Whiting & Birch (E-Journals)
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Get PDFPrior to the commencement of a practice placement, a social work student will usually be invited to meet formally with their practice educator, and sometimes other members of the team, in their work setting to discuss a range of issues about the forthcoming placement. In the absence of significant research about these pre-placement meetings, this small-scale study examined the understandings and experiences of social work students and practice educators regarding the role played by this meeting. Qualitative methods were employed to answer a range of questions related to how the pre-placement meeting was used to aid decision-making about the viability of the placement, participants’ perceptions of the meeting, and concerns about the process that needed to be addressed. Findings indicate that there are a variety of ways in which the meeting is configured and organised, understood and used. The implications for the organisation of social work practice placements are discussed
Setting the landscape for a study of academic and creative writing techniques as an aid to professional development of healthcare professionals
Get PDFThe purpose of this work is to set the landscape for a study to be carried out in several stages addressing the question: Will creative writing techniques allow healthcare professionals to capture the emotional journeys they experience in a way that makes a significant difference to the effectiveness of such material as teaching and professional development aids?This paper addresses the basis for the study and the assumptions behind it, looking to map out parameters within which later studies can be carried out and a set of learning materials developed. The initial 2-year period has been used to test and enhance a staged workshop teaching model for Health Professional Studies students at levels 4, 5 and 6, using information from studies of creative writing teaching in healthcare plus work on writing techniques.The initial work suggests that creative writing techniques are better understood as a useful developmental tool when taught in the context of academic writing. The response from students has been positive. In this first stage, the work has been a qualitative, testing-the-waters approach from which to build a framework to launch a follow-on quantitative study
Teaching groupwork at a distance using an asynchronous online role-play
Get PDFGiven the proliferation of online groups and growth in distance learning, there is a pressing need to develop best practices for teaching group work online. The following paper explores the implementation of an asynchronous role-play exercise conducted in online undergraduate classes about group work. The overall purposes were to help students learn about group stages and dynamics through participating in an experiential exercise and further develop their knowledge about online groups. Thematic analyses of students’ reflections on their online role-play experience are discussed, considerations regarding the complex role of the instructor are explored, educational benefits and related challenges are analyzed, and guidelines are presented to facilitate best practices when implementing an online role-play exercise
Reversing the roles
No full textGroupwork in a criminal justice setting has traditionally taken the form of a group of offenders undertaking a programme of structured work facilitated by (usually two) professionals. Circles of Support and Accountability (COSA) represent a departure from this traditional model. The COSA model uses a group of volunteers to form a ‘Circle’ around an offender who is viewed as being very much part of the group. The approach is currently being used in the UK as part of the risk management process for convicted sex offenders who are experiencing social isolation, a factor that has been linked to the risk of re-offending. The goal of our research was to understand the COSA group process and this article presents a study of a relatively new and different approach to groupwork within criminal justice. We looked at the expectations and opinions of both core group members and volunteers to make some assessment of how this non- traditional form of groupwork operates. The research presented an almost entirely positive picture of COSA from the perspective of both the volunteers and the core group members. All Core members (and we acknowledge that the research focus is a small group of male offenders) felt that the group experience offered them support and a sense of belonging that had previously been missing in their lives
The benefits of combined (mixed) methods research
Get PDFIn this paper I argue for the importance of combined (mixed) methods studies when evaluating complex initiatives such as interventions. These studies combine quantitative and qualitative methods purposively, in order to capture a broader range of important variables than can be examined by either quantitative or qualitative methods alone. In essence, a combined methods study can address outcomes and outputs, and also provide evidence on the processes that are important to optimising success. A large scale Government funded initiative is used as an example. The Parenting Early Intervention Pathfinder introduced parenting programmes into 18 local authorities. Quantitative data showed the scale of the support, and the significant improvements made in parenting skills and mental well-being, and in child behaviour. Qualitative data explored the factors optimising successful implementation. The evidence from the study was used to inform the decision to roll out evidence-based parenting programmes across the whole of England
‘Patient Zero’
Get PDFOver the last three years, there has been a major shift in healthcare policy within England. This has radically altered the relationship between General Practitioners (GPs) and patients. This article examines the role of patient and public involvement within the National Health Service (NHS) from the perspective of volunteers and health practitioners. The aim of the study is to explore how different models of patient and public involvement (PPI) are characterised through ideological perspectives which construct the goals and motivations of service users and health practitioners. This article draws on data from a small qualitative study of 16 participants analysing different narratives and experiences of patient and public involvement within the North East of England. The study analyses data from health professionals, including General Practitioners and health managers, and patient volunteers who make up part of a range of different health advisory groups in the NHS. Whilst all respondents agree about the importance of public involvement to assist localised NHS healthcare, it should be noted that what is meant by patient and public involvement in this study is somewhat unclear for people involved in the process. The research concludes by illustrating how practitioners’ and volunteers’ interpretations of patient and public involvement diverge in terms of their expressed motivations, aims, goals and expectations
Developing institutional strategies to support failing/failed part-time students in higher education
Get PDFThis study considers the significance of institutional strategy in supporting failing/failed part-time students in higher education, particularly at a time of such significant changes to funding ideologies in western cultures, and offers recommendations to improve student retention. Building on previous studies by Simpson (2003), Callender et al (2006) the tracking of three cohorts of part-time students on a counselling programme highlights ‘vulnerable’ candidates and explores specific strategies to respond to the failing/failed student. Employing a mixed-methodological approach consisting of an initial online questionnaire, semi-structured interviews for selected participants and the tracking the academic results of failing/failed students, ethical consideration is given to the nature of the programme (counselling), gender-ratios and the timing of the enquiry (post-completion or termination of studies). The enquiry highlights the challenges for practice educators and field instructors in supporting such students. In order to increase the retention of part-time students, the study also examines possible factors likely to minimise part-time student attrition. For the purposes of this study the term ‘vulnerable’ is defined as a student who is likely to leave the course before completion i.e. a failing/failed student
We aren’t all winners
Get PDFThe paper will discuss from a service user/carer perspective the possible implications and ramifications that ‘failing to fail’ students has on service users and carers. We will start by briefly contextualising the issue drawing on the work of Rutkowski (2007), Dudek et al. (2005), Duffy (2003) and Cleland et al. (2008) and other authors who have contributed to the topic. We expand the debate from the service user and carer perspective examining likely causes and determinants and then move on to discussing the possible impact of this practice on those who are cared for.This paper will provide debate and discussion from a unique perspective being written by those who have lived experience of care delivered by students and qualified practitioners from the nursing and social work professions
Prevention of aggressive behaviour and violence in childcare institutions
Get PDFThe article describes how personal qualities in the helpers are important measures to prevent aggression and violent behaviour from adolescents living in childcare institutions. Our research question was: In what way does personal competence make a difference in the prevention of violence, and how is this ‘personal competence’ expressed? Through six semi-structured individual interviews and one focus group interview with staff from five state-run childcare institutions in Norway, we found that the helpers’ attitude is of great importance to avoid unnecessary confrontation. Our study indicates that staff who search to find the reason behind aggression, and who are deeply concerned about the well-being of the young people tend to ease conflict, rather than trigger it. We see their attitude as a choice of perspective in their work with adolescents, and we see it as a phenomenological-hermeneutic approach. This perspective is an integral part of the child-care workers’ personal competence, and implies recognition of the perspectives young people have on their own situation. The importance of personal competence to prevent aggression and violent behaviour is evident, and the ability of mentalisation is argued to be significant in these child-care workers
