Whiting & Birch (E-Journals)
Not a member yet
1165 research outputs found
Sort by
Considering the rules of brainstorming in untrained idea generating groups
Get PDFBrainstorming (Osborn, 1957), as an idea generating technique, is widely used in businesses and organizations despite evidence that it fails to produce more ideas than non-interacting groups (e.g., Mullen, Johnson, & Salas, 1991). Past tests of the technique employ comparisons of groups instructed to follow the rules of brainstorming (i.e., focus on quantity, free-wheeling, non-evaluation, and piggy-backing) to groups without such instructions. In the current study, the connection between the activities proposed in the rules of brainstorming and idea generation are examined. The perceived occurrence of these activities are examined in untrained idea generating groups to assess how they influence idea generation. 188 participants (61% men, 39% women), performed an idea generation task (i.e., the typewriter task) and assessed perceptions of the occurrence of the activities highlighted by the brainstorming rules in the group discussion. Overall, perceptions of brainstorming rules influence the number of ideas generated with piggy-backing emerging as a significant predictor variable
Blended Social Work Placements: New Opportunities
Get PDFSocial work student placements were significantly impacted over the past two years as a result of the Covid-19 pandemic, but a ‘new normal’ of placement provision has started to emerge. This conference paper provides reflections on the experiences of social work education providers, placement providers and practice educators on the new opportunities that have been created as a result of flexible responses to the changing landscape of blended placement provision necessitated by the pandemic, which were gathered at two international workshops held virtually at academic conferences in 2021. The workshops identified common responses from higher education institutes (Higher Education Institutions) and practice educators, where loss and change created the need for connectivity and flexible and creative solutions. This article will present the themes identified within the teaching partnership as well as findings from the two workshops to enhance understanding of the sustainability of blended social work placement provision
Modernisation or Mistake? : Exploring the impact of Covid-19 disruption on School of Health and Social Care course admissions in one university in England and implications for practice readiness
No full textWhen does learning begin? In the classroom, the field or - earlier - admissions?
For five years, I have researched admissions in deciding who makes it into the classroom and student admissions experience learning. This article explores moving to virtual admissions due to Covid-19 asking whether admissions deserve greater critical pedagogical attention. 
Reflecting on the use of freedom of information requests in mental health research
No full textFreedom of information (FoI) legislation has been represented as a valuable but underused means of generating otherwise unavailable data from public authorities in health and social care research. This article complements extant literature on the use of FoI requests for research intended to inform health and social care policy and improve the quality of practice. Reflections are provided on challenges and ethical considerations, drawing on relevant literature and the authors’ experience undertaking studies addressing different topics in mental health and child welfare using FoI requests as the primary source of data collection. The recommendations are practically orientated and aimed primarily at social work and health and social care researchers who may have limited knowledge of how FoI requests might be utilised in their work but be curious about this method’s application
Safety concerns for under-15 house helpers living with their non-biological parents in Nigeria: A call to revamp social protection strategies: Safety concern, house helpers, social protection, social worker, Nigeria
No full textTraditionally, the Nigeria system provides different reasons why children move from their biological parents to homes of non-biological parent, older relatives, and other social networks. While it is true that any form of under-aged labour mete on a child is illegal, certain cultural and social patterns are the reasons for the promotion of this phenomenon. Common among these reasons is the lack of resources to provide care and cater for the child (ren), death of the biological parents, and/or the parent wishing the child grows under tough conditions that supposedly makes the child a responsible adult. Notwithstanding these reasons, there are concerns that have been raised pertaining to the welfare of under-aged children in this setting, as it is reported that a considerable number of under-aged children suffer abuse, humiliation and other hazards. While this practice of raising children has grown to be popular and approved by communities in Nigeria, little is said about the abusive concerns that have been fastened to the practice. This study underscores the reasons for the persistence of these abusive concerns, despite the presence of the 2003 Child Rights Act. It advocates for a revamping of Nigeria’s social protection space, signposting the relevance of social workers to such cause. Data was sourced through in-depth interview organized for 10 respondents (five parents and five house helpers). Analysis was done thematically. Themes derived from the study showed that safety concerns as regards under-aged helpers are non-existent and this increases the severity of mental, emotional and physical damages faced by the under-aged children. It is clear that there is a dire need for Nigerian government to set up and implement well-coordinated social protection measures and programmes for vulnerable children and their households. These well-coordinated social protection measures will help to keep these vulnerable children within the safety net of their family
An academic literacies intervention to support professional identity formation delivered during the Covid-19 emergency remote learning context
Get PDFThe emergency remote teaching and learning context associated with the academic year 2020-21 provided an unprecedented context in which to explore if, and how an academic literacies intervention supported first-year learners. All registered students (n=30) on two initial professional education programmes offered by an Institute of Technology in the South-East of Ireland were invited to participate in the research. This instrumental case study relied on multiple data collection methods - two online mixed methods questionnaires and learner Blogs written across the two semesters in the academic year. This study concludes that an academic literacies intervention does help initiate professional identity formation, however the intervention must include moderated discussion boards and hosting in-class discussions based on prescribed reading
A question of omission of care or social reciprocity? Low-income families’ perception of child neglect in Ghana
No full textChild neglect is the most contested type of child maltreatment as its definition and measurement are more subjective, however, the less researched area of concern is the basis of its construction. Therefore, the purpose of this study was to explore what low-income families deem as child neglect to inform more acceptable interventions for both Social Workers and families to ensure better outcomes for children. This paper presents the findings of a pilot study in Assin Assempanaye, a low-income community in the Central Region of Ghana. Adopting an interpretative phenomenological analysis approach with an in-depth interview guide, 18 parents from different households’ views were explored using thematic analysis. The findings of the study revealed that age and expected social behaviour were the basis for neglect. Where omission of care for a child below 10 years was deemed as parental failure, for those, 10-17 years, the incidence of neglect was linked to the child’s failure to conform to the reciprocal social relationship between a parent and a child. It is suggested that Social Workers have to address adolescent neglect differently in programme interventions by also focusing on social role expectations
Mapping blended learning in social work practice education to national standards - a Hybrid Placement Model Teaching and Learning Resource
Get PDFIn Ireland as elsewhere, the Covid-19 pandemic and ensuing public health restrictions, gave rise to an unprecedented crisis in health and social care service provision, leading to cessation of student social work placements in March 2020. The Hybrid Placement Model Teaching and Learning Resource was developed to ensure that quality practice-based placements could resume and continue to be viable during subsequent phases of the Covid-19 pandemic. Combining four elements of onsite practice, off-site practice, online practice, and reflective practice the model provided a ‘road map’ that supported both practice teachers and students as they navigated placements within this context. Through provision of a user-friendly diagram and detailed practical examples of blended learning opportunities mapped to each of the eighty-three national standards of proficiency, the resource enabled practice teachers and students to visualise a range of practice learning opportunities that could be undertaken as part of a blended placement and provided assurance that blended learning met regulatory requirements.
In this article the authors discuss the context and rationale for the model and describe its four integrated components. The usefulness of the model in supporting optimal learning on hybrid placements is addressed and its potential post Covid-19 restrictions is considered
Pères en mouvement, hommes en changement. Parcours d’hommes au sein de groupes pour pères
No full textLe présent article est le résultat d’une recherche visant à présenter des parcours d’hommes ayant participé à des groupes pour pères dans le contexte des bouleversements que les familles occidentales ont connus au cours des dernières décennies. L’objectif de cette recherche était d’identifier les motivations des pères à s’engager dans un processus de réflexion et d’action au sein d’un groupe, d’en apprendre plus sur leur expérience tout au long de ce processus, de comprendre ce qui a changé dans leur vision de la masculinité et de la paternité, puis de connaître la manière dont ils actualisent leur projet de vie au regard d’éventuels changements. Des entrevues semi-dirigées ont été menées auprès de onze pères impliqués dans huit groupes de soutien au Québec. Les résultats révèlent que les rapports sociaux (par exemple, la relation avec la conjointe ou l’ex-conjointe, avec les enfants, avec les femmes et avec les autres hommes en général) s’en trouvent modifiés, voire améliorés. En outre, la reconstruction des rapports à soi-même et aux autres semble être à la fois le principal défi de ces hommes et la source de leur plus grande satisfaction.This article aims to understand the journeys of men who participated in fathers’ groups in the context of the upheavals that the Western family has experienced in recent decades. It is based on the results of a study that aimed to identify the motivations of fathers who engaged in a process of reflection and action within these support groups; to examine their experience of this process, to understand what has changed in their vision of masculinity and fatherhood through this experience; and explore how they update their life plans in the light of possible changes. Semi-structured interviews were conducted with eleven fathers involved in eight different groups in Quebec. The findings reveal that social relationships, including relationships with partners, or ex-partners, children, women, and other men in general, evolved and in some cases improved. In addition, the reconstruction of relationships with oneself and others seems to be both the main challenge as well as the greatest satisfaction of these men
Twelve tips to support healthcare teams to incorporate interprofessional education and collaborative practice into day-to-day workplace practices
Get PDFDespite a growing body of research into interprofessional education and collaborative practice (IPECP), practical strategies and initiatives are required to assist healthcare workers with implementation. Practical strategies and tips outlined in this paper can support healthcare teams to incorporate IPECP into day-to-day workplace practices. Beyond IPECP engagement, the proposed tips will assist with refining current workplace practices and processes to make them more collaborative, intentional, and streamlined at the point of care. Bearing in mind that there is no ‘one size fits all’ approach to IPECP, these tips have been developed to suit a variety of contexts and are able to be adapted and contextualised by healthcare workers and teams. These 12 tips would not only assist with the implementation of new ideas related to IPECP, but also influence sustainability considerations of these initiatives within healthcare settings