Practice最新文献_第9页

The End of 2022 2022年底

Practice Pub Date : 2022-10-20 DOI: 10.1080/09503153.2022.2130523

R. Sen

{"title":"The End of 2022","authors":"R. Sen","doi":"10.1080/09503153.2022.2130523","DOIUrl":"https://doi.org/10.1080/09503153.2022.2130523","url":null,"abstract":"One of the core aims of the journal is to encourage those new to academic publishing to submit their work to it. It is therefore fitting that in the current issue four of the five research articles are first authored by authors new to academic publishing who are either currently in social work practice or, in one case, was very recently so. We begin with Andrew Davies’ literature review on the highly challenging topic of mothers who kill their children. Davies’ motivation to study this topic in detail was spurred by a tragic case which occurred within the local authority area where he worked. The literature review explores the different categories of maternal filicide while noting the underlying complexities and uniqueness of each situation where a child is killed by their mother. The review reports that maternal filicide is rare and when it does occur is likely to be caused by a combination of societal, psychological and relationship-based factors such that it cannot be easily predicted. The article concludes by arguing for greater awareness of, and research into, this phenomenon while emphasising the need for better preventative supports in work with families. Our second paper is written by Debbie MacAulay and Susan Levy. MacAulay is now a qualified social worker practising with adults but the article draws on her placement experience during the Covid-19 pandemic to provide insights on how she used arts-based approaches to connect with young people online. Amongst the interesting reflections are that at the start of her placement MacAulay saw the use of creative arts as a weakness in her practice, having not enjoyed how they were taught to her at school. However, on placement she came to view arts-based methods as an essential communicative tool with young people. Drawing on examples, she illustrates how the methods supported her to build relationships in placement. Underlying the description of work is a sense of how MacAulay’s use of arts-based methods allowed young people to direct parts of the interactions with her, generating more reciprocal and even communicative exchanges.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42300408","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

What Does the ‘A’ Stand for? Exploring the Process of AMHP ‘Re-Approval’ and Opportunities for Improvement: Themes from a Narrative Literature Review A代表什么？探索AMHP“重新批准”的过程和改进的机会：来自叙事文献综述的主题

Practice Pub Date : 2022-10-06 DOI: 10.1080/09503153.2022.2129047

George Mearns

{"title":"What Does the ‘A’ Stand for? Exploring the Process of AMHP ‘Re-Approval’ and Opportunities for Improvement: Themes from a Narrative Literature Review","authors":"George Mearns","doi":"10.1080/09503153.2022.2129047","DOIUrl":"https://doi.org/10.1080/09503153.2022.2129047","url":null,"abstract":"Approved Mental Health Professionals (AMHPs) undertake key functions under the Mental Health Act 1983 (2007) and are legally required to be ‘re-approved’ by local authorities every five years. A narrative review of the academic literature pertaining to the process of AMHP re-approval was conducted to explore relevant themes and opportunities for improvement. The absence of a standardised process for AMHP re-approval and the wider national policy context around the AMHP role indicates a review of this issue is particularly timely. The review identified a lack of existing material explicitly relating to the issue of AMHP ‘re-approval’, with only four articles generated via the initial search parameters of ‘AMHP’ and ‘re-approval’ or comparators. An expansion of the search terms generated 57 articles with reference to ‘re/approval’ in the context of AMHP practice, from which three emergent themes were identified - (1) policy guidelines - namely the National Workforce Plan for AMHPs (2) service user and carer involvement (3) the social perspective. The TAPUPAS framework of knowledge evaluation was applied to a source from each theme to explore opportunities for improvement. The review indicates considerable scope for further exploration of AMHP practice in general and the issue of AMHP re-approval in particular.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43727348","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

Promoting Practitioner Research through a Social Work Teaching Partnership 通过社会工作教学伙伴关系促进从业者研究

Practice Pub Date : 2022-09-29 DOI: 10.1080/09503153.2022.2128324

G. Buck, Nicola Whiteside, Andrea Newman, Helen Jones, Selwyn Stanley, J. Feather, W. Millard

{"title":"Promoting Practitioner Research through a Social Work Teaching Partnership","authors":"G. Buck, Nicola Whiteside, Andrea Newman, Helen Jones, Selwyn Stanley, J. Feather, W. Millard","doi":"10.1080/09503153.2022.2128324","DOIUrl":"https://doi.org/10.1080/09503153.2022.2128324","url":null,"abstract":"Research is critical for effective and innovative social work practice, yet social workers do not always have time to engage with research and there are limited accounts of how practitioners can undertake research in practical and meaningful terms (Mitchell, Lunt, and Shaw 2010). Using a reflective, storytelling methodology (Beresford 2016), which centres experiential knowledge, we describe how one regional social work teaching partnership nurtured practitioner research over a three-year period. We introduce a regionally administrated ‘hub’, that connected social workers and academics and supported the development of seventeen research teams. The studies that resulted, focused on a range of important issues including child protection, young people in transition to adult services, adults in community and residential settings, lived experience-led provision, and social work education. In terms of limitations, our reflections are descriptive and illuminative, rather than critical, our findings are also not representative but rather reflect a snapshot of practice. Despite limitations, this commentary reveals the feasibility and value of proactively nurturing practitioner research and offers a blueprint for cultivating similar initiatives in other regions.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46448016","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: 2

Domestic and Family Violence for Culturally and Linguistically Diverse Communities in Australia during COVID-19 Pandemic 新冠肺炎大流行期间澳大利亚文化和语言多样性社区的家庭暴力

Practice Pub Date : 2022-09-14 DOI: 10.1080/09503153.2022.2114443

Rojan Afrouz, K. Robinson

{"title":"Domestic and Family Violence for Culturally and Linguistically Diverse Communities in Australia during COVID-19 Pandemic","authors":"Rojan Afrouz, K. Robinson","doi":"10.1080/09503153.2022.2114443","DOIUrl":"https://doi.org/10.1080/09503153.2022.2114443","url":null,"abstract":"Women are disproportionately impacted by the COVID-19 pandemic worldwide. Based on the Australian context, we highlight how women from Culturally and Linguistically Diverse (CALD) communities are vulnerable to Domestic and Family Violence (DFV). During the pandemic, CALD women experienced inequality in relation to DFV support and services. In this paper, our methodology is based on a case study from a rapid review of academic and grey literature that privileged the lived experience of CALD women affected by the pandemic. From a critical social work perspective, we explored the newly emerging literature highlighting DFV for CALD communities during the pandemic. Our research highlights an increase in DFV incidents, frequency and severity of incidents against CALD women, limited access to DFV services, and that women on Temporary and Humanitarian Visas (THV) were more likely to be subjected to DFV. We support the urgent need to include women’s services in developing appropriate policy responses to address the specific issues facing women, particularly those on THV. Critical social work perspectives can be utilised to build on and support the response of services during the COVID pandemic to promote social and policy change, and increased access to services. This support can be implemented by workforce initiatives, dedicated resources and community engagement.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771242","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

Reconnaissance work in educational research: an exploration under pandemic conditions 教育研究中的侦查工作:流行病条件下的探索

Practice Pub Date : 2022-09-02 DOI: 10.1080/25783858.2022.2147016

Tony Armstrong, A. Nuttall

引用次数: 0

Towards an ecological model of inclusive practice for children with special educational needs in Vietnam: perceptions of primary school teachers 越南特殊教育需要儿童包容性实践的生态模式:小学教师的看法

Practice Pub Date : 2022-09-02 DOI: 10.1080/25783858.2022.2147017

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

{"title":"Towards an ecological model of inclusive practice for children with special educational needs in Vietnam: perceptions of primary school teachers","authors":"Dinh Nguyen Trang Thu, Luong Thi Thu Thuy, C. Blackburn, Mary-Rose Puttick","doi":"10.1080/25783858.2022.2147017","DOIUrl":"https://doi.org/10.1080/25783858.2022.2147017","url":null,"abstract":"ABSTRACT Despite a high prevalence of special educational needs and disabilities (SEND) in primary school children in Vietnam, initial teacher training (ITT) and continuous professional development (CPD) for SEND is underdeveloped and largely inaccessible. This paper reports on a UK–Vietnam collaborative project that aimed to explore the views, perceptions and experiences of primary school teachers in Vietnam regarding ITT and CPD for SEND. We present findings from an online survey with 96 primary school teachers at different stages of their careers, from a diversity of schools and locations across Vietnam. Findings draw attention to the challenges of inclusive practice and opportunities for development in this area of professional practice. A surprising finding from the analysis of qualitative open questions was the notion of professional love from teachers towards children and families. Drawing on ecological systems theory, this paper establishes an ecological model of inclusive practice for SEND in primary schools in Vietnam and makes recommendations for the development of international SEND practice more broadly.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43521082","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: 1

A qualitative study exploring how students’ conceptualisations of lifelong learning develop in an undergraduate medical training programme 一项定性研究，探讨学生终身学习的概念如何在本科生医学培训计划中发展

Practice Pub Date : 2022-09-02 DOI: 10.1080/25783858.2022.2133624

James C. D McMillan, Linda Jones

{"title":"A qualitative study exploring how students’ conceptualisations of lifelong learning develop in an undergraduate medical training programme","authors":"James C. D McMillan, Linda Jones","doi":"10.1080/25783858.2022.2133624","DOIUrl":"https://doi.org/10.1080/25783858.2022.2133624","url":null,"abstract":"ABSTRACT There is currently a paucity of evidence regarding how medical undergraduate training influences students’ attitudes and skills for lifelong learning (LL). This study describes medical graduates’ conceptualisations of LL at the University of Dundee and proposes a provisional theory regarding related curriculum influences. Using a methodology informed by scientific realism, semi-structured interviews were employed to explore six graduating medical students’ conceptualisations of and preparedness for LL. Findings were thematically analysed and aligned with existing educational theories. Graduates characterised LL as a continual process which emphases reflection, responsibility for learning, and maintaining motivation. Their conceptualisations did not translate readily beyond professional medical practice. The strongest curriculum influences were experiences in the authentic clinical environment, use of learning portfolios, and the intercalation of a medical science degree. In the absence of formal teaching, medical students’ conceptualisations of LL develop in accordance with both the implicit prevailing professional narrative and from curriculum interventions which: increase their sense of relatedness with their community of practice; provide autonomy in learning; and engender a sense of responsibility to learn. This provisional theory could be valuable in guiding the teaching and assessment of LL in-line with contemporary graduate outcome frameworks.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48610026","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: 1

Using a teacher knowledge framework to connect teaching practice with theory 使用教师知识框架将教学实践与理论联系起来

Practice Pub Date : 2022-09-02 DOI: 10.1080/25783858.2022.2115942

C. Dickerson, R. Levy, Joy Jarvis, K. Thomas

{"title":"Using a teacher knowledge framework to connect teaching practice with theory","authors":"C. Dickerson, R. Levy, Joy Jarvis, K. Thomas","doi":"10.1080/25783858.2022.2115942","DOIUrl":"https://doi.org/10.1080/25783858.2022.2115942","url":null,"abstract":"ABSTRACT The process Shulman described as ‘teacher-knowledge growth’ is complex, particularly for student teachers. This article presents an ‘Eraut-Shulman teacher knowledge framework’ that provides a structure and language to use to extend student teachers’ learning about knowledge. The article describes how the framework was created and draws on student teachers’ accounts of their teaching whilst on placement to demonstrate how it could be used to connect personal experiences of teaching with theoretical understandings of teacher knowledge. The students’ accounts were written whilst they were completing a new BEd degree programme in Malaysia. Seven accounts are presented, each with two ‘focus points’, to illustrate how a teacher educator could use the knowledge framework to engage the student teacher in dialogue that links their experience of teaching with theory. Issues explored in these examples include categories and types of knowledge; conceptions of knowledge; sources of knowledge; theories of knowledge and learning; and the nature of personal knowledge in teaching. Significantly, this article presents a practical approach that provides opportunities for teachers to relate their practice to theory; contributes to the conceptualisations of teacher knowledge; and extends our ability to unpack the nature, development and use of knowledge in teaching.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47632309","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: 2

Children Forsaken: Child Abuse from Ancient to Modern Times 被遗忘的儿童：从古代到现代的虐待儿童

Practice Pub Date : 2022-08-24 DOI: 10.1080/09503153.2022.2113371

C. Cunnington

{"title":"Children Forsaken: Child Abuse from Ancient to Modern Times","authors":"C. Cunnington","doi":"10.1080/09503153.2022.2113371","DOIUrl":"https://doi.org/10.1080/09503153.2022.2113371","url":null,"abstract":"Steven Walker employs a wide lens to argue that modern child abuse exists within a long history of child mistreatment. Indeed, his thesis contends that the ‘ history of humanity is founded on the abuse of children ’ (p.1). A visiting lecturer at Essex, Walker has had an extensive career working in child protec-tion and CAMHS. He also has a wide-ranging publication history with themes varying from Fidel Castro to children ’ s mental health. Detailing over 8000 years of history, this comparatively short book contains nine chapters and the introduction begins in the furthest reaches of history, with child sacrifices in Jericho in 7000BC. It explores many forms of child abuse up to the modern era using numerous examples from many time periods and locations. It also attempts to trace the development of laws protecting children and the provision of education. The second chapter addresses fairy tales, and there is an interesting but short discussion about the therapeutic use of such stories with traumatised children. Chapter three swiftly addresses definitions, causes and the impact of child abuse and this is followed in the fourth chapter with an examination of child abuse becoming a social issue in the mid-20th century. The fifth chapter outlines child labour in the industrial revolution and the sixth focusses on the growing awareness of child sexual abuse in the 1960s. The seventh chapter gives brief examples of current issues including honour killings, modern slavery and images of child abuse. Chapter eight examines the changing perceptions of childhood and the emergence of the academic area of child studies. The final chapter looks at legal action to protect children. The book raises many important points and illustrates them with numerous examples from history. It usefully highlights the influential role of gender in","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48772097","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

Towards a research-engaged teaching profession: insider reflections on a collaborative approach to developing teachers in Wales as professional enquirers 走向从事研究的教师职业：对威尔士教师作为专业询问者的合作方法的内部思考

Practice Pub Date : 2022-08-10 DOI: 10.1080/25783858.2022.2109987

G. Evans, Sally Llewellyn, Jai Lewabe

{"title":"Towards a research-engaged teaching profession: insider reflections on a collaborative approach to developing teachers in Wales as professional enquirers","authors":"G. Evans, Sally Llewellyn, Jai Lewabe","doi":"10.1080/25783858.2022.2109987","DOIUrl":"https://doi.org/10.1080/25783858.2022.2109987","url":null,"abstract":"ABSTRACT There is a substantial body of literature related to action research in all its various forms. A small contribution to that work within a UK setting, this paper reflects on the early evolution of a state-led initiative designed to develop teachers in Wales as professional enquirers. Launched in 2018 and ongoing at the time of writing, the National Professional Enquiry Project (NPEP) is a genuinely collaborative effort involving schools, universities and the regional education consortia as key delivery partners. Whilst other attempts at building research capacity within the nation’s teaching workforce have been made, the project is unique in the Welsh context as it requires different parts of the education system to work in lockstep under the same banner. The paper explores one university’s emancipatory approach to professional enquiry, and provides insight into the ‘lived experience’ from the perspective of lead enquirer, university researcher and regional facilitator. Drawing on its authors’ privileged access as active participants, it uses autoethnography to crystalise what is learnt from these experiences into five guiding principles – foundational skills development, stakeholder coherence, dedicated time, professional autonomy and shared vulnerability – upon which a fruitful collaborative approach to developing teachers as professional enquirers should be founded.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43547531","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: 1