Centro de Documentación de las Artes Escénicas y de la Música
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Confidentiality and the ethics of coaching and mentoring students
No full textThis chapter explores the ethical choices that practitioners work with when coaching and mentoring students in higher education (HE). This chapter explores the philosophical and historical developments of ethical principles which have guided practitioners working in the helping professions. It considers the importance of ideological and cultural differences, as well as relations of power, across contexts, when practitioners work reflectively and reflexively to explore their ethical choices and inform their decision-making. This chapter argues that embracing this level of complexity requires practitioners to enhance their ethical maturity when coaching and mentoring students in HE. Ethical maturity is a way of being which, by cultivating a sensitivity and self-awareness of the motivations for behaviour and its consequences, seeks to facilitate positive outcomes and avoid harm. This chapter begins by defining ‘ethics’ and reviews professional ethical codes of practice and frameworks for decision-making which promote opportunity, equality and inclusion for students and practitioners. Using case study scenarios, this chapter explores a wide range of topics which bring to life ethical decision-making for practitioners supporting students in HE contexts
[Book Review] A review of Helen Wheatley’s <i>Death/Television</i>, Edinburgh, Edinburgh University Press, 2024
No full textEnhancing Employability through Generative AI: Policies, Perspectives, and Pathways for Skills Development in Education
No full textThe rapid integration of Generative Artificial Intelligence (GenAI) into higher education and institutional structures is redefining the conceptual foundations of professional competency, knowledge production, and employability in the 21st century. This book engages in a comprehensive conceptual and philosophical discourse, critically examining how AI is reshaping education, professional preparedness, and the evolving nature of work itself. At the core of this inquiry is an examination of how GenAI not only enhances technical efficiency but also challenges traditional paradigms of knowledge acquisition, human agency, and ethical responsibility. The book argues that the future of higher education must be reimagined through an interdisciplinary framework that bridges technological innovation, ethical reasoning, and the cultivation of adaptable, future-ready professionals. Central to this discussion is the concept of professional competency, reconceived as an evolving interplay between technical proficiency, cognitive adaptability, ethical awareness, and creative problem-solving. The traditional model of fixed curricula and standardised skill sets is increasingly inadequate in the face of AI’s generative capacities, which demand fluid, interdisciplinary, and context-responsive competencies. This book interrogates skills dynamics, positioning AI not as a replacement for human intelligence but as an augmentation that reshapes how individuals learn, apply knowledge, and navigate an AI-mediated professional landscape.
Employability, in this context, is no longer about static qualifications but about cultivating resilience, critical thinking, and the ability to ethically and reflexively engage with technology-driven systems. From a philosophical perspective, this discourse draws upon John Rawls’ theory of justice, Hannah Arendt’s critique of modernity, and Jean-Paul Sartre’s existentialist thought to explore the broader implications of AI for meritocracy, fairness, and intellectual autonomy. The book critiques deterministic narratives of AI-driven progress and instead advocates for a human-centred paradigm that prioritises epistemic responsibility, inclusivity, and ethical governance in the adoption of AI within education and professional development. In doing so, it challenges reductionist views of AI as merely a tool of economic efficiency, instead framing it as a catalyst for rethinking the relationship between knowledge, learning, and employability in an era of digital transformation. In addition to its conceptual and philosophical contributions, the book offers practical frameworks for integrating AI into higher education and institutional strategies. It provides policy recommendations, pedagogical insights, and institutional case studies from diverse global contexts, including the United Kingdom’s AI-driven employability initiatives, Singapore’s SkillsFuture programme, and Finland’s AI literacy strategies. These examples illustrate the varied ways in which nations and institutions are aligning AI adoption with workforce development, lifelong learning, and sustainability objectives. Ultimately, this book advances a holistic and interdisciplinary perspective on how AI is transforming professional preparedness and higher education. It argues that AI’s role in education must be guided by a balance between technological innovation and the preservation of ethical and philosophical integrity. The book concludes with a call for a new educational ethos—one that embraces AI’s potential while maintaining a critical focus on justice, adaptability, and lifelong learning. By situating AI within a broader conceptual discourse on knowledge, education, and human flourishing, this book redefines employability for the 21st century, ensuring that higher education remains an engine for both technological progress and human-centred development
‘Making abortion safe’: abortion and post-abortion care providers’ experiences of stigma in Rwanda, Zimbabwe, Sierra Leone and Nigeria
No full textBackground: Social stigma and the marginalisation of abortion care within medical settings can negatively affect abortion providers. While some research has evaluated stigma interventions in legally restrictive settings, little work has explored the experiences of healthcare professionals (HCPs) providing abortion and post-abortion care (PAC) outside the USA. This study, part of the Royal College of Obstetricians and Gynaecologists’ ‘Making Abortion Safe’ programme, aimed to understand providers’ experiences of abortion stigma in four African countries with restrictive legislation.
Methods: In-depth interviews with 44 abortion and PAC providers were conducted in Nigeria, Rwanda, Sierra Leone and Zimbabwe.
Results: Four themes emerged: personal and professional effects of stigma, multiple manifestations of stigma, driving forces of stigma, and positivity and resilience. Stigma affects providers' professional identity, community belonging and relationships. Restrictive legal frameworks are the main driver of abortion stigma, operating at multiple levels that reinforce each other. The legal status of abortion labels it as ‘dirty work’, conflicting with healthcare principles. Judgmental attitudes from other HCPs negatively impact providers’ well-being and care quality. However, providers showed resilience through professional and personal commitment, and the belief in ‘doing the right thing’ helped them resist stigma.
Conclusions: Legal changes are crucial for increasing access and reducing stigma among the workforce. In these countries, providers face challenges in offering legal healthcare. Organisational interventions are needed to address stigmatising values and create positive workplaces. Ongoing support is essential for HCPs to remain resilient against abortion stigma, helping to normalise abortion care and those who provide it
The language of social work
No full textSocial work is an ideologically complex profession which is reflected in orientations towards the language of social work. This chapter gives an overview of three key ways in which the language of social work has been explored: 1) macro level discourses constituting social work, informed by Foucauldian frameworks; 2) micro level discourse practices, with some analyses, informed by sociolinguistics, centering on interactional discourse and others, foregrounded in professional documentation, centering on social work specific discourse; 3) written discourse, informed by literacy studies, centering on the role of the written record in social work practice. The contested nature of social work discourse is underlined
Implementing a law restricting unhealthy food advertising in Portugal: a 13-year journey
No full textIn 2019, Portugal approved a law introducing restrictions on the advertising of unhealthy foods and beverages to children under 16 years of age. This article describes the process of enacting this mandatory regulation, pioneering in Europe, from initial parliamentary discussions in 2012 to the first formal impact evaluation in 2024. Portugal faced significant technical and political challenges, including industry lobby, defining “unhealthy” foods and monitoring and enforcing the law. Despite its limitations, the law stands as a successful example that can support other countries in developing similar regulatory frameworks. Portugal’s experience illustrates the importance of political will and multisectoral collaboration in successfully implementing such restrictions. Further recommendations include clear nutrient profiling, strong monitoring and enforcement mechanisms and maintaining dialogue while anticipating potential opposition
Creating Space for NHS Voices – Creative writing with Frontline Healthcare Workers in the NHS: How emergent collective poems establish new ways of evaluation
No full textThis paper investigates the emergent outcomes arising from a co-designed creative writing intervention developed in collaboration with NHS frontline healthcare professionals. We address how this kind of creative writing intervention can both provide the structural framework for the co-design process along with providing a medium for emerging evaluation, where reflection and artistic production are interwoven. We then ask how creative writing practices might generate alternative modalities of documentation and discourse within healthcare settings, offering counterpoints to conventional clinical record-keeping, fostering deeper communication between patients and professionals, and potentially informing future co-designed in-service arts-based staff-s support initiatives for frontline healthcare staff
“I wasn’t prepared for that”: UK Social worker Experiences of Training in and Knowledge of Acquired Brain Injury
No full textSummary
Acquired brain injury is a major cause of death and disability. Due to the impact of acquired brain injury on an individual's and a family's functioning, social workers are likely to encounter individuals and families affected by the condition. This study aimed to (1) identify the existing level of knowledge and skills of social workers in working with individuals with acquired brain injury and their families and (2) examine the training needs of social workers to improve their knowledge and skills in working with those with acquired brain injury. A series of semi-structured interviews with newly qualified social workers (six), brain injury specialist social workers (nine), team leaders (two), and commissioners (three) were conducted and analyzed using thematic analysis.
Findings
The data highlighted that social workers in England and Wales have no formal training around acquired brain injury but felt there was a need for different levels of training and guidance for social workers. Participants also discussed the need for better integration with health care and a greater focus on relational working to enact positive change for individuals and families.
Applications
Social work training should be embedded within prequalification training with additional postqualification training where appropriate. Work and training within social work should take an interdisciplinary approach. The authors have taken the data to develop a freely available online training program for social workers
Employing an insider-outsider research approach across Saudi and Irish contexts
No full textIn this lightning talk, we outline the insider–outsider research approach underpinning our exploration of the lived experiences of female angel investors in Saudi Arabia. Our emerging findings show how practice architectures - cultural, material, and social arrangements - shape the everyday practices of these investors. These insights have led us to broaden our study to a contrasting setting, the island of Ireland, and to introduce an ethnographic component. By bringing these two contexts into dialogue, we aim to deepen understanding of how different practice architectures influence women’s engagement in angel investment across diverse sociocultural environments