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“Now I know I’m not the only one”: a group therapy approach for adoptive parents
- Authors:
- DOWNES Ciara, KIERAN Sara, TIERNAN Bridget
- Journal article citation:
- Child Care in Practice, 28(1), 2022, pp.43-51.
- Publisher:
- Taylor and Francis
Many children who enter the care system and are subsequently adopted have had exposure to a range of potentially traumatising experiences including domestic violence, abuse, neglect and loss of key caregivers. There are also an increasingly high number of adopted children presenting with the impact of intrauterine exposure to alcohol, drugs and stress. They are often adopted by adults with their own experiences of loss and fertility difficulties. Despite the low overall level of adoption disruption, it is becoming clear that some adoptive parents may face difficulties in terms of forming and maintaining secure attachments across time with their children. A 9-week therapeutic group intervention was delivered to a group of 15 adoptive parents in Northern Ireland. This incorporated psychoeducation on a range of topics including attachment theory, trauma and the impact on brain development. It also incorporated theory and practical strategies for parenting therapeutically with traumatised children, and those with foetal alcohol and drug-related difficulties. The main focus of the group was on developing the capacity for mind-mindedness in the parents, through the more reflective focus of the second half of each group. The results from the evaluation indicated the positive impact of this intervention on parents' understanding of their children, increased confidence in parenting, and increased sense of competence in coping with challenging behaviour. It also indicated a positive change in the children's behaviour and in the parent-child relationships. (Edited publisher abstract)
Female care leavers’ experience of the staff-child relationship while living in an intensive support children's home in Northern Ireland
- Authors:
- RICE Jenni, MULLINEUX Judith, KILLICK Campbell
- Journal article citation:
- Child Care in Practice, 28(1), 2022, pp.4-19.
- Publisher:
- Taylor and Francis
Background and purpose: Compassion and human connection are core social work values and as such they inform our interventions in all settings. It is generally recognised that young people need love and positive attention to thrive, but residential care provision often focuses on the more practical physiological and safety needs of young people. This study uses a narrative synthesis of literature followed by an innovative methodology to gather the perspectives of young women who have experienced residential childcare. These have been analysed to investigate how the actions and attitudes of residential staff impact on the young people in their care. Methods: A narrative synthesis of current literature was used as the basis of an in-depth qualitative study examining female adult care leavers’ experience of the staff child relationship. The method of self-characterisation was chosen as an empowering and enjoyable way to gather the stories of young people. It was supported by semi-structured interviews to provide valuable insights into the unique experience of 5 members of a hard to reach population. Findings: The review of the literature identified the themes of trust, continuity and reciprocity as important aspects of relationships with staff. These were echoed in the research findings where young people appreciated sharing time and space, honest open communication and acceptance. Respondents recounted small acts of thoughtfulness by staff although at the time they may not have been in a position to fully appreciate this compassion. Young people differentiated between staff who were caring and those who were not. This article will discuss the value of compassion and consider the reasons why some staff can be perceived as emotionally distant. (Edited publisher abstract)
Perceptions of trainee practice teachers in Northern Ireland: assessing competence and readiness to practise during COVID 19
- Authors:
- Mac DERMOTT Denise, HARKIN-MACDERMOTT Caoimhe
- Journal article citation:
- Practice: Social Work in Action, 33(5), 2021, pp.355-374.
- Publisher:
- Taylor and Francis
The supervision of undergraduate social work students on placement is fundamental to their development as 50% of the BSc (Hons) social work degree in the UK comprises practice learning, which is widely acknowledged as the signature pedagogy of the profession. In Northern Ireland practice learning opportunities are supervised by practice teachers. To ensure a consistent quality and supply of practice teachers a Master’s programme offering approximately 35 places per year is delivered at Ulster University. The trainee practice teachers had to navigate working on the front line through the COVID 19 pandemic, post graduate study and the professional supervision and assessment of undergraduate social work students on placement. This article presents evidence from a small scale qualitative study evaluating the practice teaching programme conducted with 22 trainee practice teachers. Respondents were asked to complete a semi structured online survey. The evaluation sought their perceptions regarding the duality of their unique experience as a gatekeeper to the profession and student managing the unprecedented challenges of assessing the competence of social work students on placement. Several themes emerged including assessing competence, the student experience and support from the practice assessor. A further outcome was the creation of a Peer Learning Bubble Model. (Edited publisher abstract)
Differing knowledges: comparing the contribution of drama students and service users in role-plays preparing social work students for practice
- Authors:
- DUFFY Joe, et al
- Journal article citation:
- Social Work Education (The International Journal), 40(5), 2021, pp.624-640.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Much has been written about service user involvement in social work education with the literature recognizing the value of this particular type of experiential knowledge in helping students understand key competences and concepts. There is also extensive literature highlighting the role of simulation in assisting social work students to develop key insights in regard to skills and knowledge through role-plays. Using a Cross-Over design, this paper compares the contribution of drama students with service users in the preparation of social work students for field practice in Northern Ireland. Our findings suggest there is an important role for both drama students and service users working collaboratively to help social work students develop in key areas of social work competence and have implications for social work education in an international context. (Edited publisher abstract)
Engagement and inclusion of individuals with a dual sensory loss and learning disability in the assessment process – staff perspectives
- Authors:
- TANNER Liz, MCGLADE Anne, IRWIN Mark
- Journal article citation:
- Practice: Social Work in Action, 33(2), 2021, pp.119-135.
- Publisher:
- Taylor and Francis
Dual Sensory Loss and learning disability is a historically neglected area of social work practice. This paper presents one element of a research study conducted with a health and social care provider in Northern Ireland. It explored staff experiences of assessing adults and children with a dual sensory loss and learning disability. Two sensory disability team managers, eight social workers and two rehabilitation officers were interviewed across sensory disability, learning disability and children with disability teams. Current levels of engagement and ways in which more inclusive services and practices could be developed were explored. Staff views indicate that there is minimal engagement between staff and service users with unique, complex needs. Staff use a range of tools, resources and skills in an attempt to promote inclusion and engagement. The paper concludes that to promote engagement staff need to develop their practice, making effective use of tools and resources. Staff skills and knowledge can be enhanced through training which is targeted, relevant and specific. There needs to be commitment to sharing good practice and cascading learning throughout teams. This will enable service users to have input into their own assessments which will form the cornerstone of all ongoing interventions. (Edited publisher abstract)
Research informed youth work practice in Northern Ireland: recommendations for engaging adolescent boys and young men
- Authors:
- WALSH Colm, HARLAND Ken
- Journal article citation:
- Child Care in Practice, 27(2), 2021, pp.107-119.
- Publisher:
- Taylor and Francis
Since the latter part of the twentieth century there has been increasing recognition of the need for more effective approaches to engaging adolescent boys. Much of the focus in youth work practice and research has previously been dominated by attempts to better understand young male bio-social and cognitive development through examining high risk issues such as offending, violence, substance use, anti-social behaviour and mental health. The recent interest in critical studies of masculinities have further highlighted complex and contradictory ways in which traditional notions of becoming a man impact, often negatively, upon male behaviour and development. Despite increased awareness and concern about adolescent male development, practitioners across various professions frequently report finding it difficult to engage positively with certain young men and admit to lacking the confidence and skills to develop meaningful practice. This paper draws upon thirty years’ experience of youth work practice and social research carried out by the authors with adolescent boys within a divided and contested political context. However, while the article draws upon local research findings and practice experiences from Northern Ireland, we believe the learning will be of value to educators and practitioners working with adolescent boys in other societies and contexts. (Edited publisher abstract)
Risk factors for self-harm: narratives from a sample of young people in Northern Ireland
- Authors:
- POLLOCK Elaine, O'SHEA Johanna, KILLICK Campbell
- Journal article citation:
- Child Care in Practice, 27(2), 2021, pp.139-154.
- Publisher:
- Taylor and Francis
Self-harm continues to be a growing concern within adolescence and is a globally recognised public health and social problem. Adolescents living in the community who self-harm are extremely common however less is known about these young people. This study focussed on capturing the voice of young people who engage in cutting behaviour to provide insight into the risks associated with this phenomenon. Single semi-structured interviews were conducted with 9 adolescents aged 16–18 years who lived within one Trust area in Northern Ireland. Thematic analysis was applied to the transcribed interviews in which themes emerged. The three subordinate themes of onset, persistence and ending of the behaviour encompassed six sub-themes which were further identified as risk factors for the behaviour. Risk factors identified were: ACE’s, poor relationships and difficulties in support networks, exposure to self-harm, psychological issues, “addiction” to self-harm, concealment of harming behaviour—to control and professional and peer support that helps or hinders. These factors support the current literature base however individual and diverse explanations are highlighted which provide further depth, particularly around the concept of addiction and support that hinders young people. Despite the small nature of the study, recommendations for social work practice, clinical practice and other relevant professional practice as well as future research are considered in view of the findings. Key direction outlines the importance of building trusting relationships, continuity of care and continuing to listen to young people as vital to the helping relationship. (Edited publisher abstract)
Testing partnership and preparedness in Northern Ireland during COVID-19
- Authors:
- O’ROURKE Marian, et al
- Journal article citation:
- Social Work Education (The International Journal), 39(8), 2020, pp.1084-1093.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Northern Ireland has partnership arrangements for qualifying and post-qualifying social work education that joins the regulator, universities and employers in equipping social workers to practice safely to a high-quality standard. Covid-19 highlighted the need for social workers to manage its impact on individuals, families and communities. Government restrictions meant prioritisation of service delivery and early graduation for student social workers with rapid recruitment into frontline practice. This article considers the role of the regulator in governance of education and training whilst working collaboratively with government, employers and academics, supporting students entering the workforce and ensuring professional development for existing workers. In telling the story, this paper explores the dovetailing of functions that tested flexibility and rigor of existing systems and partnerships. (Edited publisher abstract)
COVID-19 impact on social work admissions and education in seven international universities
- Authors:
- McFADDEN Paula, et al
- Journal article citation:
- Social Work Education (The International Journal), 39(8), 2020, pp.1154-1163.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Inter-country Social Work admissions and educational comparisons are difficult due to variance in policy and practices between Social Work educational providers, even within the same country. However, this paper aims to provide an examination of different levels of impact that COVID-19 ‘lockdown’ had on ‘admissions to social work’ processes and on education, using examples from universities in Australia, England, Finland, Northern Ireland, Norway, Ireland and Sweden. Already we know that across these examples, admission processes differ significantly. Variances are between selection and entry methodologies with some institutions using academic entry criteria and personal statements and interviews, while others use academic entry criteria and relevant experience or academic entry only. We also know that practicum duration is variable across providers, lasting between 75 and 200 days. Despite all differences, a distinct adjustment to lockdown required a shift to virtual teaching methods for each institution. This paper seeks to explore the range of approaches adopted to lockdown in relation to practice learning placements in each example. This paper considers the underpinning values and principles that guided responses to the change processes in the various institutions and longer-term implications emerging from the required rapid change processes are discussed. (Edited publisher abstract)
Co-producing a shared stories narrative model for social work education with experts by experience
- Authors:
- Mac DERMOTT Denise, HARKIN-MACDERMOTT Caoimhe
- Journal article citation:
- Practice: Social Work in Action, 32(2), 2020, pp.89-108.
- Publisher:
- Taylor and Francis
Service user and carer involvement in social work education is a mandatory requirement in the UK. The role of service users, carers and survivors in Northern Ireland is fundamental to shaping social work students understanding of the unique life histories and experiences of others and acknowledging service user perspectives through the lens of experts by experience. This paper outlines the organic approach the authors adopted in developing and co-producing the Shared Stories Narrative Model for supporting service users, carers and survivors to participate in the direct teaching within the undergraduate social work degree at a university in Northern Ireland. The model is the product of extensive engagement with a group of young people who have experience of social work involvement. The model will be explained and applied to a case example. Reflections from the young people (experts by experience) and social work students are included. This paper seeks to demonstrate how the Shared Stories Narrative Model can be considered an effective framework for supporting meaningful service user involvement in social work education. (Publisher abstract)