Growing up with a lesbian or gay parent: young people's perspectives

This paper reports on a qualitative content analysis of 67 published accounts in the UK, USA and New Zealand of young people and adults reflecting on their experiences of growing up with one or more lesbian or gay parents(s)

Intervision and professional development: an exploration of a peer-group reflection method in social work education

‘Intervision’, a peer-led group reflection method, was introduced in a teaching partnership between a university and three local authorities to enhance the quality of social work education and support the development of a learning culture across the partnership. A review of the limited international research on Intervision shows almost entirely positive impacts but no studies in social work education. This article reports on research into impacts following the introduction of Intervision sessions for BA and MA social work students. An interpretive, qualitative approach with thematic data analysis of two focus groups with 23 participants was carried out. Findings show that for most students, Intervision offered emotional containment, widened their perspectives and enhanced skills for Intervision. Students identified several positive impacts on their professional development and practice. Reported factors that contributed to students’ varied experience of Intervision sessions and their impact were commitment among participants and facilitators’ ability to model the Intervision process. The context of the teaching partnership was crucial in supporting students to negotiate their learning at the boundary between practice and university. Based on these findings Intervision is suggested as a useful approach to embed peer-led reflective practice, and open questions for further research are suggested

Appendix D Theory of Change for the 2018-19 evaluation

Forms appendix D of the South East London Teaching Partnership Evaluation Report - June 2018 (also in this depository)

South East London Teaching Partnership Evaluation Report June 2018

This evaluation report considers the principal activities of the South East London Teaching Partnership between 2016 and 2018. It identifies the Teaching Consultant programme, the approach to placement provision, the roll-out of the Intervision (intercollegial) reflection practice model and the Academics into Practice programme as activities that have worked particularly well

Appendix C List of Sources for Evaluation

Appendix C of the South East London Teaching Partnership Evaluation Report - June 2018 (also in this depository)

Appendix A CPD Qualitative Evaluation Report

This evaluation report, which is included as Appendix A of the South East London Teaching Partnership (SELTP) Evaluation Report - June 2018 (also in this depository) aimed to provide an in-depth picture of the reactions to, learning from, and experiences of applying their learning in practice from a sample of social workers and managers who had attended four of the courses and programmes developed by the SELTP

Appendix B Teaching Consultant Research

This report, written by Mark Taylor, in 2017, forms Appendix B of the South East London Teaching Partnership Evaluation Report - June 2018 (also in the repository). It investigates the experiences of social workers who teach social work students in the classroom

Proof lengths for instances of the Paris–Harrington principle

As Paris and Harrington have famously shown, Peano Arithmetic does not prove that for all numbers k , m , n there is an N which satisfies the statement PH ( k , m , n , N ) : For any k-colouring of its n-element subsets the set 0 , … , N − 1 has a large homogeneous subset of size ≥m. At the same time very weak theories can establish the Σ 1 -statement ∃ N PH ( k ‾ , m ‾ , n ‾ , N ) for any fixed parameters k , m , n . Which theory, then, does it take to formalize natural proofs of these instances? It is known that ∀ m ∃ N PH ( k ‾ , m , n ‾ , N ) has a natural and short proof (relative to n and k) by Σ n − 1 -induction. In contrast, we show that there is an elementary function e such that any proof of ∃ N PH ( e ( n ) ‾ , n + 1 ‾ , n ‾ , N ) by Σ n − 2 -induction is ridiculously long. In order to establish this result on proof lengths we give a computational analysis of slow provability, a notion introduced by Sy-David Friedman, Rathjen and Weiermann. We will see that slow uniform Σ 1 -reflection is related to a function that has a considerably lower growth rate than F ε 0 but dominates all functions F α with α < ε 0 in the fast-growing hierarchy

Community-Based Learning and critical community psychology practice: conducive and corrosive aspects

YesCommunity-Based Learning (CBL) has been more recently introduced into some psychology programmes in the UK than in the USA, where it has existed for a number of decades in the form of ‘service learning’. CBL holds promise as a means of promoting and developing critical community psychology practice, but there are risks involved in its acritical adoption in the psychology curriculum. If associated power dynamics are not considered, CBL has the capacity to serve neoliberal interests and perpetuate, rather than challenge, oppressive social relations. This article examines ways in which CBL can be both conducive and corrosive to critical community psychology practice. Drawing on interdisciplinary literature, it explores ways in which students participating in CBL can be vulnerable to exploitation – both as victims and perpetrators – through collusion and cultural voyeurism. Consideration is given to ways of resisting institutional and other pressures to comply uncritically with the demands of the ‘employability agenda’. These include the importance of facilitated reflective processes in associated modules, to consider aspects of the interactions of people and systems. The article concludes that whilst CBL is inherently risky and involves discomfort for students, this enables development of a more informed consciousness where truly participatory work evolves towards greater social justice

Social Work with Children Affected by Domestic Violence: An Analysis of Policy and Practice Implications

The past decade has seen an increasing awareness of the emotional harm to children that can ensue from exposure to domestic violence. This article develops a framework for understanding social work responses, using an analysis of recent developments in British policy as an example. It is argued that to understand what these developments mean in practice we need to develop our analysis of the value perspectives underpinning them. Issues facing those charged with implementing these sometimes ambiguous policy and practice changes are discussed in three levels of intervention: the macro, the intermediate, and the 'street-level.' The article concludes by calling for closer collaboration between policy makers, practitioners and service users in the co-production of policy