2024-03-29T06:38:28Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2241992019-08-19T09:30:25Zcom_10547_132194col_10547_132218
Forrester, Donald
Cocker, Christine
Goodman, Keith
Jensch, Graham
Binnie, Charlotte
2012-05-16T15:47:24Z
2012-05-16T15:47:24Z
2009
Forrester, D. et al (2009) 'What is the impact of public care on children's welfare? a review of research findings and their policy implications' Journal of Social Policy 38(3) pp.439-456
0047-2794
doi:10.1017/S0047279409003110
http://hdl.handle.net/10547/224199
Journal of Social Policy
http://eprints.mdx.ac.uk/3699/1/Cocker-What_is_the_Impact_of_Public_Care_on_2009%5B1%5D.pdf
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=5594972&fileId=S0047279409003110
What is the impact of public care on children's welfare? a review of research findings and their policy implications
Article
oai:uobrep.openrepository.com:10547/2248732019-08-19T09:31:04Zcom_10547_132194col_10547_132218
Forrester, Donald
McCambridge, Jim
Waissbein, Clara
Rollnick, Stephen
2012-05-21T08:45:44Z
2012-05-21T08:45:44Z
2008-01-24
Forrester, D et al (2008) 'How do child and family social workers talk to parents about child welfare concerns?' Child Abuse Review 17 (1):23
0952-9136
1099-0852
10.1002/car.981
http://hdl.handle.net/10547/224873
Child Abuse Review
en
John Wiley & Sons
http://doi.wiley.com/10.1002/car.981
How do child and family social workers talk to parents about child welfare concerns?
Article
oai:uobrep.openrepository.com:10547/2248532016-05-06T07:04:51Zcom_10547_132194col_10547_132218
Kohli, Ravi K.S.
2012-05-21T08:53:18Z
2012-05-21T08:53:18Z
2011-07-18
Kohli, R. K. S. (2011) 'Working to ensure safety, belonging and success for unaccompanied asylum-seeking children', Child Abuse Review, 20 (5), pp.311 - 323.
09529136
10.1002/car.1182
http://hdl.handle.net/10547/224853
Child Abuse Review
en
Wiley
http://doi.wiley.com/10.1002/car.1182
Archived with thanks to Child Abuse Review
Working to ensure safety, belonging and success for unaccompanied asylum-seeking children
Article
oai:uobrep.openrepository.com:10547/2248522020-04-23T07:28:23Zcom_10547_132194col_10547_132218
Forrester, Donald
Cocks, Alison
Al-Makhamreh, Sahar
Abuieta, Siham
Alaedein, Jehad
Sullivan, Mary Pat
2012-05-21T08:52:10Z
2012-05-21T08:52:10Z
2009
Cocks AJ et al 'Facilitating the development of social work in the Hashemite Kingdom of Jordan: A collaboration between Jordan and the UK' International Social Work 52(6) pp.799-810
10.1177/0020872809342656
http://hdl.handle.net/10547/224852
International Social Work
This article reports on a collaboration between Jordan and the UK to develop social work as a profession in Jordan. Reflecting on some of the less anticipated outcomes of the project and the mutual benefits of engaging with cross-cultural alliances, the article is contextualized within debates around post-colonialism and the indigenization of practice.
en
https://journals.sagepub.com/doi/10.1177/0020872809342656
Facilitating the development of social work in The Hashemite Kingdom of Jordan
ArticleThis article reports on a collaboration between Jordan and the UK to develop social work as a profession in Jordan. Reflecting on some of the less anticipated outcomes of the project and the mutual benefits of engaging with cross-cultural alliances, the article is contextualized within debates around post-colonialism and the indigenization of practice.oai:uobrep.openrepository.com:10547/2249822019-07-30T11:20:15Zcom_10547_132194col_10547_132218
Brodie, Isabelle
Goldmann, Rebecca
Clapton, Janet
2012-05-21T12:15:33Z
2012-05-21T12:15:33Z
2011
Brodie, I., Goldmann, R., Clapton, J. (2011) 'Mental health transitions for young people' SCIE research briefings 37
SCIE research briefings
en
SCIE
http://www.scie.org.uk/publications/briefings/briefing37/
Mental health transitions for young people
Other
oai:uobrep.openrepository.com:10547/2249132017-06-05T11:25:54Zcom_10547_132194col_10547_132218
McMurray, Isabella
Connolly, Helen
Preston-Shoot, Michael
Wigley, Veronica
2012-05-21T10:11:54Z
2012-05-21T10:11:54Z
2012-05-21
McMurray, I, Connoly, H, Preston-Shoot, M. (2011) 'Shards of the old looking glass: restoring the significance of identity in promoting positive outcomes for looked-after children' Child & Family Social Work16 (2):210-218.
13567500
10.1111/j.1365-2206.2010.00733.x
http://hdl.handle.net/10547/224913
Child & Family Social Work
en
http://doi.wiley.com/10.1111/j.1365-2206.2010.00733.x
Shards of the old looking glass: restoring the significance of identity in promoting positive outcomes for looked-after children
Article
oai:uobrep.openrepository.com:10547/2249812020-02-13T14:02:44Zcom_10547_132194col_10547_132218
Brodie, Isabelle
2012-05-21T12:15:17Z
2012-05-21T12:15:17Z
2010
http://hdl.handle.net/10547/224981
en
C4EO
http://archive.c4eo.org.uk/themes/vulnerablechildren/educationaloutcomes/files/improving_educational_outcomes_full_knowledge_review.pdf
Knowledge review: improving educational outcomes for looked after children and young people
Book
oai:uobrep.openrepository.com:10547/2252712013-05-16T11:37:43Zcom_10547_132194col_10547_132218
Galvani, Sarah
2012-05-22T12:18:52Z
2012-05-22T12:18:52Z
2012-05-22
Galvani, S. (2007) 'Refusing to Listen: Are We Failing the Needs of People with Alcohol and Drug Problems?' Social Work Education 26 (7):697
0261-5479
1470-1227
10.1080/02615470601129891
http://hdl.handle.net/10547/225271
Social Work Education
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615470601129891
Archived with thanks to Social Work Education
Refusing to listen: are we failing the needs of people with alcohol and drug problems?
Article
oai:uobrep.openrepository.com:10547/2508512020-04-23T07:37:32Zcom_10547_132194col_10547_132218
Palmateer, Norah
Anderson, Niall
Wadd, Sarah
Hutchinson, Sharon
Taylor, Avril
Goldberg, David
Health Protection Scotland
2012-11-02T15:13:46Z
2012-11-02T15:13:46Z
2008
Palmateer, N. et al (2008) 'Exploring associations between perceived HCV status and injecting risk behaviors among recent initiates to injecting drug use in Glasgow' Subst Use Misuse 43 (3-4):375-88
1082-6084
18365938
10.1080/10826080701202908
http://hdl.handle.net/10547/250851
Substance use & misuse
The aim of this study was to explore the influence of testing for hepatitis C virus (HCV) and perceived HCV status on injecting risk behavior. A cross-sectional, community-wide survey was undertaken at multiple sites throughout Greater Glasgow during 2001-2002. Four hundred ninety-seven injecting drug users (IDUs) consented to participate and were interviewed using a structured questionnaire to ascertain HCV test history and injecting risk behavior. The average age of participants was 27 years and the majority of the sample were male (70.4%). Participants had been injecting for an average duration of 2.5 years. Logistic regression analysis revealed no significant associations between having been tested and injecting risk behavior. After adjustment for potential confounding variables, HCV-negatives were significantly less likely to borrow needles/syringes and spoons or filters as compared with unawares and were significantly less likely to borrow spoons or filters as compared with HCV-positives. Due to the cross-sectional design of the study, it is uncertain whether this reduction in risk behavior could be attributed to perception of HCV status. Further research is recommended to consolidate the evidence for this relationship.
en
Informa Healthcare
http://www.ncbi.nlm.nih.gov/pubmed/18365938
Adult
Attitude to Health
Catchment Area (Health)
Cross-Sectional Studies
England
Female
Health Behavior
Hepatitis C
Humans
Male
Prevalence
Risk-Taking
Sex Distribution
Substance Abuse, Intravenous
Exploring associations between perceived HCV status and injecting risk behaviors among recent initiates to injecting drug use in Glasgow
ArticleThe aim of this study was to explore the influence of testing for hepatitis C virus (HCV) and perceived HCV status on injecting risk behavior. A cross-sectional, community-wide survey was undertaken at multiple sites throughout Greater Glasgow during 2001-2002. Four hundred ninety-seven injecting drug users (IDUs) consented to participate and were interviewed using a structured questionnaire to ascertain HCV test history and injecting risk behavior. The average age of participants was 27 years and the majority of the sample were male (70.4%). Participants had been injecting for an average duration of 2.5 years. Logistic regression analysis revealed no significant associations between having been tested and injecting risk behavior. After adjustment for potential confounding variables, HCV-negatives were significantly less likely to borrow needles/syringes and spoons or filters as compared with unawares and were significantly less likely to borrow spoons or filters as compared with HCV-positives. Due to the cross-sectional design of the study, it is uncertain whether this reduction in risk behavior could be attributed to perception of HCV status. Further research is recommended to consolidate the evidence for this relationship.oai:uobrep.openrepository.com:10547/2937002013-06-10T12:30:17Zcom_10547_132194col_10547_132218
Hampton, Janie
2013-06-10T10:28:36Z
2013-06-10T10:28:36Z
2002
Hampton, J. (2002) 'Internally displaced people : a global survey' London : Earthscan
1853839531
1853839523
http://hdl.handle.net/10547/293700
en
Earthscan
Internally displaced people : a global survey
Book
oai:uobrep.openrepository.com:10547/2949692020-04-23T07:30:09Zcom_10547_132194col_10547_132218
Kline, Roger
Preston-Shoot, Michael
2013-07-01T10:08:59Z
2013-07-01T10:08:59Z
2012
Kline, R., Preston-Shoot, M., (2012) 'Professional accountability in social care and health : challenging unacceptable practice and its management'. Learning Matters.
9780857258472
0857258478
9780857256898
0857256890
http://hdl.handle.net/10547/294969
This practical, research-driven book provides professionals and students with the knowledge and skills to maintain their duty of care in respect of those with whom they work.
en
Learning Matters
accountability
social work
Professional accountability in social care and health : challenging unacceptable practice and its management
BookThis practical, research-driven book provides professionals and students with the knowledge and skills to maintain their duty of care in respect of those with whom they work.oai:uobrep.openrepository.com:10547/2949842017-06-05T11:38:48Zcom_10547_132194col_10547_132218
Marshall, Mary
Preston-Shoot, Michael
Wincott, Elizabeth
British Association of Social Workers
2013-07-01T10:30:00Z
2013-07-01T10:30:00Z
1979
Marshall, M., Preston-Shoot, M., Wincott, E. (1979) 'Teamwork : for and against : an appraisal of multi-disciplinary practice' British Association of Social Workers proceedings of the General Health Committee's symposium, 28-39th March 1979, University of Warwick.
0900102241
http://hdl.handle.net/10547/294984
en
BASW Publications
teamwork
Teamwork : for and against : an appraisal of multi-disciplinary practice
Book
oai:uobrep.openrepository.com:10547/2949762020-04-23T07:34:29Zcom_10547_132194col_10547_132219col_10547_132218
Marshall, Mary
Preston-Shoot, Michael
Wincott, Elizabeth
2013-07-01T11:42:47Z
2013-07-01T11:42:47Z
1991
Marshall, M. and Preston-Shoot, M. (1991) 'Effective management' Birmingham: British Association of Social Workers.
0900102985
9780900102981
http://hdl.handle.net/10547/294976
"The papers in this book originate from presentations given at a summer school on "Effective management" organised by the British Association of Social Workers in 1988."
en
British Association of Social Workers
Effective management
Book"The papers in this book originate from presentations given at a summer school on "Effective management" organised by the British Association of Social Workers in 1988."oai:uobrep.openrepository.com:10547/3020702020-04-23T07:36:37Zcom_10547_132194col_10547_132218
Dance, Cherilyn
Hutchinson, Aisha
Galvani, Sarah
University of Bedfordshire
2013-09-23T10:51:31Z
2013-09-23T10:51:31Z
2013
Galvani, S., Hutchinson, A., & Dance, C. (2013). 'Identifying and Assessing Substance Use: Findings from a National Survey of Social Work and Social Care Professionals' British Journal of Social Work first published online March 13, 2013 doi:10.1093/bjsw/bct033
10.1093/bjsw/bct033
http://hdl.handle.net/10547/302070
British Journal of Social Work.
Social care practitioners regularly encounter problematic substance use among their service users. However, most social care practitioners do not specialise in substance use and there is limited evidence on their practice with it. This study aimed to explore the practice of social care professionals when they encounter substance use in the course of their work. This article focuses specifically on how they identify and assess substance use. A web-based survey was disseminated to 3,164 practitioners in adults' (AS) and children's (CS) social care in eleven different local authorities in England. Twelve focus groups were also held. AS and CS practitioners identified substance problems by their impact on their service user's ability to fulfil their responsibilities or perform daily functions. Differences in relation to assessment were found between AS and CS practitioners. CS practitioners asked questions more frequently and were more likely to state that asking about substance use was a legitimate task. Very few practitioners had practice guidance or tools to help them assess substance use. Substance use is being identified and assessed in social care but often at a late stage with little to no guidance on how to do so effectively.
en
Oxford University Press
http://bjsw.oxfordjournals.org/content/early/2013/03/13/bjsw.bct033.abstract
alcohol
drugs
social work
assessment
identifying
Identifying and assessing substance use: findings from a national survey of social work and social care professionals
ArticleSocial care practitioners regularly encounter problematic substance use among their service users. However, most social care practitioners do not specialise in substance use and there is limited evidence on their practice with it. This study aimed to explore the practice of social care professionals when they encounter substance use in the course of their work. This article focuses specifically on how they identify and assess substance use. A web-based survey was disseminated to 3,164 practitioners in adults' (AS) and children's (CS) social care in eleven different local authorities in England. Twelve focus groups were also held. AS and CS practitioners identified substance problems by their impact on their service user's ability to fulfil their responsibilities or perform daily functions. Differences in relation to assessment were found between AS and CS practitioners. CS practitioners asked questions more frequently and were more likely to state that asking about substance use was a legitimate task. Very few practitioners had practice guidance or tools to help them assess substance use. Substance use is being identified and assessed in social care but often at a late stage with little to no guidance on how to do so effectively.oai:uobrep.openrepository.com:10547/3020722020-04-23T07:30:37Zcom_10547_132194col_10547_132218
Dance, Cherilyn
Galvani, Sarah
Hutchinson, Aisha
University of Bedfordshire
University of Southampton
2013-09-23T11:01:50Z
2013-09-23T11:01:50Z
2013
Hutchinson, A. J., Galvani, S., & Dance, C. (2013) 'Working with substance use: Levels and predictors of positive therapeutic attitudes across social care practitioners in England' Drugs: education, prevention and policy, 20(4) 312-321
10.3109/09687637.2013.765385
http://hdl.handle.net/10547/302072
Aims: To measure the attitudes of social care practitioners towards working with alcohol and other drug (AOD) use and to identify the factors which can be used to predict positive engagement. Methods: A cross-sectional online survey was completed by 646 front-line social care practitioners in 11 English Local Authorities. The survey included an adapted version of the Alcohol and Alcohol Problems Perceptions Questionnaire to measure overall therapeutic attitudes (OTAs). Using a principle component analysis, four attitudinal components were identified within the tool; role adequacy, role support, role legitimacy and role engagement. Findings: Analysis of 597 responses (sub-sample excluding specialists substance misuse workers) revealed an average OTA score of 4.68 (SD = 0.662; range: 1–7). The majority of scores (69%) fell in the middle range indicating that practitioners were neither positively nor negatively engaged with AOD-related work. Respondents reported more positive perceptions of role support and legitimacy (56% and 54%, respectively) than for role adequacy and role engagement (25% and 20%, respectively). A multiple regression model revealed that perceived preparedness by qualifying training, employing directorate, AOD-related practice experience and gender, were all predictors of OTAs. Conclusion: For these social care professionals, neither positive nor negative attitudes towards working with AOD dominated. However, this research identifies several factors important for converting the largely ambivalent attitudes of social care practitioners into positive engagement with AOD use.
en
http://informahealthcare.com/doi/abs/10.3109/09687637.2013.765385
Working with substance use: levels and predictors of positive therapeutic attitudes across social care practitioners in England
ArticleAims: To measure the attitudes of social care practitioners towards working with alcohol and other drug (AOD) use and to identify the factors which can be used to predict positive engagement.
Methods: A cross-sectional online survey was completed by 646 front-line social care practitioners in 11 English Local Authorities. The survey included an adapted version of the Alcohol and Alcohol Problems Perceptions Questionnaire to measure overall therapeutic attitudes (OTAs). Using a principle component analysis, four attitudinal components were identified within the tool; role adequacy, role support, role legitimacy and role engagement.
Findings: Analysis of 597 responses (sub-sample excluding specialists substance misuse workers) revealed an average OTA score of 4.68 (SD = 0.662; range: 1–7). The majority of scores (69%) fell in the middle range indicating that practitioners were neither positively nor negatively engaged with AOD-related work. Respondents reported more positive perceptions of role support and legitimacy (56% and 54%, respectively) than for role adequacy and role engagement (25% and 20%, respectively). A multiple regression model revealed that perceived preparedness by qualifying training, employing directorate, AOD-related practice experience and gender, were all predictors of OTAs.
Conclusion: For these social care professionals, neither positive nor negative attitudes towards working with AOD dominated. However, this research identifies several factors important for converting the largely ambivalent attitudes of social care practitioners into positive engagement with AOD use.oai:uobrep.openrepository.com:10547/3020712020-04-23T07:30:29Zcom_10547_132194col_10547_132218
Beecham, Jennifer
Bonin, Eva-Maria
Dance, Cherilyn
Farmer, Elaine
London School of Economics and Political Science
Tilda Goldberg Centre for Social Work and Social Care, University of Bedfordshire
University of Bristol
2013-09-23T10:58:15Z
2013-09-23T10:58:15Z
2013
Bonin, E.M., Beecham, J., Dance, C., & Farmer, E. (2013) 'Support for adoption placements: the first six months' British Journal of Social Work first published online February 28, 2013 doi:10.1093/bjsw/bct008
0045-3102
http://hdl.handle.net/10547/302071
British Journal of Social Work
Adoption can provide stability and improved outcomes for looked after children, but the support needs of adoptive families range from financial support to managing difficult behaviours and attachment problems. This study looks at the use of services and associated costs over a six-month period through data collected from nineteen adoptive parents six months after a child (average age twenty-three months) had been placed with them for adoption and at the patterns of service needs, usefulness of services and satisfaction with services, supplemented with data from twenty-seven families who were interviewed about their experience of post-adoption support. In line with previous research findings, the core element of support was provided by social workers and over a third of families received financial support from social service departments. Involvement of specialist services such as mental health professionals and educational support was low, probably because of the children's young age. Satisfaction with the support provided by social workers varied and depended on their relationship with the parents. The mean public sector cost of services was £2,842 (range £980–£6,270) and most costs were borne by children's social services. These support costs compare favourably with other placement options such as children's homes or foster-care.
en
Oxford University Press
http://bjsw.oxfordjournals.org/content/early/2013/02/27/bjsw.bct008.full
Support for adoption placements: the first six months
ArticleAdoption can provide stability and improved outcomes for looked after children, but the support needs of adoptive families range from financial support to managing difficult behaviours and attachment problems. This study looks at the use of services and associated costs over a six-month period through data collected from nineteen adoptive parents six months after a child (average age twenty-three months) had been placed with them for adoption and at the patterns of service needs, usefulness of services and satisfaction with services, supplemented with data from twenty-seven families who were interviewed about their experience of post-adoption support. In line with previous research findings, the core element of support was provided by social workers and over a third of families received financial support from social service departments. Involvement of specialist services such as mental health professionals and educational support was low, probably because of the children's young age. Satisfaction with the support provided by social workers varied and depended on their relationship with the parents. The mean public sector cost of services was £2,842 (range £980–£6,270) and most costs were borne by children's social services. These support costs compare favourably with other placement options such as children's homes or foster-care.oai:uobrep.openrepository.com:10547/3000182020-04-23T07:30:32Zcom_10547_132194col_10547_132218
Davies, Celia
Finlay, Linda
Bullman, Anne
2013-08-28T13:37:10Z
2013-08-28T13:37:10Z
2000
Davies, C., Finlay, L., Bullman, A. (eds) (2000) 'Changing practice in health and social care'. London : Sage.
0761964967
0761964975
http://hdl.handle.net/10547/300018
This is an ambitious book attempting to be relevant to a wide range of professionals in the health and welfare fields and to move from the macro policy context for change to the micro concerns of individual professional client relationships...There is much that will be of use and/or interest to both practitioners and researchers alike' - "Social Policy".Designed to lay sound foundations for continuing professional development in a world of rapid change, this Reader draws together key articles exploring the recent challenges facing professionals across the spectrum of health and social care. Topics examined include: accountability to service users, funders and communities; the skills needed for teamwork and collaboration; and ethical dilemmas of working in conditions of resource constraint, and engaging in questions of quality and performance review. The chapters reflect the similarities and differences between the NHS and social services. This a set book for the Open University course K302 Critical Practice in Health and Social Care.
en
Sage
Changing practice in health and social care
BookThis is an ambitious book attempting to be relevant to a wide range of professionals in the health and welfare fields and to move from the macro policy context for change to the micro concerns of individual professional client relationships...There is much that will be of use and/or interest to both practitioners and researchers alike' - "Social Policy".Designed to lay sound foundations for continuing professional development in a world of rapid change, this Reader draws together key articles exploring the recent challenges facing professionals across the spectrum of health and social care. Topics examined include: accountability to service users, funders and communities; the skills needed for teamwork and collaboration; and ethical dilemmas of working in conditions of resource constraint, and engaging in questions of quality and performance review. The chapters reflect the similarities and differences between the NHS and social services. This a set book for the Open University course K302 Critical Practice in Health and Social Care.oai:uobrep.openrepository.com:10547/3325942020-04-23T07:31:31Zcom_10547_132194col_10547_132218
Galvani, Sarah
Allnock, Debra
University of Bedfordshire
2014-10-09T12:59:54Z
2014-10-09T12:59:54Z
2014-06-18
Galvani, S., Allnock, D. (2014) 'The Nature and Extent of Substance Use Education in Qualifying Social Work Programmes in England' Social Work Education, 33 (5):573-588
0261-5479
1470-1227
10.1080/02615479.2014.919067
http://hdl.handle.net/10547/332594
Social Work Education
Alcohol and other drug (AOD) use is a common feature of modern social work practice. Concerns about the problematic use of such substances cross all areas of social work practice, including adults' and children's social care. In England, surveys have highlighted social workers' experiences of AOD education during their qualifying social work training. However, this study sought the perspectives of the social work educators. Its primary aim was to explore the nature and extent of education on AODs on the qualifying social work programmes in England. Using an online survey tool, all qualifying social work programme leads were invited to take part (n = 157). Fewer than half responded (40%, n = 63). Initial findings appeared positive suggesting that 94% of responding qualifying programmes provided some teaching and learning on AODs. Further analysis revealed significant variation in what is taught and the depth of coverage. It highlighted a lack of consistency across programmes and possible over-reporting. However, the majority of respondents felt that teaching and learning on AOD use should be a higher priority for their qualifying social work programmes.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.919067
Archived with thanks to Social Work Education
alcohol
drugs
teaching
learning
qualifying education
social work
curriculum
The nature and extent of substance use education in qualifying social work programmes in England
ArticleAlcohol and other drug (AOD) use is a common feature of modern social work practice. Concerns about the problematic use of such substances cross all areas of social work practice, including adults' and children's social care. In England, surveys have highlighted social workers' experiences of AOD education during their qualifying social work training. However, this study sought the perspectives of the social work educators. Its primary aim was to explore the nature and extent of education on AODs on the qualifying social work programmes in England. Using an online survey tool, all qualifying social work programme leads were invited to take part (n = 157). Fewer than half responded (40%, n = 63). Initial findings appeared positive suggesting that 94% of responding qualifying programmes provided some teaching and learning on AODs. Further analysis revealed significant variation in what is taught and the depth of coverage. It highlighted a lack of consistency across programmes and possible over-reporting. However, the majority of respondents felt that teaching and learning on AOD use should be a higher priority for their qualifying social work programmes.oai:uobrep.openrepository.com:10547/3323562020-04-23T07:31:37Zcom_10547_132194col_10547_132218
Allnock, Debra
Hutchinson, Aisha
2014-10-09T12:33:53Z
2014-10-09T12:33:53Z
2014-06-19
Allnock, D., Hutchinson, A. (2014) 'Employment-Based Training on Alcohol and Other Drugs in England: Bridging the Gap' Social Work Education 33 (6):760-773
0261-5479
1470-1227
10.1080/02615479.2014.919068
http://hdl.handle.net/10547/332356
Social Work Education
The first of its kind in England, this study explored the extent and nature of employer-based training on alcohol and other drugs for social workers working in children's and adults' services. A national survey of workforce development departments was undertaken to find out how social workers are being prepared by their employers for engaging with people who use alcohol and other drugs. Based on a response rate of 46%, the findings show that a majority of departments (82%) provided training on these issues in the year 2011–2012. However, most of this training was not mandatory. These courses are targeted most often at those working in children's services rather than those in adults' services. Most courses are offered at basic or intermediary level, and content of training is covered inconsistently. These findings suggest a need to increase the priority of alcohol and other drugs' training across adults' services in particular and to make this training mandatory, as well as ensuring that staff have adequate time and incentive to attend. Effectiveness of social care practice for all social care practitioners around alcohol and other drugs use could be improved with more focus on training practitioners how to talk to service users about their substance use.
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.919068
Archived with thanks to Social Work Education
substance misuse
alcohol
drugs
social work
training and learning
workforce development
professional development
Employment-based training on alcohol and other drugs in England: bridging the gap
ArticleThe first of its kind in England, this study explored the extent and nature of employer-based training on alcohol and other drugs for social workers working in children's and adults' services. A national survey of workforce development departments was undertaken to find out how social workers are being prepared by their employers for engaging with people who use alcohol and other drugs. Based on a response rate of 46%, the findings show that a majority of departments (82%) provided training on these issues in the year 2011–2012. However, most of this training was not mandatory. These courses are targeted most often at those working in children's services rather than those in adults' services. Most courses are offered at basic or intermediary level, and content of training is covered inconsistently. These findings suggest a need to increase the priority of alcohol and other drugs' training across adults' services in particular and to make this training mandatory, as well as ensuring that staff have adequate time and incentive to attend. Effectiveness of social care practice for all social care practitioners around alcohol and other drugs use could be improved with more focus on training practitioners how to talk to service users about their substance use.oai:uobrep.openrepository.com:10547/3325892017-10-31T13:53:04Zcom_10547_132194col_10547_132218
Allnock, Debra
Hynes, Patricia
Archibald, Martha
University of Bedfordshire
Camden Society
2014-10-09T12:34:07Z
2014-10-09T12:34:07Z
2013
Allnock, D., Hynes, P., Archibald, M. (2013) 'Self reported experiences of therapy following child sexual abuse: Messages from a retrospective survey of adult survivors' Journal of Social Work.
1468-0173
1741-296X
10.1177/1468017313504717
http://hdl.handle.net/10547/332589
Journal of Social Work
en
http://jsw.sagepub.com/cgi/doi/10.1177/1468017313504717
child sexual abuse
Self reported experiences of therapy following child sexual abuse: messages from a retrospective survey of adult survivors
Article
oai:uobrep.openrepository.com:10547/3325902020-04-23T07:31:35Zcom_10547_132194col_10547_132218
Braye, Suzy
Marrable, Tish
Preston-Shoot, Michael
University of Bedfordshire
2014-10-09T12:38:18Z
2014-10-09T12:38:18Z
2013-11-27
Braye, S., Marrable, T., Preston Shoot, M. (2013) 'Building Collaborative Capacity for Using and Evaluating the Impact of E-learning in Social Work Education: The Case of Law' Social Work Education 33 (6):835
0261-5479
1470-1227
10.1080/02615479.2013.866643
http://hdl.handle.net/10547/332590
Social Work Education
This article reports on a learning set designed to support educators teaching law to social work students in England to build their capacity, first, for engaging with e-learning resources and, second, for evaluating the outcomes of their use in teaching. A mixed methods approach was used, including recording and transcription of the content of seven learning set meetings with eight participants over 2½ years, repeat measures questionnaires to capture changes in attitudes and orientation to the use of e-learning, reflective diaries, and individual interviews with learning set members. The findings demonstrate increased self-perceived capacity in blending e-learning into teaching and in researching the outcomes. The learning set enabled e-learning to become embedded in the curriculum progressively over two years. Participation was experienced as a constructive and empowering experience. There were positive changes in attitudes, motivators and barriers to the use of e-learning, and in orientation to the use of IT resulting in improved confidence. Similarly, understanding of, and the ability to apply, evaluation techniques to track changes in student learning improved throughout the project, confirming the collaborative capacity building value of the learning set approach. The findings have broad relevance for social work education beyond the teaching of law.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2013.866643
Archived with thanks to Social Work Education
e-learning
law teaching
social work education
collaborative capacity building
learning set
Building collaborative capacity for using and evaluating the impact of e-learning in social work education: the case of law
ArticleThis article reports on a learning set designed to support educators teaching law to social work students in England to build their capacity, first, for engaging with e-learning resources and, second, for evaluating the outcomes of their use in teaching. A mixed methods approach was used, including recording and transcription of the content of seven learning set meetings with eight participants over 2½ years, repeat measures questionnaires to capture changes in attitudes and orientation to the use of e-learning, reflective diaries, and individual interviews with learning set members. The findings demonstrate increased self-perceived capacity in blending e-learning into teaching and in researching the outcomes. The learning set enabled e-learning to become embedded in the curriculum progressively over two years. Participation was experienced as a constructive and empowering experience. There were positive changes in attitudes, motivators and barriers to the use of e-learning, and in orientation to the use of IT resulting in improved confidence. Similarly, understanding of, and the ability to apply, evaluation techniques to track changes in student learning improved throughout the project, confirming the collaborative capacity building value of the learning set approach. The findings have broad relevance for social work education beyond the teaching of law.oai:uobrep.openrepository.com:10547/3323572014-10-09T13:38:27Zcom_10547_132194col_10547_132218
Dance, Cherilyn
Farmer, Elaine
University of Bedfordshire
2014-10-09T12:38:27Z
2014-10-09T12:38:27Z
2014
Dance, C., Farmer, E. (2014) 'Changing lives and changing minds: the experiences of adoptive parents from application to approval', Adoption & Fostering 38 (2):101-114
0308-5759
1740-469X
10.1177/0308575914532057
http://hdl.handle.net/10547/332357
Adoption & Fostering
en
Sage
http://aaf.sagepub.com/lookup/doi/10.1177/0308575914532057
Archived with thanks to Adoption & Fostering
adoption
Changing lives and changing minds: the experiences of adoptive parents from application to approval
Article
oai:uobrep.openrepository.com:10547/3323582020-04-23T07:31:31Zcom_10547_132194col_10547_132218
Dance, Cherilyn
Galvani, Sarah
University of Bedfordshire
2014-10-09T12:59:27Z
2014-10-09T12:59:27Z
2014-06-18
Dance, C., Galvani, S. (2014) 'Substance Use and Disabilities: Experiences of Adults' Social Care Professionals and the Implications for Education and Training' Social Work Education, 33 (5):670-684
0261-5479
1470-1227
10.1080/02615479.2014.919089
http://hdl.handle.net/10547/332358
Social Work Education
This paper draws on data from a national survey of social workers and social care practitioners in England undertaken in 2010–2011. It focuses on practitioners working in services for adults with either learning or physical disabilities and, in particular, their experiences of responding to alcohol and other drug use among their service users. Based on secondary analysis of survey and focus group data from the earlier study, the paper outlines the extent to which workers in these areas of practice encounter alcohol and drug problems and discusses the key challenges this poses for them. The findings show that between 4% and 10% of adults' practitioners' service users have alcohol and drug problems depending on the nature of the disability. Regardless of the type of disability, practitioners reported difficulties in talking about substance use with their service users as well as identifying tensions around life-style choice and risk management. They also reported the need for education and training in a number of areas. Social work education and subsequent training in working with substance use problems needs to be available to adults' practitioners and it needs to address the specific issues and needs in different areas of social work practice.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.919089
Archived with thanks to Social Work Education
learning disability
physical disability
alcohol
social work
drugs
education
training
Substance use and disabilities: experiences of adults' social care professionals and the implications for education and training
ArticleThis paper draws on data from a national survey of social workers and social care practitioners in England undertaken in 2010–2011. It focuses on practitioners working in services for adults with either learning or physical disabilities and, in particular, their experiences of responding to alcohol and other drug use among their service users. Based on secondary analysis of survey and focus group data from the earlier study, the paper outlines the extent to which workers in these areas of practice encounter alcohol and drug problems and discusses the key challenges this poses for them. The findings show that between 4% and 10% of adults' practitioners' service users have alcohol and drug problems depending on the nature of the disability. Regardless of the type of disability, practitioners reported difficulties in talking about substance use with their service users as well as identifying tensions around life-style choice and risk management. They also reported the need for education and training in a number of areas. Social work education and subsequent training in working with substance use problems needs to be available to adults' practitioners and it needs to address the specific issues and needs in different areas of social work practice.oai:uobrep.openrepository.com:10547/3325922020-04-23T07:31:36Zcom_10547_132194col_10547_132218
Dance, Cherilyn
Galvani, Sarah
Hutchinson, Aisha
University of Bedfordshire
2014-10-09T12:59:37Z
2014-10-09T12:59:37Z
2014-06-18
Dance, C., Galvani, S., Hutchinson, A. (2014) 'The Extent and Nature of Practitioners, Encounters with Alcohol and Other Drug Use in Social Work and Social Care Practice' Social Work Education, 33 (5):557-572
0261-5479
1470-1227
10.1080/02615479.2014.919066
http://hdl.handle.net/10547/332592
Social Work Education
This article considers the extent and nature of social work and social care practitioners' experience of working with service users whose lives are affected by the problematic use of alcohol or other drugs (AOD). It draws on the findings of a national study of ‘working with alcohol and drug use’ which was conducted in England in 2010–2011. The study reported here comprised an online survey of front-line practitioners (n = 597), complemented by 12 practitioner focus groups and interviews with 21 key informants from participating local authorities and substance use treatment services. This paper focuses primarily on data from one element of the survey. Findings indicate that the great majority of staff encountered service users who are affected by AOD problems at some level, although there were differences between groups of practitioners in the extent and nature of AOD problems for different groups of service users. The differential experiences of staff according to their client groups underlines the need for education and professional development not only to provide training on working with AOD but to ensure that training is contextualised and relevant to practitioners across the range of social work and social care services.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.919066
Archived with thanks to Social Work Education
substance use
alcohol
drugs
social work
social care
The extent and nature of practitioners, encounters with alcohol and other drug use in social work and social care practice
ArticleThis article considers the extent and nature of social work and social care practitioners' experience of working with service users whose lives are affected by the problematic use of alcohol or other drugs (AOD). It draws on the findings of a national study of ‘working with alcohol and drug use’ which was conducted in England in 2010–2011. The study reported here comprised an online survey of front-line practitioners (n = 597), complemented by 12 practitioner focus groups and interviews with 21 key informants from participating local authorities and substance use treatment services. This paper focuses primarily on data from one element of the survey. Findings indicate that the great majority of staff encountered service users who are affected by AOD problems at some level, although there were differences between groups of practitioners in the extent and nature of AOD problems for different groups of service users. The differential experiences of staff according to their client groups underlines the need for education and professional development not only to provide training on working with AOD but to ensure that training is contextualised and relevant to practitioners across the range of social work and social care services.oai:uobrep.openrepository.com:10547/3325932020-04-23T07:31:31Zcom_10547_132194col_10547_132218
Domakin, Alison
2014-10-09T12:59:46Z
2014-10-09T12:59:46Z
2013-12-12
Domakin, A. (2013) 'Are We Making the Most of Learning From the Practice Placement?' ,Social Work Education 33 (6):718-730
0261-5479
1470-1227
10.1080/02615479.2013.869315
http://hdl.handle.net/10547/332593
Social Work Education
It is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed. The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2013.869315
Archived with thanks to Social Work Education
placement
practice educator
supervision
signature pedagogy
online curriculum
Are we making the most of learning from the practice placement?
ArticleIt is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed.
The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy.oai:uobrep.openrepository.com:10547/3325952020-04-23T07:31:36Zcom_10547_132194col_10547_132218
Hutchinson, Aisha
Allnock, Debra
University of Bedfordshire
2014-10-09T13:00:05Z
2014-10-09T13:00:05Z
2014-06-16
Hutchinson, A., Allnock, D. (2014) 'Implementing Rigorous Survey Methodology within Contexts of Social Work Education, Training and Practice: A Case Study in Substance Use' Social Work Education, 33 (5):605-618
0261-5479
1470-1227
10.1080/02615479.2014.919071
http://hdl.handle.net/10547/332595
Social Work Education
With the integration of evidence-based practice central to all areas of social work education and training across the globe, it is crucial that we continue to engage with the methodological challenges inherent in gathering this evidence, particularly when it is related to the nature of social work education itself. As a result, this paper addresses some of the methodological challenges involved in examining the education available to social workers on engaging with substance use, both within the social work academy and local authorities in England. Drawing on experiences of implementing large scale online surveys from three substantial research projects completed by the authors, this paper highlights four methodological themes: (1) Constructing a representative sampling frame; (2) Identifying participants within organisations with many departments; (3) Response rates; and (4) Questionnaire design. While these are familiar methodological considerations, this article draws attention to the specific complexities of gathering ‘representative’ knowledge to inform educational strategies on substance use within social work education and employment contexts. Finally this paper offers lessons learned and guidance for social work academics, students and practitioners who are minded to build, or draw from, an evidence-base using representative samples from and within these environments.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.919071
Archived with thanks to Social Work Education
social work research
survey methodology
substance use
workforce development
teaching research methods
research methods
social work education
Implementing rigorous survey methodology within contexts of social work education, training and practice: a case study in substance use
ArticleWith the integration of evidence-based practice central to all areas of social work education and training across the globe, it is crucial that we continue to engage with the methodological challenges inherent in gathering this evidence, particularly when it is related to the nature of social work education itself. As a result, this paper addresses some of the methodological challenges involved in examining the education available to social workers on engaging with substance use, both within the social work academy and local authorities in England. Drawing on experiences of implementing large scale online surveys from three substantial research projects completed by the authors, this paper highlights four methodological themes: (1) Constructing a representative sampling frame; (2) Identifying participants within organisations with many departments; (3) Response rates; and (4) Questionnaire design. While these are familiar methodological considerations, this article draws attention to the specific complexities of gathering ‘representative’ knowledge to inform educational strategies on substance use within social work education and employment contexts. Finally this paper offers lessons learned and guidance for social work academics, students and practitioners who are minded to build, or draw from, an evidence-base using representative samples from and within these environments.oai:uobrep.openrepository.com:10547/3323592020-04-23T07:31:36Zcom_10547_132194col_10547_132218
Hutchinson, Aisha
Allnock, Debra
University of Bedfordshire
2014-10-09T13:00:14Z
2014-10-09T13:00:14Z
2014-06-04
Hutchinson, A., Allnock, D. (2014) 'The Development of Employment-Based Education on Substance use for Social Workers in England: Embedding Substance use Training in Frameworks of Continuing Professional Development' Social Work Education, 33 (5):589-604
0261-5479
1470-1227
10.1080/02615479.2014.919069
http://hdl.handle.net/10547/332359
Social Work Education
Service users in the social care sector affected by substance use need a workforce which is skilled at protecting and supporting them, and who are able to carry out their roles and responsibilities with confidence. Workforce/Learning Development departments in children's and adults' services in England play an important role in preparing social workers to engage effectively with service users and to develop as practitioners. Drawing on data from a survey of 94 Workforce/Learning Development departments, this article examines the development of employment-based education on substance use. Only 33% of these departments had a dedicated training strategy or series of programmes on substance use, although more than half (59%) provided tools for identifying and assessing substance use. A wide range of professionals were involved in the development of this training, particularly those in specialist safeguarding and substance use roles. Social work and substance use textbooks are the main source of materials accessed to support training development. A lack of strategic engagement with substance use in social care was one of the barriers cited to adequate training provision. Implications for social work education include the importance of embedding AOD education in post-qualifying training frameworks at both university and employer levels.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.919069
Archived with thanks to Social Work Education
substance misuse
alcohol
drugs
social work
training
workforce development
continuing professional development
national occupational standards
The development of employment-based education on substance use for social workers in England: embedding substance use training in frameworks of Continuing Professional Development
ArticleService users in the social care sector affected by substance use need a workforce which is skilled at protecting and supporting them, and who are able to carry out their roles and responsibilities with confidence. Workforce/Learning Development departments in children's and adults' services in England play an important role in preparing social workers to engage effectively with service users and to develop as practitioners. Drawing on data from a survey of 94 Workforce/Learning Development departments, this article examines the development of employment-based education on substance use. Only 33% of these departments had a dedicated training strategy or series of programmes on substance use, although more than half (59%) provided tools for identifying and assessing substance use. A wide range of professionals were involved in the development of this training, particularly those in specialist safeguarding and substance use roles. Social work and substance use textbooks are the main source of materials accessed to support training development. A lack of strategic engagement with substance use in social care was one of the barriers cited to adequate training provision. Implications for social work education include the importance of embedding AOD education in post-qualifying training frameworks at both university and employer levels.oai:uobrep.openrepository.com:10547/3323602020-04-23T07:31:05Zcom_10547_132194col_10547_132218
Wadd, Sarah
Galvani, Sarah
University of Bedfordshire
2014-10-09T13:00:22Z
2014-10-09T13:00:22Z
2014-06-06
Wadd, S., Galvani, S. (2014) 'Working with Older People with Alcohol Problems: Insight from Specialist Substance Misuse Professionals and their Service Users; Social Work Education, 33 (5):656-669
0261-5479
1470-1227
10.1080/02615479.2014.919076
http://hdl.handle.net/10547/332360
Social Work Education
Significant numbers of older people worldwide have a drinking level or pattern which places them at risk of harm. In England, older people are more likely to be admitted to hospital for an alcohol-related condition than younger people and levels of alcohol-related harm are increasing fastest in this population. Whilst alcohol problems in older people are highly treatable, they frequently go undetected or ignored. The aim of this study was to develop guidelines for health and social care workers on what intervention strategies are likely to work best with older drinkers. Insight from alcohol practitioners who specialise in working with older people and the perspectives of older people receiving alcohol treatment were gained through focus groups and individual interviews. This paper reports some of the key findings including a perception that health and social care workers often did not intervene when alcohol misuse was suspected because of ageist attitudes and false beliefs about older people's drinking. Participants however acknowledged that social workers faced difficult choices in relation to the ‘right’ of older people with alcohol problems to continue to drink and the ‘risk’ associated with them doing so. The implications for social work education and training are discussed.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.919076
Archived with thanks to Social Work Education
alcohol
older people
elderly
social work
social care
training
education
Working with older people with alcohol problems: insight from specialist substance misuse professionals and their service users
ArticleSignificant numbers of older people worldwide have a drinking level or pattern which places them at risk of harm. In England, older people are more likely to be admitted to hospital for an alcohol-related condition than younger people and levels of alcohol-related harm are increasing fastest in this population. Whilst alcohol problems in older people are highly treatable, they frequently go undetected or ignored. The aim of this study was to develop guidelines for health and social care workers on what intervention strategies are likely to work best with older drinkers. Insight from alcohol practitioners who specialise in working with older people and the perspectives of older people receiving alcohol treatment were gained through focus groups and individual interviews. This paper reports some of the key findings including a perception that health and social care workers often did not intervene when alcohol misuse was suspected because of ageist attitudes and false beliefs about older people's drinking. Participants however acknowledged that social workers faced difficult choices in relation to the ‘right’ of older people with alcohol problems to continue to drink and the ‘risk’ associated with them doing so. The implications for social work education and training are discussed.oai:uobrep.openrepository.com:10547/5596012020-04-23T07:38:56Zcom_10547_132194col_10547_132218
D'Arcy, Kate
Brodie, Isabelle
University of Bedfordshire
2015-07-13T09:40:22Z
2015-07-13T09:40:22Z
2015-07-07
D'Arcy, K., Brodie, I. (2015) 'Roma Children and Young People in Bulgaria: Patterns of Risk and Effective Protection in Relation to Child Sexual Exploitation' Social Inclusion 3 (4):1
2183-2803
10.17645/si.v3i4.224
http://hdl.handle.net/10547/559601
Social Inclusion
This article examines patterns of risk regarding child sexual exploitation (CSE). There is specific focus on those living in alternative care, child sexual exploitation and trafficking among Roma communities in Bulgaria and the UK. Data is drawn from a desk-based literature review and partnership work with Bulgarian and British academics and practitioners to explore the issues in both countries. Although there is limited statistical data on CSE and children in care across Europe and the risk-factors for Roma children and young people are still not being fully recognised, we can draw on what is known in Bulgaria to inform practice in the UK with emerging Roma communities. Research on CSE more generally can also inform awareness of risk factors particularly around care systems. Comparative information about what is known in the UK and Bulgaria is considered in order to make some recommendations for international prevention, protection efforts, and prosecution strategies for the future.
en
Cogitatio Press
http://www.cogitatiopress.com/ojs/index.php/politicsandgovernance/article/view/224
Archived with thanks to Social Inclusion
L420 International Social Policy
Bulgaria
child sexual exploitation
institutional care
risk
Roma
social inclusion
Roma children and young people in Bulgaria: patterns of risk and effective protection in relation to child sexual exploitation
ArticleThis article examines patterns of risk regarding child sexual exploitation (CSE). There is specific focus on those living in alternative care, child sexual exploitation and trafficking among Roma communities in Bulgaria and the UK. Data is drawn from a desk-based literature review and partnership work with Bulgarian and British academics and practitioners
to explore the issues in both countries. Although there is limited statistical data on CSE and children in care across Europe and the risk-factors for Roma children and young people are still not being fully recognised, we can draw on what is known in Bulgaria to inform practice in the UK with emerging Roma communities. Research on CSE more generally can also inform awareness of risk factors particularly around care systems. Comparative information about what is known in the UK and Bulgaria is considered in order to make some recommendations for international prevention, protection efforts, and prosecution strategies for the future.oai:uobrep.openrepository.com:10547/5770322020-12-23T11:20:55Zcom_10547_132194col_10547_132218
Cameron, Ailsa
Bostock, Lisa
Lart, Rachel
University of Bristol
Social Care Research Associates
2015-09-10T11:49:56Z
2015-09-10T11:49:56Z
2014-04-14
Cameron, A., Bostock, L, Lart, R (2014) 'Service user and carers perspectives of joint and integrated working between health and social care'. Journal of Integrated Care 22(2), pp.62-70.
1476-9018
10.1108/JICA-10-2013-0042
http://hdl.handle.net/10547/577032
Journal of Integrated Care
Purpose – The purpose of this paper is to provide an update to a review of the joint working literature in the field of health and social care for adults, with particular emphasis given to the experiences of users and carers. Design/methodology/approach – The aims of the literature review remained largely the same as those of the original, they were to identify: models of joint working, evidence of effectiveness and cost-effectiveness and the factors promoting or hindering the models. However, to reflect the growing interest in the experiences of users and carers a fourth aim was added to map these experiences. Given their prominence in terms of policy debates about integration, the review focused on jointly organised services for older people and people with mental health problems in the UK only. Findings – The review demonstrates tentative signs that some initiatives designed to join-up or integrate services can deliver outcomes desired by government. Importantly some studies that report the experiences of users of services and carers suggest that they perceive benefits from efforts to join-up or integrate services. However it is our contention that the evidence is less than compelling and does not justify the faith invested in the strategy by current or previous governments. Originality/value – The study updates our knowledge of the impact of joint working in the field of health and social care for adults. Importantly the paper highlights what is known about the experiences of users and carers of joint/integrated services.
en
Emerald
http://www.emeraldinsight.com/doi/abs/10.1108/JICA-10-2013-0042
http://creativecommons.org/licenses/by-nc-nd/4.0/
literature review
outcomes
integration
joint working
carers
health and social care
Service user and carers perspectives of joint and integrated working between health and social care
ArticlePurpose
– The purpose of this paper is to provide an update to a review of the joint working literature in the field of health and social care for adults, with particular emphasis given to the experiences of users and carers.
Design/methodology/approach
– The aims of the literature review remained largely the same as those of the original, they were to identify: models of joint working, evidence of effectiveness and cost-effectiveness and the factors promoting or hindering the models. However, to reflect the growing interest in the experiences of users and carers a fourth aim was added to map these experiences. Given their prominence in terms of policy debates about integration, the review focused on jointly organised services for older people and people with mental health problems in the UK only.
Findings
– The review demonstrates tentative signs that some initiatives designed to join-up or integrate services can deliver outcomes desired by government. Importantly some studies that report the experiences of users of services and carers suggest that they perceive benefits from efforts to join-up or integrate services. However it is our contention that the evidence is less than compelling and does not justify the faith invested in the strategy by current or previous governments.
Originality/value
– The study updates our knowledge of the impact of joint working in the field of health and social care for adults. Importantly the paper highlights what is known about the experiences of users and carers of joint/integrated services.oai:uobrep.openrepository.com:10547/5944902020-04-23T07:33:27Zcom_10547_132194col_10547_132218
Galvani, Sarah
Forrester, Donald
2016-01-21T13:22:17Z
2016-01-21T13:22:17Z
2011-06
Galvani, S., Forrester, D. (2011) 'How Well Prepared are Newly Qualified Social Workers for Working with Substance Use Issues? Findings from a National Survey in England'. Social Work Education 30 (04):422
0261-5479
1470-1227
10.1080/02615479.2010.504981
http://hdl.handle.net/10547/594490
Social Work Education
There is limited research in the United Kingdom on how well prepared social workers are for working with substance use issues. This study set out to explore the views of newly qualified social workers on the extent to which their qualifying programme prepared them for practice with people using alcohol or drugs. It also sought to identify their future training needs and identify examples of good practice among qualifying programmes. A self-completion questionnaire was developed and disseminated via email to 2,914 newly qualified social workers in England; 284 questionnaires were returned. Findings suggested that most respondents considered themselves inadequately prepared for working with substance use and misuse issues. They reported having very little input during qualifying education and identified a range of future training needs. Few examples of good practice were identified. In light of these findings, social work academics and employers need to recognise this serious gap in knowledge and act quickly to ensure social workers are able to meet their service users’ needs confidently and competently.
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2010.504981
social workers
alcohol
substance use
drugs
training
social work
qualifying
How well prepared are newly qualified social workers for working with substance use issues? findings from a national survey in England
ArticleThere is limited research in the United Kingdom on how well prepared social workers are for working with substance use issues. This study set out to explore the views of newly qualified social workers on the extent to which their qualifying programme prepared them for practice with people using alcohol or drugs. It also sought to identify their future training needs and identify examples of good practice among qualifying programmes. A self-completion questionnaire was developed and disseminated via email to 2,914 newly qualified social workers in England; 284 questionnaires were returned. Findings suggested that most respondents considered themselves inadequately prepared for working with substance use and misuse issues. They reported having very little input during qualifying education and identified a range of future training needs. Few examples of good practice were identified. In light of these findings, social work academics and employers need to recognise this serious gap in knowledge and act quickly to ensure social workers are able to meet their service users’ needs confidently and competently.oai:uobrep.openrepository.com:10547/5944912017-10-31T13:55:47Zcom_10547_132194col_10547_132218
Hynes, Patricia
Sales, Rosemary
2016-01-21T13:31:21Z
2016-01-21T13:31:21Z
2009
Hynes, P., Sales, R. (2009) 'New communities: asylum seekers and dispersal' in Bloch, A., Solomos, J. (eds) 'Race and ethnicity in the 21st century'. Palgrave Macmillan.
9781137079244
http://hdl.handle.net/10547/594491
en
Palgrave MacMillan
New communities: asylum seekers and dispersal
Book chapter
oai:uobrep.openrepository.com:10547/5944942020-04-23T07:33:28Zcom_10547_132194col_10547_132218
Forrester, Donald
Westlake, David
Glynn, Georgia
University of Bedfordshire
2016-01-21T13:39:49Z
2016-01-21T13:39:49Z
2012-05
Forrester, D., Westlake, D., Glynn, G. (2012) 'Parental resistance and social worker skills: towards a theory of motivational social work'. Child & Family Social Work 17 (2):118
1356-7500
10.1111/j.1365-2206.2012.00837.x
http://hdl.handle.net/10547/594494
Child & Family Social Work
Parental resistance is a ubiquitous feature of child and family social work, yet there has been limited research or theoretical work directed at the issue. This paper identifies social and individual reasons why parents may be resistant. Five principle causes of parental resistance are discussed, namely social structure and disadvantage, the context of child protection work, parental resistance to change, denial or minimization of abuse or neglect and the behaviour of the social worker. It is argued that motivational interviewing (MI) provides particularly useful skills and concepts for firstly reducing the social worker contribution to resistance and secondly minimizing the resistance related to other reasons for resistance. Key adaptations required in the strategic aims of MI if it is to be used in child protection work are identified and discussed, the most important of which is maintaining a focus on the child's welfare and safety. It is concluded that MI offers an opportunity to improve practice by increasing parental engagement and to make a contribution to social work theory by combining an attention to both broader social structure and the micro-skills required in social work interviews.
en
Wiley
http://doi.wiley.com/10.1111/j.1365-2206.2012.00837.x
Archived with thanks to Child & Family Social Work
child protection
children in need
partnership
empowerment
social work
Parental resistance and social worker skills: towards a theory of motivational social work
ArticleParental resistance is a ubiquitous feature of child and family social work, yet there has been limited research or theoretical work directed at the issue. This paper identifies social and individual reasons why parents may be resistant. Five principle causes of parental resistance are discussed, namely social structure and disadvantage, the context of child protection work, parental resistance to change, denial or minimization of abuse or neglect and the behaviour of the social worker. It is argued that motivational interviewing (MI) provides particularly useful skills and concepts for firstly reducing the social worker contribution to resistance and secondly minimizing the resistance related to other reasons for resistance. Key adaptations required in the strategic aims of MI if it is to be used in child protection work are identified and discussed, the most important of which is maintaining a focus on the child's welfare and safety. It is concluded that MI offers an opportunity to improve practice by increasing parental engagement and to make a contribution to social work theory by combining an attention to both broader social structure and the micro-skills required in social work interviews.oai:uobrep.openrepository.com:10547/5944922016-01-21T13:36:41Zcom_10547_132194col_10547_132218
Melrose, Margaret
2016-01-21T13:36:41Z
2016-01-21T13:36:41Z
2009
Melrose, M. (2009) 'Out on the streets and out of control? Drug-using sex workers and the prostitution strategy' in Phoenix, J. (ed) 'Regulating Sex for Sale: Prostitution, Policy Reform and the UK'. Policy Press.
http://hdl.handle.net/10547/594492
en
Policy Press
Out on the streets and out of control? drug-using sex workers and the prostitution strategy
Book chapter
oai:uobrep.openrepository.com:10547/5944952020-04-23T07:35:13Zcom_10547_132194col_10547_132218
Fisher, Mike
Social Care Institute for Excellence
2016-01-21T13:45:55Z
2016-01-21T13:45:55Z
2011
Fisher, M. (2011) 'Practice literate research: turning the tables'. Social work and society 9 (1).
1613-8953
urn:nbn:de:0009-11-29308
http://hdl.handle.net/10547/594495
Social work and society
In the never-ending dialogue between the study and practice of social work, the relationship between research and practice occupies one of those special places reserved for ancient disputes. Researchers argue that practitioners typically fail to draw on available research, and that practice lacks an evidence base. Practitioners argue that research is often irrelevant to their daily concerns, and that, in any case, they do not have the time or resources to review their practice in the light of evidence. The stand-off is made more stark because those who research practice are rarely the same people as those who practise social work. This paper, from a practising researcher, will walk a little way in the practitioners’ shoes and try to understand practitioners’ reluctance to engage with research. Working from the practitioners’ perspective, the paper will argue that the constant emphasis on developing research literacy among practitioners needs to be matched by the development of practice literacy among researchers. The emphasis here is on practice research, meaning rigorous and systematic investigation that originates in the concerns of practice and develops practice–based solutions. This is distinct from research by practitioners, which may or may not address practice concerns (for more on this distinction, see Shaw 2005).
en
University of Duisburg-Essen
http://socwork.net/sws/article/view/4/16
research
social work
Practice literate research: turning the tables
ArticleIn the never-ending dialogue between the study and practice of social work, the relationship between research and practice occupies one of those special places reserved for ancient disputes. Researchers argue that practitioners typically fail to draw on available research, and that practice lacks an evidence base. Practitioners argue that research is often irrelevant to their daily concerns, and that, in any case, they do not have the time or resources to review their practice in the light of evidence. The stand-off is made more stark because those who research practice are rarely the same people as those who practise social work.
This paper, from a practising researcher, will walk a little way in the practitioners’ shoes and try to understand practitioners’ reluctance to engage with research. Working from the practitioners’ perspective, the paper will argue that the constant emphasis on developing research literacy among practitioners needs to be matched by the development of practice literacy among researchers.
The emphasis here is on practice research, meaning rigorous and systematic investigation that originates in the concerns of practice and develops practice–based solutions. This is distinct from research by practitioners, which may or may not address practice concerns (for more on this distinction, see Shaw 2005).oai:uobrep.openrepository.com:10547/5945142020-04-23T07:33:25Zcom_10547_132194col_10547_132218
Taplin, Aisha
University of Southampton
2016-01-21T13:48:44Z
2016-01-21T13:48:44Z
2009-06
Taplin, A. (2009) 'Promoting reciprocal relationships—examining the ‘give and take’ in Social Science research'.Twenty-First Century Society 4 (2):229
1745-0144
1745-0152
10.1080/17450140903000332
http://hdl.handle.net/10547/594514
Twenty-First Century Society
The focus of this paper is on how international Social Work research can respond to critiques of western Social Science research with Third World women. Drawing on recent fieldwork experiences with young women in Mozambique, it examines the power relationships that are inherent in the ‘give and take’ between researchers and participants. Questions such as ‘who gave what?’ and ‘who took what?’ are at the forefront of its concerns. Although the research resulted in minimal material benefit for the participants, the two-way exchange documented builds a more complex picture than one in which participants do all of the ‘giving’ and researchers all the ‘taking’. The paper concludes by suggesting that while the ‘Southern’ context compels particular attention to the ‘give and take’ relationship, it is also pertinent to ‘Northern’ contexts.
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/17450140903000332
Archived with thanks to Twenty-First Century Society
research
social science
Promoting reciprocal relationships—examining the ‘give and take’ in Social Science research
ArticleThe focus of this paper is on how international Social Work research can respond to critiques of western Social Science research with Third World women. Drawing on recent fieldwork experiences with young women in Mozambique, it examines the power relationships that are inherent in the ‘give and take’ between researchers and participants. Questions such as ‘who gave what?’ and ‘who took what?’ are at the forefront of its concerns. Although the research resulted in minimal material benefit for the participants, the two-way exchange documented builds a more complex picture than one in which participants do all of the ‘giving’ and researchers all the ‘taking’. The paper concludes by suggesting that while the ‘Southern’ context compels particular attention to the ‘give and take’ relationship, it is also pertinent to ‘Northern’ contexts.oai:uobrep.openrepository.com:10547/5945152020-04-23T07:35:13Zcom_10547_132194col_10547_132218
Francis, Jennifer
Fisher, Mike
Rutter, Deborah
2016-01-21T13:56:17Z
2016-01-21T13:56:17Z
2011-04
Francis, J., Fisher, M., Rutter, D. (2011) 'Reablement: a cost-effective route to better outcomes'. Social Care Institute for Excellence.
http://hdl.handle.net/10547/594515
This is one in a series of research briefings about preventive care and support for adults. Prevention is broadly defined to include a wide range of services that: • promote independence; • prevent or delay the deterioration of wellbeing resulting from ageing, illness or disability; • delay the need for more costly and intensive services. Preventive services represent a continuum of support ranging from ‘primary prevention’ aimed at promoting wellbeing, through to ‘secondary’ or early intervention, and on to ‘tertiary services’ such as intermediate care provided by health and social care professionals. Tertiary services are aimed at minimising disability or deterioration from established health conditions or complex social care needs. The emphasis is on maximising people’s functioning and independence through approaches such as rehabilitation, intermediate care and reablement. This research briefing focuses on reablement.
en
Social Care Institute for Excellence
http://socialwelfare.bl.uk/subject-areas/services-activity/social-work-care-services/scie/131365briefing36.pdf
reablement
adult social care
Reablement: a cost-effective route to better outcomes
Technical ReportThis is one in a series of research briefings about preventive care and support for adults.
Prevention is broadly defined to include a wide range of services that:
• promote independence;
• prevent or delay the deterioration of wellbeing resulting from ageing, illness or disability;
• delay the need for more costly and intensive services.
Preventive services represent a continuum of support ranging from ‘primary prevention’ aimed at promoting wellbeing, through to ‘secondary’ or early intervention, and on to ‘tertiary services’ such as intermediate care provided by health and social care professionals.
Tertiary services are aimed at minimising disability or deterioration from established health conditions or complex social care needs. The emphasis is on maximising people’s functioning and independence through approaches such as rehabilitation, intermediate care and reablement. This research briefing focuses on reablement.oai:uobrep.openrepository.com:10547/5945172020-04-23T07:37:39Zcom_10547_132194col_10547_132218
Forrester, Donald
Westlake, David
McCann, Michelle
Thurnham, Angela
Shefer, Guy
Glynn, Georgia
Killian, Mike
University of Bedfordshire
2016-01-21T14:02:23Z
2016-01-21T14:02:23Z
2013-06
Forrester, D. et al (2013) 'Reclaiming social work? an evaluation of systemic units as an approach to delivering children’s services'. University of Bedfordshire.
http://hdl.handle.net/10547/594517
This report presents the findings of an evaluation of the systemic unit model as an approach to the delivery of Children‘s Social Services. The systemic unit model has sometimes been referred to as the ―Hackney Model‖ or ―Reclaiming Social Work‖ (Cross et al, 2010; Munro, 2011a; Trowler and Goodman, 2012). The evaluation is an in-depth comparative description of practice and the factors shaping it in three local authorities. One of the authorities used the systemic unit model; the other two authorities differed but both had a more conventional model for the structure of services. This involved individual allocation to social workers who received supervision from a line manager.
en
University of Bedfordshire
http://in.beds.ac.uk/__data/assets/pdf_file/0005/256739/finalreport-systemicunits.pdf
social work
systemic units
children's services
Reclaiming social work? an evaluation of systemic units as an approach to delivering children’s services
Technical ReportThis report presents the findings of an evaluation of the systemic unit model as an approach to the delivery of Children‘s Social Services. The systemic unit model has sometimes been referred to as the ―Hackney Model‖ or ―Reclaiming Social Work‖ (Cross et al, 2010; Munro, 2011a; Trowler and Goodman, 2012). The evaluation is an in-depth comparative description of practice and the factors shaping it in three local authorities. One of the authorities used the systemic unit model; the other two authorities differed but both had a more conventional model for the structure of services. This involved individual allocation to social workers who received supervision from a line manager.oai:uobrep.openrepository.com:10547/5944972020-04-23T07:33:25Zcom_10547_132194col_10547_132218
Crawley, Heaven
Kohli, Ravi K.S.
Swansea University
University of Bedfordshire
2016-01-21T14:14:12Z
2016-01-21T14:14:12Z
2013
Crawley, H., Kohli, R. (2013) 'She endures with me. an evaluation of the Scottish Guardianship Service Pilot'. Scottish Government.
9781905500246
http://hdl.handle.net/10547/594497
This report builds on our earlier report (Crawley and Kohli 2012) and consolidates some of our preliminary findings, incorporating the evidence and conclusions gathered from Years 1 and 2 of the evaluation process. Our report is structured as follows. Section 2 describes our approach to the evaluation process, the data and information upon which this report is based, and the framework for our analysis, specifically the three domains of work in which the Guardians operate: asylum, well-being and social networks. Section 3 outlines the work of the Service including the number of referrals received and characteristics of the young people allocated a Guardian during the period of the evaluation. It also provides an overview of the work of the Guardians, their role and relationship with other agencies and professionals, issues around communication and information sharing, and an assessment of their professional skills and competences. In Section 4 we hear from young people themselves, their hopes and aspirations for the Service, their feelings towards their Guardians and the Guardians’ commitment towards them. Section 5 turns to outcomes and examines the work of the Guardians in the domain of asylum. It provides data on asylum outcomes for the young people who received a Service during the period of the evaluation and examines the role of the Guardian in helping young people to understand the asylum process, provide information about their experiences and plan for the future. Section 6 examines the work of the Guardians in the domain of well-being, exploring the partnership working that has been developed with Local Authority Social Workers particularly in relation to accommodation, education and health needs. In Section 7 we consider the work of the Service in creating spaces and opportunities for young people to develop social networks through a series of formal and informal activities which enables them to ‘be’ and to engage with others on their own terms. Finally, in Section 8, we conclude the report by returning to the core standards articulated by Goeman et al (2011) earlier in this section, and reflect on whether these standards have been met by the Scottish Guardianship Service.
en
Scottish Government
http://www.dianaprincessofwalesmemorialfund.org/sites/default/files/documents/publications/First%20annual%20evaluation%20report%20FINAL%2011%20January%202012.pdf
Scotland
guardianship
unaccompanied asylum seeking children
She endures with me. an evaluation of the Scottish Guardianship Service Pilot
Technical ReportThis report builds on our earlier report (Crawley and Kohli 2012) and consolidates some of our preliminary findings, incorporating the evidence and conclusions gathered from Years 1 and 2 of the evaluation process.
Our report is structured as follows.
Section 2 describes our approach to the evaluation process, the data and information upon which this report is based, and the framework for our analysis, specifically the three domains of work in which the Guardians operate: asylum, well-being and social networks.
Section 3 outlines the work of the Service including the number of referrals received and characteristics of the young people allocated a Guardian during the period of the evaluation.
It also provides an overview of the work of the Guardians, their role and relationship with other agencies and professionals, issues around communication and information sharing, and an assessment of their professional skills and competences.
In Section 4 we hear from young people themselves, their hopes and aspirations for the Service, their feelings towards their Guardians and the Guardians’ commitment towards them.
Section 5 turns to outcomes and examines the work of the Guardians in the domain of asylum.
It provides data on asylum outcomes for the young people who received a Service during the period of the evaluation and examines the role of the Guardian in helping young people to understand the asylum process, provide information about their experiences and plan for the future.
Section 6 examines the work of the Guardians in the domain of well-being, exploring the partnership working that has been developed with Local Authority Social Workers particularly in relation to accommodation, education and health needs.
In Section 7 we consider the work of the Service in creating spaces and opportunities for young people to develop social networks through a series of formal and informal activities which enables them to ‘be’ and to engage with others on their own terms.
Finally, in Section 8, we conclude the report by returning to the core standards articulated by Goeman et al (2011) earlier in this section, and reflect on whether these standards have been met by the Scottish Guardianship Service.oai:uobrep.openrepository.com:10547/5945642020-04-23T07:33:25Zcom_10547_132194col_10547_132218
Cosis-Brown, Helen
Cocker, Christine
Middlesex University
2016-01-22T10:36:47Z
2016-01-22T10:36:47Z
2011
Cosis-Brown, H., Cocker, C. (2011) 'Social work with lesbians and gay men'. SAGE.
9781847873910
9781847873903
http://hdl.handle.net/10547/594564
Working with lesbians and gay men is a largely neglected area of social work practice. This book provides social workers and other professionals with an overview of a number of key challenges and concerns that play a significant part in the lives of lesbians and gay men. Despite positive changes in legislation, social work can still fail to meet the needs of lesbians and gay men, and remains a marginalised area in practice, research and teaching. This book promotes an understanding of these issues and proposes ideas for social work practice that are inclusive of lesbians and gay men in assessment and the provision of services.
en
SAGE
https://uk.sagepub.com/en-gb/eur/social-work-with-lesbians-and-gay-men/book232757
Social work with lesbians and gay men
BookWorking with lesbians and gay men is a largely neglected area of social work practice. This book provides social workers and other professionals with an overview of a number of key challenges and concerns that play a significant part in the lives of lesbians and gay men. Despite positive changes in legislation, social work can still fail to meet the needs of lesbians and gay men, and remains a marginalised area in practice, research and teaching. This book promotes an understanding of these issues and proposes ideas for social work practice that are inclusive of lesbians and gay men in assessment and the provision of services.oai:uobrep.openrepository.com:10547/5945502020-04-23T07:33:25Zcom_10547_132194col_10547_132218
Hutchinson, Aisha
University of Southampton
2016-01-22T10:49:34Z
2016-01-22T10:49:34Z
2012-10-30
Hutchinson, A.J. (2012) 'Surviving, Coping or Thriving? Understanding Coping and Its Impact on Social Well-Being in Mozambique' British Journal of Social Work 44 (4):972
0045-3102
1468-263X
10.1093/bjsw/bcs167
http://hdl.handle.net/10547/594550
British Journal of Social Work
This paper presents the empirical interrogation and development of the concept of coping strategies through the findings of a piece of qualitative research which used this concept to understand and promote social well-being with young women in Mozambique during unintended pregnancy. Concepts and theories of ‘coping’ during adverse life events or periods of stress can be used to reinforce capabilities and strengths, facilitating rather than constraining people's own mechanisms of resilience. However, the framework within which the concept is situated is frequently ill-defined, particularly in applied contexts. ‘Coping strategies’ are used in many models of social work practice (preventative, remedial, rehabilitative, strengths-based, recovery-ordinated, developmental), yet understandings of what it means to ‘cope’, whether it be about counter-balancing threat, ‘getting by’ or ‘getting on’, and how such coping is strategic, are crucial for determining how the concept is used by practitioners and policy makers. Research findings based on qualitative interviews with young women (fifteen to nineteen-year-olds) and key informants in Mozambique on the concept of coping strategies are used to develop a typology which will help academics, policy makers and practitioners unpick the underlying assumptions associated with the concept.
en
Oxford University Press
http://bjsw.oxfordjournals.org/cgi/doi/10.1093/bjsw/bcs167
Archived with thanks to British Journal of Social Work
international social work
social development
mother's coping
qualitative research
teenage pregnancy
Mozambique
Surviving, coping or thriving? understanding coping and its impact on social well-being in Mozambique
ArticleThis paper presents the empirical interrogation and development of the concept of coping strategies through the findings of a piece of qualitative research which used this concept to understand and promote social well-being with young women in Mozambique during unintended pregnancy. Concepts and theories of ‘coping’ during adverse life events or periods of stress can be used to reinforce capabilities and strengths, facilitating rather than constraining people's own mechanisms of resilience. However, the framework within which the concept is situated is frequently ill-defined, particularly in applied contexts. ‘Coping strategies’ are used in many models of social work practice (preventative, remedial, rehabilitative, strengths-based, recovery-ordinated, developmental), yet understandings of what it means to ‘cope’, whether it be about counter-balancing threat, ‘getting by’ or ‘getting on’, and how such coping is strategic, are crucial for determining how the concept is used by practitioners and policy makers. Research findings based on qualitative interviews with young women (fifteen to nineteen-year-olds) and key informants in Mozambique on the concept of coping strategies are used to develop a typology which will help academics, policy makers and practitioners unpick the underlying assumptions associated with the concept.oai:uobrep.openrepository.com:10547/5945662016-01-22T10:54:47Zcom_10547_132194col_10547_132218
Cosis-Brown, Helen
2016-01-22T10:54:46Z
2016-01-22T10:54:46Z
2011-04
Cosis-Brown, H. (2011) 'The assessment of lesbian and gay prospective foster carers: twenty years of practice and what has changed?' in Dunk-West, P., Hafford-Letchfield, T. (eds) ' Sexual Identities and Sexuality in Social Work : Research and Reflections from Women in the Field'. Ashgate.
9780754678823
http://hdl.handle.net/10547/594566
en
Ashgate
http://www.ashgate.com/isbn/9780754678823
The assessment of lesbian and gay prospective foster carers : twenty years of practice and what has changed?
Book chapter
oai:uobrep.openrepository.com:10547/5945722020-04-23T07:33:28Zcom_10547_132194col_10547_132218
Wadd, Sarah
Lapworth, K.
Sullivan, Mary Pat
Forrester, Donald
Galvani, Sarah
University of Bedfordshire
2016-01-22T11:40:42Z
2016-01-22T11:40:42Z
2011-08
Wadd, S. et al (2011) 'Working with older drinkers'. University of Bedfordshire.
http://hdl.handle.net/10547/594572
Findings presented in this report demonstrate that older drinkers have different stressors, precipitating factors and risk factors for relapse than younger drinkers. They also face a number of unique barriers to treatment and are more likely to remain ‘hidden’ from services. Despite these challenges, age-specific practices required to meet the needs of older people and draw them into treatment are poorly understood. The purpose of this project was to develop guidelines on what strategies and treatment approaches are likely to work best with older drinkers based on synthesis of relevant literature, insight from alcohol practitioners who specialise in working with older people and the perspectives of older people receiving alcohol treatment. A set of concise guidance documents will be prepared for health and social care workers and alcohol service providers in due course.
en
University of Bedfordshire
http://beds.staging.squizedge.net/__data/assets/pdf_file/0004/308578/FinalReport_0085.pdf
alcohol
older people
Working with older drinkers
Technical ReportFindings presented in this report demonstrate that older drinkers have different stressors, precipitating factors and risk factors for relapse than younger drinkers. They also face a number of unique barriers to treatment and are more likely to remain ‘hidden’ from services. Despite these challenges, age-specific practices required to meet the needs of older people and draw them into treatment are poorly understood.
The purpose of this project was to develop guidelines on what strategies and treatment approaches are likely to work best with older drinkers based on synthesis of relevant literature, insight from alcohol practitioners who specialise in working with older people and the perspectives of older people receiving alcohol treatment. A set of concise guidance documents will be prepared for health and social care workers and alcohol service providers in due course.oai:uobrep.openrepository.com:10547/5945672020-04-23T07:35:13Zcom_10547_132194col_10547_132218
Marsh, Peter
Fisher, Mike
University of Sheffield
University of Bedfordshire
2016-01-22T10:59:17Z
2016-01-22T10:59:17Z
2006-12-13
Marsh, P., Fisher, M. (2006) 'The Development of Problem-Solving Knowledge for Social Care Practice' British Journal of Social Work 38 (5):971
0045-3102
1468-263X
10.1093/bjsw/bcm116
http://hdl.handle.net/10547/594567
British Journal of Social Work
The continuing modernization of social care in the UK has placed a high premium on evidence. However, there is a lack of investment in social care research in general, and in practice-based research in particular. The paper argues that there is a need to make better connections between research and practice if there are to be substantial improvements in services. The implications of these improved links include more efficient translation of research into action, and more embedding of research within the range of literature that supports service development. The necessary increase in research can be achieved by building on the substantial, albeit piecemeal, achievements of social work research, and by enhancing the practice literacy of the academic workforce as well as the research literacy of the practice workforce. In the context of a new strategy for social work research in UK universities, this paper examines the obstacles to achieving a voice for social work research and how these obstacles are being addressed.
en
Oxford University Press
http://bjsw.oxfordjournals.org/cgi/doi/10.1093/bjsw/bcm116
Archived with thanks to British Journal of Social Work
evidence-based practice
practitioner research
research and evaluation
history of social work
problem-solving
social care
The development of problem-solving knowledge for social care practice
ArticleThe continuing modernization of social care in the UK has placed a high premium on evidence. However, there is a lack of investment in social care research in general, and in practice-based research in particular. The paper argues that there is a need to make better connections between research and practice if there are to be substantial improvements in services. The implications of these improved links include more efficient translation of research into action, and more embedding of research within the range of literature that supports service development. The necessary increase in research can be achieved by building on the substantial, albeit piecemeal, achievements of social work research, and by enhancing the practice literacy of the academic workforce as well as the research literacy of the practice workforce. In the context of a new strategy for social work research in UK universities, this paper examines the obstacles to achieving a voice for social work research and how these obstacles are being addressed.oai:uobrep.openrepository.com:10547/5945712020-04-23T07:33:25Zcom_10547_132194col_10547_132218
Galvani, Sarah
Hughes, Nathan
University of Bedfordshire
2016-01-22T11:33:42Z
2016-01-22T11:33:42Z
2008-10-20
Galvani, S., Hughes, N. (2008) 'Working with Alcohol and Drug Use: Exploring the Knowledge and Attitudes of Social Work Students'. British Journal of Social Work 40 (3):946
0045-3102
1468-263X
10.1093/bjsw/bcn137
http://hdl.handle.net/10547/594571
British Journal of Social Work
Many social workers in the UK work daily with the social harms linked to problematic substance use. Historically, however, their drug and alcohol training needs have been overlooked. This study set out to achieve two key objectives: (i) to assess social work students' knowledge of, and attitudes towards, working with people with substance problems; and (ii) to develop and test a questionnaire to meet this objective. A four-part self-completion questionnaire was developed and administered to a purposive sample of 156 social work students. The focus of this article will be on the results of Part 2 of the pilot survey, which focused on the students' attitudes towards, and knowledge of, substance use. One hundred and twenty-one completed questionnaires were used as the basis for analysis. Three factors emerged as the key explanatory factors demonstrating significant relationships between them: ‘knowledge’, ‘support from colleagues’ and ‘legitimacy of role’. Social work training needs to recognize the need for alcohol and drug education within social work qualifying programmes in order that future social workers will feel equipped with the knowledge and legitimacy to do their job and meet the needs of people who have problems with alcohol and drugs.
en
Oxford University Press
http://bjsw.oxfordjournals.org/cgi/doi/10.1093/bjsw/bcn137
Archived with thanks to British Journal of Social Work
alcohol
drugs
social work
attitudes
knowledge
Working with alcohol and drug use: exploring the knowledge and attitudes of social work students
ArticleMany social workers in the UK work daily with the social harms linked to problematic substance use. Historically, however, their drug and alcohol training needs have been overlooked. This study set out to achieve two key objectives: (i) to assess social work students' knowledge of, and attitudes towards, working with people with substance problems; and (ii) to develop and test a questionnaire to meet this objective. A four-part self-completion questionnaire was developed and administered to a purposive sample of 156 social work students. The focus of this article will be on the results of Part 2 of the pilot survey, which focused on the students' attitudes towards, and knowledge of, substance use. One hundred and twenty-one completed questionnaires were used as the basis for analysis. Three factors emerged as the key explanatory factors demonstrating significant relationships between them: ‘knowledge’, ‘support from colleagues’ and ‘legitimacy of role’. Social work training needs to recognize the need for alcohol and drug education within social work qualifying programmes in order that future social workers will feel equipped with the knowledge and legitimacy to do their job and meet the needs of people who have problems with alcohol and drugs.oai:uobrep.openrepository.com:10547/6008752020-04-23T07:33:43Zcom_10547_132194col_10547_132218
Allnock, Debra
Miller, Pam
2016-03-08T11:09:43Z
2016-03-08T11:09:43Z
2013
Allnock, D., Miller, P. (2013) 'No one noticed, no one heard: a study of disclosures of childhood abuse'. London, NSPCC.
http://hdl.handle.net/10547/600875
Report
This report describes the childhood experiences of abuse of 60 young men and women and how they disclosed this abuse and sought help. These young people experienced high levels and different kinds of violence, including sexual abuse and family violence. It is often asserted that young people who experience abuse do not talk about it. The face to face interviews for this study show that a majority of young people did attempt to disclose their abuse to at least one person although this information was not identified in the surveys for this study. Eighty per cent – 48 of the 60 young people we spoke to – attempted to disclose the abuse before they were 18 years old. Some of these disclosures led to protective action and some did not. Research has suggested that sexual abuse is unlikely to be disclosed – and yet 38 of the 44 young people (86 per cent) who suffered from sexual abuse did disclose during childhood; 66 per cent attempted to disclose when the abuse was happening. However, just like many high profile cases, not all of these disclosures were “heard” or acted upon. Young people generally made more than one disclosure. Of the 203 disclosures in childhood that were made, 117 disclosures (58 per cent) were acted upon by recipients. Suffering from abuse is a distressing experience. It should be no surprise that disclosures that were ignored, denied or badly handled added to the negative experiences of the young people in this study. Policy-makers and people working with children should use the evidence in this report to support better identification of abuse by adults, reduce the barriers to disclosure and to improve the experience of disclosure for young people. Practitioners should particularly consider how they can change their practice to ensure that the experiences of the young people in this report are not repeated
NSPCC
en
NSPCC
https://www.nspcc.org.uk/globalassets/documents/research-reports/no-one-noticed-no-one-heard-report.pdf
L500 Social Work
child abuse
disclosure
No one noticed, no one heard: a study of disclosures of childhood abuse
OtherThis report describes the childhood experiences of abuse of 60 young men and women and how they disclosed this abuse and sought help. These young people experienced high levels and different kinds of violence, including sexual abuse and family violence.
It is often asserted that young people who experience abuse do not talk about it. The face to face interviews for this study show that a majority of young people did attempt to disclose their abuse to at least one person although this information was not identified in the surveys for this study. Eighty per cent – 48 of the 60 young people we spoke to – attempted to disclose the abuse before they were 18 years old. Some of these disclosures led to protective action and some did not. Research has suggested that sexual abuse is unlikely to be disclosed – and yet 38 of the 44 young people (86 per cent) who suffered from sexual abuse did disclose during childhood; 66 per cent attempted to disclose when the abuse was happening. However, just like many high profile cases, not all of these disclosures were “heard” or acted upon. Young people generally made more than one disclosure. Of the 203 disclosures in childhood that were made, 117 disclosures (58 per cent) were acted upon by recipients. Suffering from abuse is a distressing experience. It should be no surprise that disclosures that were ignored, denied or badly handled added to the negative experiences of the young people in this study.
Policy-makers and people working with children should use the evidence in this report to support better identification of abuse by adults, reduce the barriers to disclosure and to improve the experience of disclosure for young people. Practitioners should particularly consider how they can change their practice to ensure that the experiences of the young people in this report are not repeatedoai:uobrep.openrepository.com:10547/6008762016-03-08T11:14:24Zcom_10547_132194col_10547_132218
Cosis-Brown, Helen
Middlesex University
2016-03-08T11:14:24Z
2016-03-08T11:14:24Z
2014-02
Brown, H.C. (2014) 'Social Work and Foster Care'. London: Sage/Learning Matters.
9781446258934
http://hdl.handle.net/10547/600876
en
SAGE
https://uk.sagepub.com/en-gb/eur/social-work-and-foster-care/book239552
L500 Social Work
Social work and foster care
Book
oai:uobrep.openrepository.com:10547/6008792020-04-23T07:33:35Zcom_10547_132194col_10547_132218
Allnock, Debra
University of Bedfordshire
2016-03-08T11:21:12Z
2016-03-08T11:21:12Z
2015-01-12
Allnock, D. (2015) 'Child maltreatment: how can friends contribute to safety?' Safer Communities 14 (1):27
1757-8043
10.1108/SC-02-2015-0005
http://hdl.handle.net/10547/600879
Safer Communities
Purpose – The purpose of this paper is to present the findings of a study of support received by 60 young adults who experienced sexual, physical or emotional abuse and neglect in childhood. It is focussed on the support provided by friends in particular, and draws out relevant learning for child sexual exploitation (CSE). Design/methodology/approach – In all, 60 young people completed a questionnaire, complemented by a two hour follow-up interview to explore experiences of formal and informal support in disclosing abuse. In total, 13 young people were recruited on the basis of their prior participation in a larger, associated study of child abuse and neglect, with the remainder recruited via open invitation. Findings – There is rich information in the interviews about the ways that friends provided support to participants. Friends provided practical, moral and emotional support. They intervened to keep their friends safe. They offered emotional “escape” and a conduit to adults who could help keep them safe. Importantly, friends recognised that participants were in distress even when they did not know the participants were being abused. Practical implications – The results highlight that friends have a crucial role to play in helping children to keep safe and to feel safe, provided that they are equipped with information and knowledge of how to respond and where to seek help. Originality/value – The paper is original in considering the role of friends within a community safety framework. In addition, the study sample is larger than other studies of its kind, and considers a wider variety of child maltreatment experiences than previous studies, making clear links to CSE.
The research was fully funded by and carried out on behalf of the National Society for the Prevention of Cruelty to Children (the NSPCC) as part of the author’s responsibilities when she was employed by the organisation.
en
Emerald
http://www.emeraldinsight.com/doi/abs/10.1108/SC-02-2015-0005
Archived with thanks to Safer Communities
An error occurred on the license name.
An error occurred getting the license - uri.
child abuse
disclosure
child sexual exploitation
friends
help-seeking
peers
L500 Social Work
Child maltreatment: how can friends contribute to safety?
ArticlePurpose
– The purpose of this paper is to present the findings of a study of support received by 60 young adults who experienced sexual, physical or emotional abuse and neglect in childhood. It is focussed on the support provided by friends in particular, and draws out relevant learning for child sexual exploitation (CSE).
Design/methodology/approach
– In all, 60 young people completed a questionnaire, complemented by a two hour follow-up interview to explore experiences of formal and informal support in disclosing abuse. In total, 13 young people were recruited on the basis of their prior participation in a larger, associated study of child abuse and neglect, with the remainder recruited via open invitation.
Findings
– There is rich information in the interviews about the ways that friends provided support to participants. Friends provided practical, moral and emotional support. They intervened to keep their friends safe. They offered emotional “escape” and a conduit to adults who could help keep them safe. Importantly, friends recognised that participants were in distress even when they did not know the participants were being abused.
Practical implications
– The results highlight that friends have a crucial role to play in helping children to keep safe and to feel safe, provided that they are equipped with information and knowledge of how to respond and where to seek help.
Originality/value
– The paper is original in considering the role of friends within a community safety framework. In addition, the study sample is larger than other studies of its kind, and considers a wider variety of child maltreatment experiences than previous studies, making clear links to CSE.oai:uobrep.openrepository.com:10547/6008582020-04-23T07:33:35Zcom_10547_132194col_10547_132218
Bunt, Sarah
University of Bedfordshire
2016-03-08T11:23:39Z
2016-03-08T11:23:39Z
2013-03-22
Bunt, S. (2013) 'A framework for the analysis of the social processes in the adoption of disabled children'. Journal of Social Work 14 (5):524
1468-0173
1741-296X
10.1177/1468017313478901
http://hdl.handle.net/10547/600858
Journal of Social Work
Summary: There is a dearth of literature on the adoption of disabled children within the UK, and that which has been published is somewhat dated and often characterised by largely empiricist approach, which is perhaps surprising in view of the fact that the study of adult disability has benefited so greatly from an understanding of the social processes involved. Cousins (2009), for example, has suggested that disabled children are profoundly disadvantaged in the adoption process by the negativity associated with the social construction of disability. Findings: This article seeks to develop a framework that provides a theoretically informed and multidimensional approach to the understanding of the adoption of disabled children. It does so by drawing on Layder's delineation of different levels of analysis. This entails examining wider macro features that influence adoption processes, right through to the micro interactions between adopters and adoption agencies. The article also applies Bourdieu's concept of the habitus to assist in our understanding of how individual agents internalise the messages around them, which can influence and mediate their actions in adoption. Application: This framework indicates that adoption outcomes for disabled children can only be understood within wider social processes, which can affect not only individual adoptions themselves, but also the practice of adoption generally. This has implications for both research and practice, for if, on the one hand, it provides a more comprehensive framework for the conduct of research, and it also potentially enables practice to be informed by wider considerations other than those occurring in the immediate context of the adoption.
en
Sage
http://jsw.sagepub.com/cgi/doi/10.1177/1468017313478901
Archived with thanks to Journal of Social Work
social work
adoption
disability
children
children and families
family placement
family
L500 Social Work
A framework for the analysis of the social processes in the adoption of disabled children
ArticleSummary: There is a dearth of literature on the adoption of disabled children within the UK, and that which has been published is somewhat dated and often characterised by largely empiricist approach, which is perhaps surprising in view of the fact that the study of adult disability has benefited so greatly from an understanding of the social processes involved. Cousins (2009), for example, has suggested that disabled children are profoundly disadvantaged in the adoption process by the negativity associated with the social construction of disability.
Findings: This article seeks to develop a framework that provides a theoretically informed and multidimensional approach to the understanding of the adoption of disabled children. It does so by drawing on Layder's delineation of different levels of analysis. This entails examining wider macro features that influence adoption processes, right through to the micro interactions between adopters and adoption agencies. The article also applies Bourdieu's concept of the habitus to assist in our understanding of how individual agents internalise the messages around them, which can influence and mediate their actions in adoption.
Application: This framework indicates that adoption outcomes for disabled children can only be understood within wider social processes, which can affect not only individual adoptions themselves, but also the practice of adoption generally. This has implications for both research and practice, for if, on the one hand, it provides a more comprehensive framework for the conduct of research, and it also potentially enables practice to be informed by wider considerations other than those occurring in the immediate context of the adoption.oai:uobrep.openrepository.com:10547/6008602016-03-08T11:27:59Zcom_10547_132194col_10547_132218
Dhaliwal, Sukhwant
2016-03-08T11:27:59Z
2016-03-08T11:27:59Z
2014-11
Dhaliwal, S (2014) 'Women against fundamentalism: 25 years of anti-racist, anti-fundamentalist feminism' 2014, 108 (1):81 Feminist Review
0141-7789
1466-4380
10.1057/fr.2014.28
http://hdl.handle.net/10547/600860
Feminist Review
en
Palgrave MacMillan
http://www.palgrave-journals.com/doifinder/10.1057/fr.2014.28
Archived with thanks to Feminist Review
feminism
fundamentalism
Salman Rushdie
Women Against Fundamentalism
fatwa
L350 Religion in Society
Women against fundamentalism: 25 years of anti-racist, anti-fundamentalist feminism
Article
oai:uobrep.openrepository.com:10547/6008812020-04-23T07:33:36Zcom_10547_132194col_10547_132218
Domakin, Alison
2016-03-08T11:33:58Z
2016-03-08T11:33:58Z
2015-04
Domakin, A. (2015) 'The Importance of Practice Learning in Social Work: Do We Practice What We Preach?' Social Work Education 34 (4):399
0261-5479
1470-1227
10.1080/02615479.2015.1026251
http://hdl.handle.net/10547/600881
Social Work Education
This paper reports on themes identified from focus group discussions with practice educators, in which they articulated concerns about factors that limited their work with students on placement. Four key themes are identified from analysis of the data: (1) The absence of workload relief for agency based practice educators; (2) A lack of knowledge about the academic curriculum in qualifying social work programmes; (3) A sense of isolation from universities placing students with them; (4) Concerns about the quality of practice learning experiences they could provide to students. Expressions of guilt and anxiety were a prominent feature of the focus group discussions. Almost all the practice educators felt that their work in this role was not good enough. They were concerned about standards and missed opportunities to work developmentally with students who may be at risk of failing, or conversely to stimulate those who were more able. The findings suggest that universities should consider whether practice educators are sufficiently connected with other parts of the social work education system to fulfil their role.
en
Taylor & Francis
http://www.tandfonline.com/doi/full/10.1080/02615479.2015.1026251
Archived with thanks to Social Work Education
practice educator
university
workload relief
knowledge of curriculum
isolation
social work
social work education
L500 Social Work
The importance of practice learning in social work: do we practice what we preach?
ArticleThis paper reports on themes identified from focus group discussions with practice educators, in which they articulated concerns about factors that limited their work with students on placement. Four key themes are identified from analysis of the data: (1) The absence of workload relief for agency based practice educators; (2) A lack of knowledge about the academic curriculum in qualifying social work programmes; (3) A sense of isolation from universities placing students with them; (4) Concerns about the quality of practice learning experiences they could provide to students. Expressions of guilt and anxiety were a prominent feature of the focus group discussions. Almost all the practice educators felt that their work in this role was not good enough. They were concerned about standards and missed opportunities to work developmentally with students who may be at risk of failing, or conversely to stimulate those who were more able. The findings suggest that universities should consider whether practice educators are sufficiently connected with other parts of the social work education system to fulfil their role.oai:uobrep.openrepository.com:10547/6008802020-04-23T07:33:44Zcom_10547_132194col_10547_132218
Dhaliwal, Sukhwant
D'Arcy, Kate
Thomas, Roma
University of Bedfordshire
2016-03-08T11:30:29Z
2016-03-08T11:30:29Z
2015-01-12
Dhaliwal, S., D'Arcy, K. & Thomas, R. (2015) 'Community awareness raising on child sexual exploitation: possibilities and problems' Safer Communities 14 (1):4
1757-8043
10.1108/SC-03-2015-0010
http://hdl.handle.net/10547/600880
Safer Communities
Purpose – A number of reports on child sexual exploitation (CSE) have pointed to the importance of community awareness raising as a preventative measure, a means of extending the reach of CSE services and widening the scope of social responsibility to protect children. However, little has been said about how to undertake such activities; how to do this well and the potential pitfalls to avoid. The purpose of this paper is to draw out critical questions about the notion of community and highlight what can be learnt from historical debates about multiculturalist practice. While the paper does not focus solely on ethnic minority communities, the authors do take stock of pertinent points from that literature in relation to issues of engagement, power and representation and applicable learning for awareness raising around CSE. In the second half of the paper, the authors consider the issue of awareness raising within communities. The authors draw on the limited literature on community awareness raising in CSE, contextualising this with reference to relevant learning from other pertinent bodies of work, to reflect on implications for practice. Design/methodology/approach – This is a conceptual paper based on a review of various bodies of literature. The first half reviews the literature about community, community engagement, and multiculturalism as policy and practice. The second half draws evidence from the literature on forms of awareness raising on CSE and other sensitive social issues to discuss implications for practice arising from the authors’ reflections on the literature. Findings – The review produces three key findings. First, the need to transfer historic insights into the limits of “community” and multiculturalism and apply these to the emergent field of CSE. Second, despite theoretical distinctions between “community” and “society”, evidence from the literature suggests that the term “community” is being applied more generally to refer to a wide range of events and practices. Third, the authors conclude with some points about what may work well for CSE professionals developing work in this field; that is, clear aims and objectives, nuanced approaches and targeted messages. Research limitations/implications – This is an under-researched area where there are currently no published evaluations of community awareness raising interventions for CSE. Effective evidence-based strategies for engaging communities are urgently needed for CSE prevention work to be extended in positive ways which protect those affected. Originality/value – This paper is original in drawing insights from historical debates about multiculturalist practice to inform thinking on community awareness raising on CSE. It makes a valuable contribution by bringing together insights from a number of distinct bodies of literature in ways which can inform practice.
en
Emerald
http://www.emeraldinsight.com/doi/abs/10.1108/SC-03-2015-0010
Archived with thanks to Safer Communities
multiculturalism
community
children
child sexual exploitation
prevention
sexual exploitation
young people
L500 Social Work
Community awareness raising on child sexual exploitation: possibilities and problems
ArticlePurpose
– A number of reports on child sexual exploitation (CSE) have pointed to the importance of community awareness raising as a preventative measure, a means of extending the reach of CSE services and widening the scope of social responsibility to protect children. However, little has been said about how to undertake such activities; how to do this well and the potential pitfalls to avoid. The purpose of this paper is to draw out critical questions about the notion of community and highlight what can be learnt from historical debates about multiculturalist practice. While the paper does not focus solely on ethnic minority communities, the authors do take stock of pertinent points from that literature in relation to issues of engagement, power and representation and applicable learning for awareness raising around CSE. In the second half of the paper, the authors consider the issue of awareness raising within communities. The authors draw on the limited literature on community awareness raising in CSE, contextualising this with reference to relevant learning from other pertinent bodies of work, to reflect on implications for practice.
Design/methodology/approach
– This is a conceptual paper based on a review of various bodies of literature. The first half reviews the literature about community, community engagement, and multiculturalism as policy and practice. The second half draws evidence from the literature on forms of awareness raising on CSE and other sensitive social issues to discuss implications for practice arising from the authors’ reflections on the literature.
Findings
– The review produces three key findings. First, the need to transfer historic insights into the limits of “community” and multiculturalism and apply these to the emergent field of CSE. Second, despite theoretical distinctions between “community” and “society”, evidence from the literature suggests that the term “community” is being applied more generally to refer to a wide range of events and practices. Third, the authors conclude with some points about what may work well for CSE professionals developing work in this field; that is, clear aims and objectives, nuanced approaches and targeted messages.
Research limitations/implications
– This is an under-researched area where there are currently no published evaluations of community awareness raising interventions for CSE. Effective evidence-based strategies for engaging communities are urgently needed for CSE prevention work to be extended in positive ways which protect those affected.
Originality/value
– This paper is original in drawing insights from historical debates about multiculturalist practice to inform thinking on community awareness raising on CSE. It makes a valuable contribution by bringing together insights from a number of distinct bodies of literature in ways which can inform practice.oai:uobrep.openrepository.com:10547/6009142019-10-14T14:42:29Zcom_10547_132194col_10547_132218
D'Arcy, Kate
2016-03-08T14:08:48Z
2016-03-08T14:08:48Z
2014-06
D’Arcy, Kate (2014) 'Travellers and Home Education: Safe Spaces and Inequality', London: Trentham Books
9781858565545
http://hdl.handle.net/10547/600914
en
Trentham Books
https://www.ucl-ioe-press.com/books/social-justice-equality-and-human-rights/why-gypsies-and-other-travellers-home-educate/
travellers
home education
Travellers and home education: safe spaces and inequality
Book
oai:uobrep.openrepository.com:10547/6010902017-03-03T16:45:09Zcom_10547_132194col_10547_132218
Dhaliwal, Sukhwant
Yuval-Davis, Nira
2016-03-10T11:25:54Z
2016-03-10T11:25:54Z
2015
Dhaliwal, S., & Yuval Davis, N. (2015). 'Women Against Fundamentalism: stories of dissent and solidarity'. London: Lawrence and Wishart
9781909831025
http://hdl.handle.net/10547/601090
en
Lawrence and Wishart
Women Against Fundamentalism
Women Against Fundamentalism: stories of dissent and solidarity
Book
oai:uobrep.openrepository.com:10547/6008612020-12-11T13:04:53Zcom_10547_132194col_10547_132218
Kohli, Ravi K.S.
2016-03-08T12:23:28Z
2016-03-08T12:23:28Z
2014
Kohli, R. K. S. (2014) 'Protecting Asylum Seeking Children on the Move' Revue Européenne Des Migrations Internationales, 30 (1) 83–104.
1777-5418
10.4000/remi.6768
http://hdl.handle.net/10547/600861
Revue Européenne Des Migrations Internationales
This paper considers the ways that children seeking asylum can be assisted to make sense of movement in their lives as forced migrants, and to find a sense of “home” in a foreign country after arrival, even if their stay in that country is temporary. It explores the proposition that movement happens in three dimensions – as geographical displacement, as the passage of time, and as psychological and maturational change. While acknowledging the utility of using the 1951 Refugee Convention as a defence against children’s persecution, the paper suggests that the 1989 UN Convention on the Rights of the Child offers a wider framework for considering asylum seeking children’s life-long well-being. Within the UNCRC’s design, an example of a Guardianship service in Scotland is used to track movement across three domains of practice – when processing an asylum claim, providing welfare, and regenerating social networks. The paper considers that offering protection is not just a shield against persecution, but also an embrace that makes children feel “at home”.
en
Université de Poitiers
http://remi.revues.org/6768?lang=en
child protection
asylum seeking children
guardianship
UNCRC
L500 Social Work
Protecting asylum seeking children on the move
ArticleThis paper considers the ways that children seeking asylum can be assisted to make sense of movement in their lives as forced migrants, and to find a sense of “home” in a foreign country after arrival, even if their stay in that country is temporary. It explores the proposition that movement happens in three dimensions – as geographical displacement, as the passage of time, and as psychological and maturational change. While acknowledging the utility of using the 1951 Refugee Convention as a defence against children’s persecution, the paper suggests that the 1989 UN Convention on the Rights of the Child offers a wider framework for considering asylum seeking children’s life-long well-being. Within the UNCRC’s design, an example of a Guardianship service in Scotland is used to track movement across three domains of practice – when processing an asylum claim, providing welfare, and regenerating social networks. The paper considers that offering protection is not just a shield against persecution, but also an embrace that makes children feel “at home”.oai:uobrep.openrepository.com:10547/6008862020-04-23T07:33:36Zcom_10547_132194col_10547_132218
Manders, Gary
Galvani, Sarah
2016-03-08T12:26:40Z
2016-03-08T12:26:40Z
2014-11-19
Manders, G., & Galvani, S. (2014) 'Learning from the Research Process: Discussing Sensitive Topics as a Cultural Outsider' Social Work Education 34 (2):199
0261-5479
1470-1227
10.1080/02615479.2014.977630
http://hdl.handle.net/10547/600886
Social Work Education
This paper explores the sensitivities and cultural complexities of engaging in research about substance use with a Sikh Punjabi community in England, from the perspective of cultural outsiders. The objective of the research was to explore the feasibility of developing a Community Alcohol Support Package (CASP) within the community, where existing alcohol service provision was felt to be limited, using ethnographic research methods. Tensions between a strict religious prohibition against drinking and a cultural acceptance of a heavy drinking culture created the conditions for the research and its particular challenges. This paper reports on the process of conducting the research and the transferable lessons for social work teaching and practice. Two key methodological challenges are highlighted together with reflections on how they were addressed: first, the problem of engagement and negotiating access to the community in focus; second, the challenge for outsiders of tuning into the socio-political context of the community and the power dynamics within it. Overcoming these challenges required high levels of sensitivity to the concerns of the community, while maintaining research integrity, and demonstrable openness and honesty in the course of developing research relationships. The lessons for social work education and practice are discussed.
Aquarius Action Projects for funding the research
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/02615479.2014.977630
Archived with thanks to Social Work Education
Punjabi
Sikh
alcohol
cultural competence
engagement
service provision
substance use
outsider
L310 Applied Sociology
Community Alcohol Support Package
Learning from the research process: discussing sensitive topics as a cultural outsider
ArticleThis paper explores the sensitivities and cultural complexities of engaging in research about substance use with a Sikh Punjabi community in England, from the perspective of cultural outsiders. The objective of the research was to explore the feasibility of developing a Community Alcohol Support Package (CASP) within the community, where existing alcohol service provision was felt to be limited, using ethnographic research methods. Tensions between a strict religious prohibition against drinking and a cultural acceptance of a heavy drinking culture created the conditions for the research and its particular challenges. This paper reports on the process of conducting the research and the transferable lessons for social work teaching and practice. Two key methodological challenges are highlighted together with reflections on how they were addressed: first, the problem of engagement and negotiating access to the community in focus; second, the challenge for outsiders of tuning into the socio-political context of the community and the power dynamics within it. Overcoming these challenges required high levels of sensitivity to the concerns of the community, while maintaining research integrity, and demonstrable openness and honesty in the course of developing research relationships. The lessons for social work education and practice are discussed.oai:uobrep.openrepository.com:10547/6011182020-04-23T07:37:32Zcom_10547_132194col_10547_132218
Randall-James, James
Wadd, Sarah
Edwards, Kim
Thake, Anna
2016-03-10T12:37:48Z
2016-03-10T12:37:48Z
2014-12
Randall-James, J, Wadd, S., Edwards, K., Thake, A.(2014) 'Alcohol Screening in People With Cognitive Impairment: An Exploratory Study'. Journal of Dual Diagnosis, 11 (1) pp65-74.
1550-4263
1550-4271
25436900
10.1080/15504263.2014.992095
http://hdl.handle.net/10547/601118
Journal of Dual Diagnosis
Objective: Alcohol misuse can coexist with and/or contribute to the development of cognitive impairment in the older adult population but continues to be underestimated and undetected in older people. This study aimed to examine the feasibility and acceptability of routine screening for alcohol misuse in a small sample of older people with cognitive impairment receiving services in memory clinics. Methods: This study employed a qualitative and exploratory design, using a convenience sample of individuals attending a memory clinic in England. Ten service users older than 65 with a diagnosis of cognitive impairment (i.e., mild cognitive impairment or dementia) took part in the study. Individuals who met inclusion criteria were invited to take part in an hour-long interview, which included the interviewer administering the alcohol screening tools. Interview transcripts were analyzed using thematic analysis. Results: Participants were able to engage with the screening tools and could, with assistance, complete them in a collaborative and timely manner without distress. All participants reported that these tools were acceptable as part of the clinic assessment. Administering the screening tools was not time-consuming or difficult, making their use feasible within the memory clinic setting. While there were some challenges (e.g., arithmetic, recall, language problems), these challenges could be overcome with the aid of the person administering the screening tool using standardized techniques for assessment administration. Conclusions: Routine screening for alcohol misuse in older people with cognitive impairment receiving services in memory clinics is feasible and acceptable. The process of completing alcohol screening tools with older adults receiving services at memory clinics may increase awareness of the potential impact of alcohol on cognitive functioning and provide practitioners with an opportunity to educate service users about the ways that their drinking is affecting their memory. Several techniques to facilitate completion of screening tools were identified. Future research should evaluate the reliability and validity of alcohol screening tools with older people through corroborating screening results with other assessment methods.
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/15504263.2014.992095
Archived with thanks to Journal of Dual Diagnosis
alcohol misuse
older adults
cognitive impairment
alcohol screening
dual diagnosis
dementia
MCI
SBIRT
L510 Health & Welfare
Alcohol screening in people with cognitive impairment: an exploratory study
ArticleObjective: Alcohol misuse can coexist with and/or contribute to the development of cognitive impairment in the older adult population but continues to be underestimated and undetected in older people. This study aimed to examine the feasibility and acceptability of routine screening for alcohol misuse in a small sample of older people with cognitive impairment receiving services in memory clinics. Methods: This study employed a qualitative and exploratory design, using a convenience sample of individuals attending a memory clinic in England. Ten service users older than 65 with a diagnosis of cognitive impairment (i.e., mild cognitive impairment or dementia) took part in the study. Individuals who met inclusion criteria were invited to take part in an hour-long interview, which included the interviewer administering the alcohol screening tools. Interview transcripts were analyzed using thematic analysis. Results: Participants were able to engage with the screening tools and could, with assistance, complete them in a collaborative and timely manner without distress. All participants reported that these tools were acceptable as part of the clinic assessment. Administering the screening tools was not time-consuming or difficult, making their use feasible within the memory clinic setting. While there were some challenges (e.g., arithmetic, recall, language problems), these challenges could be overcome with the aid of the person administering the screening tool using standardized techniques for assessment administration. Conclusions: Routine screening for alcohol misuse in older people with cognitive impairment receiving services in memory clinics is feasible and acceptable. The process of completing alcohol screening tools with older adults receiving services at memory clinics may increase awareness of the potential impact of alcohol on cognitive functioning and provide practitioners with an opportunity to educate service users about the ways that their drinking is affecting their memory. Several techniques to facilitate completion of screening tools were identified. Future research should evaluate the reliability and validity of alcohol screening tools with older people through corroborating screening results with other assessment methods.oai:uobrep.openrepository.com:10547/6008722020-04-23T07:33:36Zcom_10547_132194col_10547_132218
Cosis-Brown, Helen
Sebba, Judy
Luke, Nikki
2016-03-08T14:03:46Z
2016-03-08T14:03:46Z
2014-09
Brown, H.C., Sebba, J., & Luke, N. (2014) 'The role of the supervising social worker in foster care: an international literature review'. Rees Centre, University of Oxford.
9780992907105
9780992907112
http://hdl.handle.net/10547/600872
Research report - an international literature review published by Rees Centre for Research in Fostering and Education, University of Oxford
Foster carers play a central role in providing family based care for foster children. Enabling, developing, and supporting foster carers to care for foster children in a way that provides security, stability, love and a strong sense of identity and belonging involves foster carers themselves being professionally supported, both emotionally and practically. This literature review focuses on ‘social work support’, and more particularly the role of the supervising social worker in providing that support and supervision. The discrete role of what we are refer to for the purposes of this literature review as the ‘supervising social worker’ (known by many others terms across the world), to provide supervision and support to foster carers, is a relatively recent development. Alongside the professionalisation of foster care, there have been changing views of the relationships and duties of supervising social workers and the introduction of criteria for supervision and inspection of fostering services. The expectations of the supervising social work role are set out in Standard 21 of the Fostering Services: National Minimum Standards in England (Department for Education, 2011). The supervising social worker acts as the conduit between the fostering household and the fostering service, and is distinct from the role of the foster child’s social worker. The role of the supervisory social worker is complex since it encompasses both the support and supervisory aspects of work done with the foster carer. For example, if a child protection matter is raised by a foster child’s social worker, then the supervisory nature of the relationship between the foster carer and their supervising social worker becomes more prominent whereas when a foster carer experiences a family bereavement, the support relationship may take over. Foster carers report consistently that this relationship is very important to them and it has been shown to be a factor in the recruitment (in terms of the beliefs of potential carers about what support will be available) and retention of carers (Sebba, 2012). It is therefore of interest that the supervising social worker role has attracted little research or scholarly attention, perhaps because of the lack of well-developed models of supervising social work. This review of the international research addresses the topic of the role of the supervising social worker. Foster care is considered in its broadest terms, including family and friends (kinship) foster care. The review was undertaken in order to consider the following three questions: What do supervising social workers do, and what are the components of supervision and support they offer foster carers? What contributes to effective supervision by social workers of foster carers? Does the quality and/or quantity of support and supervision offered to foster carers by supervising social workers impact on: outcomes for foster children; stability of placements; retention of foster carers? Electronic databases and websites were used to identify 22 studies (24 related papers) from the UK, US, Canada and Australia. Comparisons across countries are subject to limitations of different cultures and services. Studies identified for the review were published since 1996 and were all in English. Fourteen of the 22 studies focused exclusively on foster carers’ perceptions, the others focusing on social workers, caseworkers, foster family resource workers, fostering service managers and in one study young people, usually in addition to foster carers. The studies used a range of methodologies from in-depth interviews and focus groups to larger scale surveys using questionnaires. Study samples ranged from 7 to nearly 2000 with only five studies reporting on data from samples of fewer than 30 participants. No studies were identified in the review that included interventions subjected to evaluation using comparison or control groups. Most studies adopted a retrospective design.
en
University of Oxford
http://reescentre.education.ox.ac.uk/wordpress/wp-content/uploads/2014/09/ROLE-OF-THE-SUPERVISING-SOCIAL-WORKER21_08_14-FINAL.pdf
L500 Social Work
social work
social workers
foster care
fostering
The role of the supervising social worker in foster care: an international literature review
OtherFoster carers play a central role in providing family based care for foster children. Enabling, developing, and supporting foster carers to care for foster children in a way that provides security, stability, love and a strong sense of identity and belonging involves foster carers themselves being professionally supported, both emotionally and practically. This literature review focuses on ‘social work support’, and more particularly the role of the supervising social worker in providing that support and supervision. The discrete role of what we are refer to for the purposes of this literature review as the ‘supervising social worker’ (known by many others terms across the world), to provide supervision and support to foster carers, is a relatively recent development. Alongside the professionalisation of foster care, there have been changing views of the relationships and duties of supervising social workers and the introduction of criteria for supervision and inspection of fostering services. The expectations of the supervising social work role are set out in Standard 21 of the Fostering Services: National Minimum Standards in England (Department for Education, 2011). The supervising social worker acts as the conduit between the fostering household and the fostering service, and is distinct from the role of the foster child’s social worker. The role of the supervisory social worker is complex since it encompasses both the support and supervisory aspects of work done with the foster carer. For example, if a child protection matter is raised by a foster child’s social worker, then the supervisory nature of the relationship between the foster carer and their supervising social worker becomes more prominent whereas when a foster carer experiences a family bereavement, the support relationship may take over. Foster carers report consistently that this relationship is very important to them and it has been shown to be a factor in the recruitment (in terms of the beliefs of potential carers about what support will be available) and retention of carers (Sebba, 2012). It is therefore of interest that the supervising social worker role has attracted little research or scholarly attention, perhaps because of the lack of well-developed models of supervising social work. This review of the international research addresses the topic of the role of the supervising social worker. Foster care is considered in its broadest terms, including family and friends (kinship) foster care. The review was undertaken in order to consider the following three questions: What do supervising social workers do, and what are the components of supervision and support they offer foster carers? What contributes to effective supervision by social workers of foster carers? Does the quality and/or quantity of support and supervision offered to foster carers by supervising social workers impact on: outcomes for foster children; stability of placements; retention of foster carers? Electronic databases and websites were used to identify 22 studies (24 related papers) from the UK, US, Canada and Australia. Comparisons across countries are subject to limitations of different cultures and services. Studies identified for the review were published since 1996 and were all in English. Fourteen of the 22 studies focused exclusively on foster carers’ perceptions, the others focusing on social workers, caseworkers, foster family resource workers, fostering service managers and in one study young people, usually in addition to foster carers. The studies used a range of methodologies from in-depth interviews and focus groups to larger scale surveys using questionnaires. Study samples ranged from 7 to nearly 2000 with only five studies reporting on data from samples of fewer than 30 participants. No studies were identified in the review that included interventions subjected to evaluation using comparison or control groups. Most studies adopted a retrospective design.oai:uobrep.openrepository.com:10547/6009052020-04-23T07:33:36Zcom_10547_132194col_10547_132218
Cosis-Brown, Helen
Sebba, Judy
Luke, Nikki
2016-03-08T14:07:33Z
2016-03-08T14:07:33Z
2015-02
Cosis-Brown, H., Sebba, J., Luke, N. (2015) 'The recruitment, assessment, support and supervision of lesbian, gay, bisexual and transgender foster carers: An international literature review' Oxford: The Rees Centre, Oxford University.
9780992907167
9780992907174
http://hdl.handle.net/10547/600905
International literature review published by Rees Centre, University of Oxford
Electronic databases and websites covering the international literature were used to identify 20 published papers (covering 19 studies). Those identified were from the UK, USA and Australia. Comparisons across countries are subject to limitations of different cultures and services. Most of the research exclusively about LGBT foster care, rather than research that merges fostering and adoption, has developed in Australia where, in contrast to the USA and UK, adoption is rarely the chosen option for permanence for children in public care. Studies identified for the review were published since 1996 and were all written in English. Most of the studies focused exclusively on the perceptions of established foster carers’, less often on perceptions of social workers and one included young people’s perceptions. The studies used a range of methodologies from in-depth interviews and focus groups to larger scale surveys using questionnaires. Study samples ranged from 1 to nearly 400. No studies were identified in the review that included interventions subjected to evaluation using comparison or control groups. Most studies adopted a retrospective design, seeking the perspectives of established carers.
en
University of Oxford
http://reescentre.education.ox.ac.uk/wordpress/wp-content/uploads/2015/02/ReesCentreReview_LGBTfostercarers.pdf
L500 Social Work
foster care
foster carers
fostering
LGBT
lesbians
gay men
bisexual
transgender
The recruitment, assessment, support and supervision of lesbian, gay, bisexual and transgender foster carers: an international literature review
OtherElectronic databases and websites covering the international literature were used to identify 20 published papers (covering 19 studies). Those identified were from the UK, USA and Australia. Comparisons across countries are subject to limitations of different cultures and services. Most of the research exclusively about LGBT foster care, rather than research that merges fostering and adoption, has developed in Australia where, in contrast to the USA and UK, adoption is rarely the chosen option for permanence for children in public care. Studies identified for the review were published since 1996 and were all written in English. Most of the studies focused exclusively on the perceptions of established foster carers’, less often on perceptions of social workers and one included young people’s perceptions. The studies used a range of methodologies from in-depth interviews and focus groups to larger scale surveys using questionnaires. Study samples ranged from 1 to nearly 400. No studies were identified in the review that included interventions subjected to evaluation using comparison or control groups. Most studies adopted a retrospective design, seeking the perspectives of established carers.oai:uobrep.openrepository.com:10547/6008962020-04-23T07:33:36Zcom_10547_132194col_10547_132218
Dance, Cherilyn
University of Bedfordshire
2016-03-08T13:49:14Z
2016-03-08T13:49:14Z
2015-03
Dance, Cherilyn (2015) 'Finding the right match: a survey of approved adopters’ experiences of agency support in the linking and matching process': Report to AdoptionLink, Luton, University of Bedfordshire.
http://hdl.handle.net/10547/600896
This research study was commissioned by Adoption Link to explore approved adopters’ experiences of agency support in their search for a child or children who they felt able to parent. The impetus for the research came from Adoption Link’s awareness, as a result of contact with their users and posts on various adoption forums, of some level of dissatisfaction with the ways in which processes for linking and matching were operating for approved adopters. By way of setting the scene for the study findings, this introduction looks briefly at the policy background as it relates to linking and matching in adoption; the current situation, particularly in England, regarding the numbers and profiles of waiting children and approved adopters; provision of adoption agency services and how links and matches are achieved. It is important to note that much of what is covered in this introductory section applies to England only. While there is some shared legislation across the four countries of the UK , each implements elements of distinct legislation and policy in relation to looked after children and adoption and up to date statistics for Northern Ireland, Scotland and Wales are rather difficult to come by. Although the policy context in different parts of the UK might be distinct, adoption practice in relation to children in care is similar. The focus here on England is in part pragmatic – because information about the situation in England is easily available and in the public domain –it also reflects the fact that the majority of responses to the survey reported were from adopters in England and space precludes a detailed discussion of the similarities and differences between countries.
Adoption Link
en
University of Bedfordshire
https://www.linkmaker.co.uk/doc/finding_the_right_match_full.pdf
L500 Social Work
adoption
matching
Adoption Link
children
Finding the right match: a survey of approved adopters’ experiences of agency support in the linking and matching process
OtherThis research study was commissioned by Adoption Link to explore approved adopters’ experiences of agency support in their search for a child or children who they felt able to parent. The impetus for the research came from Adoption Link’s awareness, as a result of contact with their users and posts on various adoption forums, of some level of dissatisfaction with the ways in which processes for linking and matching were operating for approved adopters. By way of setting the scene for the study findings, this introduction looks briefly at the policy background as it relates to linking and matching in adoption; the current situation, particularly in England, regarding the numbers and profiles of waiting children and approved adopters; provision of adoption agency services and how links and matches are achieved. It is important to note that much of what is covered in this introductory section applies to England only. While there is some shared legislation across the four countries of the UK , each implements elements of distinct legislation and policy in relation to looked after children and adoption and up to date statistics for Northern Ireland, Scotland and Wales are rather difficult to come by. Although the policy context in different parts of the UK might be distinct, adoption practice in relation to children in care is similar. The focus here on England is in part pragmatic – because information about the situation in England is easily available and in the public domain –it also reflects the fact that the majority of responses to the survey reported were from adopters in England and space precludes a detailed discussion of the similarities and differences between countries.oai:uobrep.openrepository.com:10547/6011352020-04-23T07:37:31Zcom_10547_132194col_10547_132218
Thake, Anna
Wadd, Sarah
Edwards, Kim
Randall-James, James
University of Hertfordshire
University of Bedfordshire
South Essex Partnership NHS Foundation Trust
Bedford CMHT for Older People
2016-03-10T12:49:44Z
2016-03-10T12:49:44Z
2015-05-18
Thake, A., Wadd, S., Edwards, K., Randall-James, J (2015) 'Identifying and responding to alcohol misuse in memory clinics: current practice, barriers and facilitators'. Advances in Dual Diagnosis 8 (2) pp65-77
1757-0972
10.1108/ADD-09-2014-0031
http://hdl.handle.net/10547/601135
Advances in Dual Diagnosis
Purpose – The purpose of this paper is to explore current practice, barriers and facilitators to identifying and responding to alcohol problems in memory clinics. Design/methodology/approach – A questionnaire sent to professionals in 55 memory clinics in England, Wales and the Isle of Wight and two focus groups with professionals from three memory clinics in England. Findings – Only 1/35 clinics that responded to the questionnaire was using a standardised alcohol screening tool but all attempted to gain some information about alcohol use. Without screening tools, practitioners found it difficult to determine whether alcohol use was problematic. Barriers to identification/intervention included cognitive impairment, service-user being “on guard” during assessment, presence of family members/carers, time constraints and a perception that brief interventions were not within the remit of memory clinics. Facilitators were obtaining visual clues of problem drinking during home visits and collateral information from family members/carers. Research limitations/implications – Focus group participants were recruited through convenience sampling and a small number of professionals took part. This means that the findings may be subject to selection bias and limits the generalisability of the findings. Practical implications – Memory clinics should provide guidance and training for practitioners on how to intervene and respond to alcohol misuse. Further research is required to determine the most effective way to identify alcohol problems in people with cognitive impairment and how to deliver brief alcohol interventions that take account of cognitive deficits. Originality/value – This is the first study to examine alcohol screening and interventions in memory clinics and identifies a need for guidance, training and further research.
en
Emerald
http://www.emeraldinsight.com/doi/abs/10.1108/ADD-09-2014-0031
Archived with thanks to Advances in Dual Diagnosis
alcohol
assessment
memory
cognitive impairment
screening
L510 Health & Welfare
alcohol misuse
Identifying and responding to alcohol misuse in memory clinics: current practice, barriers and facilitators
ArticlePurpose
– The purpose of this paper is to explore current practice, barriers and facilitators to identifying and responding to alcohol problems in memory clinics.
Design/methodology/approach
– A questionnaire sent to professionals in 55 memory clinics in England, Wales and the Isle of Wight and two focus groups with professionals from three memory clinics in England.
Findings
– Only 1/35 clinics that responded to the questionnaire was using a standardised alcohol screening tool but all attempted to gain some information about alcohol use. Without screening tools, practitioners found it difficult to determine whether alcohol use was problematic. Barriers to identification/intervention included cognitive impairment, service-user being “on guard” during assessment, presence of family members/carers, time constraints and a perception that brief interventions were not within the remit of memory clinics. Facilitators were obtaining visual clues of problem drinking during home visits and collateral information from family members/carers.
Research limitations/implications
– Focus group participants were recruited through convenience sampling and a small number of professionals took part. This means that the findings may be subject to selection bias and limits the generalisability of the findings.
Practical implications
– Memory clinics should provide guidance and training for practitioners on how to intervene and respond to alcohol misuse. Further research is required to determine the most effective way to identify alcohol problems in people with cognitive impairment and how to deliver brief alcohol interventions that take account of cognitive deficits.
Originality/value
– This is the first study to examine alcohol screening and interventions in memory clinics and identifies a need for guidance, training and further research.