Whiting & Birch (E-Journals)
Not a member yet
1165 research outputs found
Sort by
Trabajo de grupo con familiares de estudiantes universitarios con discapacidad intelectual: Group work with family members of university students with intellectual disabilities
No full textGroup work with families of people with intellectual disabilities (hereinafter IDPs) has been the subject of frequent study in the Social Sciences. However, it has been little explored in the university context given that access to higher education for these people in the Spanish context is scarce (Fundación Universia, 2019). Some experiences in development in Spanish universities show the relevance of the university environment for increasing the development and inclusion of IDPs (Díaz, 2019), although it generates a challenge for universities: how to address the relationship with the families of IDPs in the development of their children’s higher education? This paper presents a practical experience of working in groups with families, framed in a specific training degree for the employment and autonomous life of young people with intellectual disabilities, aged between 18 and 29 years old, at the Pablo de Olavide University (Seville, Spain). With the general objective of exploring the appropriate levels of support for families of IDPs at university, group sessions analyse the feelings produced in the family by the participation of their children in higher education; the changes perceived in the IDPs in relation to their studies are systematised; and the support needs and expectations of the families are presented.
El trabajo de grupos con familias de personas con discapacidad intelectual (en adelante PDI) ha sido objeto de estudio frecuente en las Ciencias Sociales. Sin embargo, ha sido poco explorado en el contexto universitario dado que el acceso a los estudios superiores de estas personas en el contexto español es escaso (Fundación Universia, 2019). Algunas experiencias en desarrollo en las universidades españolas, muestran la pertinencia del entorno universitario para el aumento del desarrollo y la inclusión de las PDI (Díaz, 2019) aunque genera un reto para las universidades: ¿cómo abordar la relación con las familias de PDI en el desarrollo de la formación superior de sus hijos/as?. Este trabajo presenta una experiencia práctica de trabajo en grupos con familias, enmarcada en un título propio de formación para el empleo y la vida autónoma de jóvenes con discapacidad intelectual, de entre 18 y 29 años, en la Universidad Pablo de Olavide (Sevilla, España).Con el objetivo general de explorar los niveles de apoyo adecuados para familias de PDI en la universidad se analizan en sesiones grupales los sentimientos que produce en la familia la participación de sus hijas/os en la educación superior; se sistematizan los cambios percibidos en las PDI en relación con su paso por los estudios; y se exponen las necesidades de apoyo y las expectativas de las familias.
Danza kusi: Sentir y pensar el encuentro grupal a través del movimiento: Kusi Dance: Feeling and thinking the group encounter through movement
No full textDanza Kusi*, takes part of its name from Quechua, which translated into Spanish means happy. It emerges as a group proposal from a critical perspective that enables alternative spaces of encounter from the movement, to live in a respectful and friendly way the corporal experience from different possibilities, promoting that in social life, every body is possible from the plural. In this experience, the following are present: autonomy, freedom, creativity, fun, the encounter with oneself, with the other (or - e) and with the environment, promoting the care of the body (from its various configurations, representations and manifestations) through the methodological proposal called body present. Through this paper, we share the lived experience** that goes through the personal history of the authors, the reflections and inspiration that consolidated the project, the concerns and tensions; and, the point of arrival as a conclusion that converges in the conception of Danza Kusi as a political bet from spaces of group encounter.* Fragment taken from Danza Kusi’s proposal and authored by the same people who wrote this article.** It is necessary to clarify that this article is not the result of a research process but the response to the invitation made at the time by the editors of the monograph to share a practical experience from a group. For this reason, and in response to the critical perspective from which we inscribe ourselves, we do not follow the structure of the scientific method and we give ourselves permission to write in the first person.
Danza Kusi*, retoma parte de su nombre del quechua, que traducido al castellano significa feliz. Emerge como una propuesta grupal desde una perspectiva crítica que posibilita espacios alternos de encuentro desde el movimiento, para vivenciar de manera respetuosa y amable la experiencia corporal desde distintas posibilidades, promoviendo que en la vida social, todo cuerpo es posible desde lo plural. En esta experiencia, están presentes: la autonomía, la libertad, la creatividad, la diversión, el encuentro consigo mismo, con la/el otra (o - e) y con el entorno, promoviendo el cuidado del cuerpo (desde sus diversas configuraciones, representaciones y manifestaciones) a través de la propuesta metodológica denominada cuerpo presente. Por medio de este escrito, se comparte la experiencia vivida** que recorre la historia personal de los autores, las reflexiones y la inspiración que consolidó el proyecto, las inquietudes y tensiones; y, el punto de llegada a manera de conclusión que converge en la concepción de Danza Kusi como apuesta política desde espacios de encuentro grupal.* Fragmento retomado de la propuesta de Danza Kusi y de autoría de las mismas personas que escriben el presente artículo** Se hace necesario aclarar que este artículo no es resultado de un proceso investigativo sino la respuesta a la invitación realizada en su momento por los editores del monográfico a compartir una experiencia práctica desde grupo. Por esta razón y dando respuesta a la perspectiva crítica desde la que nos inscribimos, no seguimos la estructura del método científico y nos damos el permiso de escribir en primera persona
Human Papillomavirus: Appraising the Vaccine Utilization among Young females in Anambra State
No full textCervical cancer is one of the leading causes of death in the female population and is the most common genital cancer. The rate at which women suffer from cervical cancer in developing countries is increasing on daily basis and Nigeria is no exception. This inspired the study to investigate factors affecting the uptake of Human Papillomavirus vaccines among young females in Anambra state, Nigeria. Six Focus Group Discussions involving young females of 9 – 26 years were conducted in Awka, Nnewi, and Onitsha. A total of 60 respondents were used for the study. The study revealed that there were limited knowledge of the HPV vaccine among the respondents, hence, uptake of the vaccine was poor in the study population. The cost of the HPV vaccine, culture/religious influences were among the factors militating against the uptake of the vaccine. The result also highlighted possible ways of promoting HPV vaccine uptake which include subsidization of the vaccine cost or making it free, and prioritization of the vaccine and making it available in all hospital. In conclusion, there is need for social workers to engage in awareness creation on the important of utilizing HPV vaccine and also encourage parents to vaccinate their girl children
The social inclusion of mental health service users in Brazil: Applying SCOPE-B scale
Full text linkThe study aimed to culturally adapt and validate the SCOPE scale for Brazil, focusing on measuring social inclusion among adults in community psychosocial centers in São Paulo. Utilizing a cross-sectional sample survey and the adapted SCOPE-B scale, it assessed 255 patients, revealing their low social inclusion levels. Findings highlighted the negative correlation between social inclusion and aspects like race, economic status, and employment, alongside a positive association with physical and mental health. The SCOPE-B scale demonstrated reliability, internal consistency, and construct validity, supporting its application in diverse cultural context
Social support provided to care leavers by residential care facilities in Gauteng Province, South Africa, during their transition to independent living
No full textThis study explored the social support of the residential care facility to care leavers during the transition phase to independent living as perceived by the social workers as well as the care leavers. Purposive sampling and semi-structured one-on-one interviews were conducted with 12 care leavers as well as 12 social workers to gain a detailed picture of the participants’ views on the social support provided in preparation for independent living. Content analysis was used to analyse the data. Finding highlights were that ongoing residential social support and motivation are of paramount importance to shape the transitioning of the care leavers toward independent living. Strong ties with other people and networks assist them with access to the resources they need for goal attainment. Care leavers apply both theoretical knowledge and practical skills to their advantage. They appeared to appreciate the significant part played by the group networks. Care leavers mostly preferred to stick with their existing relationships as it provided them with a sense of belonging and strengthened their self-esteem, reiterating the central importance of ongoing residential support. care facility during the transition phase
Evaluation of a process for allocating final placements to nursing students
Full text linkThis paper reports on the implementation and evaluation of a process developed over two years, intended to aid student nurses to enhance job application writing skills and curriculum vitae development, and to provide an opportunity for students to have a choice in their final practice placement. The study aimed to explore students’ perceptions on the strengths and limitations, explore the perceived impact on application form and CV writing, and gain suggested improvements to the process to increase student experience. A cross-sectional design using online questionnaires (year one and two) and a focus group (year one) gathered quantitative and qualitative data from a volunteer sample of final year adult and mental health student nurses. The majority of participants were happy with the process and with their placement allocation. Three main themes were reported in both years; Choice, Process, and Employability skills/Readiness for employment, with the addition of a fourth in the second year; Fairness. The process allows students to develop skills in applying for jobs which they feel is beneficial for their future. Choice enables students to tailor their final experience to their career aspirations and skill development, ultimately smoothing the transition into their future positions
Long arm approaches to practice supervision for non-medical professions: A scoping review
Full text linkIn 2021, a feasibility study was conducted at the University of (identifier) called ‘(identifier)’, which responded to Health Education England’s (HEE) Enabling Effective Learning Environments (EELE) project call to develop more interdisciplinary practice education placements. One of the most significant barriers faced in this study was sourcing the appropriate long-arm (or off-site) supervision requirements for students, which highlighted an urgent need to review the long-arm supervisory models utilised in different professions across health and social care. Currently, no literature reviews have brought together work on this important topic, despite long arm practice supervision (LAPS) being an increasingly popular method of student supervision in efforts to increase placement capacity. To respond to this, we have conducted a scoping review with the aim of synthesising the work that has been undertaken on LAPS and identifying the gaps in order to better understand the issue
Strategies to use online forums to teach social work students critical reflection
Full text linkWithout critical reflection, social work students would struggle to improve their social work practice. This skill is thus regarded as a significant aspect of social work training. The literature on social work covers the importance of critical reflection and presents a number of frameworks for how to reflect critically, but how this skill should be taught given its complexity and sensitivity has not been investigated, in particular as regards distance learning students. This skill is essential not only for students’ academic work but for their whole careers. This paper therefore presents a research study that explores strategies used by social work tutors in online forums to teach critical reflection at a distance. The participants were 15 tutors from a distance learning social work course in England who applied a number of teaching techniques to engage their distance learning students in becoming critically reflective. This research suggests that the role of tutors is pivotal in enabling social work students to acquire the skill of critical reflection. They play a number of roles in supporting students academically, emotionally and practically, acting as facilitators, educators, assessors, guides, mentors and coaches. The paper concludes with a discussion of the practical implications
