Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?

Reviewing relevant policy, this article argues that the current 'integration interlude' is concerned with reformation of work relations to create new forms of 'social capital'. The conceptual framework of social capital has been used by government policy-makers and academic researchers to examine different types, configurations and qualities of relationships, including professional relations, and how these may function as resources. Focusing on the co-work of teachers and speech and language therapists, this analysis introduces social capital as a means of understanding the impact of integrating children's services on professional practitioner groups and across agencies. Social capital theory is compared to alternative theoretical perspectives such as systems and discourse theories and explored as an analytic offering a multi-level typology and conceptual framework for understanding the effects of policy and governance on interprofessional working and relationships. A previous application of social capital theory in a literature review is introduced and analysed, and instances of the additionality provided by a social capital analysis is offered. The article concludes that amongst the effects of current policy to re-design children's services are the reconstruction of professionals' knowledge/s and practices, so it is essential that such policy processes that have complex and far-reaching effects are transparent and coherent. It is also important that new social capital relations in children's services are produced by groups representative of all involved, importantly including those practitioner groups charged in policy to work differently together in future integrated services

Neighbourhood identity helps residents cope with residential diversification: contact in increasingly mixed neighbourhoods of Northern Ireland

Research on residential diversification has mainly focused on its negative impacts upon community cohesion and positive effects on intergroup relations. However, these analyses ignore how neighbourhood identity can shape the consequences of diversification among residents. Elsewhere, research using the Applied Social Identity Approach (ASIA) has demonstrated the potential for neighbourhood identity to provide social and psychological resources to cope with challenges. The current paper proposes a novel model whereby these ‘Social Cure’ processes can enable residents to cope with the specific challenges of diversification. We present two studies in support of this model, each from the increasingly religiously desegregated society of post-conflict Northern Ireland. Analysis of the 2012 ‘Northern Ireland Life and Times’ survey shows that across Northern Ireland, neighbourhood identity impacts positively upon both wellbeing and intergroup attitudes via a reduction in intergroup anxiety. A second custom-designed survey of residents in a newly-mixed area of Belfast shows that neighbourhood identification predicts increased wellbeing, reduced intergroup anxiety and reduced prejudice, independently of group norms and experiences of contact. For political psychologists, our evidence suggests a reformulation of the fundamental question of ‘what effects does residential mixing have on neighbourhoods?’ to ‘how can neighbourhood communities support residents to collectively cope with contact?’

Engaging audiences with difficult pasts: the Voices of ’68 Project at the Ulster Museum, Belfast

Can history museums influence the relationship between divided communities? This paper explores why an initially modest collaboration between the authors and the Ulster Museum on the non‐violent Northern Ireland Civil Rights Movement of 1968/69, eventually had substantial impact beyond the museum’s walls. Having placed the Northern Ireland Civil Rights Movement within the context of both the international protests of 1968 and the specific environment of Northern Ireland, particularly the virtual civil war known as the Troubles, the paper turns to the role of museums in responding to the legacy of this past, and the evolving practice of the Ulster Museum, as background to the project. The latter began as a limited intervention within an existing display, based on oral histories and underpinned by the theory of ‘agonism’, proposing that divided communities must learn to live with difference. It eventually included exhibitions, workshops, school study days, curricular materials and online provision. It has directly influenced the Northern Ireland GCSE History Curriculum and been held up as an example of good practice within the province’s peace process. The paper discusses why the project succeeded – location within a national museum; credibility with protagonists, academics, communities and audiences; starting small; a willingness to take risks and share control; multiple perspectives; and an acceptance that not everyone will be satisfied. With a version of the Voices of 68 exhibition now installed in the Museum’s permanent gallery, the next challenges are longitudinal studies on its impact and assessing the approach’s relevance to other museums working in post‐conflict societies