Practice最新文献_第4页

The Impact of Service User Involvement in Health and Social Care Education: A Scoping Review 服务使用者参与健康和社会关怀教育的影响:范围审查

Practice Pub Date : 2023-09-01 DOI: 10.1080/09503153.2023.2248414

Hannah Jobling, Suzanne Sayuri Ii

引用次数: 0

Premobile bruising, kinship networks and further evidence of the impacts of COVID-19 移动前瘀伤、亲属关系网络和新冠肺炎影响的进一步证据

Practice Pub Date : 2023-08-08 DOI: 10.1080/09503153.2023.2241278

R. Sen, C. Kerr

{"title":"Premobile bruising, kinship networks and further evidence of the impacts of COVID-19","authors":"R. Sen, C. Kerr","doi":"10.1080/09503153.2023.2241278","DOIUrl":"https://doi.org/10.1080/09503153.2023.2241278","url":null,"abstract":"As per a prior editorial decision, we have prioritised allocating articles with an explicit and significant COVID-19 theme to an issue of the journal. Accordingly, we start this edition with Sue Connell’s study of child and family social workers' experiences in a London Local Authority accessing social work supervision between March 2020 and January 2021, during the pandemic. Twenty-two respondents filled out a survey regarding their experiences, and eight took part in semi-structured interviews on their experiences. The findings suggested that there were, in fact, marked advantages to online supervision for supervisees in this period including a sense of managerial investment in supervision, and the lesser likelihood of a supervisor being called away from supervision due to other responsibilities. While it appeared that case management predominated within discussions, opportunities for learning and development were also in evidence within online supervision. There were also challenges in that some supervisees felt less well emotionally held compared to in-person interaction, and there were some issues relating to the confidentiality of online supervision discussions due to the physical environments in which it occurred. Our second article on a COVID-19 them is Lia Ara ujo, Sofia Fontoura, Xos e Manuel Cid-Fern andez, and Liliana Sousa’s highly interesting study of the photovoice reports of 12 social workers working within settings for older adults in Portugal in the first year of the pandemic. In the study the social workers shared the photos they had taken, and associated narratives, in a group discussion. The group discussion was then analysed. The findings illustrate how the social workers had experienced “forced growth,” developing personally and professionally in response to the enforced context of an unprecedented health crisis.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49394587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Local Online Information for Carers in England: Content and Complexity 本地在线信息的护理人员在英格兰:内容和复杂性

Practice Pub Date : 2023-07-11 DOI: 10.1080/09503153.2023.2232567

J. Manthorpe, J. Moriarty, Jaqueline Damant, N. Brimblecombe, J. Marczak, M. Knapp, José-Luis Fernández

引用次数: 0

A Systematic Literature Review With Racially Minoritised People Using Family Group Conferencing in England 英国少数民族家庭小组会议的系统文献综述

Practice Pub Date : 2023-07-09 DOI: 10.1080/09503153.2023.2234102

Omar Mohamed

引用次数: 0

Learning from Ikibiri and Ubuntu to Decolonise Social Work Research in Higher Education 从Ikibiri和Ubuntu学习高等教育中的非殖民化社会工作研究

Practice Pub Date : 2023-06-23 DOI: 10.1080/09503153.2023.2223362

J. Childs, Omar Mohamed, N. Pike, S. Muchiri, Jody Bell, Alayna Dibo, Alexis Ndabarushimana

引用次数: 0

How Can the Literature on Phenomenology Inform the Teaching of Accurate Empathy in Social Work Practice? 现象学文献如何指导社会工作实践中准确共情的教学?

Practice Pub Date : 2023-06-15 DOI: 10.1080/09503153.2023.2223368

Clarence Brown

引用次数: 0

Reimagining the language of disability and inclusion in primary teacher education through a translanguaging framework 通过跨语言框架重新构想小学教师教育中的残疾语言与包容

Practice Pub Date : 2023-06-07 DOI: 10.1080/25783858.2023.2215936

Thi Thu Thuy Luong, Dinh Nguyen Trang Thu, Mary-Rose Puttick, C. Blackburn

{"title":"Reimagining the language of disability and inclusion in primary teacher education through a translanguaging framework","authors":"Thi Thu Thuy Luong, Dinh Nguyen Trang Thu, Mary-Rose Puttick, C. Blackburn","doi":"10.1080/25783858.2023.2215936","DOIUrl":"https://doi.org/10.1080/25783858.2023.2215936","url":null,"abstract":"Whilst words such as ‘disability’ and ‘inclusion’ have some shared meanings across cultural and linguistic contexts, they also have meanings that are fluid and changing according to individual, institutional, and environmental dimensions. Deconstructing these differential understandings in special education needs and disabilities (SEND) provision is essential to challenge deeply-rooted societal deficit-based assumptions and stigmatisation that can have detrimental impacts on children and young people’s life experiences. In this UK-Vietnam collaborative project we aimed to uncover the ‘languaging of disability and inclusion’, using Vietnamese primary teacher education as an illustrative case study with experiential insights gathered from primary school teachers, leaders and teacher educators. This paper presents findings from our six in-depth qualitative interviews. Our analytical framework, informed by key concepts in translanguaging and affective pedagogies, enables us to uncover nuances in meanings that went beyond solely Vietnamese-English linguistic translations, to take account of semiotic understandings, body language, and movement. Key findings revealed a prevailing medical-based terminology associated with SEND, practice-based contradictions attached to bureaucratic recognitions of disability, as well as repertoires associated with ‘circles of friendship’. Our paper opens up an international dialogue that both challenges potentially homogenising and harmful labelling processes and celebrates the sharing of asset-based languaging practices.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Remote and Digitally Delivered Mental Health Support for Care-Experienced Young People: Some Practice-Based Reflections in Response to Cummings (2023) 为有护理经验的年轻人提供远程和数字化的心理健康支持：对Cummings的一些基于实践的思考（2023）

Practice Pub Date : 2023-05-25 DOI: 10.1080/09503153.2023.2208780

P. Archard, S. Awhangansi, Isobel Moore, P. Majumder, M. Lewis, Michelle O’Reilly, E. Giles, T. Adkins

引用次数: 1

Putting the ‘Virtual’ into Supervision during the COVID-19 Pandemic and Beyond 在新冠肺炎大流行期间及其后将“虚拟”纳入监督

Practice Pub Date : 2023-05-24 DOI: 10.1080/09503153.2023.2212880

Sue Connell

{"title":"Putting the ‘Virtual’ into Supervision during the COVID-19 Pandemic and Beyond","authors":"Sue Connell","doi":"10.1080/09503153.2023.2212880","DOIUrl":"https://doi.org/10.1080/09503153.2023.2212880","url":null,"abstract":"This study examined the experiences of practicing Children’s Services Social Workers in a London Local Authority accessing virtual (online) social work supervision during the COVID-19 pandemic between March 2020 and January 2021. This study applied a reflective framework and guiding theories for exploring how supervision brings opportunities for reflective learning, and it considered individual needs within supervision. Study methods comprised an anonymised online questionnaire and semi-structured interviews. Twenty-two participants completed the questionnaire, and eight participants took part in the semi-structured interviews. This research aimed to explore the impacts on practitioners of the change from face-to-face to ‘virtual’ supervision and if all core elements of supervision are addressed. The findings suggest that there was a mixed experience for supervisees with some elements of the supervision functions being consistently met, and others being more variable. Generally, participants found virtual supervision a positive experience, whilst however missing some face-to-face elements. Having a pre-existing relationship with the supervisor was noted to help, and connectivity was also highlighted as important. However, for some participants, particular elements of supervision appeared to have been missed altogether such as Continuing Professional Development (CPD), and part of the Mediation function.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46404046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From ‘quarantini party’ to academic impact: An early childhood visual arts special interest group becomes a community of practice 从“隔离派对”到学术影响：一个幼儿视觉艺术特殊兴趣小组成为实践社区

Practice Pub Date : 2023-05-22 DOI: 10.1080/25783858.2023.2215937

Madelaine A Lawler, G. Lindsay, Rachel A. Jones

{"title":"From ‘quarantini party’ to academic impact: An early childhood visual arts special interest group becomes a community of practice","authors":"Madelaine A Lawler, G. Lindsay, Rachel A. Jones","doi":"10.1080/25783858.2023.2215937","DOIUrl":"https://doi.org/10.1080/25783858.2023.2215937","url":null,"abstract":"ABSTRACT The Community of Practice (CoP) framework has been successfully utilised in a number of sectors to underpin meaningful collaborations. However, to date, the application of CoP in early childhood education (ECE) has been limited, with no studies having explored the unique intersection of early childhood and visual arts CoP. A qualitative case study was conducted with nine geographically dispersed visual arts ECE academics and practitioners who formed an early childhood visual arts special interest group (SIG) to facilitate social and professional connection in response to COVID-19 lockdowns in early 2020. The research collected and thematically analysed, questionnaire and focus group data to investigate how the practice of the virtual, international, ECE visual arts SIG aligned with CoP framework elements. Overall, the practices and experiences of the SIG were well aligned with the CoP framework, particularly in relation to the Domain and Practice elements. In addition, the model of an online, international CoP described in this study proposes that virtual CoP opportunities that foster strong relational connections alongside professional networking sustains the activity of the CoP to offer participants not only rich opportunities for professional learning and collaboration with like-minded colleagues, but also offers a platform for significant research translation and impact.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45563873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0