Plymouth Marjon University Repository
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Coaching, Mentoring and Supervision within the Early Years Workforce - An Early Years Teacher’s Perspective
No full textThe Statutory Framework for Early Years Foundation Stage (EYFS) (2024) states that early years settings should provide appropriate supervision for all staff who have contact with children and families. It identifies that for supervision to be effective it should provide support, coaching and training for staff members and promote the interests of children. Supervision should also nurture a culture of reciprocal support, encourage staff to work as a team and promote ongoing improvement (DfE, 2024). Whilst the EYFS does not directly mention mentoring, mentoring and coaching go hand in hand and at times the words are used interchangeably. Mentoring also forms a fundamental aspect of both Initial Teacher Training and Early Years Initial Teacher Training. Both mentoring and coaching are viewed as a holistic approach to supporting staff members and should be supportive and foster two-way learning (Clutterbuck, 2014). Practitioners' past experiences of coaching, mentoring and supervision can impact how they feel about coaching, mentoring and supervision, and managers and supervisors therefore need to be aware of this
Educación para el decrecimiento y sostenibilidad transdisciplinar
No full textEste libro quiere servir a un público preferentemente de docentes en activo y en formación para estimular una reflexión sobre el papel que debe desempeñar la sostenibilidad en la educación del siglo XXI. Se defiende un enfoque transdisciplinar que supere planteamientos disciplinares-reduccionistas y subraye fenómenos clave en la vida de los seres humanos y el planeta, como son los 17 objetivos de desarrollo sostenible (ODS). Además, pretende contribuir a poner en circulación una educación para el decrecimiento que abrace diferentes aspectos sostenibles (económicos, ecológicos y sociales) basados en la idea de que es preciso acostumbrarse a menos para asegurar el equilibrio y la supervivencia. Las universidades consignan en los estatutos su servicio a la sociedad y hace tiempo que están dando pasos para impulsar transdisciplinarmente una sostenibilidad curricular. En España es algo más reciente, pero ya son varias las universidades que han creado vicerrectorados de sostenibilidad y han diseñado una formación horizontal centrada en la sostenibilidad, que, obviamente, interesa a los estudiantes de cualquier facultad. Esta obra se estructura en tres bloques. El primero, «Educación para el decrecimiento», construye la reflexión de corte pedagógico y ecosocial que da forma y contenido a esta educación para el decrecimiento. El segundo, «Avances de la sostenibilidad curricular en la universidad europea», presenta las acciones que diferentes universidades están llevando a cabo para impulsar una verdadera sostenibilidad curricular en sus aulas. El tercero, «Del currículum al aula transdisciplinar: experiencias educativas sostenibles», con ejemplos de que el aprendizaje transdisciplinar de la sostenibilidad no es pura teoría, sino una realidad en las facultades de formación del profesorado. Ojalá este recorrido de la teoría a la práctica, de la reflexión a la acción, sirva para reconciliar la realidad de un presente insostenible con un deseado futuro sostenible. La universidad debe liderar un cambio que no será si no aborda con determinación la formación de los docentes del presente y del futuro
Educational Isolation in Global Perspective: Evidence from England on Place-Based Challenges for Teacher Recruitment and Retention in Coastal and Rural Schools
No full textThe UK National Youth Work Curriculum - Democratic Challenges from Finland
Full text linkThis paper compares the only two countries - the UK and Finland - that have systematically applied the concept of curriculum to youth work on the national level. It begins by charting the development of a curriculum in youth work in England which has culminated in the production of the new UK government’s Department for Culture Media & Sport funded 'National Curriculum for Youth Work' produced by the NYA in 2020. Whilst this entails a shift for youth work in England and removes an element of democracy for local youth workers to agree and establish their own priorities, it does provide a clear policy direction for a beleaguered youth sector. The paper then discusses the published findings of a 10-year action research project led by the Finnish Youth Research Society which has worked with local youth workers and managers in a variety of municipal youth work organisations (N= 6) to establish local youth work curricula. The model has been utilised in 26 municipalities since.
The Finnish experience provides a marked contrast to UK youth work curriculum, as they argue their approach is a more authentic method of establishing a youth work curriculum. The documents produced are a clear representations of youth work practice and they contrast with the top-down national curriculum framework. Whilst the UK model may be a positive response to the policy challenges facing youth workers in the UK – the Finnish experience raises questions of the currency within, and ownership by the field of any youth work curriculum
‘Finding My Tribe’—The Mixed Blessing of Neoliberal Parenting Programmes for Parents of Children with Autistic Spectrum Disorder
Full text linkThis paper explores the experiences of parents of children with autistic spectrum disorder (ASD) who have participated in parenting programmes in the UK. The parents attended generic programmes before they were able to access more specific programmes geared towards the needs of children with ASD. The parents found that the generic programmes were detrimental to the needs of their children and disruptive of family life, resulting in parental relationship breakdown in some instances. Whilst the ASD-specific programmes did provide some level of support, the most decisive factor was the sharing of experiences amongst those parents as well as the ongoing support that this fostered. The conclusion of this study is that the neoliberal responsibilisation of parents via parenting programmes is undermining the support networks of parents of children with ASD, and an asset-based community development approach would be more beneficial
SENSE-braille: Children's Multisensory Experiences with Auditory-Haptic Gamified Activities
No full textThis research investigated sensory preferences and experiences of individuals with visual impairment and blindness, when interacting with a novel multisensory device for braille learning. The device comprised an enlarged braille cell, in which interacting with each button elicited a sound, haptic vibration, or an auditory-haptic stimulus. Children, adolescents, and adults with blindness or visual impairment placed their fingertips on the device to perceive braille letters. Parents rated their children’s auditory and tactile hyper- and hyposensitivity. All participants reported enjoyment, competence, and confidence during device interaction. Participants with blindness favoured auditory-haptic and auditory modalities, while participants with visual impairment also liked the haptic-only modality. Children with blindness who scored high on hyposensitivity revealed higher hypersensitivity scores within the auditory and haptic modalities, while children with visual impairment showed cross-modal hyper-and hyposensitivity correlations between tactile and auditory modalities. Multisensory enrichment of braille learning, applications, and diagnoses are discussed to outline future research
Assessing content validity of the Osteo-TAQ(Aus) using cognitive interviews: cross-jurisdictional evidence from UK osteopathic practice
No full textBackground
The Osteopaths’ Therapeutic Approaches Questionnaire (Osteo-TAQ) has demonstrated content, construct, and face validity across multiple jurisdictions but required cognitive validation for use in the United Kingdom (UK).
Objectives
To assess the cognitive content and face validity of the Australian-adapted Osteo-TAQ (Osteo-TAQ(Aus)) with practising UK osteopaths, and to determine whether any revisions were necessary.
Methods
Cognitive interviews were conducted with six (n = 6) UK osteopaths using a combination of think-aloud and verbal probing techniques, informed by the Cognitive Interview Reporting Framework (CIRF). Interviews were recorded, transcribed, and analysed using team-based content analysis to identify issues of item interpretation, clarity and relevance to UK practice.
Results
Strong alignment with UK practice was demonstrated across all 36 items. No items required modification, providing positive validation evidence for cross-jurisdictional stability. Participants reported that the Osteo-TAQ(Aus) items were relevant, understandable and reflective of their day-to-day clinical practice.
Conclusion
This study provides the first evidence of cross-jurisdictional cognitive stability for the Osteo-TAQ(Aus), demonstrating robust content validity in its country of origin and suitability for use in a UK setting. These findings support its continued use in UK-based research and professional development initiatives aimed at exploring therapeutic approaches and conceptions of practice
A Service Evaluation of Virtual Wards in Cornwall, UK
Full text linkThis service evaluation provides an overview of the virtual ward model in Cornwall, UK and was implemented using the Consolidated Framework for Implementation Research (CFIR). Interviews were conducted with virtual ward patients and clinicians and analysed using thematic analysis. A virtual ward is a digitally enabled service enabling people requiring hospital-level care to receive that care at home, either as an alternative to hospital admission or by facilitating an earlier discharge.
Four themes emerged from the data: (1) Readiness for change: The virtual ward service was not embedded in existing health provision with scepticism and reluctance to refer into the virtual ward. (2) Confidence and trust: due to system incompatibility issues, clinicians lost confidence and trust in the remote monitoring system, however, patients had high levels of trust in the virtual ward staff, increasing their confidence to remain at home. (3) Digital challenges: using the monitoring equipment was challenging for some patients with issues of digital exclusion including understanding the technology and connection difficulties. (4) Impact: despite the challenges, the virtual ward was highly valued by patients and supports person-centred care, offering a safe alternative to hospital admission.
Virtual wards in Cornwall were rapidly implemented leading to some implementation barriers, nonetheless, the overwhelming response from patients demonstrated how they valued the virtual ward as a viable alternative to hospital admission and how the compassion and professionalism shown by the virtual ward clinicians made them feel safe and supported in their own homes
Responsible research impact: Ethics for making a difference
Full text linkThe need for ethical guidelines that support and empower researchers who aim to enhance the societal impact of research has become critical. Recognizing the growing emphasis on research impact by governments and funding bodies worldwide, this article investigates the often overlooked ethical dimensions of generating and evaluating research impact. We focus on ethical issues and practices that are specific to the process of intentionally working to develop societal impacts from research. We highlight the complexities and ethical dilemmas encountered when researchers engage with non-academic groups, such as policymakers, industries, and local communities. Through a combination of literature review and insights from participatory workshops, the article identifies key issues and offers a new ethical framework for responsible research impact. This framework aims to guide researchers and institutions through the process of limiting potential harm while delivering societal benefits in a way that is realistic and balanced. The aim is to establish ethical practices for engagement and impact, without making the process so onerous that researchers are less likely to undertake such activities. The article concludes with actionable recommendations for policymakers, research funders, research performing organizations, institutional review boards and/or ethics committees, and individual researchers. Making use of such recommendations can foster an ethically responsible approach to research impact across academic disciplines
Patient Safety Incident Reporting Framework (PSIRF) Standards: Co-Production of Adaptations for the Care Home Sector to Improve Cross-System Integration
Full text linkContext: The National Health Service (NHS) in England has introduced the Patient Safety Incident Response Framework (PSIRF) which seeks to guide learning from safety incidents, including those that occur across different health and social care services. At the foundation of PSIRF are standards that stress a set of minimum expectations of patient safety incident reporting and learning, however, their development has side-stepped social care and the care home sector.
Objectives: This study aimed to co-produce recommendations for adapting PSIRF standards for care homes.
Methods: Nominal Group Technique workshops were conducted with key stakeholders. Participants generated and developed a consensus on recommendations for adapting PSIRF standards, with data analysed inductively and conceptually mapped.
Findings: People (n = 17) from senior roles in care homes, external organisations and public involvement representatives participated. There was high agreement that PSIRF standards insufficiently represented care homes. Required revisions to PSIRF included addressing the use of NHS-centric language, approaches to training, resource provision, oversight and implementation support.
Limitations: Almost all participants were at senior levels, which may impact on whether adaptations to PSIRF standards would result in standards that could be implemented.
Implications: Resources in care homes to support cross-system learning are currently lacking, and PSIRF standards do not sufficiently link care and communication across boundaries. Once identified issues are addressed, PSIRF is promising for integrating safety incident responses between NHS and care home sectors. Care home sector should be involved at the outset of future patient safety policy developments that aim to improve integrated and cross-sector working