impact of upon students’ lived experiences and the development of advantageous relationships. Although this is a small cohort study, and too limited for generalisations, it provides valuable insight into the negative impact of restrictions on friendships and relationship building. It highlights the value of embedding opportunities for informal interactions, networking and social activities into university programmes to enable the nurturing of relationships and friendships. As we move into a post-COVID-19 era it calls for further research into the impact of behavioural changes on communities of practice and learning through formal and social interactions.
{"title":"Acknowledging the value of friendships and relationships in supporting personal and professional development","authors":"Sara Smith, Wiktoria Braszkiewicz, Carolina Goncalves Barbosa Neto, Bothyna Mohammed, Daniel McCulla, Martin Khechara","doi":"10.1080/25783858.2022.2115943","DOIUrl":"https://doi.org/10.1080/25783858.2022.2115943","url":null,"abstract":"ABSTRACT Covid-19 has driven a move away from face-to-face learning and time spent on campus for all university students. This study explores social restrictions through the lens of friendships and creation of meaningful relationships for students from a widening participation (WP) background embarking upon a Medicine with Foundation Year programme. Previous studies highlight the importance of meaningful interactions in facilitating students’ personal and professional development and highlight how students from WP backgrounds often struggle forming advantageous relationships at university, missing opportunities to increase their social capital during the crucial first few years at medical school. An exploratory approach was adopted for this collaborative study to understand the impact of upon students’ lived experiences and the development of advantageous relationships. Although this is a small cohort study, and too limited for generalisations, it provides valuable insight into the negative impact of restrictions on friendships and relationship building. It highlights the value of embedding opportunities for informal interactions, networking and social activities into university programmes to enable the nurturing of relationships and friendships. As we move into a post-COVID-19 era it calls for further research into the impact of behavioural changes on communities of practice and learning through formal and social interactions.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"4 1","pages":"110 - 124"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42113322","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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