Pub Date : 2023-09-01DOI: 10.1080/09503153.2023.2248414
Hannah Jobling, Suzanne Sayuri Ii
{"title":"The Impact of Service User Involvement in Health and Social Care Education: A Scoping Review","authors":"Hannah Jobling, Suzanne Sayuri Ii","doi":"10.1080/09503153.2023.2248414","DOIUrl":"https://doi.org/10.1080/09503153.2023.2248414","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42770881","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 : 2023-08-08DOI: 10.1080/09503153.2023.2241278
R. Sen, C. Kerr
As per a prior editorial decision, we have prioritised allocating articles with an explicit and significant COVID-19 theme to an issue of the journal. Accordingly, we start this edition with Sue Connell’s study of child and family social workers' experiences in a London Local Authority accessing social work supervision between March 2020 and January 2021, during the pandemic. Twenty-two respondents filled out a survey regarding their experiences, and eight took part in semi-structured interviews on their experiences. The findings suggested that there were, in fact, marked advantages to online supervision for supervisees in this period including a sense of managerial investment in supervision, and the lesser likelihood of a supervisor being called away from supervision due to other responsibilities. While it appeared that case management predominated within discussions, opportunities for learning and development were also in evidence within online supervision. There were also challenges in that some supervisees felt less well emotionally held compared to in-person interaction, and there were some issues relating to the confidentiality of online supervision discussions due to the physical environments in which it occurred. Our second article on a COVID-19 them is Lia Ara ujo, Sofia Fontoura, Xos e Manuel Cid-Fern andez, and Liliana Sousa’s highly interesting study of the photovoice reports of 12 social workers working within settings for older adults in Portugal in the first year of the pandemic. In the study the social workers shared the photos they had taken, and associated narratives, in a group discussion. The group discussion was then analysed. The findings illustrate how the social workers had experienced “forced growth,” developing personally and professionally in response to the enforced context of an unprecedented health crisis.
根据之前的编辑决定，我们优先将新冠肺炎主题明确而重要的文章分配到期刊上。因此，我们从Sue Connell对2020年3月至2021年1月期间，在疫情期间，儿童和家庭社会工作者在伦敦地方当局接受社会工作监督的经历进行的研究开始。22名受访者填写了一份关于他们经历的调查，8名受访者参加了关于他们经验的半结构化访谈。调查结果表明，事实上，在这一时期，在线监督对被监督人有明显的好处，包括对监督的管理投资感，以及监督人因其他责任而被取消监督的可能性较小。虽然案例管理似乎在讨论中占主导地位，但在线监督中也有学习和发展的机会。还有一个挑战是，与面对面的互动相比，一些被监督者感觉情绪不太好，而且由于在线监督讨论发生的物理环境，存在一些与保密性有关的问题。我们关于新冠肺炎的第二篇文章是Lia Ara ujo、Sofia Fontoura、Xos e Manuel Cid-Fern andez和Liliana Sousa对12名社会工作者在疫情第一年为葡萄牙老年人工作的照片语音报告进行的非常有趣的研究。在这项研究中，社会工作者在小组讨论中分享了他们拍摄的照片以及相关的叙述。然后对小组讨论进行了分析。研究结果表明，社会工作者是如何经历“被迫成长”的，在应对前所未有的健康危机的强制背景下，他们的个人和职业发展。
{"title":"Premobile bruising, kinship networks and further evidence of the impacts of COVID-19","authors":"R. Sen, C. Kerr","doi":"10.1080/09503153.2023.2241278","DOIUrl":"https://doi.org/10.1080/09503153.2023.2241278","url":null,"abstract":"As per a prior editorial decision, we have prioritised allocating articles with an explicit and significant COVID-19 theme to an issue of the journal. Accordingly, we start this edition with Sue Connell’s study of child and family social workers' experiences in a London Local Authority accessing social work supervision between March 2020 and January 2021, during the pandemic. Twenty-two respondents filled out a survey regarding their experiences, and eight took part in semi-structured interviews on their experiences. The findings suggested that there were, in fact, marked advantages to online supervision for supervisees in this period including a sense of managerial investment in supervision, and the lesser likelihood of a supervisor being called away from supervision due to other responsibilities. While it appeared that case management predominated within discussions, opportunities for learning and development were also in evidence within online supervision. There were also challenges in that some supervisees felt less well emotionally held compared to in-person interaction, and there were some issues relating to the confidentiality of online supervision discussions due to the physical environments in which it occurred. Our second article on a COVID-19 them is Lia Ara ujo, Sofia Fontoura, Xos e Manuel Cid-Fern andez, and Liliana Sousa’s highly interesting study of the photovoice reports of 12 social workers working within settings for older adults in Portugal in the first year of the pandemic. In the study the social workers shared the photos they had taken, and associated narratives, in a group discussion. The group discussion was then analysed. The findings illustrate how the social workers had experienced “forced growth,” developing personally and professionally in response to the enforced context of an unprecedented health crisis.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"277 - 279"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49394587","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 : 2023-07-11DOI: 10.1080/09503153.2023.2232567
J. Manthorpe, J. Moriarty, Jaqueline Damant, N. Brimblecombe, J. Marczak, M. Knapp, José-Luis Fernández
This article reports on a study of local online information for carers in England. It sets this in the context of the Care Act 2014 which gave local authorities (LAs) specific responsibility for providing information to carers. The study selected four varied case study LAs and explored the content of their websites to see what carers might find available and accessible. We found the LA websites differed, with some LAs making use of local voluntary sector groups to be the main information resource. Mentions of NHS services for carers appeared often less comprehensive and there was scant mention of private social care providers as being sources of advice and information. The article suggests that social workers should be careful of referring carers to LA websites without checking that they are sufficiently meaningful to the carer and accessible to the individual. Care is also needed in not taking internet accessibility for granted.
{"title":"Local Online Information for Carers in England: Content and Complexity","authors":"J. Manthorpe, J. Moriarty, Jaqueline Damant, N. Brimblecombe, J. Marczak, M. Knapp, José-Luis Fernández","doi":"10.1080/09503153.2023.2232567","DOIUrl":"https://doi.org/10.1080/09503153.2023.2232567","url":null,"abstract":"This article reports on a study of local online information for carers in England. It sets this in the context of the Care Act 2014 which gave local authorities (LAs) specific responsibility for providing information to carers. The study selected four varied case study LAs and explored the content of their websites to see what carers might find available and accessible. We found the LA websites differed, with some LAs making use of local voluntary sector groups to be the main information resource. Mentions of NHS services for carers appeared often less comprehensive and there was scant mention of private social care providers as being sources of advice and information. The article suggests that social workers should be careful of referring carers to LA websites without checking that they are sufficiently meaningful to the carer and accessible to the individual. Care is also needed in not taking internet accessibility for granted.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942072","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 : 2023-07-09DOI: 10.1080/09503153.2023.2234102
Omar Mohamed
{"title":"A Systematic Literature Review With Racially Minoritised People Using Family Group Conferencing in England","authors":"Omar Mohamed","doi":"10.1080/09503153.2023.2234102","DOIUrl":"https://doi.org/10.1080/09503153.2023.2234102","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44929219","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 : 2023-06-23DOI: 10.1080/09503153.2023.2223362
J. Childs, Omar Mohamed, N. Pike, S. Muchiri, Jody Bell, Alayna Dibo, Alexis Ndabarushimana
{"title":"Learning from Ikibiri and Ubuntu to Decolonise Social Work Research in Higher Education","authors":"J. Childs, Omar Mohamed, N. Pike, S. Muchiri, Jody Bell, Alayna Dibo, Alexis Ndabarushimana","doi":"10.1080/09503153.2023.2223362","DOIUrl":"https://doi.org/10.1080/09503153.2023.2223362","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47428909","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 : 2023-06-15DOI: 10.1080/09503153.2023.2223368
Clarence Brown
{"title":"How Can the Literature on Phenomenology Inform the Teaching of Accurate Empathy in Social Work Practice?","authors":"Clarence Brown","doi":"10.1080/09503153.2023.2223368","DOIUrl":"https://doi.org/10.1080/09503153.2023.2223368","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46051508","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}
Whilst words such as ‘disability’ and ‘inclusion’ have some shared meanings across cultural and linguistic contexts, they also have meanings that are fluid and changing according to individual, institutional, and environmental dimensions. Deconstructing these differential understandings in special education needs and disabilities (SEND) provision is essential to challenge deeply-rooted societal deficit-based assumptions and stigmatisation that can have detrimental impacts on children and young people’s life experiences. In this UK-Vietnam collaborative project we aimed to uncover the ‘languaging of disability and inclusion’, using Vietnamese primary teacher education as an illustrative case study with experiential insights gathered from primary school teachers, leaders and teacher educators. This paper presents findings from our six in-depth qualitative interviews. Our analytical framework, informed by key concepts in translanguaging and affective pedagogies, enables us to uncover nuances in meanings that went beyond solely Vietnamese-English linguistic translations, to take account of semiotic understandings, body language, and movement. Key findings revealed a prevailing medical-based terminology associated with SEND, practice-based contradictions attached to bureaucratic recognitions of disability, as well as repertoires associated with ‘circles of friendship’. Our paper opens up an international dialogue that both challenges potentially homogenising and harmful labelling processes and celebrates the sharing of asset-based languaging practices.
{"title":"Reimagining the language of disability and inclusion in primary teacher education through a translanguaging framework","authors":"Thi Thu Thuy Luong, Dinh Nguyen Trang Thu, Mary-Rose Puttick, C. Blackburn","doi":"10.1080/25783858.2023.2215936","DOIUrl":"https://doi.org/10.1080/25783858.2023.2215936","url":null,"abstract":"Whilst words such as ‘disability’ and ‘inclusion’ have some shared meanings across cultural and linguistic contexts, they also have meanings that are fluid and changing according to individual, institutional, and environmental dimensions. Deconstructing these differential understandings in special education needs and disabilities (SEND) provision is essential to challenge deeply-rooted societal deficit-based assumptions and stigmatisation that can have detrimental impacts on children and young people’s life experiences. In this UK-Vietnam collaborative project we aimed to uncover the ‘languaging of disability and inclusion’, using Vietnamese primary teacher education as an illustrative case study with experiential insights gathered from primary school teachers, leaders and teacher educators. This paper presents findings from our six in-depth qualitative interviews. Our analytical framework, informed by key concepts in translanguaging and affective pedagogies, enables us to uncover nuances in meanings that went beyond solely Vietnamese-English linguistic translations, to take account of semiotic understandings, body language, and movement. Key findings revealed a prevailing medical-based terminology associated with SEND, practice-based contradictions attached to bureaucratic recognitions of disability, as well as repertoires associated with ‘circles of friendship’. Our paper opens up an international dialogue that both challenges potentially homogenising and harmful labelling processes and celebrates the sharing of asset-based languaging practices.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912270","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 : 2023-05-25DOI: 10.1080/09503153.2023.2208780
P. Archard, S. Awhangansi, Isobel Moore, P. Majumder, M. Lewis, Michelle O’Reilly, E. Giles, T. Adkins
In a recent contribution to this journal, Cummings (2023) reports findings from a preliminary qualitative study of practitioner viewpoints regarding digitally delivered mental health support to care-experienced young people. Cummings' study highlights the need to engage with professional experiences of using digital methods with this group, both during and outside of the COVID-19 pandemic. A response to - and commentary on - Cummings' contribution is provided, to advance discussion of issues identified by the research. We reflect on our experience as practitioners and researchers working in and alongside specialist child and adolescent mental health service teams serving care-experienced children and young people. We focus on workspaces in remote working, therapeutic technique in online and telephone-based care, and virtues and challenges of remote care delivery. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Remote and Digitally Delivered Mental Health Support for Care-Experienced Young People: Some Practice-Based Reflections in Response to Cummings (2023)","authors":"P. Archard, S. Awhangansi, Isobel Moore, P. Majumder, M. Lewis, Michelle O’Reilly, E. Giles, T. Adkins","doi":"10.1080/09503153.2023.2208780","DOIUrl":"https://doi.org/10.1080/09503153.2023.2208780","url":null,"abstract":"In a recent contribution to this journal, Cummings (2023) reports findings from a preliminary qualitative study of practitioner viewpoints regarding digitally delivered mental health support to care-experienced young people. Cummings' study highlights the need to engage with professional experiences of using digital methods with this group, both during and outside of the COVID-19 pandemic. A response to - and commentary on - Cummings' contribution is provided, to advance discussion of issues identified by the research. We reflect on our experience as practitioners and researchers working in and alongside specialist child and adolescent mental health service teams serving care-experienced children and young people. We focus on workspaces in remote working, therapeutic technique in online and telephone-based care, and virtues and challenges of remote care delivery. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49397884","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 : 2023-05-24DOI: 10.1080/09503153.2023.2212880
Sue Connell
This study examined the experiences of practicing Children’s Services Social Workers in a London Local Authority accessing virtual (online) social work supervision during the COVID-19 pandemic between March 2020 and January 2021. This study applied a reflective framework and guiding theories for exploring how supervision brings opportunities for reflective learning, and it considered individual needs within supervision. Study methods comprised an anonymised online questionnaire and semi-structured interviews. Twenty-two participants completed the questionnaire, and eight participants took part in the semi-structured interviews. This research aimed to explore the impacts on practitioners of the change from face-to-face to ‘virtual’ supervision and if all core elements of supervision are addressed. The findings suggest that there was a mixed experience for supervisees with some elements of the supervision functions being consistently met, and others being more variable. Generally, participants found virtual supervision a positive experience, whilst however missing some face-to-face elements. Having a pre-existing relationship with the supervisor was noted to help, and connectivity was also highlighted as important. However, for some participants, particular elements of supervision appeared to have been missed altogether such as Continuing Professional Development (CPD), and part of the Mediation function.
{"title":"Putting the ‘Virtual’ into Supervision during the COVID-19 Pandemic and Beyond","authors":"Sue Connell","doi":"10.1080/09503153.2023.2212880","DOIUrl":"https://doi.org/10.1080/09503153.2023.2212880","url":null,"abstract":"This study examined the experiences of practicing Children’s Services Social Workers in a London Local Authority accessing virtual (online) social work supervision during the COVID-19 pandemic between March 2020 and January 2021. This study applied a reflective framework and guiding theories for exploring how supervision brings opportunities for reflective learning, and it considered individual needs within supervision. Study methods comprised an anonymised online questionnaire and semi-structured interviews. Twenty-two participants completed the questionnaire, and eight participants took part in the semi-structured interviews. This research aimed to explore the impacts on practitioners of the change from face-to-face to ‘virtual’ supervision and if all core elements of supervision are addressed. The findings suggest that there was a mixed experience for supervisees with some elements of the supervision functions being consistently met, and others being more variable. Generally, participants found virtual supervision a positive experience, whilst however missing some face-to-face elements. Having a pre-existing relationship with the supervisor was noted to help, and connectivity was also highlighted as important. However, for some participants, particular elements of supervision appeared to have been missed altogether such as Continuing Professional Development (CPD), and part of the Mediation function.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"335 - 349"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46404046","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 : 2023-05-22DOI: 10.1080/25783858.2023.2215937
Madelaine A Lawler, G. Lindsay, Rachel A. Jones
ABSTRACT The Community of Practice (CoP) framework has been successfully utilised in a number of sectors to underpin meaningful collaborations. However, to date, the application of CoP in early childhood education (ECE) has been limited, with no studies having explored the unique intersection of early childhood and visual arts CoP. A qualitative case study was conducted with nine geographically dispersed visual arts ECE academics and practitioners who formed an early childhood visual arts special interest group (SIG) to facilitate social and professional connection in response to COVID-19 lockdowns in early 2020. The research collected and thematically analysed, questionnaire and focus group data to investigate how the practice of the virtual, international, ECE visual arts SIG aligned with CoP framework elements. Overall, the practices and experiences of the SIG were well aligned with the CoP framework, particularly in relation to the Domain and Practice elements. In addition, the model of an online, international CoP described in this study proposes that virtual CoP opportunities that foster strong relational connections alongside professional networking sustains the activity of the CoP to offer participants not only rich opportunities for professional learning and collaboration with like-minded colleagues, but also offers a platform for significant research translation and impact.
{"title":"From ‘quarantini party’ to academic impact: An early childhood visual arts special interest group becomes a community of practice","authors":"Madelaine A Lawler, G. Lindsay, Rachel A. Jones","doi":"10.1080/25783858.2023.2215937","DOIUrl":"https://doi.org/10.1080/25783858.2023.2215937","url":null,"abstract":"ABSTRACT The Community of Practice (CoP) framework has been successfully utilised in a number of sectors to underpin meaningful collaborations. However, to date, the application of CoP in early childhood education (ECE) has been limited, with no studies having explored the unique intersection of early childhood and visual arts CoP. A qualitative case study was conducted with nine geographically dispersed visual arts ECE academics and practitioners who formed an early childhood visual arts special interest group (SIG) to facilitate social and professional connection in response to COVID-19 lockdowns in early 2020. The research collected and thematically analysed, questionnaire and focus group data to investigate how the practice of the virtual, international, ECE visual arts SIG aligned with CoP framework elements. Overall, the practices and experiences of the SIG were well aligned with the CoP framework, particularly in relation to the Domain and Practice elements. In addition, the model of an online, international CoP described in this study proposes that virtual CoP opportunities that foster strong relational connections alongside professional networking sustains the activity of the CoP to offer participants not only rich opportunities for professional learning and collaboration with like-minded colleagues, but also offers a platform for significant research translation and impact.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45563873","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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