Self-directed Support: Personalisation, Choice and Control

Since the late 1990s, there has been a concerted policy drive across social care towards cash based modes of support and strategies to personalise services. Support for this shift was initiated by the disabled peoples’ movement, both in the UK and globally. Policies introducing direct payments in lieu of provided services have been secured gradually as a central plank of the campaign for independent living. Successive governments have promoted a shift towards personalisation as part of a wider focus to develop local care markets and to facilitate enhanced choice and control in service provision. In Scotland, this has been pursued through new legislation for self-directed support. The authors examine some of the key themes and debates emerging from the implementation of this policy. These include a look at the evolution of this concept and its development within the wider personalisation agenda, as well as the changing roles for users, carers, local authorities and service providers. The authors focus on the impact of change for front-line workers and reassess the progress of personalisation across the UK and in Europe during a time of widespread austerity and financial cuts. Written for professional and academic audiences Self-directed Support: Personalisation, Choice & Control will stimulate those wrestling with these themes from policy and professional perspectives and provide essential analysis for those studying health and social policy

The right policy at the wrong time? Austerity hampers the personalisation approach in social care

The personalisation agenda has permeated many different areas of social policy across Europe over the last decade and none more so than in social care. Charlotte Pearson and Julie Ridley argue that whilst in many ways the ideas behind personalisation are progressive, the implementation of these ideas in a time of budget cuts has limited their ability to have a positive impact on people’s lives. With large cuts to local authority funding continuing in the foreseeable future, this problem of resources will hamper any ability to promote transformational change

Editorial: Mental Imagery in Clinical Disorders

status: publishe

Student experiences of learning how to teach primary physical education during the Covid-19 pandemic

This paper offers a snapshot into the unexpected and yet positive results of a small-scale survey about learning to teach Physical Education within initial teacher education and school-based settings. It shares data from four institutions about how pre-service teachers explained their learning and teaching experiences within Physical Education during the COVID-19 pandemic, often working within a number of social and physical restrictions and teaching within enforced bubbles

Perceived Deprivation in Active Duty Military Nurse Anesthetists

Problem: There is a shortage of military certified registered nurse anesthetists (CRNAs). The exodus from military service to civilian careers could be a result of relative deprivation (the discrepancy that one perceives between what one has and what one could or should have). Relative deprivation is a perception of unfairness dependent on feelings (subjective data) as well as facts (objective data). Purpose: The purpose of this study was to measure relative deprivation in active duty military nurse anesthetists, to explore variables which correlate with relative deprivation, and to validate or refute the theory of relative deprivation in active duty military CRNAs. The study was based on research conducted by Crosby who theorized that wanting (a desire for some object or opportunity) and deserving (a feeling of entitlement to an object or opportunity) were the most relevant preconditions leading to relative deprivation. It was hypothesized that antecedent factors (years as a CRNA, pay, promotion opportunities, and scope of practice/autonomy) and psychological factors (wanting and deserving) correlate with relative deprivation. It was further hypothesized, based on the theory, that psychological factors would have more influence on relative deprivation than antecedent factors.Study design: The descriptive, correlational study was conducted using a self-administered survey sent to 435 active duty Army, Navy and Air Force CRNAs. Surveys were distributed to subjects by mail and could be answered by mail or by secured website designed specifically for the conduct of this study.Results: Response rate was 58% (n = 236). Data was analyzed using descriptive and inferential statistics. Analysis of the data revealed no significant correlation (pConclusions: Further research is indicated to identify tangible factors which can be modified to improve feelings of deprivation as they relate to retention and recruitment of military CRNAs

Centenarians

Centenarians is an original short theatrical production written and directed by Julie Pearson-Little Thunder based on a project of Oklahoma Oral History Research Program that features interviews with Oklahomans who lived to 100. "The Oklahoma 100 Year Life" oral history project explores the historical memories and legacies of Oklahoma's oldest living citizens. The oral history project is a joint effort between Tanya Finchum from the OOHRP and Alex Bishop from the OSU College of Human Sciences.Librar

Can't turn me around: An oral history play

This is a play script based on interviews conducted by Dr. Tanya Finchum and Juliana Nykolaiszyn as part of the Women of the Oklahoma Legislature project for the Oklahoma Oral History Research Program at Oklahoma State University. It includes first-person accounts from nine of the forty-six women in the interview series, who served in the Oklahoma Legislature from 2007-2010.Oklahoma Oral History Research Progra

Developing a Culture of Care within Primary Physical Education in Higher Education

This thesis constitutes an explanation for how a reconceptualization of primary physical education (PPE) as a practice of care might contribute to human flourishing and well-being. The research is presented as an account of what worked for me, as a teacher educator, as I investigated and theorised my PPE practice in higher education (HE) and in primary schools. In doing so, I aimed to generate understanding of new or improved processes that might encourage trainee and qualified teachers to become more confident and competent in their teaching of PPE, alongside greater understanding about what the concept `care’ means and how it is practised. The thesis contains a narrative of personal and collaborative learning throughout three interconnected action research cycles. The guiding principles of action research, which seek to generate knowledge through collaborative research for personal and social improvement, provided the necessary means to realise my educational values of care, inclusion and emancipation in action and the development of caring relationships. Each cycle explores the emergence of a more humanistic-orientated practice as I moved from a conceptual form of caring about standards of teaching and people’s performance within PPE, towards a more inclusive, trusting and communal practice that values the process of learning and encourages people to care with one another. The research presents the possibility for practitioners to critique their own practice to allow personal and professional tensions to emerge and be negotiated and tested, demanding appropriate and contextualised choices to be made in regard to the well-being of self and others. It also offers potential connections between personal values and research-based curriculum aims and purposes which may contribute to new forms of thinking among those teaching PPE, Higher Education personnel and policy makers, so a caring practice as a basis for social action for emancipatory change may develop

Competent Public Speaking: Assessing Skill Development in the Basic Course

Effective public speaking skills are essential for a successful life. The authors provide an overall assessment of the basic public speaking course by examining fifteen student attributes divided into three categories (course engagement characteristics, dispositions, and demographics) hypothesized to affect learning and public speaking skill development in the basic course. A four-step hierarchical multiple regression tested two research questions (N = 709). Course engagement characteristics improved students’ public-speaking grade averages, but dispositions did not. The effects of demographic characteristics, particularly biological sex, were not eliminated after controlling for course engagement and dispositional factors (twelve variables). Implications and limitations of the study are addressed