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2. Examining Assumptions in Second Language Research: A Postmodern View. CLCS Occasional Paper No. 45.
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Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies. and Masny, Diana
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In a review of literature on second language learning, an opinion is put forth that certain assumptions underlying the theory and the research have influenced researchers' attitudes about second language development and diminished the objectivity of the research. Furthermore the content of the research must then be examined within its sociocultural, historical, and political context, and that it may be necessary to question some of these assumptions, which are based, philosophically, on a modern rationalist, positivist perspective. A postmodern view that second language education is political, and that all knowledge is socially and historically constructed is proposed. These issues are examined: the concept of "natural language" traditional in applied linguistics; artificial distinction made between the language learner and the social context of language learning; Eurocentrism in theorizing about language and language systems; the value of statistics in determining generalizability of research findings; the concept of normalization; and the nature of metalinguistic awareness. It is suggested that the social, cultural, and political nature of research is fragile, and that to understand it, it is necessary to examine it in relation to existing practices and conditions. Contains 39 references. (MSE)
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- 1996
3. The TCD Modern Languages Research Project: Objectives, Instruments, and Preliminary Results. CLCS Occasional Paper No. 26.
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Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies. and Singleton, David
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A study of the relationship between university-level second language development and previous language and other experience is described. The study, in its early stages at the time of writing, is being conducted at Trinity College in Dublin, Ireland, and involves students of French, German, Italian, and Spanish. This report describes the subjects and methodology, specific research questions addressed, research instruments and methods, computerization of the database, and some preliminary findings from small-scale studies. Early results concern the relationship between second language experience and second language proficiency, the development of second language lexicon, and the interaction between languages learned (interlanguage) and between language learning experiences. A 28-item bibliography is appended. (MSE)
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- 1990
4. Papers on Irish English.
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Irish Association for Applied Linguistics, Dublin., O Baoill, Donall P., O Baoill, Donall P., and Irish Association for Applied Linguistics, Dublin.
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Six papers on Irish English are presented. "The Study of Hiberno-English" (Jeffrey L. Kallen) surveys some aspects of research on the language and offers a historical context for the subsequent papers. "A Tape-Recorded Survey of Hiberno-English in Its Context" (T. M. Tilling) reports on the early stages of an island-wide survey of the English speech of Ireland, combining traditional dialect geography and sociolinguistics. In "Linguistic Cross-Links in Phonology and Grammar" (G. B. Adams), the phonological and grammatical similarities between Irish and English resulting from extended language contact and bilingualism are examined. "The Hiberno-English 'I've It Eaten' Construction: What Is It and Where Does It Come From?" (John Harris) looks in greater detail at the Irish influence evident in one construction. Problems created by differences in structure in Irish and English are examined in "Observations on Thematic Interference Between Irish and English" (Markku Filppula), and "A Global View of the English Language in Ireland" (Kallen) urges a broader-based approach to the study of Hiberno-English than that commonly adopted, incorporating examination of all grammar and discourse phenomena, bilingualism, sociolinguistics, and reference to other English variations, not just standard English usage. (16 references) (MSE)
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- 1985
5. Understanding Narrative Inquiry through Life Story Interviews with Former Prisoners
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Angeliki Lima
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Researchers' reflections on narrative inquiry is a growing area of interest for the qualitative researchers' community (Beuthin 2014; Bruce et al 2016; O'Grady, Clandinin and O'Toole 2018). Furthermore, the relationship between the insider and outsider, researcher and participant, in narrative research conducted in social sciences, including nursing, health sciences, and education, has been extensively explored (Berger 2015; Darwin Holmes 2020). This paper reports on a project in which life story interviews with former prisoners were conducted in Ireland and Greece. The aim is to contribute to our understanding and knowledge of narrative inquiry by providing insights into the methodology employed, along with the challenges faced and steps taken to address those challenges during the project. The paper begins with a reflective account of the author's experience as a researcher engaging in narrative inquiry, focusing on the rationale behind choosing this method and issues of design, positionality, ethics and access. Then the focus shifts to how the fieldwork in two European countries allowed the author to explore the cross-cultural boundaries of narrative inquiry. Finally, the paper concludes with a persuasive argument on the value of narrative inquiry, drawing upon the insights and findings from the research project.
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- 2023
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6. Using Vignettes as a Research Method to Investigate Placement and Provision for Children with Special Educational Needs in Different Countries
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Kieron Sheehy, Jonathan Rix, Felicity Fletcher-Campbell, Martin Crisp, and Amanda Harper
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This paper examines the use of vignettes as a research method in a comparative exploration of the provision for children with special educational needs across eleven countries. The investigation selected in-country researchers, who responded to questions with respect to children described in 14 vignettes. The questions related to school placement options; assessment processes; support arrangements; service provision; curriculum responses and those involved in placement decisions. The vignette findings were able to highlight differences in placement decisions between the countries; the general lack of pupil voice in decision making and the ubiquitous influence of medical categories within educational settings. The utility of using vignettes in this type of research is discussed in relation to reflecting the complex reality of educational practice in different countries.
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- 2023
7. Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship
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Research-publishing.net (France), Turula, Anna, Kurek, Malgorzata, Lewis, Tim, Turula, Anna, Kurek, Malgorzata, Lewis, Tim, and Research-publishing.net (France)
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This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.
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- 2019
8. Assessment 'for' Learning and 'for' Self-Regulation
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Lysaght, Zita
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Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi)--a research tool for measuring teachers' understanding and deployment of formative teaching, learning and assessment practices. Underpinning the paper is an extensive body of international research connecting assessment for learning pedagogy with student self-regulation, mental health and well-being. Reflecting on the potential of the AfLAi as a research tool, an activity systems framework is advanced as a mechanism to engage researchers and teachers in meaningful site-based continuous professional development that supports teachers' interrogation of aggregated school data derived from their responses to the AfLAi. It is argued that by de-privatising classroom practice in this way and challenging teachers to examine self-reports of their understanding and use of assessment for learning pedagogy, the extent to which students are afforded opportunities to develop as self-regulating learners is laid bare. In turn, the teaching, learning and assessment conditions that serve to create and sustain self-regulation by students emerge. The paper is premised on a commitment to a biopsychosocial approach to mental health and to an inter-disciplinary, multi-lens, research agenda that will yield comprehensive, dynamic insights and understandings to inform future practice.
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- 2015
9. Developing Professional Competence through Assessment: Constructivist and Reflective Practice in Teacher-Training
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Lalor, John, Lorenzi, Francesca, and Rami, Justin
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Problem Statement: Traditional forms of assessment such as essays and end of term examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge, rarely afford students the opportunity to apply knowledge to key professional scenarios. In the context of teacher education, if the aim is to develop teacher competence beyond the mere possession of technical skills then appropriate pedagogic and curriculum interventions need to be developed, implemented and evaluated. Purpose of Study: This paper argues that reflection and experiential learning should be infused through effective assessment strategies and embedded in the training and formation of trainee-teacher attributes. The authors draw on their experience as lecturers and module/course designers for an "Assessment" module within a teacher-training degree programme in a School of Education in the Republic of Ireland. Methods: This paper presents the findings of a 4-year study, which adopted a multi-methods approach. The research was conducted using both numerical and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for analysis and this was then triangulated with module evaluations and numerical performance data. The paper describes the research that used constructivist principles to help foster the development of assessment competence through a cycle of action/critical reflection/revised action within an assessment portfolio design. Findings and Results: The research demonstrates that a learner-centred approach to assessment not only helps the student/trainee teacher in the development of their own professional competence but also shows teacher educators that they need to experience learning and reflection at a deep level in order to be able to develop the professional competence required of them as future teachers. Conclusions and Recommendations: Those students who participated in the study expressed their appreciation of the value of portfolio assessment and indicated that they would be prepared to use it in their future professional contexts. The research suggested that a number of recommendations be considered and these include enabling students to make sense of knowledge through reflection, and the design of assessments, which replicate authentic professional scenarios and require decision-making, in order to assist in developing a reflective capacity for appropriate professional judgment.
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- 2015
10. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
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International Association for Development of the Information Society (IADIS)
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The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
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- 2012
11. Research on Translation Technology Teaching in Chinese Publications and in International English-Language Publications (1999-2020): A Bibliometric Analysis
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He, Shaobin, Hao, Yunhan, Liu, Shijie, Liu, Huidan, and Li, Huadong
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The growing need to improve the quality and efficiency of translation by using technology has stimulated the practice of and research into translation technology teaching (TTT). Naturally, there is a need to analyse the state of the art and development of TTT from a quantitative perspective, because such research is still very scarce. This paper uses the bibliometric technologies, CiteSpace and VOSviewer in particular, to delineate the publication information of TTT-related research mainly in two citation databases, i.e., Web of Science (WoS) and China National Knowledge Infrastructure (CNKI), from the year 1999 to 2020. It finds that China is gaining importance in TTT-related research, that international English-language publications pay more attention to the teaching of MTPE, while Chinese-language publications focus more on corpus-based TTT, and that English publications tend to use empirical methods, while Chinese publications tend to adopt non-empirical methods. The differences between the two publication communities in research methods and focuses call for contact and exchange between the two communities.
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- 2022
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12. Understanding Stories of Professional Formation during Early Childhood Education and Care Practice Placements
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Taylor, Mark
- Abstract
Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. "Narrative Inquiry: Multiple Lenses, Approaches, Voices." In "The Sage Handbook of Qualitative Research", edited by N. Denzin and Y. Lincoln, 651-679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. "Places of Practice: Learning to Think Narratively." "Narrative Works" 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories--'Threshold Concepts' and 'Communities of Practice'--shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements.
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- 2018
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13. Reflection-on-Action in Qualitative Research: A Critical Self-Appraisal Rubric for Deconstructing Research
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Stynes, Martin, Murphy, Timothy, McNamara, Gerry, and O'Hara, Joe
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In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university program where students engaged in directed experiential learning in group-integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper offers an example of our own work, an honest self-appraisal, a rubric for readers' consideration and a discussion that adds to the perpetual flux of knowledge work.
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- 2018
14. The Psychic Rewards of Teaching: Examining Global, National and Local Influences on Teacher Motivation
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Morgan, Mark, Kitching, Karl, and O'Leary, Michael
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What are the main influences on the day-to-day motivation of classroom teachers? The particular focus in this research is the micro-events that teachers experience and which enhance or undermine their motivation. We conceptualise such events in terms of their proximity/distance. We suggest that experiences with a proximal origin (classroom and school) may be more relevant to motivation than events that a more remote origin (national and global events) partly because of the frequency with which they impinge on proximal events happen. To measure the importance of these micro-events for teachers' motivation, we propose that events are a function of their affective intensity and frequency of occurrence. We also propose that events that have a positive affective tone are more significant for motivation than events that have a negative emotional tone. Our initial efforts to map the construct of teachers' motivation are based on a multi-faceted approach. Rather on the basis of current research and thinking, as well as on judgements of what people usually consider motivation to be, we propose four indices that may gauge the underlying construct. These are: commitment to teaching (wanting to continue in the profession and in this particular school), teacher-efficacy (the most widely studied concept in this area), organizational citizenship (readiness to go beyond what is strictly required in contracts), and willingness to engage in new learning and professional development. (Contains 5 tables.)
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- 2007
15. The Megalithic Monuments of Ireland and Their Folklore: A Photodocumentary Project.
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Goldbaum, Howard
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A photojournalism project is described in this paper that integrated the disciplines of photography, archaeology, and ethnology in an examination of prehistoric megalithic monuments in Ireland and their folklore. Following an introduction tracing the history of the monuments and pointing to the maintenance in Ireland of a body of oral tradition concerning many of them, the paper describes the methodology used in the project, which included (1) preliminary research and selection of monuments to be studied, (2) the study of archival folklore material, (3) the collecting of taped folklore interviews, and (4) the photographing of the people who served as folklore sources and of the monuments. Finally, the paper lists the types of monuments often associated with traditional beliefs and reports the most prevalent types of beliefs concerning the monuments, which involve beliefs about fairies, witches, gods, heroes, and kings, as well as fanciful "scientific" speculations about the creation and function of the monuments. Appendixes provide a list of instructions for folklore collectors, excerpts of transcripts from folkloric material collected for the project, and a bibliography of selected relevant publications. (GT)
- Published
- 1980
16. [Proceedings of the] 20th Anniversary Conference of the Canadian Association for the Study of Adult Education (Quebec, Canada, May 25-27, 2001).
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Canadian Association for the Study of Adult Education, Guelph (Ontario). and Nesbit, Tom
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This document contains 29 papers and 7 roundtable presentations from a Canadian conference on the study of adult education. The following papers are among those included: "Cultivating Knowledge" (Mike Ambach); "Subsistence Learning" (Rose Barg); "Non-Governmental Organizations and Popular Education Programs" (Bijoy P. Barua); "The Learning Organization" (Maureen S. Bogdanowicz, Elaine K. Baily); "Learning in Later Life" (Margaret Fisher Brillinger, Carole Roy); "Postcards from the Edge" (Shauna Butterwick, Michael Marker); "The Reading Strategies of Adult Basic Education Students" (Pat Campbell, Grace Malicky); "Feminist Artist-Educators and Community Revitalisation" (Darlene E. Clover); "Lifelong Learning in the New Economy" (Jane Cruikshank); "Contribution a la Reflexion Andragogique sur 'L'Economie du Savoir'" (Francine D'Ortun); "Adult Literacy as Social Relations" (Richard Darville); "Learning to Change" (John Egan); "Global Adult Education, Justice and Spirituality" (Leona English); "Dimensions of Spirituality" (Tara Fenwick, Leona English, Jim Parsons); "Canadian Research in Adult Education in the 1990s" (Tara Fenwick, Shauna Butterwick, Shahrzad Mojab); "The Parent They Knew and the 'New' Parent" (Linda Furlini); "Being, Becoming, and Belonging as a Queer Citizen Educator" (Andre P. Grace); "A Search for Sustainable Livelihoods within Global Marketplaces" (Carolyn Jongeward); "Re-Membering and Re-Picturing Activist Mothers" (Dorothy A. Lander); "Spirituality as a Sustaining Dimension of the Transformational Learning Process" (Maureen McCallum); "The Impact of Globalization on Human Rights" (Derek Mulenga); "Creating New Stories" (Mark Murphy, Brenda-Morgan Klein); "Graduate Students' Perspectives on Adult Education" (Tom Nesbit, Edward W. Taylor); "Les Nouveaux du Travail et de la Carriere" (Danielle Riverin-Simard); "The Pitfalls and Possibilities of Labour Movement-Based E-Learning" (Peter H. Sawchuk); "Enlightenment and Engagement in Adult Education for Democratic Citizenship" (Daniel Schugurensky); "Agency in the Knowledge Society" (James Sharpe); "Community Sustainability and Lifelong Learning" (Jennifer Sumner); "The Experience of Story Telling" (Debra Whitman); "Spaces for Community Development" (Pramila Aggarwal, Bill Fallis, Bob Lucker); "Academic Adult Education and the Vocation of Intellectual Work" (Jane Dawson);"Facilitating More Servant Leadership and Stewardship" (Kathleen Dodman-Kevany); and "The Master's Tools" (Budd L. Hall, Maria Turner). Most papers contain substantial bibliographies. (MN)
- Published
- 2001
17. Institutional Business Power: The Case of Ireland's Private Home Care Providers.
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MERCILLE, JULIEN and O'NEILL, NICHOLAS
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HOME care services ,LOBBYING ,INTERVIEWING ,CONTRACTING out ,BUSINESS ,RESEARCH methodology ,MEDICAL practice ,COVID-19 pandemic - Abstract
The marketisation of European home care has given rise to significant private for-profit providers growth. However, little research has focused directly on commercial companies to examine the mechanisms through which they emerge, grow and shape long-term care policy – this is this paper's task. Drawing on the literature on business power, the recent concept of "institutional business power" is introduced, defined as the power flowing from the entrenched position of business actors in the provision of public social services. The paper identifies the mechanisms through which private providers have grown and assesses the extent of their institutional power by examining their influence on policy and the support they obtain from relevant home care stakeholders. The limits of providers' institutional power are also discussed. The paper relies on semi-structured interviews with representatives of public, private and non-profit home care providers. [ABSTRACT FROM AUTHOR]
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- 2024
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18. Constructivist Grounded Theory: Recognising and Raising the Voice of Young People with Experience of Care Systems
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Farragher, Róisín and Coogan, Declan
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This article describes a research project designed to explore the ways in which young people with experience of the care system in Ireland understand "family", and family relationships. We chose Constructivist Grounded Theory (CGT) as the conceptual and analytical framework for the research as it focuses on privileging the voice of research participants and raises our awareness of our own personal biases/preconceptions. In this article, we reflect on the actions of researchers in the co-production of knowledge. As the study described in this paper is ongoing, we do not report on findings at this stage. Instead we clearly describe the rationale informing our choice of CGT for this research. We also outline what we have learned so far through our experiences with CGT as a research methodology. The steps adopted throughout this research project to enhance reflexivity and to address ethics in the researcher/participant dynamic also feature in this article. As there is more than one way to raise the voices of young people, we propose CGT as one way of designing and implementing research to explicitly promote the young person participant as an active coproducer of knowledge about family and care systems.
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- 2020
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19. The Ethics of Randomized Controlled Trials in Social Settings: Can Social Trials Be Scientifically Promising and Must There Be Equipoise?
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Fives, Allyn, Russell, Daniel W., Canavan, John, Lyons, Rena, Eaton, Patricia, Devaney, Carmel, Kearns, Norean, and O'Brien, Aoife
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In a randomized controlled trial (RCT), treatments are assigned randomly and treatments are withheld from participants. Is it ethically permissible to conduct an RCT in a social setting? This paper addresses two conditions for justifying RCTs: that there should be a state of equipoise and that the trial should be scientifically promising. Illustrated with a discussion of the RCT evaluation of the Wizards of Words reading programme, this paper argues that, first, the two conditions can give rise to genuine moral conflicts, and second, efforts can be made to ensure RCTs in social settings are scientifically promising. The argument of this paper therefore is a departure from the current debate on RCTs, where it is assumed these two justifying conditions should not come into conflict, either because research ethics is derived from the professional's duty of care, or because there is a strong distinction between the ethics of research and the duty of care. This paper also addresses critics who argue that in social settings RCTs cannot be scientifically promising and for that reason they are ethically impermissible.
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- 2015
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20. The Investment in Education Report 1965--Recollections and Reminiscences
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Hyland, Áine
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This paper is based on the recollections of its author of the work of the Investment in Education team from its inauguration in summer 1962 until the completion of its work in early 1965. The author was a research assistant to the team throughout the period of the study and was directly involved in the collection and analysis of the data on which the findings of the report were based. The paper describes the conditions under which the team operated. It adverts to some of the contentious issues which arose out of the data analysis. It explores the evolving roles of the Steering Committee, of senior civil servants in the Department of Education and of the chairman and of individual members of the team during the two-and-a-half-year period. It discusses some of the external influences which impacted on members of the team and explores how the changing economic and cultural life of Ireland in the early 1960s affected their thinking. It touches on the setting up of the Development Branch in the Department of Education in 1966 and its premature disbandment by the Minister Richard Burke in 1973.
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- 2014
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21. Time to re‐envisage culturally responsive care: Intersection of participatory health research and implementation science.
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Markey, K., Macfarlane, A., and Manning, M.
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MEDICAL quality control ,HEALTH services accessibility ,NURSING ,NOMADS ,RESEARCH methodology ,CULTURAL pluralism ,FAMILY nurses ,CULTURAL competence ,ADULT education workshops - Abstract
Aim: In the context of widening societal diversity, culturally and linguistically diverse patients continue to experience inequities in healthcare access and deficiencies in standards of nursing care. Re‐framing culturally responsive care as a complex intervention spanning multiple interacting factors at micro, meso and macro levels is an essential prerequisite for addressing knowledge translation gaps into everyday nursing practice. To this end, this paper proposes and explicates the potential of applying synergistic participatory implementation methodologies for developing effective implementation strategies with impact at individual and wider structural levels. Design: Discussion Paper. Data Sources: A co‐design case study is presented as an example of combining normalization process theory and participatory learning and action to investigate and support the implementation of culturally responsive care in general practice nursing. Implications for Nursing: Enacting culturally responsive health care is inherently complex in that it is influenced by multiple interacting factors. Viewing culturally responsive care as a complex intervention and incorporating a synergistic participatory implementation science approach offers possibilities for addressing the documented shortcomings in the implementation of culturally responsive nursing care. Conclusion: There is a need to move away from conventional approaches to conceptualizing and generating evidence on culturally responsive care. Incorporating participatory implementation methodologies can provide a new lens to investigate and support whole system implementation strategies. Impact: The combination of participatory and implementation methodologies is both theoretically and empirically informed. Engaging stakeholders in the co‐design and co‐production of evidence and solutions to long standing problems has the potential to increase the likelihood of influencing iterative and sustainable implementation and changes to clinical practice and systems. Patient or Public Contribution: This work is part of a wider programme of participatory health research on migrant health, partnering with a non‐governmental organization that supports migrants. [ABSTRACT FROM AUTHOR]
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- 2023
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22. Student Teacher Educational Research (STER): An Innovation in Irish Teacher Education
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Brennan, Aimie
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This paper introduces an innovative project in teacher education, designed to enhance student teachers' engagement with educational research methods by creating in a peer-learning network. The Student Teacher Educational Research (STER) project was established by the author in partnership with a group of student volunteers in 2017. The project focused on creating new forums for student teacher research dissemination that encouraged and promoted collaboration amongst student teachers during initial teacher education. Responding to Irish Higher Education policy (2016), the project positioned student teachers as partners and co-creators in the management of STER and created a peer-learning network which enhanced the learning and engagement of all participants. STER was piloted with a cohort of student teachers in one Faculty of Education in Ireland. All participants were undertaking a research project as part of their programme of study. This research presents the findings of the evaluation of that pilot year, incorporating qualitative and quantitative data from twenty-seven students. The learning derived from participation in STER will be outlined, with a particular emphasis on how peer-learning and research dissemination can be supported in ITE. Giving student teachers an opportunity to share their research in student-led learning community motivated them to engage with educational research outside of lectures and participants gained a greater appreciation for the potential of educational research to influence practice.
- Published
- 2019
23. Middle Leaders and Middle Leadership in Schools: Exploring the Knowledge Base (2003-2017)
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Harris, Alma, Jones, Michelle, Ismail, Nashwa, and Nguyen, Dong
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The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.
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- 2019
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24. Expertise: Myth or Reality of a Cross-National Definition?
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Germain, Marie-Line and Ruiz, Carlos Enrique
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Purpose: The purpose of this paper is to offer a comparison of how human expertise is perceived by human resource development (HRD) scholars across several Western European countries and in the USA. Design/methodology/approach: A qualitative, exploratory approach using electronic mail was used for this study. In total, 36 leading HRD scholars from 11 different countries were interviewed. Findings: There is a propensity of several countries to converge towards common themes. Based on this fact, a European-US definition of expertise is offered: expertise is the combination of knowledge, experience, and skills held by a person in a specific domain. Research limitations/implications: One major limitation is the selection of "experts" to describe "expertise". Second, although all but one European interviewee spoke fluent English, the questions were asked in English. Third, virtual ethnography coupled with traditional interviewing is known to be best. Fourth, the research is deeply embedded in one field. Finally, the rather small sample size underrepresented some countries. Practical implications: The findings provide HRD practitioners with a better understanding of training and development practices and give additional ground for employee development. They shed light on cultural differences and on cross-national communication. As organizations increasingly expand worldwide and outsource, understanding expertise across nations can provide insights into selection and hiring procedures and help with cross-cultural training for expatriates. Expertise can also be used as a performance measure to develop employees for optimal performance. Originality/value: The paper explores a training and development construct internationally. (Contains 1 table.)
- Published
- 2009
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25. Working in the Action/Research Nexus for Education for Sustainable Development: Two Case Studies from Ireland
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Tormey, Roland, Liddy, Mags, Maguire, Helen, and McCloat, Amanda
- Abstract
Purpose: Higher education has a key role and responsibility in creating change and addressing issues of fundamental human concern such as inequality and social justice, globalisation and development, environmental protection and sustainability. The purpose of this paper is to describe how RCE-Ireland, established in September 2007, aims to develop awareness and engagement with these realities and ensure they become integrated into education in Ireland. Design/methodology/approach: Action research is based on a cyclical process of action, observation, reflection and adaptation, and has been adopted by RCE-Ireland as key to reorienting the practice of education towards sustainability. Two case studies of action research projects are the focus of the paper: Critical Thinking in Large Scale Lectures, University of Limerick, and Reorienting Course Content towards Ethical and Ecological Consumerism, St Angela's College, Sligo. The methodologies employed include both qualitative and quantitative data collection, and address critiques of action research while remaining true to the aims of democratic teaching and engaged scholarship. Findings: The case studies demonstrate action research as a valuable and valid research methodology in itself, as well as recognising its appropriateness in reorienting education towards sustainability. The University and University-based educationalists have a unique role here by linking research and practice, blurring the boundaries of research as objective and value-free, and in demonstrating innovation and leadership in addressing global challenges and human concerns. Originality/value: The University can provide opportunities for reorientation towards sustainability, as well as presenting challenges to this work. There is much evidence that higher education settings find it more difficult to adjust their practices than to adjust their content. One approach to engender such change in practice is the promotion of action research in higher education settings, where the twin roles of the academic practitioner as teacher and as researcher are brought together to adapt educational practice.
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- 2008
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26. Family SMEs in Ireland as Learning Organizations
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Birdthistle, Naomi
- Abstract
Purpose: The purpose of this paper is to investigate whether small and medium-sized family businesses in Ireland have the potential to be classified as learning organizations. Design/methodology/approach: The research methodology adopted for this study is that of multiple-case studies. In this research, personal interviews were selected as the data collection method. On the basis of Eisenhardt's premise that a study of between four and ten cases is suitable for qualitative studies, a total of six owner-managers of family small and medium-sized enterprises (SMEs) were interviewed. Findings: The findings of the case studies support the argument that family businesses have the potential to be learning organizations. However, the extent to which these family businesses are potentially learning organizations depends on the size of the family business and the structure imposed on the business. Micro family businesses struggle to be classified as learning organizations due to the lack of a learning orientation. These businesses lack systems for the monitoring of information and lack the ability to be reactive to market changes. Small family businesses have the potential to be classified as learning organizations. This is due to the fact that small family businesses have learning at the core of their business and systems in place to deal with a learning orientation. Medium-sized family businesses also have the potential to be learning organizations, although they need to ensure that systems are in place to allow learning to occur. Originality/value: This paper presents original findings in a highly relevant, but under-researched field--the family SME as a learning organization.
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- 2008
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27. CALL and the Development of Learner Autonomy: Towards an Activity-Theoretical Perspective
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Blin, Francoise
- Abstract
While the concepts and principles associated with learner autonomy underpin a broad range of CALL applications and research projects, current debates and research paradigms in CALL do not provide adequate tools and models to investigate in depth the relationship between CALL and the development of learner autonomy. This paper explores the potential of cultural-historical activity theory to study this relationship. Starting from the complex and multidimensional nature of learner autonomy, it highlights some of the weaknesses in the CALL literature addressing some aspects of this relationship. Following a presentation of the main tenets of cultural-historical activity theory (CHAT), including the notion of contradiction which is at the core of CHAT, it then seeks to demonstrate how activity theory can assist us in rethinking our understanding of learner autonomy in the context of technology-rich language learning environments and in formulating suitable criteria and questions, which can guide judgemental and empirical analyses. The paper concludes by illustrating some of the principles explored through examples drawn from an activity-theoretical judgemental analysis of a French module delivered to first year students in Dublin City University.
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- 2004
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28. Environmental Perception of French and Some Western European Secondary School Students
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Bogner, Franz X. and Wiseman, Michael
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This paper describes, by focusing on factor analytic structures, pupils' reactions towards the utilisation and preservation of nature. A previously hypothesised model based on these two domains (comprised of 5 primary factors) was shown to be valid for four different Western European pupil samples: CH, D, DK, IRL. The empirical basis of this present paper comprises a survey of about 900 French pupils of both genders aged between 11 and 16 years from rural areas who responded to a paper-and-pencil questionnaire. Data from the remaining European samples added some 4000 respondents based on the same objective test each. The purpose of the present study was five-fold: Firstly, to test and confirm the hypothesised primary and secondary factor structure for the combined data set. Secondly, to apply the methods of linear structural relationship analysis to test the existence of two higher-order factors (the domains: "Preservation" and "Utilisation"). Thirdly, to investigate any age or gender effect in the primary factors. Fourthly, to provide an age-adjusted empirical instrument for evaluation purposes of educational programmes featuring conservation and environmental protection. Finally, to compare the means within-region factor scores in anticipation of substantial between-region differences. These differences followed a rather consistent pattern supporting the interpretation that "utilising" nature is negatively correlated with positive environmental reactions. (Contains 7 tables and 3 figures.)
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- 2002
29. Development of Sex-Trait Stereotypes Among Young Children in the United States, England, and Ireland.
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Best, Deborah L.
- Abstract
The Sex Stereotype Measure II (SSM II), a 32-item picture-story technique, was developed to assess children's knowledge of conventional, adult-defined, sex-trait stereotypes. The procedure was based on stereotype characteristics identified by college students using the Adjective Check List item pool. A second procedure, the Sex Attitude Measure (SAM), was developed to assess general evaluative bias toward male and female persons. Both procedures were composed of brief stories presented with human figure silhouettes to preschool, third, and sixth grade Euro-American children. Both the male and female stereotypes were found to increase linearly with age, with more male traits than female traits being known to each age level. Item analyses revealed differences in the age at which children become aware of various stereotype traits, with the learning of some traits still incomplete at age 12. Although there was generally good agreement between boys and girls, there were some apparent sex differences in acquisition of knowledge of certain items. The SAM scores indicated no age-related effects and at all three age levels girls were clearly pro-female and anti-male, while boys were unbiased toward females and only slightly anti-male. No consistent relationship was found between sex-stereotype knowledge and evaluative sex bias. It was concluded that the SSM II was a useful procedure for the study of the existence of sex stereotypes in a variety of populations and for investigations of the determinants of sex-trait stereotype learning. (Author/MS)
- Published
- 1977
30. Exploring the Functions of Reading: A Cross-Cultural Perspective.
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Greaney, Vincent and Neuman, Susan B.
- Abstract
To determine if purposes in reading differ with sex, grade level, and nationality, a 16-item "Functions of Reading Scale" (developed from content analysis of student essays on why they like to read) was administered to 459 Irish (Dublin, Ireland) and American (Windham, Connecticut) students in grades three, five, and eight. Data analysis, revealing three main reasons for reading--enjoyment, utility, and escape--also showed several interesting trends: (1) girls read more for enjoyment while boys read for utilitarian purposes, (2) students in fifth grade had the highest enjoyment scores and those in third had the highest overall scores in utility and escapism, and (3) Irish students read more often for enjoyment and utility and less often for escapist reasons than did Americans. While limited by a small and possibly not representative sample, the research nevertheless indicated the usefulness of the "uses and gratification" approach of mass communication research, which assumes that subjects actively pursue communication materials on the basis of predetermined needs. (MM)
- Published
- 1983
31. Exploring concepts of friendship formation in children with language disorder using a qualitative framework analysis.
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Janik Blaskova, Lenka and Gibson, Jenny L.
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- *
PSYCHOLOGY of children with disabilities , *LANGUAGE disorders in children , *QUALITATIVE research , *RESEARCH funding , *INTERVIEWING , *JUDGMENT sampling , *CHILDHOOD friendships , *RESEARCH , *CONCEPTUAL structures , *SOCIAL skills , *RESEARCH methodology , *INTERPERSONAL relations , *WELL-being , *PHYSICAL activity - Abstract
Purpose: Sociometric studies and adult reports have established that children with Language Disorder (LD) are at risk of peer relationship difficulties. However, we have limited knowledge of how children with LD understand friendship, whom they deem as a good or bad friend, and what role their friendship concepts play in their relationships with peers. This exploratory study aimed to conduct a qualitative investigation into the friendship concepts that children with LD hold and to explore their strategies for making friends. Methods: We conducted multiple, art‐informed interviews on the topic of friendship with 14 children with LD at the age of 6–8 years. Participating children were based in the United Kingdom and Republic of Ireland. They attended enhanced provision, specific speech and language classes and mainstream classrooms. We used framework analysis to map children's responses to Selman's (1979) developmental model of interpersonal understanding, which espouses a theory of children's social development within the context of peer relationships. Results: The understanding of friendship formation in children with LD varied from physical presence to mutual support and sharing. Children's ideas about a good/bad friend represented the lowest developmental stage. Participants from the mainstream classroom demonstrated the highest stages of interpersonal understanding. Children with LD did not mention their language abilities as a barrier to making friends. Conclusion: There are limited studies exploring friendship directly from children with LD, and this study provides insights into this gap, by utilising art‐informed interviews. Children's immature understanding of a good/bad friend points towards a potential susceptibility to false friends, which we suggest needs further empirical validation. We also found that children with LD did not pay attention to their language difficulties when making friends, which raises questions about the ways diagnoses are shared with children. WHAT THIS PAPER ADDS: What is already known on the subject: Children with Language Disorder (LD) are at risk of peer relationship difficulties. Studies to date are based on sociometrics and adult reports. Only a few studies employ participatory approaches to research with children, directly engaging children with LD when exploring their friendships What this paper adds: This paper directly asks children with LD about their understanding of friendship and strategies for making friends.Physical proximity and play are important to children.s understanding of friendship especially in recognising good and bad friends. This indicates potential reasons for children with LD being susceptible to false friendsAdditionally, children with LD do not perceive language and communication as a barrier to making friends. What are the potential or actual clinical implications of this work?: Concepts around friendship and good/bad friends should be routinely assessed and targeted (if appropriate) in interventions. The study highlights the need to continue discussing practices around sharing diagnoses with children with LD. [ABSTRACT FROM AUTHOR]
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- 2024
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32. Patient perspective on observation methods used in seclusion room in an Irish forensic mental health setting: A qualitative study.
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Shetty, Shobha Rani, Burke, Shauna, Timmons, David, Kennedy, Harry G., Tuohy, Mary, and Terkildsen, Morten Deleuran
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QUALITATIVE research ,RESEARCH funding ,INTERVIEWING ,SCIENTIFIC observation ,SECLUSION of psychiatric hospital patients ,FORENSIC psychology ,RETROSPECTIVE studies ,JUDGMENT sampling ,SOUND recordings ,THEMATIC analysis ,MEDICAL records ,ACQUISITION of data ,RESEARCH methodology ,PHENOMENOLOGY ,PATIENTS' attitudes - Abstract
Accessible Summary: What is known on the subject?: Nurses' observation of patients in seclusion is essential to ensure patient safety.Patient observation in seclusion assists nurses in adhering to the requirements of mental health legislation and hospital policy.Direct observation and video monitoring are widely used in observing patients in seclusion.Coercive practices may cause distress to patient‐staff relations. What the paper adds to existing knowledge?: We add detailed information on specific observation methods in seclusion and compare them from the perspective of patients.Nurses communicating with patients ensures relational contact and that quality care is provided to patients even in the most distressed phase of their illness.Providing prior information to patients on observation methods in seclusion and the need for engaging patients in meaningful activities, while in seclusion are emphasized.Observation via camera and nurses' presence near the seclusion room made patients feel safe and gave a sense of being cared for in seclusion.Pixellating the video camera would give a sense of privacy and dignity. What are the implications for practice?: The overarching goal is to prevent seclusion. However, when seclusion is used as a last resort to manage risk to others, it should be done in ways that recognize the human rights of the patient, in ways that are least harmful, and in ways that recognize and cater to patients' unique needs.A consistent approach to relational contact and communication is essential. A care plan must include patient's preferred approach for interacting while in seclusion to support individualized care provision.Viewing panels (small window on the seclusion door) are important in establishing two‐way communication with the patient. Educating nurses to utilize them correctly helps stimulate relational contact and communication during seclusion to benefit patients.Engaging patients in meaningful activities when in seclusion is essential to keep them connected to the outside world. Depending on the patient's presentation in the seclusion room and their preferences for interactions, reading newspapers, poems, stories, or a book chapter aloud to patients, via the viewing panel could help ensure such connectedness.More focus should be placed on providing communication training to nurses to strengthen their communication skills in caring for individuals in challenging care situations.Patient education is paramount. Providing prior information to patients using a co‐produced information leaflet might reduce their anxiety and make them feel safe in the room.When using cameras in the seclusion room, these should be pixelated to maintain patients' privacy. Introduction: A lack of research investigating the specific role that various observational techniques may have in shaping the therapeutic relations in mental health care during seclusion warranted this study. Aim: The aim of the study was to explore patients' experience of different methods of observation used while the patient was in seclusion. Method: A retrospective phenomenological approach, using semi‐structured interviews, ten patients' experiences of being observed in the seclusion room was investigated. Colaizzi's descriptive phenomenological method was followed to analyse the data. Results: Communicating and engaging patients in meaningful activities can be achieved via the viewing panel. The camera was considered essential in monitoring behaviour and promoting a sense of safety. Pixelating the camera may transform patient view on privacy in seclusion. Discussion: The mental health services must strive to prevent seclusion and every effort should be made to recognise the human rights of the patient. The study reveals numerous advantages when nurses actively engage in patient communication during the process of observation. Implications for Practice: Different observation methods yield different benefits; therefore, staff education in using these methods is paramount. Empowering the patient with prior information on seclusion, engaging them in meaningful activities and proper documentation on patient engagement, supports the provision of individualised care in seclusion. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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33. The psychosocial impact of a chronic disease in Ireland: Burdens and helpful practices for a life with epidermolysis bullosa.
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Salamon, Gudrun, Field‐Werners, Ursula, Strobl, Sophie, Hübl, Vinzenz, and Diem, Anja
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CHRONIC diseases & psychology ,COMMUNITY health services ,MEDICAL care use ,SOMATOFORM disorders ,HEALTH services accessibility ,PSYCHOTHERAPY ,RESEARCH funding ,HEALTH status indicators ,ENDOWMENTS ,SATISFACTION ,EPIDERMOLYSIS bullosa ,RARE diseases ,DISEASE management ,QUESTIONNAIRES ,KRUSKAL-Wallis Test ,BANDAGES & bandaging ,MANN Whitney U Test ,DESCRIPTIVE statistics ,SEVERITY of illness index ,THEMATIC analysis ,FAMILY attitudes ,PHYSICIAN practice patterns ,RESEARCH methodology ,QUALITY of life ,PATIENT-professional relations ,EXTENDED families ,FACTOR analysis ,QUALITY assurance ,COMPARATIVE studies ,DATA analysis software ,SOCIAL support ,INTERPERSONAL relations ,SURGICAL dressings ,DRUGS ,PSYCHOSOCIAL factors ,PHYSICAL mobility ,MEDICAL care costs ,NONPARAMETRIC statistics ,PATIENTS' attitudes - Abstract
Objective: Although Ireland has one of the highest levels of well‐being in Europe, having a health condition has been found to have a direct negative impact. The aim of this study is to evaluate the current situation and the experiences of patients with epidermolysis bullosa (EB), a rare genetic skin disease, and their relatives living in Ireland, with a focus on burdens and helpful practices. Methods and Measures: In a mixed‐methods design, a series of standardised questionnaires were combined with open‐ended questions. Via an online survey, data from n = 59 EB patients and relatives of EB patients living in Ireland were collected. Results: EB affects both the patients and their relatives. Burdens were found in relation to the visibility of EB, the degree of severity, the current health status, reduced mobility, the financial impact of EB, the psychosocial impact and personal and social resources. The paper also analyses existing resources and highlights opportunities for support and needs of improvement. Conclusion: Quality of life with EB is influenced by somatic symptoms and the psychosocial burden. Individual helpful practices in dealing with this rare disease can be considered as mediators, but they need to be supported by structural and healthcare improvements. Patient or Public Contribution: The perspective of EB patients, their relatives and EB experts were taken into account in the development of the study design via two feedback loops with the EB patient organisations DEBRA Ireland and DEBRA Austria. The design was adapted accordingly. Additionally, by including open‐ended questions, patients and relatives could contribute their individual perspectives and add insights into their lives with EB that might not have been captured with the structured online survey alone. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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34. How people of African Caribbean or Irish ethnicity cope with long‐term health conditions in UK community settings: A systematic review of qualitative, quantitative and mixed method studies.
- Author
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Shafiq, Saba, Parveen, Sahdia, and Oyebode, Jan R.
- Subjects
PSYCHOLOGY information storage & retrieval systems ,CINAHL database ,MEDICAL databases ,INFORMATION storage & retrieval systems ,MEDICAL information storage & retrieval systems ,CHRONIC diseases ,SYSTEMATIC reviews ,RESEARCH methodology ,COMMUNITIES ,QUANTITATIVE research ,SOCIAL stigma ,QUALITATIVE research ,PSYCHOLOGICAL adaptation ,ETHNIC groups ,MEDLINE ,AMED (Information retrieval system) ,HEALTH self-care - Abstract
Living with a chronic or mental health condition can be challenging and requires considerable adjustment. As ways of coping are culturally influenced, it is important to understand how minority ethnic populations cope, to inform appropriate services. This review aimed to explore the coping strategies used by UK residents from an African Caribbean or Irish background between 1960 and 2020. A systematic literature search on strategies used to cope with chronic health conditions in both populations living in the United Kingdom identified 26 relevant studies. Data were extracted, quality of papers was appraised and critical interpretive synthesis was applied. Two major foci of the studies were coping strategies and barriers to coping. The main coping strategies were denial/scepticism, self‐management, spirituality and religion. Within each population, there was variation in ways of coping. The review highlights the complex role of religion in influencing coping strategies. It demonstrates how personal and minority ethnic populations' experiences of service use are connected with stigma, fear and mistrust, which also act as barriers to seeking help and to coping. Coping with a chronic or mental health condition in the Irish and African Caribbean populations is under‐researched. Stigma, fear and mistrust in services act as key barriers to help‐seeking and religion is a prominent coping strategy. However, few detailed examples were given on how it was used to assist individuals when managing a chronic or mental health condition. Also due to a lack of research, firm conclusions cannot be drawn for the Irish population. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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35. The Development of Case Studies as a Method within a Longitudinal Study of Special Educational Needs Provision in the Republic of Ireland
- Author
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Rose, Richard and Shevlin, Michael
- Abstract
When developing case studies within a longitudinal study of special educational needs provision within the Republic of Ireland, the authors were conscious of the critiques of the use of this approach within educational research. The difficulties associated with generalisation, challenges of ensuring trustworthiness and the possibilities of researcher bias have been identified as limiting factors in the presentation of case study data. In order to confront these limitations, the researchers developed a framework for case study development that aimed to provide a secure database and trustworthy interpretation in order to make assertions in relation to special educational needs provision. This paper describes this process and suggests that the need to develop safeguards in order to present case studies that have high degree of credibility is essential when using this approach. Furthermore, the transparency of research methods, a significant omission in many reports of research, is necessary in order to demonstrate the trustworthiness of data.
- Published
- 2016
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36. Repositioning the Research Encounter: Exploring Power Dynamics and Positionality in Youth Research
- Author
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McGarry, Orla
- Abstract
Childhood and youth studies have seen the development of a range of innovative research methods over the past two decades. However, many studies have focused on the ideals of empowerment and 'giving voice' rather than developing understandings of the nuanced and complex experiences of children and youth. This paper argues that the development of an insightful sociology of childhood and youth necessitates an understanding of complex, fluid, and often political, processes of youth experience. It argues that the use of research methods characterized by a variety of power dynamics can generate situated knowledges of youth experience. Ongoing reflexive analysis of researcher and participant positionality in research encounters is posited as affording insightful and in-depth research perspectives. This is illustrated through discussion of qualitative research carried out with Muslim teens in the west of Ireland which involved the use of focus groups, visual narratives and an online blog site.
- Published
- 2016
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37. Counting Farm Injuries and Fatalities: An Assessment of Irish Occupational Health and Safety Surveillance Data Systems.
- Author
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Mohammadrezaei, Mohammad, Meredith, David, and McNamara, John
- Subjects
- *
WORK-related injuries risk factors , *RISK assessment , *DATABASE management , *RESEARCH funding , *RESEARCH methodology evaluation , *WORK-related injuries , *SYSTEM analysis , *EXPERIMENTAL design , *CONCEPTUAL structures , *RESEARCH methodology , *AGRICULTURAL laborers , *INDUSTRIAL hygiene , *INDUSTRIAL safety ,MORTALITY risk factors - Abstract
Generation of reliable data underpins the effectiveness of Occupational Health and Safety (OHS) surveillance systems. Despite the importance of understanding OHS data systems, there are few papers that provide overviews of their structure and/or content. This paper introduces a basic framework for assessing OHS data systems that will be of use to researchers internationally. We applied this approach to assess the Irish OHS data system by undertaking a data mapping exercise. We developed a checklist based on recommendations of monitoring and measurement of OHS proposed by the National Academies of Sciences, Engineering, and Medicine (USA). An assessment of published reports that present systematic OHS surveillance data was undertaken to identify the institutions or organisations responsible for collecting and curating the data, their remit, and, associated with this, their respective case definitions. We then provide an overview of the variables collected and these are then mapped against the checklist. The assessment highlights that whilst the farm fatalities dataset provides complete coverage of all fatalities, regardless of age or employment status, the same is not true of the three non-fatal injuries datasets reviewed. There are important differences in the data collection methods and, associated with this, which populations are covered. The assessment approach provides valuable insights into the strengths and weaknesses of a critical element of OHS surveillance systems, namely the production of datasets. This knowledge is important for researchers as understanding the data that informs their research is fundamental to good science. It is critical for policy-makers and other stakeholders to understand the strengths and weaknesses on which OHS policy, strategies, or education and training interventions are developed. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
38. A co‐created multimethod evaluation of recovery education in Ireland.
- Author
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O'Brien, Ann, Murphy, Louise, Hunt, Amanda, Dwyer, David, and Hunter, Andrew
- Subjects
WORK ,SCHOOL environment ,MENTAL health ,SELF-efficacy ,FOCUS groups ,RESEARCH funding ,HEALTH occupations students ,EDUCATIONAL outcomes ,QUESTIONNAIRES ,SCHOOL administrators ,EXPERIENCE ,STUDENTS ,PROFESSIONS ,CONVALESCENCE ,COLLEGE teacher attitudes ,ATTITUDES of medical personnel ,RESEARCH methodology ,STUDENT attitudes ,DATA analysis software ,TEACHER-student relationships ,EXPERIENTIAL learning ,WELL-being - Abstract
Background: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co‐facilitation, delivery and participation in recovery education. Setting and Participants: This study evaluates the experiences of stakeholders involved in the co‐facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. Discussion: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co‐production and facilitating student learning. Support for equitable access to recovery education, including co‐production for both the public and staff, was identified as a challenge for the future. Conclusion: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. Patient or Public Contribution: This study utilised a co‐created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co‐production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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39. Service user perspectives on recovery: the construction of unfulfilled promises in mental health service delivery in Ireland.
- Author
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Swords, Calvin and Houston, Stan
- Subjects
SOCIAL constructionism ,LANGUAGE & languages ,POWER (Social sciences) ,MENTAL health services ,QUALITATIVE research ,CONSUMER attitudes ,MEDICAL care ,INTERVIEWING ,JUDGMENT sampling ,EXPERIENCE ,THEMATIC analysis ,CONVALESCENCE ,RESEARCH methodology ,INDIVIDUALITY ,PRACTICAL politics - Abstract
Purpose: The concept of personal recovery is now a key pillar of service delivery. It aims to support individuals to flourish and establish a new identity following an acute episode or diagnosis. This view of recovery is unique to each person on that journey. However, there has been a significant focus on measuring these experiences. This paper aims to explore the influence of social constructionism on the concept of recovery within an Irish context, seeking to understand the influence of language, discourse and power on service users' experiences. Design/methodology/approach: A qualitative, interpretivist methodology was adopted for this case study design. Semi-structured interviews were conducted with 12 service users. Thematic analysis was chosen as the method of analysis. Findings: Personalising recovery did not always lead to the removal of biological symptoms, but with the appropriate supports, individual's recovery journey was greatly enhanced. On the contrary, personal recovery places overwhelmingly responsibility on the individual to succeed, largely driven by neoliberal discourse. This focus on individualism and the pressure to succeed was further experienced when people sought to re-integrate into society and participate in normalised social order. Ultimately, for many service users, they viewed personal recovery as an unfulfilled promise. Research limitations/implications: It is not a representative sample of service users within an Irish context. Originality/value: To the best of the authors' knowledge, this is the first study to explore influence of social constructionism on the concept of personal recovery within a mental health service context. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
40. Navigating Layers of Teacher Uncertainty among Preservice Science and Mathematics Teachers Engaged in Action Research
- Author
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Capobianco, Brenda M. and Ní Ríordáin, Máire
- Abstract
Action research provides valuable opportunities for preservice teachers to improve their practice, their understanding of their practice, and the situation in which their practice takes place. Moreover, action research empowers preservice teachers to critically examine an experience that demonstrates their potential to be influential researchers within their educational situations. In this study we utilize the construct of teacher uncertainty to characterize different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. Our study is guided by the following questions: what types of uncertainty do preservice teachers encounter; and in what ways can teacher action research facilitate how preservice teachers confront and embrace their uncertainties with becoming teachers as well as teacher researchers? This study represents a collaboration between a science teacher educator from the United States and a mathematics teacher educator from Ireland. We merge our research methodologies including data from qualitative sources (i.e. semi-structured interviews, reflections, and final action research papers) to isolate trends among the teachers' uncertainties. Results indicated that preservice teachers harbour a range of uncertainties not only with learning how to teach science and mathematics but also with learning to engage in action research. A case can be made that doubts about one's efficacy as a science or mathematics teacher are sometimes difficult; however, through action research, this sense of uncertainty can be recognized, accepted, and addressed in a positive and productive manner.
- Published
- 2015
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41. Embedding key word sign prompts in a shared book reading activity: The impact on communication between children with Down syndrome and their parents.
- Author
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Frizelle, Pauline, Allenby, Rebecca, Hassett, Elizabeth, Holland, Orlaith, Ryan, Eimear, Dahly, Darren, and O'Toole, Ciara
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COMPUTER software ,PSYCHOLOGY of parents ,PHONOLOGICAL awareness ,DOWN syndrome ,RESEARCH methodology ,SIGN language ,COMMUNICATION ,VOCABULARY ,DESCRIPTIVE statistics ,RESEARCH funding ,DATA analysis software ,READING - Abstract
Background: Children with Down syndrome have speech and language difficulties that are disproportionate to their overall intellectual ability and relative strengths in the use of gesture. Shared book reading between parents and their children provides an effective context in which language development can be facilitated. However, children with Down syndrome often take a passive role in shared book reading and the use of key word signing (KWS) as a shared book reading technique has never been investigated. Aims: This study aimed to compare children with Down syndrome's participation and use of KWS across two methods of shared book reading – one in which a book had key‐word sign prompts embedded (signed condition) and the other in which a book was read as normal (unsigned condition). Measures of child and parent communicative behaviour were taken in each condition to establish if differences emerged. Methods & Procedures: A total of 36 children with Down syndrome (aged between 18 and 61 months) and their mothers took part in the study. Parent–child dyads were videoed at home reading two books, one in a signed and one in an unsigned condition. Child measures included total number of signs produced in each condition and levels of attention and initiation as measured by the Pivotal Behaviour Rating Scale. Parent measures included total number of utterances, mean length of utterance (MLU) in morphemes and vocabulary diversity (VOCD). Parental measures were transcribed using the Codes for Human Analysis Transcripts (CHAT) software and analysed by the Computerised Language Analysis software (CLAN). Contrasts in outcomes between the signed and unsigned conditions were estimated using Poisson and linear mixed‐effects models, determined by the type of data. Outcomes & Results: Results showed that children attempted to sign significantly more in the signed than unsigned condition, as well as showing significant increases in their levels of attention and initiation. There was also a significant increase in the total number of utterances used by parents in the signed versus unsigned condition and a decrease in MLU. VOCD was similar in both conditions. Conclusions & Implications: This study shows that the simple act of embedding key word signs into commercially available books, during shared book reading between parents and young children with Down syndrome, positively affects children's participation (initiation and attention) and use of KWS. The use of KWS as a core shared book reading technique may therefore be a fruitful avenue to facilitate growth in the language abilities of young children with Down syndrome. What this paper adds: What is already known on this subject: Most children with Down syndrome have significant speech and language difficulties, with relative strengths in the use of gesture. Shared book reading is an activity reported to positively affect language. However, children with Down syndrome are reported to take a passive role in shared book reading and are therefore more dependent on their parents to use techniques that facilitate their levels of participation, in order to maximise potential benefits. To the best of our knowledge, the communicative effects of embedding key word signing (KWS) in shared book reading have never been examined with children with Down syndrome. What this paper adds to existing knowledge: This is the first study to investigate the communicative impact of parents embedding KWS in a shared book reading activity with their young children with Down syndrome. Our findings show that this relatively simple manipulation resulted in Increase in children's sign attempts.Increase in children's overall participation in shared book reading (indicated by levels of attention and initiation).Increase in the number of utterances produced by parents (primarily as a result of repetitions).Decrease in parental mean length of utterance. These findings suggest that embedding KWS in shared book reading is likely to facilitate increased language abilities in this cohort. What are the potential or actual clinical implications of this work?: Shared book reading is part of the daily routine for many parents and their children with Down syndrome. Integrating KWS is a relatively simple adaptation to this activity which is likely to enhance children's language skills. Therapists can encourage parents to do this at home to support work carried out at school and in a clinical setting. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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42. Chlamydia sequelae cost estimates used in current economic evaluations: does one-size-fit-all?
- Author
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Koh Jun Ong, Soldan, Kate, Jit, Mark, Dunbar, J. Kevin, Woodhall, Sarah C., and Ong, Koh Jun
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CHLAMYDIA infection treatment ,MEDICAL screening ,CHLAMYDIA infections ,COMPARATIVE studies ,COST effectiveness ,ECTOPIC pregnancy ,INFERTILITY ,RESEARCH methodology ,MEDICAL cooperation ,PELVIC inflammatory disease ,RESEARCH ,COST analysis ,EVALUATION research ,EPIDIDYMITIS ,DISEASE complications ,ECONOMICS - Abstract
Background: Current evidence suggests that chlamydia screening programmes can be cost-effective, conditional on assumptions within mathematical models. We explored differences in cost estimates used in published economic evaluations of chlamydia screening from seven countries (four papers each from UK and the Netherlands, two each from Sweden and Australia, and one each from Ireland, Canada and Denmark).Methods: From these studies, we extracted management cost estimates for seven major chlamydia sequelae. In order to compare the influence of different sequelae considered in each paper and their corresponding management costs on the total cost per case of untreated chlamydia, we applied reported unit sequelae management costs considered in each paper to a set of untreated infection to sequela progression probabilities. All costs were adjusted to 2013/2014 Great British Pound (GBP) values.Results: Sequelae management costs ranged from £171 to £3635 (pelvic inflammatory disease); £953 to £3615 (ectopic pregnancy); £546 to £6752 (tubal factor infertility); £159 to £3341 (chronic pelvic pain); £22 to £1008 (epididymitis); £11 to £1459 (neonatal conjunctivitis) and £433 to £3992 (neonatal pneumonia). Total cost of sequelae per case of untreated chlamydia ranged from £37 to £412.Conclusions: There was substantial variation in cost per case of chlamydia sequelae used in published chlamydia screening economic evaluations, which likely arose from different assumptions about disease management pathways and the country perspectives taken. In light of this, when interpreting these studies, the reader should be satisfied that the cost estimates used sufficiently reflect the perspective taken and current disease management for their respective context. [ABSTRACT FROM AUTHOR]- Published
- 2017
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43. How Design Thinking Training Impacts Innovation Capabilities in an Irish Retail Organisation.
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O’Mahony, Aidene
- Subjects
DESIGN thinking ,DESIGN techniques ,INNOVATIONS in business ,RESEARCH methodology ,ORGANIZATION - Abstract
The increasing use of design thinking can be observed through large organisations such as Google and IBM adopting the discipline. Recognized as a driver for innovation, organisations are turning to design thinking education as an approach for increasing organisation innovation capabilities. There has been little research that evaluates the impact of internal design thinking training on internal innovation capability. This research focuses on the internal training activities at Musgrave’s Retail Partners Ireland (MRPI), Ireland’s largest retail organisation. MRPI have implemented an internal training programme in the form of a Design Academy to educate employees about design thinking. The Design Academy has been operating over the last 3 years with the goal of educating employees about design thinking techniques and mindsets to encourage change towards innovation culture across the organisation. This work-in-progress paper presents an investigation of the potential impact of internal design thinking training programmes on firm innovation capabilities using existing literature and a casestudy analysis. This paper presents an initial literature review and proposed research methodology. The literature review leverages theories from multiple related fields including business strategy, innovation, organisational behaviour, information systems, design, and intrapreneurship. The proposed research methodology includes a single case-study analysis of MRPI. The primary method of data gathering is semi-structured interviews. Secondary data consists of observations gathered during training sessions and other interactions. The data collection is conducted over a course of 6-8 months. This research is likely to generate significant contributions to academic research in internal innovation training and will have consequent benefits for design thinking education practitioners. The research will contribute to the growing body of design thinking training research and includes an evaluation of the impact of training through the lens of organisation innovation capabilities, providing a unique lens for understanding. Practitioners will also benefit from a formalisation of how specific design training approaches impact the organisation. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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44. Experiences of health service access: A qualitative interview study of people living with Parkinson's disease in Ireland.
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O' Shea, Emma, Rukundo, Aphie, Foley, Geraldine, Wilkinson, Tony, and Timmons, Suzanne
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PARKINSON'S disease treatment ,HEALTH services accessibility ,OUTPATIENT medical care ,RESEARCH methodology ,DISCRIMINATION (Sociology) ,INTERVIEWING ,POPULATION geography ,PRIVATE sector ,PATIENTS' attitudes ,QUALITATIVE research ,HEALTH attitudes ,SOUND recordings ,DESCRIPTIVE statistics ,HEALTH care teams ,PUBLIC sector ,RESEARCH funding ,SECONDARY care (Medicine) ,JUDGMENT sampling ,DATA analysis software ,THEMATIC analysis - Abstract
Background: People with Parkinson's disease (PD) do not always access specialist outpatient services in a timely manner in Ireland. The perspectives of people living with PD, relating to service access, are largely absent in the existing literature. Aim: To explore experiences of PD service access for people living with PD, using a qualitative approach. Methods: Purposive maximum variation sampling was used. Semi‐structured telephone interviews were conducted with 25 service users, including people with PD (n = 22) and supporting carers (n = 3). Informed consent was obtained from all participants. Interviews ranged in duration from 30 to 90 min. Data were managed in NVivo 12 and interpreted inductively using thematic analysis. The researchers were reflexive throughout the research process. The Consolidated Criteria for Reporting Qualitative Research checklist was employed to maximise transparency. Results: The findings highlight several key barriers to and facilitators of equitable and timely service access. Three key themes were identified comprising experiences of PD service access including 'geographical inequity', 'discriminatory practices', and 'public and private system deficits'. Together, these themes illustrate how a two‐tiered and under‐resourced health system lacks capacity, in terms of infrastructure and workforce, to meet PD needs for both public and private patients in Ireland. Conclusions: These findings point to problems for PD care, relating to (i) how the health system is structured, (ii) the under‐provision and under‐resourcing of specialist outpatient PD services, including medical, nursing, and multidisciplinary posts, and (iii) insufficient PD awareness education and training across health settings. The findings also show that telemedicine can provide opportunities for making access to certain aspects of PD care more flexible and equitable, but the feasibility and acceptability of technology‐enabled care must be assessed on an individual basis. Implications for policy, practice and research are discussed. Patient or Public Contribution: The design and conduct of this study were supported by an expert advisory group (EAG) of 10 co‐researchers living with PD. The EAG reviewed the interview schedule and the protocol for this study and provided detailed feedback from their perspective, to improve the methods, including the interview approach. The group also reviewed the findings of the study and contributed their insights on the meaning of the findings, which fed into this paper. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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45. A qualitative study of adult protection procedures: threshold screening of new referrals by designated adult safeguarding practitioners.
- Author
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Fleming, Scott
- Subjects
SAFETY ,ABUSE of older people ,PROFESSIONAL practice ,QUALITATIVE research ,SOCIAL workers ,INTERPROFESSIONAL relations ,INTERVIEWING ,DESCRIPTIVE statistics ,SOCIAL case work ,THEMATIC analysis ,SOUND recordings ,ATTITUDES of medical personnel ,RESEARCH methodology ,EVIDENCE-based medicine ,CASE studies ,DATA analysis software ,QUALITY assurance ,MEDICAL referrals ,ADULTS - Abstract
Purpose: This qualitative study set within Northern Ireland aims to explore professional perspectives on the application of evidence-informed practice to the adult safeguarding threshold screening process. Design/methodology/approach: Data was gathered from seven social workers in one health and social care trust area, who perform the designated adult protection role, through individual semi-structured interviews in one region of Northern Ireland. The interview schedule comprised of a series of questions examining the role of the designated adult protection officer and included three vignettes (Appendix). A thematic analysis was undertaken using NVIVO software. Findings: This paper reports main findings under the themes of: the role of the designated adult protection officer, threshold decision-making, evidence-informed practice and service improvement. One of the main findings was that professionals viewed the current process as too bureaucratic, and there was a desire to engage in more preventive safeguarding in collaboration with service users. There was a need to promote awareness of evidence-informed practice as it applies to the threshold screening process. Furthermore, the study raised the question of the need to consider the application of models or methods of assessment to the threshold screening process. Originality/value: This in-depth exploration of the role of designated adult protection officers in Northern Ireland provides a valuable insight into the complexity involved in managing adult safeguarding referrals and investigations. This study adds to the existing knowledge base, identifies potential service improvements and highlights the gap in evidence-based practice as it applies to the threshold screening process. Threshold screening of adult safeguarding referrals remains a subjective process and is open to interpretation and differences in professional judgement. The study highlights the need to consider the application of quality improvement methodology to the threshold screening assessment and the need to promote the exchange of safeguarding knowledge. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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46. Seclusion in the context of recovery-oriented practice: the perspectives and experiences of psychologists in Ireland.
- Author
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Stíobhairt, Antaine, Cassidy, Nicole, Clarke, Niamh, and Guerin, Suzanne
- Subjects
OCCUPATIONAL roles ,CONVALESCENCE ,ATTITUDES of medical personnel ,SOCIAL constructionism ,RESEARCH methodology ,SELF-perception ,PATIENT-centered care ,PSYCHOLOGISTS ,INTERVIEWING ,MENTAL health ,EXPERIENCE ,QUALITATIVE research ,PHENOMENOLOGY ,SECLUSION of psychiatric hospital patients ,MEDICAL practice ,THEMATIC analysis ,PATIENT-professional relations ,MENTAL health services - Abstract
Purpose: This paper aims to explore the roles of psychologists in seclusion in adult mental health services in Ireland, their perspectives on seclusion and its use in recovery-oriented practice and related professional practice issues. Design/methodology/approach: A qualitative hermeneutic phenomenological study was conducted from a social constructivist perspective. Semi-structured interviews with 17 psychologists were analysed using reflexive thematic analysis. Findings: Twenty-four themes were identified, which were clustered into four overarching themes. Participants viewed themselves and psychology in Ireland more broadly as peripheral to seclusion. They believed that seclusion possessed no inherent therapeutic value but viewed it as an uncomfortable and multi-faceted reality. Participants regarded seclusion and recovery as largely inconsistent and difficult to reconcile, and they perceived systemic factors, which had a pervasive negative impact on seclusion and recovery in practice. Practical implications: The findings highlight the perceived complexity of seclusion and its interface with recovery, and the need to conscientiously balance conflicting priorities that cannot be easily reconciled to ensure ethical practice. The findings suggest psychologists are well-suited to participate in local and national discussions on using seclusion in recovery-oriented practice. Originality/value: This study offers a unique insight into psychologists' perceptions of seclusion and considers the implications of these views. Participants' nuanced views suggest that psychologists can make valuable contributions to local and national discussions on these topics. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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47. Betwixt and between: qualitative findings from a study on a specialist social work service for Travellers in Ireland.
- Author
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Kelleher, Joanne, Campbell, Jim, Norris, Michelle, and Palmer, Angela
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PROFESSIONAL practice ,TRAVEL ,SOCIAL workers ,RURAL conditions ,RESEARCH methodology ,PROFESSIONAL employee training ,ORGANIZATIONAL structure ,INTERVIEWING ,QUALITATIVE research ,RESEARCH funding ,SOCIAL services ,METROPOLITAN areas ,DATA analysis software ,THEMATIC analysis ,SOCIAL case work ,CORPORATE culture - Abstract
This paper reports on a study (commissioned by central government) of a specialist social work service provided by local government agencies (local authorities) in Ireland. The service originated in the 1960s, was designed to meet the accommodation related needs of Travellers, an indigenous, Irish, ethnic group, who have faced centuries of social exclusion and discrimination. The paper begins with an account of the economic and social problems faced by Travellers and then the few available Irish and UK publications. It then reports on qualitative findings drawn from interviews with social workers, Travellers and other key stakeholders. The idiom 'betwixt and between' is used to characterise the social work role. Respondents aspired to forms of social action and advocacy roles but were sometimes viewed with suspicion by Traveller activists. Local authority structures were overly focused on non-social work functions where social work expertise was rarely acknowledged or utilised. This partly explains why social workers faced challenges in upholding their professional values, regulatory obligations and continuous professional development. The authors conclude by arguing for a more clearly defined, human-rights based social work role, referencing lessons that can be drawn from the wider European literature. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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48. A survey of speech pathologists' opinions about the prospective acceptability of an online implementation platform for aphasia services.
- Author
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Trebilcock, Megan, Shrubsole, Kirstine, Worrall, Linda, and Ryan, Brooke
- Subjects
TELEREHABILITATION ,SPEECH therapy ,ATTITUDES of medical personnel ,INTERNET ,RESEARCH methodology ,MEDICAL care ,CONCEPTUAL structures ,SELF-efficacy ,REHABILITATION of aphasic persons ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,SPEECH therapists ,INTERNET service providers - Abstract
Background: Online knowledge translation (KT) approaches are becoming increasingly prevalent within healthcare due to their accessibility and facilitation of international support networks. Online platforms enable timely and far‐reaching dissemination of current evidence and best‐practice recommendations. Although there is potential to improve the uptake of rehabilitation guidelines, it is essential to consider the acceptability of online approaches to healthcare professionals to ensure their successful integration within everyday clinical settings. Aims: To establish the prospective acceptability of a theoretically informed online intervention for speech pathologists, Aphasia Nexus: Connecting Evidence to Practice, that aims to facilitate the implementation of aphasia best practice. Methods & Procedures: A mixed‐methods multinational electronic survey based on the Theoretical Framework of Acceptability (TFA) completed by aphasia researchers and clinicians. Outcomes & Results: A total of 43 participants completed the survey with 91% (n = 39) indicating that they would use Aphasia Nexus. Understanding the intervention and how it works (intervention coherence as per the TFA) was the key factor influencing the likelihood of integration within everyday clinical practice. Participants identified potential areas where the intervention could influence service change and also recommended further design and content changes to improve the intervention. Conclusions & Implications: Aphasia Nexus is an acceptable platform for further feasibility testing in the form of a pilot trial within an Australian‐based health service. The study progresses the theory of TFA as it was a valuable framework facilitating the identification of prominent factors influencing acceptability. The study also informs further intervention refinements in preparation for the next stage of research. WHAT THIS PAPER ADDS: What is already known on the subject: Online strategies have the potential to enhance KT and promote the uptake of rehabilitation guidelines. An online intervention, however, can only be effective if implemented well. For this reason, it is essential to establish the acceptability of online interventions to the intended recipients and therefore increase the likelihood of successful implementation. What this paper adds to existing knowledge: This study used a theoretically based framework to establish the acceptability of an online implementation intervention, Aphasia Nexus, to multinational aphasia clinicians and researchers. It demonstrated the value in identifying the prominent factors influencing acceptability to inform further intervention refinements and warrant continuing research. What are the potential or actual clinical implications of this work?: Speech pathologists should use online platforms to drive the implementation of best practice on an international scale. It is important for clinicians to have an in‐depth understanding of online interventions and how they work to enhance their successful uptake into routine clinical practice. Aphasia Nexus is an acceptable online platform for implementing best practice in aphasia. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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49. Assessment tools used in adult safeguarding practice within the UK and Ireland: results from a small-scale qualitative study.
- Author
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Doyle, Laura, Montgomery, Lorna, Donnelly, Sarah, Mackay, Kathryn, and Penhale, Bridget
- Subjects
SAFETY ,PILOT projects ,RESEARCH methodology ,INTERVIEWING ,QUALITATIVE research ,CONCEPTUAL structures ,RISK assessment ,THEMATIC analysis ,SOCIAL case work - Abstract
Purpose: Across the UK and Ireland, there are a range of processes and interventions offered to adults who, because of personal characteristics or life circumstances, require help to keep themselves safe from potential harm or abuse. The ways in which the statutory and voluntary sectors have chosen to safeguard these adults varies. Different models of intervention and the utilisation of a range of assessment tools, frameworks and approaches have evolved, often in response to policy and practice wisdom. Empirical research in this area is limited. The primary research purpose of the project on which this paper is based is to gather information on the range of tools and frameworks that are used in adult safeguarding practice across the UK and Ireland. In so doing, this paper seeks to contribute and inform the future development of an evidence based adult safeguarding assessment framework. Design/methodology/approach: A team of academics from England, Scotland, Northern Ireland and Ireland wanted to explore the possibility of adapting a pre-existing assessment framework currently in use in family and childcare social work to consider its utility in assessing carers involved in adult safeguarding referrals. This paper reports on a small pilot study which sought to inform the adaptation of this framework for use in adult safeguarding. This paper is based on a qualitative study involving 11 semi-structured telephone interviews with adult safeguarding social work managers and experienced practitioners. Two to four professionals from each region of England, Scotland, Northern Ireland and Ireland were interviewed to elicit their perceptions and experiences of engaging in adult safeguarding assessment processes and their views about models of assessment. Findings: This study identified considerable variation in and between the nations under review, in terms of the assessment frameworks and tools used in adult safeguarding practice. To a large extent, the assessment frameworks and tools in use were not evidence based or accredited. Participants acknowledged the value of using assessment frameworks and tools whilst also identifying barriers in undertaking effective assessments. Originality/value: There is limited evidence available in the literature regarding the utility of assessment frameworks and tools in adult safeguarding practice. This primary research identifies four themes derived from professional's experiences of using such frameworks and identifies broader recommendations for policy and practice in this area. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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50. Using biographical narrative interviewing methodology to research adults' experiences of disclosing childhood sexual abuse.
- Author
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Mooney, Joseph
- Subjects
ADULTS ,CHILD sexual abuse ,SELF-disclosure ,CHILD welfare ,RESEARCH methodology ,SOCIAL services ,SOCIAL work research - Abstract
Disclosure of sexual abuse can be a process rife with barriers, setbacks and trauma. Those who have experienced sexual abuse in childhood tend to delay disclosure, possibly until adulthood, and can be silenced by structural, societal and personal barriers. Those who do disclose are often referred to as the ‘tip of the iceberg’, highlighting the potentially large hidden population who never come forward. This paper is drawn from a wider study which presented narratives of adults who have disclosed their experiences of childhood sexual abuse to social work services in the Republic of Ireland. In Irish child protection policy such disclosures are called ‘retrospective disclosures’. Recent reports by Irish State bodies have shown that those who have reported their childhood experiences to child protection authorities have not always received the response they would have hoped for (Office of the Ombudsman, 2017; Health Information and Quality Authority, 2016). Since the ‘narrative turn’ in social work research a rich body of work has been produced which explores the use of narrative approaches to address pertinent issues affecting social work practice. Biographical Narrative Interviewing Methodology (BNIM) is one such approach to narrative research and focuses on the presentation of voice and life experience. This paper presents the BNIM data collection process as it was used in the wider study and justifies the rationale for using such a methodology as a means of conducting research on a sensitive topic with a population that are too often silenced. This paper presents how an awareness of the socially constructed environment, the dynamics of abuse and the use of appropriate methodologies can bring such silenced and marginalised voices to the fore. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
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