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Methodological issues for qualitative research with learning disabled children
- Author:
- KELLY Berni
- Journal article citation:
- International Journal of Social Research Methodology, 10(1), February 2007, pp.21-35.
- Publisher:
- Taylor and Francis
This paper discusses key methodological issues for qualitative research with learning disabled children, based on the author's experience of involving learning disabled children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of disabled children as competent research participants. Issues that arose throughout the research process, from the early stages of gaining access to children, to communication challenges for interviewing learning disabled children, and the analysis and dissemination of data, are discussed. Within this context, this paper explores key methodological issues for researchers with regard to interviewing learning disabled children and actively involving them in qualitative research.
‘Chocolate … makes you autism’: impairment, disability and childhood identities
- Author:
- KELLY Bernie
- Journal article citation:
- Disability and Society, 20(3), May 2005, pp.261-275.
- Publisher:
- Taylor and Francis
This paper discusses perceptions and experiences of impairment and disability from the perspectives of learning disabled children, their parents and their social workers. The author reports on findings from her doctoral study that adults often fail to take into account the views and experiences of learning disabled children. As a result, these children developed their own interpretations of impairment and disability based on their experiences and interactions with others. Whilst this indicates that they are active social interpreters, it also suggests that adults should make greater efforts to inform and consult learning disabled children. The author concludes by reflecting on the relevance of these findings to contemporary theories of disability and childhood.
Young people's views on communities and sectarianism in Northern Ireland
- Author:
- KELLY Berni
- Journal article citation:
- Child Care in Practice, 8(1), January 2002, pp.65-72.
- Publisher:
- Taylor and Francis
Current legislation, such as the United Nation Convention on the Rights of the Child (1989), the Children (NI) Order (1995) and the Northern Ireland Act (1998), places an increasing emphasis on directly consulting children and young people in Northern Ireland. This article discusses the process and findings from three Young National Children's Bureau talk-shops that provides insight into young people's views on growing up in communities in Northern Ireland and their experiences of sectarianism.
Teaching self-protection skills to children and their families: role in prevention and empowerment
- Author:
- KELLY Berni
- Journal article citation:
- Practice: Social Work in Action, 11(1), 1999, pp.43-52.
- Publisher:
- Taylor and Francis
The Children Act 1989 (England and Wales), Children Act 1995 (Scotland), and Children (Northern Ireland) Order 1995 have created unique possibilities for the delivery of child care services. There now exists a greater emphasis on preventive techniques and further provision of services for the family, within which that one may focus on the role of teaching self-protection skills to children and their families. This article outlines the legislation, research, theory and practice methods which form the basis of such work.
“I got into a very dark place”: addressing the needs of young people leaving care during the Covid-19 pandemic
- Authors:
- KELLY Berni, et al
- Journal article citation:
- Journal of Children's Services, 16(4), 2021, pp.332-345.
- Publisher:
- Emerald
Purpose: This paper aims to report on the findings of a qualitative study that explored the views and experiences of young people leaving care during the first phase of the Covid-19 pandemic in Northern Ireland. Design/methodology/approach: A qualitative approach was adopted involving semi-structured interviews with 24 care leavers 18–25 years old from across the region. Interviews were conducted remotely online or by telephone and explored young people’s lived experiences during the pandemic including their views on the formal support services and how best to provide ongoing for support care leavers during the pandemic. Findings: Study findings highlight how known adversities for care leavers are exacerbated during the pandemic, having a detrimental impact, particularly on their emotional well-being. The response of the state as a corporate parent in mitigating the impact of the pandemic was found to be inadequate; with a need for much clearer communication, transparent and prompt decision-making and targeted specialist mental health services. The account given by the young people also highlighted the importance of participation and relationship-based practice to build on the young people’s resilience in the context of high levels of social isolation and limited access to informal support systems. Originality/value: This research, based on the views of care experienced young people themselves, is the first study in Northern Ireland to report on the impact of the Covid-19 pandemic on care leaving. As such it makes a contribution to this emerging international field of study and, given the persistence of the pandemic, provides empirical findings and a social justice perspective of ongoing relevance to policy and practice with young people leaving care. (Edited publisher abstract)
"I haven't read it, I've lived it!": the benefits and challenges of peer research with young people leaving care
- Authors:
- KELLY Berni, et al
- Journal article citation:
- Qualitative Social Work, 19(1), 2020, pp.108-124.
- Publisher:
- Sage
Peer research is increasingly being used in research with children and young people. As a result, there is a growing understanding of both the benefits and challenges of involving young peer researchers in qualitative research. This article aims to add to that understanding by providing a detailed account and reflection of the involvement of care leavers as peer researchers in the qualitative case study phase of a three-year, mixed method study of the transitions of young people leaving care in Northern Ireland. It is one of only a few studies on leaving care in which peer research is central to the design. Particular attention is given to the benefits and challenges for all of the stakeholders involved in the research study: the participants, peer researchers, academic researchers and supporting partner organisation. Key learning points are identified and it is concluded that, despite the considerable challenges, peer research should become a routine consideration as a fruitful means of co-production in the design of care leaver research. (Publisher abstract)
Enhancing social work students' learning experience and readiness to undertake practice learning
- Authors:
- WILSON George, KELLY Berni
- Publisher:
- Higher Education Academy. Subject Centre for Social Policy and Social Work
- Publication year:
- 2010
- Pagination:
- 10p.
- Place of publication:
- Southampton
Although there is a call to develop a new social work pedagogy more firmly grounded on empirical evidence of what works, knowledge and understanding of how students acquire, apply and develop professional social work knowledge and expertise remains limited. This paper evaluates the effectiveness of social work education by analysing student perceptions of the strengths and limitations of their education and training on the Bachelor of Social Work at Queen’s University, Belfast. It aims to contribute evidence-based understanding of the challenges and opportunities students identified themselves within contemporary practice environments. Qualitative data was acquired before, during and after practice learning. The majority of students identified managing risk as a top priority for their future learning. Other unmet learning needs students included time management, dealing with drug and alcohol misuse and experience of court work. Students expressed uncertainty about agency expectations for newly qualified social workers and support available including protected case load and supervision. Overall, the findings of this study indicate high levels of student satisfaction with preparatory teaching and practice learning opportunities during qualifying training.
Evaluating the effectiveness of social work education: preparing students for practice learning
- Authors:
- WILSON George, KELLY Berni
- Journal article citation:
- British Journal of Social Work, 40(8), December 2010, pp.2431-2449.
- Publisher:
- Oxford University Press
Evaluating the effectiveness of social work education has become a topic of major interest in the UK in the wake of a succession of child-care tragedies that have undermined confidence in the profession. However, many key aspects of social work education remain under-researched or contested. This paper reports on the first part of a longitudinal study aimed at developing evidence-based knowledge on how student develop professional expertise by considering student perceptions at different stages of their social work education at Queen's University, Belfast. This part of the study investigated student satisfaction with the adequacy of university preparatory teaching for their first practice learning opportunity and their perceptions of how their competence developed across key skills, knowledge and values. The study comprised a survey completed by 55 students which collected data on: student demographics; satisfaction with the course module which provided preparatory teaching; and the usefulness of the course module. Two focus groups were also conducted with a purposive sample of the same cohort of students. The findings indicated a significant level of disjunction between academic and practice learning and suggest that better integration between these two domains of learning is needed if social work students are to be more effectively prepared for the challenges they are likely to encounter in practice.
Community participation and inclusion: people with disabilities defining their place
- Authors:
- MILNER Paul, KELLY Berni
- Journal article citation:
- Disability and Society, 24(1), January 2009, pp.47-62.
- Publisher:
- Taylor and Francis
Disability-related public policy currently emphasises reducing the number of people experiencing exclusion from the spaces of the social and economic majority as being the pre-eminent indicator of inclusion. Twenty-eight adult, New Zealand vocational service users collaborated in a participatory action research project to develop shared understandings of community participation. Analysis of their narratives suggests that spatial indices of inclusion are quiet in potentially oppressive ways about the ways mainstream settings can be experienced by people with disabilities and quiet too about the alternative, less well sanctioned communities to which people with disabilities have always belonged. Participants identified five key attributes of place as important qualitative antecedents to a sense of community belonging: self-determination, social identity, reciprocity and valued contribution, participatory expectations and psychological safety. The potential of these attributes and other self-authored approaches to inclusion are explored as ways that people with disabilities can support the policy objective of effecting a transformation from disabling to inclusive communities.
Supporting disabled children and their families in Northern Ireland: a research and policy review
- Authors:
- KELLY Berni, MONTEITH Marina
- Publisher:
- National Children's Bureau
- Publication year:
- 2003
- Pagination:
- 12p.
- Place of publication:
- London
Research has provided valuable information on how support services in Northern Ireland can be targeted to meet the needs of disabled children and their families, some of which is based on the views of these children and their parents who are most able to identify the types of services they require. It is imperative that this knowledge is incorporated into the delivery and development of support services in Northern Ireland. Research suggests that parents experience poorly coordinated systems and inadequate services especially at particular stages, such as diagnosis or post-school transitions. Respite care services hold potential benefits for disabled children and their families but need to be more flexible, comprehensive, family based and focused on the needs and wishes of disabled children. There is a need to develop more integrated recreational, social and leisure opportunities for disabled children to help combat their social exclusion.