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Towards a gender exploratory model: Slowing things down, opening things up and exploring identity development
No full text'Nothing much has changed': Black boys’ experiences of exclusion and reintegration in mainstream secondary schools
Get PDFThe exclusion of black boys from mainstream secondary schools has been prevalent in England for many years. Despite government policies and statistical analysis into this phenomenon, black boys are still disproportionately excluded from school. Previous research has failed to represent the lived experiences of exclusion and reintegration from the perspective of black boys. This emancipatory and exploratory research focuses on the experiences of boys of African or African-Caribbean descent who have received an external fixed-period or permanent exclusion and have been reintegrated back into a mainstream secondary school. The aim of this research was to explore how black boys make sense of their experiences of exclusion and reintegration. In total, six boys from three schools were recruited. There were three boys of African descent and three of African-Caribbean descent. The boys ranged in age from 12 years old to 15 years old and were recruited from Years 8,9,10 and 11. The participants were interviewed about their experiences of exclusion and reintegration on a one-to-one basis, using semi-structured interviews which were audio recorded and transcribed. The interviews were analysed using Interpretative Phenomenological Analysis. The participants' individual interviews elicited six overarching themes Pupils' positive and negative relationship with schools and teachers, Self-identity and managing adults' perceptions of them, Personal impact of different forms of exclusion, Forms of exclusion, Role of significant people and Inclusive environments. The findings have been discussed in relation to existing literature and the implications of the findings to families, Educational Psychologists, schools and communities has also been discussed
Exploring health visiting professionals’ evaluations of early parent-infant interactions
No full textObjective: To examine the accuracy of Health Visitors (HVs) evaluations of the quality of parent-infant interactions.
Background: HVs have been identified as key professionals in the early identification of difficulties in parent-infant interactions.
Method: A sample of 56 HVs, 4 Family Health Nurses (FHNs) and 14 Community Nursery Nurses (CNNs) recruited from two National Health Service (NHS) Trusts, viewed video footage of six early parent-infant interactions which had been categorised as ‘sensitive’, ‘mixed’, and ‘problematic’ using the CARE-Index. Participants evaluated the quality of the parent-infant interactions shown in these videos using the Parent-Infant Interaction Rating Questionnaire (PIIRQ).
Results: On average, participants correctly rated the problematic videos as lowest in quality, the mixed as higher in quality than the problematic videos, and the sensitive videos as highest in quality. Interestingly, within the problematic category participants rated the ‘unresponsive’ pattern of interaction as significantly lower in quality than the ‘controlling’ interaction.
Conclusions: Findings suggest participants were relatively accurate in their evaluations of parent-infant interactions. However, they indicate that participants were more likely to be concerned about unresponsive, as opposed to controlling, interactive behaviours. Recommendations for further research include exploration of potential differences in how health-visiting professionals evaluate particular patterns of parent-infant interactions
Chaperones for intimate examinations
No full textWhere any intimate examination is proposed, a chaperone should always be offered, particularly if a patient has been sedated, even if the doctor and patient are of the same sex
Referrer engagement in family therapy in the context of child protection: A process study
Get PDFThis study aimed to identify the significant processes involved in a systemic approach in which the referrer is involved in family therapy when working with families that have safeguarding concerns and who are known to the social care system (Tier 3). The Referrer Engagement Method, is a collaborative approach to work with both the family and referrer. The overall aim of the research study is to show whether this approach improves their therapeutic alliance and the family’s motivation for change. I conducted a focus group with five experienced referrers and seven semi-structured individual interviews with four new referrers. All referrers were from Children's Social Care, one from the voluntary team (Early Help) and the others from the statutory. Grounded theory was used to analyse the individual interviews and thematic analysis to analyse the focus group. The codes were combined. The analysis of the referrers’ accounts identified four significant processes in the approach: Naming power, Opening dialogues, Engaging the system in the room, and Working collaboratively. The referrers saw the families start to take ownership of their changes. Observing and participating in a systemic interview influenced the referrers to expand their practice with families. Some referrers noticed their relationship with the family improved. Referrers found some aspects of the approach challenging in balancing risk and engagement. Working collaboratively was found to create an important space for reflection The study raises implications for the further development of the approach and its application in other contexts, and contributes to ideas about the challenges for social workers working in child protection
Raluca Soreanu, Working-Through Collective Wounds: Trauma, Denial, Recognition in the Brazilian Uprising
No full textDeveloping an intervention for infants and young children in foster care: 'Watch me play!'
No full textBeyond the individual: Reframing blame for 'rogue' behaviour in the financial services industry
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Toward a protocol for transmasculine voice: A service evaluation of the voice and communication therapy group program, including long-term follow-up for trans men at the London Gender Identity Clinic
No full textPurpose: A service evaluation was undertaken with 10 participants identifying as trans men who received voice and communication group therapy and 12-month follow-up at the London Gender Identity Clinic between February 2017 and March 2018, to investigate levels of satisfaction, how helpful they found the program in facilitating vocal change and skill development, and whether they would recommend it to others.
Methods: Participant evaluations of overall and ideal rating of masculinity of voice, and level of feeling comfortable with voice, evaluations of voice skills and changes in speaking and reading fundamental frequency were retrospectively reviewed and analyzed.
Results: Six participants reported being very satisfied with the service; four were satisfied. Eight participants found the program very helpful in achieving voice and communication change; two found it helpful. Eight strongly agreed and two agreed with recommending the service. Participants' overall and comfort ratings of voice significantly increased (p<0.01), while there was no significant change in ideal ratings (p=0.063), and a significant decrease in the difference between overall and ideal ratings (p<0.01). Participants achieved a significant decrease in fundamental frequency for reading and speaking (p<0.01), a significant decrease in voice fatigue (p=0.039) and restriction in voice adaptability (p<0.01), a significant increase in confidence in public speaking (p<0.01), but no significant change in vocal projection (p=0.07).
Conclusion: Ten trans men reported high levels of satisfaction with the voice group program and long-term follow-up, making significant positive shifts in voice skills and vocal self-perception. These findings apply locally but suggest appropriate interventions toward a transmasculine voice modification protocol