Digital exclusion: potential implications for social work education

QAA Subject Benchmark 5.9 requires social work students to demonstrate the ability to have a critical understanding of the social impact of ICT, including an awareness of the impact of the 'digital divide'. In the twenty-first century, the implications of digital exclusion may become increasingly relevant for the social work profession with its values of empowerment and anti-oppressive practices. As governments and organisations move closer to the provision of online services, the social worker may find themselves addressing the disempowerment of service users and carers disconnected from a virtual welfare state. The concern is that Benchmark 5.9 does not go far enough, that the full significance of this requirement may not be sufficiently realised and a greater awareness urgently called for

Community-based creative dance for adolescents and their feelings of social wellbeing

The thesis contextualises creative dance as art in a community setting. The participants were teenage members of a community-run creative dance company. The aim was to explore any links young people make between their creative dance experience in a community class and their feelings of social well-being. The literature gives a brief historical overview of dance as a performing art and of the nature of aesthetics and creativity. It considers the art of dance as a form of communication, and the conditions for creativity to flourish. It looks at Bourdieu‘s (2005) theory of ‗habitus‘ and ‗field‘ in understanding the social experience which the dancers derived through creative dance. Consideration is given to theories and accounts of adolescent development and how community interaction can affect the dancers‘ feelings of social wellbeing. The methodological approach is hermeneutic phenomenology, with influences from ethnomethodology and social constructionism. The ontological principle is that personal meaning is socially constructed. Epistemologically the study is informed by the belief that knowledge is generated through the creative dance experience. The main data collection method was semi-structured interviews with the dancers (n=10), supported by observation of dance classes (n=7; filmed: n=4), group discussions (n=3) and graffiti walls (n=8, completed by the dancers). The data were organised and analysed thematically using a method of presentation inspired by Bourdieu‘s concept of a ‗social trajectory‘ - a lifetime journey of social encounters – offering headings under which the data were loosely organised. Selected observations are presented on DVD. The responses suggested a dance ‗journey‘ from preparation to performance, which allowed further organisation of data. The emergent themes included the dancers‘ motivation for dancing, their feelings about the creative process, experiences of social interaction and of taking control of one‘s own identity, through all the stages of experimenting with movement, refining the dances and performing. The main findings are: the dancers attached importance to company membership because it offered a means to clarifying self-identity through physical and artistic endeavour; the creative dance context gave them freedom to explore their movement capabilities and to interact socially, and thus gave them a means of negotiating their ‗habitus‘, i.e. adopting and adjusting social norms and values on their own terms. Performing was a celebration of achievement and confirmation of identity as a dancer. The study contributes to the understanding of how adolescents make sense of their identity in their social context through their creative dance experience and how that influences their feelings of social wellbeing.sub_otatunpub139_ethesesunpu

Involving Older People Collaborative Research Project - The older persons' experiences of creativity in relation to wellbeing: a collaborative research project-

We would like to thank Royal Bank of Scotland Centre for the Older Person's Agenda (RBS COPA) Involving Older People initiative for funding this research project.EdinburghExecutive Summary - Although there is evidence that creativity might be linked with older persons' wellbeing, there are few published studies that systematically explore the experiences of people who have recently retired. The few available studies stress the value of engagement of older persons within the first 5 years after retirement (Withnall and Thompson 2003) and their preference for active participation in creative projects dealing with issues that affect their lives (Bennets et al 2005). Some positive outcomes from engaging with the arts include: expression of feelings and thoughts, sensory stimulation and improvement of self-esteem (McMurray 1989). - This collaborative study aimed to explore the experiences of older persons who had recently retired in relation to engagement in the creative arts and identifying any links between participation in the arts and wellbeing. In order to address this aim an action research methodology was adopted that involved a circular flexible design. A research team based at Queen Margaret University (QMU) and two co-researchers, older persons based in the community, led the study. Qualitative information was generated from 15 co-participants (older persons recently retired based in East Lothian and the wider community) through interviews, participant observations and discussions/reflections. Co-participants were also invited to participate in and reflect upon creative arts workshops that were particularly designed for this project. Collected information was analysed using thematic analysis. - Key findings from this study were that the feeling of belonging to a community was important. Most co-participants liked a wide choice of arts activities and were often introduced to new ideas by their friends. They sought sustained, in-depth art experiences where they felt challenged and stimulated, rather than short, superficial courses; some like to strive towards a finished product and were critical about their own achievements, while for others, taking part was more important. The stimulation of new forms of creativity was perceived to be beneficial to mental and physical wellbeing, but the activities had to be fun as well.sch_occBennetts, C., Holden, C. Postlethwaite, K. (2005) A Position Paper: creativity, older people and health International Journal of Health Promotion & Education 43 (4)pp. 125-130. Best, D. (1982) Can Creativity be taught? IN British Journal of Educational Studies 30: 3 pp280-294. Best, D. (1985) Feeling and Reason in the Arts. Allen and Unwin, London. Best, D (2004) Aesthetic and Artistic; two separate concepts: the dangers of 'aesthetic education' IN Research in Dance Education 5(2), Taylor & Francis, London, pp 159-176. Carr, D. (1999) Further Reflections on Practical Knowledge and Dance a Decade On IN McFee, G. Dance, Education and Philosophy, Meyer and Meyer, Oxford, pp 123-141. Csikszentmihalyi, M. (2002) Flow: the classic work on how to achieve happiness. Rider, London. First published 1992. Delle Fave, A; Massimini, F. (2005) The relevance of subjective well-being to social policies: optimal experience and tailored intervention IN Huppert, F.; Baylis, N.; Eisner, E. (2002) The Arts and the Creation of Mind. Yale University Press, New Haven, USA. Flick, U. (2002) An introduction to qualitative research (second edition) Sage Publications: London Keverne, B. (eds)(2005) The science of well-being. Oxford University Press, Oxford UK pp 379-404. Dick, B. (2007)Action research (online). Available from: http://www.scu.edu.au/schools/gcm/ar/art/arthome.html (Accessed on 22/06/06) Esquivel, G.B.; Hodes, T.G. (2003) Creativity, Development and Personality IN Houtz, J, (ed.) The Educational Psychology of Creativity Ch.7, pp. 135-163, Hampton Press, Cresskill, NJ. Gardner, H. (2006) Multiple Intelligences: New Horizons. Basic Books, New York. Greaves, C.J.; Farbus, L. (2006) Effects of creative and social activity on the health and well-being of socially isolated older people: outcomes from a multi-method observational study Journal of the Royal Society for the Promotion of Health 126 (3) May, pp. 134-142. Harris, A.; Hastings, N. (2006) Working the System: Creating a State of Wellbeing. Scottish Council Foundation, Edinburgh. Helix Arts (2006) Case Study: Age Concern Newcastle www.helixarts.com, retrieved 16/09/08. 54 Helliwell, J.; Putnam, R. (2005) The social context of well-being IN Huppert, F.; Baylis, N.; Keverne, B. (eds)(2005) The science of well-being. Oxford University Press, Oxford UK pp 435-460. Huppert, F.; Baylis, N.; Keverne, B. (eds)(2005) The science of well-being. Oxford University Press, Oxford UK. Janke, M., Davey, A., Kleiber, D: (June 2006) Modeling change in Older Adults' Leisure Activities IN Leisure Sciences 28: 3 pp 285-303, Routledge, London. Keaney, E.; Oskala, A. (December 2007) The Golden Age of the Arts? Taking Part Survey Findings on Older People and the Arts IN Cultural Trends 16: 4 pp 323-355, Routledge, London. King, N. (1998) Template Analysis IN Symon,G.,Cassell,C. (eds.) Qualitative Methods and Analysis in Organizational Research: A Practical Guide London: Sage McFee, G. (1999) Dance, Education and Philosophy, Meyer and Meyer, Oxford McMurray J. (1989) Creative Arts with Old People Activities, Adaptation and Aging 14 (1-2) p.138. Nasseden, KK (Sept 2007) We are too busy being active and enjouing ourselves to feel the aches and pains-: perceived health benefits of line dancing for older women IN Quality in Ageing - Policy, practice ant research 8: 3 pp 4-16, Pavilion Journals, Brighton UK. Nimrod, G. (2007) Expanding, reducing, concentrating and diffusing: Post retiral behaviour and life Satisfaction IN Leisure Sciences IN Leisure Sciences 29: 1, pp91-111, retrieved 16.09.08. Sandal, S.L.; Read Johnson D.(1987) Creativity and Hope in the Nursing home: An Emerging Vision IN Sandal, S.L.; Read Johnson D. (eds), Waiting at the Gate: Creativity and Hope in the Nursing Home, The Haworth Press, Binghampton, NY. Scottish Arts Council (2002) Research into Lifelong Learning, the Arts and Older People, SAC www.scottisharts.org.uk, retrieved 16.09.08 Seligman, M.; Parks, A.; Steen, T. (2005) A balanced psychology and a full life IN Huppert, F.; Baylis, N.; Keverne, B. (eds)(2005) The science of well-being. Oxford University Press, Oxford UK pp 275-284. Withnall, A. and Thompson, V. (2003) Older People and Lifelong Learning: Choices and Experiences Research Findings 13: Growing Older Programme Economic & Social Research Council, January, pp.1-4. World Health Organisation http://www.medical-colleges.net/worldhealth.htm accessed 31/07/2008.unpub2418unpu

The Year of Care approach: developing a model and delivery programme for care and support planning in long term conditions within general practice

Background: People with long term conditions (LTCs) make most of the daily decisions and carry out the activities which affect their health and quality of life. Only a fraction of each contact with a health care professional (HCP) is spent supporting this. This paper describes how care and support planning (CSP) and an implementation framework to redesign services, were developed to address this in UK general practice. Focussed on what is important to each individual, CSP brings together traditional clinical issues and the person's lived experience in a solution focussed, forward looking conversation with an emphasis on 'people not diseases'. Methods: The components of CSP were developed in three health communities using diabetes as an exemplar. This model was extended and refined for other single conditions and multimorbidity across 40 sites and two nations, over 15 years. Working with local teams and communities the authors used theoretical models of care, implementation and spread, developing and tailoring training, support and resources to embed CSP as usual care, sharing learning across a community of practice. Results: The purpose, content, process, developmental hurdles and impact of this CSP model are described, alongside an implementation strategy. There is now a robust, reproducible five step model; preparation, conversation, recording, actions and review. Uniquely, preparation, involving information sharing with time for reflection, enables an uncluttered conversation with a professional focussed on what is important to each person. The components of the Year of Care House act as a checklist for implementation, a metaphor for their interdependence and a flexible framework. Spreading CSP involved developing exemplar practices and building capacity across local health communities. These reported improved patient experience, practitioner job satisfaction, health behaviours and outcomes, teamwork, practice organisation, resource use, and links with wider community activities. Conclusions: Tested in multiple settings, CSP is a reproducible and practical model of planned care applicable to all LTCs, with the capacity to be transformative for people with LTCs and health care professionals. It recaptures relational dimensions of care with transactional elements in the background. Options for applying this model and implementation framework at scale now need to be explored

Generation of a cleaned dataset listing Avon Longitudinal Study of Parents And Children peer-reviewed publications to 2015 [version 1; referees: 2 approved]

Birth cohort studies generate huge amounts of data, and as a consequence are a source of many peer reviewed publications. We have taken the list of publications from the Avon Longitudinal Study of Parents and Children UK birth cohort, filtered, de-duplicated and cleaned it to generate a bibliographic research data set. This dataset could be used for accurate reporting and monitoring of the impact of the study as well as bibliometric research

Digital exclusion: implications for human services practitioners

Issues around digital exclusion may be in their infancy but they are developing fast. The Internet has the potential to offer equity of digital access for enabling individual independence and empowerment in an increasingly digital society. However, for many users of assistive technologies, this remains a problematic scenario. Citizens, who already experience disablement through social failure to recognize difference and diversity of need, may be doubly disabled by exclusive digital policy and practice. There is an urgent need to research the implications of this exclusion for human service educators and practitioners

Conflicts and configurations in a liminal space: SoTL scholars’ identity development

Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this aper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity

Paid carers' understanding and experiences of meaningful involvement in bereavement for people with intellectual disability when a significant other is dying

Background: Wider communication about death and dying for those with intellectual disabilities has been highlighted as being of key importance. Objective: To gain the perspective of paid carers based in residential homes about meaningfully supporting individuals with intellectual disabilities in the bereavement process. Methods: Semi-structured interviews were conducted with paid carers working across two residential homes. Results: Four themes were identified: (a) challenges in having conversations about death and dying; (b) meaningful involvement of residents in the bereavement process; (c) the relationship between paid carers and residents (including the impact of a resident's death on paid carers); and (d) the support needs of paid carers. Conclusions: The recommendations from previous research of meaningfully involving people with intellectual disabilities in the bereavement process have not filtered fully into practice. Paid carers still highlight the need for specialist support and advice to help them discuss and increase involvement in death and dying