Overcoming intolerance to young people's conduct: Implications from the unintended consequences of policy in the UK

This paper takes the opportunity to reflect upon the trajectory and consequences of the anti-social behaviour policy framework in the United Kingdom (UK) from its inception to date. It contends that despite, and paradoxically because of, the interventions launched to confront anti-social behaviours, perceptions of these behaviours have remained stubborn to improvement. In effect, anti-social behaviour policy has fed negative stereotypes of youth and positioned young people as a metaphor for deeper social malaise. The paper suggests a theoretical framework for understanding the mechanisms through which this perverse consequence has been realized. This task is facilitated conceptually through an exploration of the meaning of tolerance and the considerations that inform (in)tolerant assessments by citizens. Further, we progress to consider evidence of the interplay between these assessments and forces impacting upon social (dis)connectedness in the UK. This enables us to demonstrate how the anti-social behaviour policy suite underpins the intolerance of youth

Relationships: The key to effective occupational therapy practice with urban Australian Indigenous children

The aim of this exploratory study was to investigate what constitutes a socially and culturally appropriate occupational therapy service for urban Indigenous Australian families in Brisbane, Queensland. A qualitative methodology was used with data collected in two distinct parts. Part 1 comprised interviews and focus groups with 25 stakeholders in a newly established occupational therapy service for Indigenous children. Part 2 consisted of semi-structured questionnaires completed by 50 occupational therapists in Queensland. Results revealed guidelines for developing culturally relevant practice around 5 main themes. These were the need to: 1. develop effective relationships, 2. develop particular personal qualities, 3. understand the background of both the client and the therapist, 4. both gain and give knowledge, and 5. address logistical issues of service delivery. This study was limited to an evaluation of one service and included only teachers, parents and health service personnel. These practice guidelines could be applied to other settings with other Indigenous children,and their effectiveness evaluated from the perspectives of Indigenous children. Copyright © 2007 John Wiley & Sons, Ltd