Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development

Programmes for sexual violence prevention have focussed historically on university, school or college students rather than staff working at these institutions. The Universities Supporting Victims of Sexual Violence project (USVreact), co-funded by the European Commission, worked across universities in Europe to address this gap in the provision and knowledge of programmes aimed at staff. Each institutional partner in the project designed a programme to enable staff to respond appropriately to disclosures of sexual violence. This paper focuses on one UK university to explore the use of and reception to education principles and feminist pedagogy with staff from across the institution. These diverse pedagogical approaches were significant to the design of the university’s innovative programme. The findings demonstrate the importance of a process of sexual violence pedagogy, as opposed to training, and highlight its positive implications for the whole university community

GAP WORK project report: training for youth practitioners on tackling gender-related violence

This project sought to challenge gender-related violence against (and by) children and young people by developing training for practitioners who have everyday contact with general populations of children and young people (‘youth practitioners’). Through improved knowledge and understanding practitioners can better identify and challenge sexist, sexualising, homophobic or controlling language and behaviour, and know when and how to refer children and young people to the most appropriate support services. This summary outlines the Project and our initial findings about the success of the four training programmes developed and piloted.Co-funded by the DAPHNE III programme of the EU

Children's experiences of food poverty in Portugal: Findings from a mixed‐method case study approach

While observers acknowledge that the 2007–2008 crisis increased food insecurity, few studies considered how being food poor affects children's daily lives. In this paper, I discuss how children from low‐income families in Portugal experience food and deal with food scarcity. I draw on data from a larger European study, which employed a case study approach with a combination of semi‐structured interviews and photo‐elicitation. Children's accounts reveal how food poverty is embedded in their lives, affecting the quality and quantity of food, reducing opportunities to socialize with kin and friends and creating emotional stress. Visual methods added depth to our understanding.info:eu-repo/semantics/publishedVersio

Mixed methods, materialism and the micropolitics of the research-assemblage

We assess the potential for mixing social research methods, based upon a materialist and micropolitical analysis of the research-assemblage and of what individual research techniques and methods do in practice. Applying a DeleuzoGuattarian toolkit of assemblages, affects and capacities, we document what happens when research methods and techniques interact with the events they wish to study. Micropolitically, many of these techniques and methods have unintended effects of specifying and aggregating events, with the consequently that the knowledge produced by social inquiry is invested with these specifications and aggregations. We argue that rather than abandoning these social research tools, we may use the micropolitical analysis to assess precisely how each method affects knowledge production, and engineer the research designs we use accordingly. This forms the justification for mixing methods that are highly aggregative or specifying with those that are less so, effectively rehabilitating methods that have often been rejected by social researchers, including surveys and experiments

Care homes’ use of medicines study: prevalence, causes and potential harm of medication errors in care homes for older people

Introduction: Care home residents are at particular risk from medication errors, and our objective was to determine the prevalence and potential harm of prescribing, monitoring, dispensing and administration errors in UK care homes, and to identify their causes. Methods: A prospective study of a random sample of residents within a purposive sample of homes in three areas. Errors were identified by patient interview, note review, observation of practice and examination of dispensed items. Causes were understood by observation and from theoretically framed interviews with home staff, doctors and pharmacists. Potential harm from errors was assessed by expert judgement. Results: The 256 residents recruited in 55 homes were taking a mean of 8.0 medicines. One hundred and seventy-eight (69.5%) of residents had one or more errors. The mean number per resident was 1.9 errors. The mean potential harm from prescribing, monitoring, administration and dispensing errors was 2.6, 3.7, 2.1 and 2.0 (0 = no harm, 10 = death), respectively. Contributing factors from the 89 interviews included doctors who were not accessible, did not know the residents and lacked information in homes when prescribing; home staff’s high workload, lack of medicines training and drug round interruptions; lack of team work among home, practice and pharmacy; inefficient ordering systems; inaccurate medicine records and prevalence of verbal communication; and difficult to fill (and check) medication administration systems. Conclusions: That two thirds of residents were exposed to one or more medication errors is of concern. The will to improve exists, but there is a lack of overall responsibility. Action is required from all concerned

Transitioning from child to adult: safeguarding practice for young people who have experienced child sexual exploitation: systematic review

Child Sexual Exploitation is a pressing issue of social injustice about which professional learning is urgently needed. It is now recognised that sexual exploitation can continue beyond the age of 18 and that its impact can stay with young people well after they turn 18. Many welfare services are organised in response to the perceived needs of either children or adults, and this can mean that the needs of young people of a ‘transitional’ age fall between the two. It is timely to draw together what is currently known about safeguarding children, young people and young adults aged 16-25, from the past 20 years of research on sexual exploitation. The voices of children and young people who have experienced CSE and recognition of the complexity of their lives needs to be central to understanding what are appropriate responses and interventions from services, communities and support networks

'You were quiet - I did all the marching': Research processes involved in hearing the voices of South Asian girls

This article is available open access through the publisher’s website at the link below. Copyright @ 2011 A B Academic Publishers.This article provides insights into the outcomes of reflection following two interview approaches used to explore narratives of the lived, individual experiences of South-Asian girls living in West London. In attempting to illuminate and re-present the cultural experiences as told by these girls, the choice of interview approach became critical in allowing the voices to be effectively heard (Rogers, 2005). This article therefore considers how a semi-structured interview approach offered valuable insights into the girls' experiences but became constraining for both researcher and participant in unveiling the complexity and depth of their lives. These constraints emerged through reflection by both participants and researcher. As a result of reflexivity during the research process, the researcher moved towards the use of research conversations during the second phase of the study. Ultimately the study revealed how the girls felt empowered by the opportunity to narrate their individual experiences and tell of their lives. In narrating their reflections on being part of the research, there was a clear recognition that the process facilitated the articulation of new voices and ‘multi-voicedness’ (Moen, 2006

Interventions for reducing anticholinergic medication burden in older adults – a systematic review and meta-analysis

Introduction Anticholinergic medications block the neurotransmitter acetylcholine in the brain and peripheral nervous system. Many medications have anticholinergic properties, and the cumulative effect of these medications is termed anticholinergic burden. Increased anticholinergic burden can have short-term side effects such as dry mouth, blurred vision and urinary retention as well as long-term effects including dementia, worsening physical function and falls. Methods We carried out a systematic review (SR) with meta-analysis (MA) looking at randomised controlled trials addressing interventions to reduce anticholinergic burden in older adults. Results We identified seven papers suitable for inclusion in our SR and MA. Interventions included multi-disciplinary involvement in medication reviews and deprescribing of AC medications. Pooled data revealed no significant difference in outcomes between control and intervention group for falls (OR = 0.76, 95% CI: 0.52–1.11, n = 647), cognition (mean difference = 1.54, 95% CI: −0.04 to 3.13, n = 405), anticholinergic burden (mean difference = 0.04, 95% CI: −0.11 to 0.18, n = 710) or quality of life (mean difference = 0.04, 95% CI: −0.04 to 0.12, n = 461). Discussion Overall, there was no significant difference with interventions to reduce anticholinergic burden. As we did not see a significant change in anticholinergic burden scores following interventions, it is likely other outcomes would not change. Short follow-up time and lack of training and support surrounding successful deprescribing may have contributed

Systematic review and narrative synthesis of pharmacist provided medicines optimisation services in care homes for older people to inform the development of a generic training or accreditation process

Objectives: To develop a training programme to enable pharmacists with prescribing rights to assume responsibility for the provision of pharmaceutical care within care homes, a systematic review and narrative synthesis was undertaken to identify reported approaches to training pharmacists and use this literature to identify potential knowledge requirements. Methods: A PROSPERO‐registered systematic review was performed using key search terms for care homes, pharmacist, education, training and pharmaceutical care. Papers reporting primary research focussed on care of the older person within the care home setting were included. No restrictions were placed on methodology. Two researchers independently reviewed titles, abstracts and papers. Agreement on inclusion was reached through consensus. Data on titles, training and activities undertaken were extracted and knowledge requirements identified. Findings were synthesised and reported narratively. Key findings: Fifty‐nine papers were included, most of which were uncontrolled service evaluations. Four papers reported an accreditation process for the pharmacist. Thirteen papers reported providing tools or specific training on a single topic to pharmacists. The main clinical and therapeutic areas of activity (requiring codified knowledge) were dementia, pain, antipsychotic and cardiovascular medication. Provision of pharmaceutical care, effective multidisciplinary working and care home staff training represented the main areas of practical knowledge. Conclusions: Information regarding training and accreditation processes for care home pharmacists is limited. This study provides insight into potential codified and practical knowledge requirements for pharmacists assuming responsibility for the provision of pharmaceutical care within care homes. Further work involving stakeholders is required to identify the cultural knowledge requirements and to develop a training and accreditation process

‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives

Pregnant and mothering schoolgirls have been identified as an educationally vulnerable group. Many are not welcomed in their mainstream schools and as a consequence, access a range of educational alternatives. This article presents the views and experiences of 14 young women in the English Midlands, who became pregnant while still of statutory school age, 12 of whom spent time in alternative educational settings. It is based on data gathered from repeat interviews over an 18-month period and shows that all who attended the educational alternatives rated them highly and benefitted from what they had to offer. Using the concept of ‘difference’ as a central analytic theme, the article examines how and why this was the case. The analysis shows that it was through recognising some differences but not others that the educational alternatives were successful in supporting young women’s learning and well-being. Importantly, those that were recognised were done so in non-stigmatising ways. The research also highlights some limitations of the alternatives, alongside the ways in which gender and class continue to impact the educational outcomes and career trajectories of this particular group of students