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Open research practices seek to enhance the transparency and reproducibility of research. While there is evidence of increased uptake in these practices, such as study preregistration and open data, facilitated by new infrastructure and policies, little research has assessed general uptake of such practices across psychology university researchers. The current study estimates psychologists' level of engagement in open research practices across universities in the United Kingdom and Ireland, while also assessing possible explanatory factors that may impact their engagement. Data were collected from 602 psychology researchers in the United Kingdom and Ireland on the extent to which they have implemented various practices (e.g., use of preprints, preregistration, open data, open materials). Here we present the summarized descriptive results, as well as considering differences between various categories of researcher (e.g., career stage, subdiscipline, methodology), and examining the relationship between researcher's practices and their self-reported capability, opportunity, and motivation (COM-B) to engage in open research practices. Results show that while there is considerable variability in engagement of open research practices, differences across career stage and subdiscipline of psychology are small by comparison. We observed consistent differences according to respondent's research methodology and based on the presence of institutional support for open research. COM-B dimensions were collectively significant predictors of engagement in open research, with automatic motivation emerging as a consistently strong predictor. We discuss these findings, outline some of the challenges experienced in this study, and offer suggestions and recommendations for future research. Estimating the prevalence of responsible research practices is important to assess sustained behaviour change in research reform, tailor educational training initiatives, and to understand potential factors that might impact engagement., (© 2024 The Authors. British Journal of Psychology published by John Wiley & Sons Ltd on behalf of The British Psychological Society.)

In an attempt to facilitate greater voting participation in the Republic of Ireland, photographs of candidates have been placed on the ballot paper for local, national and European elections. Limited research undertaken in advance of the implementation of the photograph policy advised that the measure would assist people with literacy problems. However, social psychology research has long demonstrated that people are willing to make considerable judgements about a person when shown a photograph. The advent of ballot paper photographs allows candidates to be evaluated on the basis of their appearance. This article will explore how photographs could have become a factor in voter decision-making. Providing additional knowledge to encourage greater participation and engagement has introduced a possible new level of superficiality into the voter decision-making process. [ABSTRACT FROM AUTHOR]

With a particular focus on the experience of young people in higher education, this paper turns to the philosophical work of Cora Diamond to open up new ways of conceptualising mental health. We claim that Diamond offers a compelling insight into that experience of human "difficulty" so often subsumed by a medicalised vocabulary. We propose that she offers philosophically astute perceptions of the related human attempts at "deflection" (as when those same difficulties are avoided because of their lack of fit with the established discourse). And we situate this reading of Diamond against a broader understanding of the contemporary university as a place of institutional "darkness." In developing this general discussion, we place ourselves within a very particular context. We draw on the narratives of a number of third-level students in Ireland, who shared their experiences as part of a hermeneutic phenomenological study into the lived experience of mental health difficulties.

This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interrelated core constructs of inclusion, namely Expertise, Structures and Processes. A second empirical aspect of the study involves working intensely with a small number of mainstream schools with a view to exploring, in conjunction with school personnel, the challenges of, and the opportunities for, developing and evaluating more inclusive practices in these schools. The methodology for this phase of the study is theoretically placed within the organizational psychology paradigm, adapting a systemic approach to school development and incorporating the concept of schools as learning organizations. The application of the organizational psychology to schools and the notion of schools as learning organizations are explored in the second part of this paper. (Contains 1 figure and 2 notes.)

The Republic of Ireland is introducing major human rights-based reform to its mental health laws. This paper outlines the new legal landscape in which psychologists must operate against the backdrop of present day effects of Ireland’s dark legacy of institutionalisation. A rights-based approach aims to positively transform mental health service delivery and we advocate for person-centred treatments as the ‘new normal’. We summarise the recent advocacy work undertaken by the Psychological Society of Ireland’s Special Interest Group in Human Rights & Psychology. Finally, we present an innovative best practice case promoting future rights-based delivery via the Socio-Ecological Model of Health – Kyrie Farm. [ABSTRACT FROM AUTHOR]

Describes key findings concerning the effectiveness of applied behavior analysis (ABA) for children with autism. Discusses obstacles present in Ireland to treating children with autism using ABA techniques. Describes the work of Parents' Education as Autism Therapists and the Irish Children's Autism Network for Developmental Opportunities to provide parents with information on ABA. (Author/KB)

Purpose The purpose of this paper is to provide a commentary on the preceding article describing changing patterns in the provision and take-up of accommodation services for adults with learning disabilities in Ireland, in the context of the types of reductions in funding that have been apparent internationally for some time.Design/methodology/approach The commentary examines some of the implications and discusses some of the underlying quality of life issues implicit in the data presented. It also explores the tensions between owning one’s home and receiving specialist support and examines what supported living might enable services to achieve.Findings The paper concludes that the nature of economic policy and professional practice, alike, have implications for the quality of home life enjoyed by adults with learning disabilities; and that the interplay between them is more complex than is often allowed.Originality/value These issues are not new, but frustratingly enduring. Their fresh consideration might assist the urgent need to achieve a more coherent narrative capable of consistent application for present and future generations. [ABSTRACT FROM AUTHOR]

In March 2023, the Department of Education published the 'Primary Curriculum Framework' for primary and special schools in Ireland. Reflecting trends in international curriculum reform centred on the needs and priorities of twenty-first century learning and life, the Framework proposes a set of seven key competencies which are presented to underpin children's learning and development during their time in primary school. In this paper, we focus on one such key competency, 'being an active learner.' We aspire to theoretically conceptualise this key competency in relation to the psychological constructs of 'learner identity' and 'learning to learn.' We argue that such a conceptualisation must not only reflect the cognitive and metacognitive 'how' of learning, but also the affective 'who' of the learner. Arising from this, we explore Irish primary school children's perceptions of themselves as learners, drawing on 188 children's open-ended descriptions of themselves as learners and 136 online survey responses to the 'Myself-As-Learner Scale' (MALS). Despite a majority of children describing themselves as learners in positive terms, findings indicate that Irish primary school children report lower mean MALS scores than standardisation data for the scale, with statistically significant differences revealed between genders and class levels. Implications for policy and practice are discussed, as well as opportunities associated with the key competency if meaningfully realised. [ABSTRACT FROM AUTHOR]

This paper reflects on the adaptation of the World Café concept to engage with members of the public in Compassionate Communities Café Conversation, focussing on enabling people to understand the importance of thinking and talking about the end of life. The approach enables people to come together to share their experience and ideas, wisdom, worries, and wishes. The seven design principles of the World Café are central to the process, together with the sharing of resources developed to engage people in discussion as well as practical activity. This paper outlines the preparation, presentation, and pilot evaluation of the Compassionate Communities Café Conversation experience in two towns in the Mid-West of Ireland. The experience and findings suggest that this approach offers a potentially very useful framework for use by others as part of a health promoting approach to palliative care. [ABSTRACT FROM AUTHOR]

An introduction to the journal's special issue is presented in which the guest editors discuss the use of the system dynamics approach (SD).

Purpose The purpose of this paper is to outline the historical background and policy context of mental health services for people with intellectual disability (ID) in Ireland. It then considers recent implementation and lessons from the Irish experience.Design/methodology/approach The policy background and research literature relevant to the development of mental health services for people with ID in Ireland was reviewed and discussed.Findings Mental health services in Ireland remain in a state of change, moving towards the implementation of specialist multi-disciplinary teams in the community, alongside previous models of care and service.Research limitations/implications This paper summarises recent advances and research regarding mental health services for people with ID in Ireland.Practical implications The paper illustrates the process of delivering changes to mental health services with practical implications for mental health services internationally.Originality/value This is the first paper in many years to summarise the development of mental health services for people with ID in Ireland. There has been considerable recent change and it is therefore important to provide a useful reference for the current status of services. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to describe a small scale pilot study undertaken in Northern Ireland to gather service user feedback from individuals who have been subject to adult safeguarding procedures.Design/methodology/approach The aims, methods and findings of the “Adult Safeguarding: 10,000 Voices” pilot project are presented.Findings The pilot project highlighted how an initiative which captures the experiences of patients, service users, carers and staff in the health and social care sector (10,000 Voices) could be successfully adapted for use in adult safeguarding, facilitating the collation of complex experiences and enabling insights to be gleaned and shared.Research limitations/implications The pilot study is limited by the small number of participants. The findings are preliminary.Practical implications For the first time in Northern Ireland the 10,000 Voices model was utilised in the context of a non-health related service, namely, adult safeguarding.Social implications This outline of the model and methodology for obtaining service user feedback can inform user involvement in other contexts.Originality/value This paper provides an accessible overview of an innovative approach to engaging service users in adult safeguarding, such approaches, to date have been limited. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to evaluate the effectiveness of a stepped-care primary care psychology service through triangulating clinical outcome data, service user satisfaction ratings and feedback from referrers. Design/methodology/approach: A mixed method approach including a repeated measures design (pre- and post-clinical data on standardised psychometrics) for clinical outcomes and an online and postal survey with quantitative and qualitative elements offered to all service users and referrers to the service. Findings: In total, 125 service users completed a full intervention with the service with 56% treatment completers demonstrating a reliable reduction in the symptoms of low mood and 49.6% in anxiety. Of those within the clinical range for depression at assessment, 66.67% achieved clinical recovery following an intervention. Of those within the clinical range for an anxiety disorder at assessment, 62.03% achieved clinical recovery following an intervention. Service users reported high levels of satisfaction with the service specifying particular interpersonal qualities of the therapists and the individualisation of service provision as crucial positive factors. Referrers similarly reported high levels of overall satisfaction with the service, specifying that the speed of response to referral and length of intervention was of greatest importance to them. Practical implications: Stepped-care psychological interventions reduce psychological distress in treatment completers with mild to moderate symptoms of anxiety and low mood. The overall interpersonal experience may be of greater importance to service users in their evaluation of a service than clinical outcomes. In their relationship to a Psychology service, referrers value speed of response and ongoing feedback. Building a robust, highly valued service may require the triangulation of evidence from all key stakeholders. Originality/value: This paper provides a pragmatic template of how a rigorous evaluation of a primary care psychology service requires evidence from multiple stakeholders. [ABSTRACT FROM AUTHOR]

Cognitive cognitive load theory (CLT) has been conceived for improving instructional design practices. Although researched for many years, one open problem is a clear definition of its cognitive load types and their aggregation towards an index of overall cognitive load. In Ergonomics, the situation is different with plenty of research devoted to the development of robust constructs of mental workload (MWL). By drawing a parallel between CLT and MWL, as well as by integrating relevant theories and measurement techniques from these two fields, this paper is aimed at investigating the reliability, validity and sensitivity of three existing self-reporting mental workload measures when applied to long learning sessions, namely, the NASA Task Load index, the Workload Profile and the Rating Scale Mental Effort, in a typical university classroom. These measures were aimed at serving for the evaluation of two instructional conditions. Evidence suggests these selected measures are reliable and their moderate validity is in line with results obtained within Ergonomics. Additionally, an analysis of their sensitivity by employing the descriptive Harrell-Davis estimator suggests that the Workload Profile is more sensitive than the Nasa Task Load Index and the Rating Scale Mental Effort for long learning sessions. [ABSTRACT FROM AUTHOR]

This paper takes the opportunity of the current child welfare system change in Ireland to promote the value of learning from history to better understand the interface between family support and child protection. The paper draws from the histories of child protection and family support to illuminate the commonalities and differences that have come to define the two practices. Using findings from two historical studies - one on family support and the other on child protection - the paper demonstrates the unique features and the many integrated elements of family support and child protection in Ireland. It is argued that students and practitioners need to be provided with a stronger sense of the historical developments that have shaped the present. This will enable comprehension of the complex context within which current relations between 'protection' and 'support' are negotiated and help to avoid operating in a vacuum of a present only viewpoint. The paper concludes with reference to the need for students and practitioners to navigate the complex relationship between family support and child protection at practice, policy and organizational level through a well-informed knowledge of the historical as well as the present context. [ABSTRACT FROM AUTHOR]

Professionals working with families in difficulty require a structured space to consider their work. As organisations and the systems within and across them become more sophisticated it seems that less attention is being paid to the emotional and psychological aspects of working with families than to the paperwork and processes that surround the work. Systems psychodynamic theory and the methodical reflective practices it underpins offers a suitable framework in which to consider practicing and researching in this emotionally complex field. This paper describes one aspect of a small doctoral study designed to provide a sustained reflective space (Work Discussion Group) to Irish child protection social workers in order to closely explore the reality of their practice experience. This paper explores one worker's experience of bringing a written account of her work with a family to the WDG. Findings suggest that her work was undertaken in a climate concerned with efficiency, certainty and the reduction of risk. This climate evoked anxiety and reduced opportunities for reflective and considered practice. The work discussion group provided containment for this worker's anxiety and allowed her to make sense of this anxiety and its accompanying defences and to move closer to working with this family. [ABSTRACT FROM AUTHOR]

This paper explores approaches to support the consistent implementation of school self-evaluation. The first part of the paper outlines the changing nature of self-evaluation in Irish post-primary schools and how a new approach introduced by the Department of Education and Skills in 2012 demonstrates real intentionality in terms of implementation. This recent attempt to engage schools in self-evaluation is compared to a previous self-evaluation initiative introduced in 2003. Despite significant improvements to the self-evaluation process, a number of concerns remain particularly in relation to the capacity of schools to engage in the process and the limited level of support that is provided to schools. The question of how best to support the implementation of self-evaluation is a concern in many jurisdictions. This question was explored in research carried out on the implementation of self-evaluation in Centres for Education in Ireland, and the findings are outlined in the second part of the paper. The research highlights a relatively high level of implementation of self-evaluation in Centres for Education nationally as well as generally positive feedback on the self-evaluation experience from participants. Some of the factors that influenced successful implementation are outlined. Key among these is the facilitator-led approach, addressing the practicalities of implementation and the national monitoring system. While this research did not involve post-primary schools, the findings may have relevance for the provision of supports in post-primary schools in Ireland, and it may also have a wider application for self-evaluation policy and practice in other jurisdictions. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore keyworkers’ experience and perceptions working with people experiencing homelessness and the use of psychologically informed approaches in an Irish context.Design/methodology/approach In this paper a qualitative descriptive methodology was employed and face-to-face in-depth semi-structured interviews were conducted. Data collected were analysed using a thematic framework and transcribed by the researcher.Findings It was the view of the keyworkers psychological approaches allowed them greater understanding of psychological trauma and its effects promotes safe physical and emotional environments builds rapport between staff and clients and enables keyworkers to work more effectively with people with complex needs. There was also convincing evidence staff are quite receptive to training.Originality/value Given there is no research exploring the use of psychologically informed approaches in homelessness service settings, this study researched an area that has not yet been explored in Ireland. This qualitative descriptive research provides a platform from which further research can be conducted. It is hoped that highlighting the psychological issues of homeless people, the data obtained will help improve Irish homeless services, and the findings extracted beneficial in terms of future service developments, professional training and education. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the barriers preventing women in prostitution from accessing co-ordinated health services in the Republic of Ireland. By examining the experiences of migrant women engaged in prostitution, the research contributes to knowledge pertaining to the psychosocial experiences of female sex workers’ access to healthcare.Design/methodology/approach The study interviewed migrant women across Ireland, using a biographical narrative approach and an adapted voice-centred relational model of analysis to determine the necessity for a health promotion strategy for this demographic.Findings The findings indicate migrant women work primarily indoors, hold precarious legal status and are in Ireland due to processes of globalisation, migration and economic necessity. The women discussed their entry into prostitution and their experiences within prostitution in the context of their psychosocial experiences.Research limitations/implications While the findings are from a small qualitative sample confined to the Republic of Ireland, it is the first study to prioritise migrant sex workers’ psychosocial experiences in Ireland.Practical implications The research concludes education and service development that respects the various social determinants impacting women in prostitution is missing but remains necessary in Ireland. It finds a gendered reform of policies using an ecological framework for health that can address issues of poverty, migration and the global trends of the sex industry.Social implications This means a national review of current services in health, social work and community development fields is timely.Originality/value This paper gives insight into the lives of migrant women involved in the sex industry and can make an important contribution to future research directions and practice in Irish and European prostitution contexts. [ABSTRACT FROM AUTHOR]

Purpose – Child participation is increasingly a global phenomenon as stated by Article 12 of the United Nations Convention on Children's Rights. This supports the first principle, Democracy, of the Health Promoting School movement. The purpose of this paper is to facilitate a three-phase participatory research process (PRP) to document the views of children about participation in school. Design/methodology/approach – A total of 248 primary school pupils aged nine to 13 years participated: the first group of pupils answered two questions on individual coloured paper; the second group categorised these data separately, by question, assigning labels for each of the categories; and the third group used the categories to develop schema. The analysis was inductive. Findings – The most common categories for what made pupils feel a part of their school were school uniforms, sports, friends, teachers and their school/classroom environment. Increase in the number of school activities, encouraging friendship and equal participation were key indicators of how pupils would ensure that everybody felt a part of the school. The findings indicate that interpersonal relationships and belonging are in the opinion of children important for taking part in school life. Originality/value – The paper illustrates children's understanding of what taking part in school means to them. The PRP encouraged pupils to have control of the three-phase research process, and demonstrated the ability of children to work together in groups while having fun at the same time. [ABSTRACT FROM AUTHOR]

It is generally accepted that education has a significant role to play in any society transitioning from conflict to a more peaceful dispensation. Indeed, some have argued that the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries. Despite the potential, educational policy-makers grapple with the dilemma as to precisely how school systems can best facilitate this agenda. This paper thus attempts to shed light upon the dilemma by exploring pupil identity and associated intergroup attitudes across various school types in Northern Ireland. Five schools were selected for the study with each one representing a particular sector within the Northern Irish education system (maintained grammar, maintained secondary, controlled grammar, controlled secondary, integrated). This led to a total sample size of 265 pupils. The main findings show that children across separate Catholic, separate Protestant and mixed Catholic and Protestant educational contexts construct and interpret identity differently. At the same time, our data suggest that no one school setting has supremacy in promoting social cohesion. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Although a widely accepted term in child welfare discourses, there remains a vagueness as to what Family Support as a named orientation in children and family services actually entails. This lack of clarity is, at times, used to detract from its usefulness within the policy and practice arena. Using the accumulated wisdom of a select group of accomplished managers, academics and policy makers in social work and social care, this paper retrospectively reviews the evolution of Family Support within the Irish context and distils the core characteristics of Family Support practice and service delivery. An unstructured narrative inducing interview was conducted with 14 veterans of Family Support and child welfare. Participants who are based in the USA, the UK and Ireland each had between 30 and 60 years' experience working in this field. Salient factors were identified by participants as having contributed to the growth of Family Support. Specific and distinct characteristics of Family Support practice and services were also categorized by these veterans, providing voice and meaning to Family Support as a specific approach. This paper addresses the debate on Family Support with its place as an accepted and valued orientation within the child welfare arena acknowledged. [ABSTRACT FROM AUTHOR]

I shall begin the paper by locating myself as a migration historian and former museum curator in the area of particular attention here, that is, migration and emotion. As the paper draws almost exclusively upon material housed on the Irish Emigration Database I shall proceed with a brief description of this “virtual archive”. My particular attention will be directed towards emigrant letters and I shall review some of the evidence drawn from correspondence which particularly illustrates consciousness of what I would refer to as “family diasporas” (scatterings of individual family members worldwide who retain a sense of connection with the family home in Ireland). Thereafter, my main consideration will be with the issue of how emotion conditioned the timing of emigrant correspondence. I shall review the evidence relating to the stimuli which encouraged emigrants to “lift up their pens” to write home and present some evidence relating to patterns in the rhythm of emigrant correspondence. The issues of identity and belonging will also be addressed and I shall conclude by situating my findings in relation to the theoretical work by social scientists in this field. My paper will also point out some connections with the other papers in the special issue. [ABSTRACT FROM AUTHOR]

Background: Longitudinal cohort studies gather large amounts of data over time, often without direct benefit to participants. A positive experience may encourage retention in the study, and participants may benefit in unanticipated ways. Objective: To explore first‐time mothers' experiences of taking part in a longitudinal cohort study and completing self‐administered surveys during pregnancy and at 3, 6, 9 and 12 months' postpartum. Design: Content analysis of comments written by participants in the Maternal health And Maternal Morbidity in Ireland study's five self‐completion surveys, a multisite cohort study exploring women's health and health problems during and after pregnancy. This paper focuses on what women wrote about taking part in the research. Ethical approval was granted by the site hospitals and university. Setting and participants: A total of 2174 women were recruited from two maternity hospitals in Ireland between 2012 and 2015. Findings: A total of 1000 comments were made in the five surveys. Antenatally, barriers related to surveys being long and questions being intimate. Postpartum, barriers related to being busy with life as first‐time mothers. Benefits gained included gaining access to information, taking time to reflect, stopping to think and being prompted to seek help. Survey questions alone were described as valuable sources of information. Discussion and conclusions: Findings suggest that survey research can "give back" to women by being a source of information and a trigger to seek professional help, even while asking sensitive questions. Understanding this can help researchers construct surveys to maximize benefits, real and potential, for participants. [ABSTRACT FROM AUTHOR]

Abstract This paper sets out to give a rounded view of the Irish foster care system as currently constituted. It will cover areas such as the law and policy framework, key data, key institutional actors, views of the system from the perspective of key stakeholders (care experienced adults and young people, foster carers and their children and the biological parents of children in foster care), and distinctive features of the Irish system. It will also offer a brief review of key influences that have helped shape the current system and Ireland's move from high use of institutional care to high rates of family placement. It will also consider challenges that still face policy and practice in the Irish foster care system. The paper takes a multi-disciplinary approach drawing on evidence from various perspectives including law, history and social policy. Offering the Irish case in this paper is not to claim or imply that the Irish system is fully developed or has resolved all its challenges. As will become clear, the argument here is that Ireland is an interesting case not because of any (erroneous) claim that it is the finished article as a foster care system. It is interesting because it is both a system that is still in development, and is also one that has already made the transition from a system dominated by residential care to one heavily reliant on family placement. Highlights • Ninety-two per cent of children in care in Ireland are placed in families (in both foster and kinship care) • This represents one of the highest family placement rates in care systems across the world • Previously the Irish care system relied heavily on institutional care like many Catholic countries • Ireland thus serves as an interesting case study of de-institutionalisation in a traditionally Catholic country • The paper offers a detailed overview of the current system of provisions for children in care in Ireland [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore student experiences of learning from mental health service users and carers.Design/methodology/approach In total, 30 clinical psychology trainees and ex-trainees took part in an online survey (n=21) or focus group (n=9). Responses were analysed using interpretative thematic analysis.Findings A number of themes were identified. There were two pre-conditions of learning: valuing the teaching and emotional arousal. Participants' learning experiences were characterised by cognitive and meta-cognitive processes: active learning, reflection, increased attention and vivid memories. Furthermore, participants might have a meta-cognitive experience of having learned something, but being unsure what that something was. Participants reported learning about the lives of service users, about themselves and about the wider societal context for people with mental health difficulties.Practical implications In order to facilitate learning students should value the input of service users. This allows them to contain and use the emotional arousal the teaching produces. Furthermore, leaving students with a feeling that something has been learned but not being exactly sure what that has been may facilitate students seeking out further opportunities for service user involvement.Originality/value Few studies have explored the process of learning from mental health service users and carers. In the current study, the emotion aroused in participants was primary. Furthermore, a new meta-cognitive experience, namely, the experience of having learned something, but not being sure what has been learned, has been identified. [ABSTRACT FROM AUTHOR]

Background: Cyberbullying is an international Public Health concern. Efforts to understand and address it can be enhanced by involving young people. This paper describes a rights‐based collaboration with young people in a qualitative exploration of cyberbullying. It describes the establishment, implementation and evaluation of a Young Person's Advisory Group as well as identifying the impact on the research process and the young people involved. Methods: Sixteen postprimary school students met with researchers on five occasions in a youth centre. Sessions focused on building the young people's capacity to engage with the research, designing the qualitative study, interpreting study findings and evaluating the collaboration process. Results: The Advisory Group highlighted a lack of understanding and appropriate action with regard to cyberbullying but believed that their involvement would ultimately help adults to understand their perspective. Evaluation findings indicate that members were supported to form as well as express their views on the design, conduct and interpretation of the research and that these views were acted upon by adult researchers. Their involvement helped to ensure that the research was relevant and reflective of the experiences, interests, values and norms of young people. Conclusion: Young people can contribute a unique perspective to the research process that is otherwise not accessible to adult researchers. The approach described in this study is a feasible and effective way of operationalizing young people's involvement in health research and could be adapted to explore other topics of relevance to young people. [ABSTRACT FROM AUTHOR]

This paper explores the impact of legal rights to housing for homeless people, focusing on the capacity of such rights to ‘empower’ those experiencing homelessness. Lukes’ (2005) three-dimensional view of power, complemented by Bourdieu's (1972) concept of ‘habitus’, is used to distinguish between conceptualisations of empowerment. A distinction is drawn between ‘traditional’ understandings of empowerment, which focus on people's capacity to realise their ‘subjective interests’, and on understandings that foreground ‘real interests’. These latter ‘radical’ perspectives direct attention to people's ‘habitus’ – their internalised dispositions to perceive situations and act in particular ways. Empirically, the paper draws on a qualitative comparison of approaches to homelessness in Scotland and Ireland. Whereas in Scotland virtually all those who are homeless now have a legal right to settled accommodation, Ireland has rejected such a ‘legalistic’ approach, pursuing a consensus driven ‘social partnership’ model. Based on primary research with national experts, service providers and homeless single men in both countries, it is argued that legal rights can effectively empower homeless people. These findings call into question popular and political understandings of the relationship between legal welfare rights and self-reliance. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to examine the support experiences of older people who have been abused in Ireland. Design/methodology/approach – Recruited through dedicated elder abuse services, nine older people who had experienced elder abuse participated in in-depth, semi-structured interviews. The data were analysed using thematic content analysis. Findings – The study highlighted the help-seeking pathways of abused older people and revealed that few older people sought help for themselves and most were unaware of the services available to support and protect older people. Data analysis identified the range and type of help received from family, friends, voluntary and statutory services, as well as the perceived barriers to accessing help and support. Research limitations/implications – The research did not include abused older people who lacked mental capacity or who had experienced self-neglect, criminal victimisation by strangers or who had not received statutory support services. This field may benefit from future research that seeks to examine the support experiences of these groups. Practical implications – Family, staff and professionals who care for older people need to be cognisant of the signs of elder abuse, and bring them to the attention of older people should they have concerns, as older people may not always recognise that they are being abused. Originality/value – The paper contributes to our understanding of the support needs of older people in Ireland and the perceived barriers to accessing help and support. [ABSTRACT FROM AUTHOR]

This paper explores findings from an exploratory study on the significant aspects of sibling relationships post adoption reunion. The qualitative data were drawn from in-depth interviews with thirty-three adopted people who had met birth siblings in adult life. The complex pathways of adopted people towards reunion are outlined. The findings demonstrate that, although most participants had maintained contact with the birth siblings they had met in adult life, these relationships were also fragile and ambiguous in nature. Important insights are gained from participants who made recommendations in relation to post-reunion social work support. [ABSTRACT FROM AUTHOR]

The educational progress, experiences and attainment of children in out-of-home care and care leavers continue to be an issue of concern internationally. A growing body of research from countries such as the UK, USA, and Sweden indicates that care leavers tend to have lower levels of educational attainment than their majority population peers. Recent evidence suggests that low educational attainment of individuals with care experience may be the result of a "complex combination" of various individual characteristics as well as pre- and in-care experiences (O'Higgins et al., 2015: 13). White and Wu (2014) have highlighted the value of applying a life course perspective to child welfare research noting the potential of this approach given its emphasis on social context, individual development, and the effect of change over time. This paper embraces their case by advocating for use of the life course perspective as a guiding research paradigm when investigating the educational experiences of adult care leavers. Applying a life course perspective to research in this area has the capacity to add new dimensions to our understanding of the issue. This is due to the long-term perspective that this approach takes as well as its capacity to consider the interaction of individual and social factors and change over time. The paper begins with an outline of the key themes and concepts of the life course perspective followed by an overview of existing literature related to the educational experiences and attainment of children in care and care leavers. There follows a discussion of how using this perspective as a guiding research paradigm, with its accompanying themes and concepts, may facilitate a deeper understanding of the educational progress and experiences of adult care leavers. Throughout this discussion we will draw on a composite worked-case example from an ongoing PhD study of the educational experiences of adult care leavers in Ireland to highlight the value of applying a life course perspective to this issue. [ABSTRACT FROM AUTHOR]

Abstract: Court proceedings are a fundamental and increasingly time‐consuming aspect of social work practice. However, to date, there is a relatively modest body of literature considering the experiences of social workers in instituting child care proceedings and giving evidence in court. This paper draws on data gathered as part of an in‐depth qualitative study of professional experiences of District Court child care proceedings in Ireland and presents findings regarding the experiences of social workers in bringing court applications for child protection orders. It seeks to answer 2 key questions: First, how do child protection and welfare social workers experience the adversarial nature of child care proceedings in the District Court? Second, what are the views of child protection and welfare social workers on the strengths and weaknesses of child care proceedings as a decision‐making model for children and young people? The main findings are that social workers expressed significant reservations about the predominantly adversarial model that currently operates in Irish child care proceedings and about the level of respect that social workers are afforded within the operation of the system. [ABSTRACT FROM AUTHOR]

Purpose There has been an increase in the use of registers and record linkages to study migrant mental health. However, the accuracy of these registers and the degree to which they are representative of the migrant population in Northern Ireland (NI) are unclear. The purpose of this paper is to explore: the coverage of the NI migrant population in general practitioner (GP) data and Census records; the issues faced by migrants in terms of registering and accessing the local health system; and the reporting of racial hate crimes against migrants to police.Design/methodology/approach Two focus groups of professionals (n=17) who worked with migrants were conducted. Group discussions were guided by a research-informed topic guide, and the data were analysed using thematic analysis.Findings Three main themes emerged: issues with the use of GP registration, Census and hate crime data for researching migrant mental health; barriers to health service use (e.g. low cultural awareness among health staff and access to interpreters); and risk factor exposure and mental health status in migrant communities (e.g. poverty, isolation and poor working conditions).Originality/value Record linkage and registry studies of migrant health and well-being using Census and health service sources need to be mindful of the likelihood that some migrants may be missed. The possible underrepresentation of migrants in health registers may be explained by reduced use of such services which may be caused my encountering staff with limited cultural competency and the inability to access an interpreter promptly. [ABSTRACT FROM AUTHOR]

Previous research identifies the increased exposure of birth children of foster carers to experiences of separation, grief, and loss due to the transient nature of foster care, but little is known about how birth children manage this loss. This paper reports findings from a qualitative study that examined the retrospective experiences of 15 adult birth children of foster carers (aged between 18 and 28 years) in Ireland. Findings suggest that birth children experience grief and loss when foster children leave their families. They report experiencing a range of emotional responses such as guilt, blame, and sadness. A reluctance to discuss their emotional responses with either their parents or foster care professionals was also reported. Instead, birth children developed strategies to manage the loss, such as distancing themselves from the foster care process. The study highlights the importance of social workers and foster carers explaining to birth children why foster children are leaving and, where possible, maintaining contact between birth children and foster children. Additionally, findings indicate the need for birth children to have safe nonjudgmental spaces to discuss their emotional reactions to loss. [ABSTRACT FROM AUTHOR]

Hospital clinicians are increasingly expected to practice evidence-based medicine (EBM) in order to minimize medical errors and ensure quality patient care, but experience obstacles to information-seeking. The introduction of a Clinical Informationist (CI) is explored as a possible solution. This paper investigates the self-perceived information needs, behaviour and skill levels of clinicians in two Irish public hospitals. It also explores clinicians' perceptions and attitudes to the introduction of a CI into their clinical teams. A questionnaire survey approach was utilised for this study, with 22 clinicians in two hospitals. Data analysis was conducted using descriptive statistics. Analysis showed that clinicians experience diverse information needs for patient care, and that barriers such as time constraints and insufficient access to resources hinder their information-seeking. Findings also showed that clinicians struggle to fit information-seeking into their working day, regularly seeking to answer patient-related queries outside of working hours. Attitudes towards the concept of a CI were predominantly positive. This paper highlights the factors that characterise and limit hospital clinicians' information-seeking, and suggests the CI as a potentially useful addition to the clinical team, to help them to resolve their information needs for patient care. [ABSTRACT FROM AUTHOR]

Scholars of emotion and the law have sought to demonstrate the significant role emotion plays in shaping the operation of courtrooms, the development of legal theory and practice, and the possibilities for justice. This paper contributes to the discussion by exploring what happens when emotion is ignored or underplayed in trial narratives, seeking to demonstrate that whose emotion is considered to be important can shed light on power dynamics, law and the cultures in which law operates. It does so through a case study of women on trial for murdering their husbands in early nineteenth-century Ireland. It argues that emotion is not simply another species of evidence that can be used in criminal processes, but itself a type of narrative – emotion is constructed and performed by actors in legal dramas and forms a competing story to others in the courtroom space. [ABSTRACT FROM PUBLISHER]

This paper introduces the concept of “double estrangement”. Drawing on a large qualitative dataset it will argue that young migrant group boys in Dublin’s north inner city suffer from a break with their embodied selves as they are pushed between habitual and reflective action. The dual elements of “double estrangement” will be outlined, firstly, through the contention that visible difference and dispositions of the body mark minority boys out as not belonging within peer exchanges in three primary schools. Secondly, by arguing this has the effect of heightening a boy’s self-consciousness of their body as an object of value estranging them from their habitual embodied being. [ABSTRACT FROM PUBLISHER]

Background Second-trimester miscarriage is defined as pregnancy loss after 12 and before 24 weeks’ gestation. Little is known about parents’ experiences of hospital care during a second trimester miscarriage in Ireland. Aims This study aimed to explore parents’ experiences of hospital care during a second-trimester miscarriage. Methods A focused ethnographic design was used. A series of semi-structured interviews were completed with 14 bereaved parents. The data were analysed using thematic network data analysis. Findings This paper discusses the global theme of relational and social experiences of miscarriage. Parents highlighted the need for compassionate care and expressed the importance of empathy and sensitivity from hospital staff to avoid further distress. Conclusions Compassionate care received by bereaved parents positively influenced their hospital experience, whereas a perceived lack of compassion or insensitivity had a lasting negative impact on bereaved parents. [ABSTRACT FROM AUTHOR]

Developing quality relationships is recognised as an active ingredient for effective interventions with young people in care. Essentially, care staff has the opportunity and capacity to positively influence the young person's experiences in care, through the positive relationships they form. This paper presents selectively on the findings of two separate but related qualitative Irish studies exploring relationship-based approaches in residential child care practice, from the perspectives of both residential child care workers and young care leavers. Thirty-two professionals and four care leavers participated in either focus group or individual interviews. The findings are integrated in this paper with the wider literature on young people leaving care, with the aim of identifying core knowledge that is needed by service providers who are tasked with the support of young people making the transition out of care and towards independent living. In this paper we attempt to identify the knowledge base on relationship-building which is needed by care staff in order to carry out their role. It is argued that an explicit knowledge base is overdue now that the complex needs of young people in care are increasingly visible through advances in research and more recently the emerging literature concerning the personal testimonies of care graduates. [ABSTRACT FROM AUTHOR]

This paper explores findings from an exploratory study on sibling relationships following adoption reunion in adulthood. The qualitative data was gathered through in‐depth interviews with 33 adopted adults who were reunited with their birth sibling(s) through an adoption agency in the Republic of Ireland. The findings throw light upon the development of the emotional, often complex, relationships which may emerge when siblings meet for the first time in adult life. Factors influential in facilitating or hindering these post‐reunion relationships are discussed. The important insights are then considered in the context of the wider international literature on adoption, search and reunion. [ABSTRACT FROM AUTHOR]

Universities invest significant resources in the provision of mathematics tuition to first year students, through both traditional and non-traditional means. Research has shown that a significant minority of students do not engage with these resources appropriately. This paper presents findings from a study of two groups of students at Maynooth University. Both groups had similar mathematical backgrounds on entry to university. The first group consisted of seven students who had failed first year mathematics and had very low levels of engagement with available supports. The second group consisted of nine students who had passed first year mathematics and had engaged with the supports to a significant extent. It emerged that while both groups initially displayed similar tactics and encountered similar difficulties, their levels of reaction to a number of critical events in their mathematical education were key to their engagement levels and their subsequent progression. Further analysis revealed aspects of the students' behaviour which caused them to approach or avoid difficulties. The reasons behind the different student behaviours were investigated, and the main categories of influence on student behaviour which emerged from the interview data were fear, social factors, and motivation. [ABSTRACT FROM PUBLISHER]

Accessible summary What is known on the subject? The time of discharge from a mental health hospital can be challenging for mental health service users, with high rates of readmission in the immediate months following discharge., Although some research exists that explores service users' perspectives of being discharged, little evidence exists that explores the processes influencing or used by service users' to adapt to the transition from in-patient acute mental health service., What this papers adds to existing knowledge? The findings of this grounded theory study demonstrates the strategies service users used to managed their own, as well as their social audiences, preconceived expectations arising from their new identity as 'psychiatric patients' following their discharge from hospital., While there is a move to develop recovery-orientated mental health services, key indicators of recovery-oriented practices were often absent from service users' experiences of service provision., What are the implications for practice? Nurses and other mental health professionals need to recognize their contribution to the architecture of stigma that transcends the physical structures of hospital or ward and are entrenched within attitudes, interactions and practices., The findings of this study can provide guidance to those working with service users and help them to understand the complexities of their experiences when using mental health services, which go far beyond the management of their symptoms., Abstract Introduction Following a period of hospitalization, the transition to home can result in increased vulnerability and a source of stress for mental health service users. Readmission rates have been suggested as one indicator of the success of the transition from hospital to community care. Despite knowledge of some of the factors that impact on service users following discharge, no coherent model or theoretical framework could be located in the literature, which explains or aides an in-depth understanding of the transition from hospital to community for service users. Aim The aim of this study was to develop a grounded theory that explored service users' experiences of going home from hospital. Method This qualitative study used grounded theory, and a total of 35 interviews were conducted with 31 service users. Results The core category was 'Managing Preconceived Expectations', which had seven subcategories, describes how the participants were negatively perceived by themselves and others following their admission and discharge from hospital. Implications for Practice This theory presents the strategies that the participants used to manage this new identity. This theory demonstrates that although there has been a move to adopt recovery-orientated services, key indicators of recovery were often absent for service users being admitted and subsequently discharged. [ABSTRACT FROM AUTHOR]

Primary objective: This paper reports on a client-driven therapy group designed to help clients actively process changes and equip them with the psychological skills necessary to facilitate rehabilitation. Research design: This is an exploratory mixed methods research design based in clinical practice. Methods and procedures: This study documents results from five therapy groups, each group consisting of 2-hour sessions over an average of 6 weeks with a review session 6 weeks later. Forty-five clients (13 female, 32 male, average age = 40.54, SD = 11.87) with brain injury attended the group with Headway psychological services, Cork. Clients’ pre- and post-measures of functioning were gathered to assess the potential therapeutic benefits. Thematic analysis was used to evaluate the qualitative data. Main outcomes and results: Results illustrate a number of benefits to the participants, including normalizing effects, helping with acceptance, finding a new identity and positive mental health changes. Conclusions: Findings are encouraging and help to validate the effectiveness of group therapy as an intervention tool. [ABSTRACT FROM AUTHOR]

This paper explores swimming as a healthy body-water engagement in blue space at selected outdoor Irish swimming spots. Associated theoretical underpinnings draw from non-representational theories (NRT). Taking as a starting point the idea of immersion, the paper argues for a deeper application of NRT to blue space settings. In addition, the paper reflects recent therapeutic geographies research on differential experiences of health and wellbeing linked to such immersions. Methodologically, the paper uses observer participation and swimmer's own voices to draw affective and embodied accounts from on and within water. The act of swimming as an emplaced and performed therapeutic encounter is highlighted along with a more critical discussion of contested narratives associated with risk and respect. Theoretical learning suggests the need for greater attention to the production of affect from across the life-course and a fuller articulation of the in-betweenness of theory and empirical testimonies. Swimming emerges from the study as a potentially valuable health and wellbeing resource that can be more fully harnessed to inform wider public health policy. [ABSTRACT FROM AUTHOR]

There has been a significant, well-established if somewhat invisible Muslim population in Ireland since the 1950s. An increase in immigration during the Celtic tiger years along with the hysteria of 9/11 caused a rapid visibilization of this population. Muslims became synonymous with extremism and terrorism, but also fell victim to racist constructions emerging from the economic decline. The experience of Muslim youth since 9/11 has been well researched in the UK and Europe, however there has been little empirical work conducted with Ireland’s Muslim communities. In the literature, it is assumed that the British experience is replicated for Muslim youth in Ireland – this is not the case. This paper examines the lived experience of Irish Muslim youth given the visibilization of Islam after 9/11 and their ensuing experiences of Irishness. An analysis of ethnographic data reveals the idiosyncratic experiences of these youth growing up in the shadow of a discriminatory and Islamophobic narrative on extremism and terrorism and an evolving immigrant landscape. [ABSTRACT FROM PUBLISHER]

Purpose – Mental health difficulties are often stigmatised because of situated ways of talking that become taken-for-granted “truths”. Against this backdrop, identities of those affected are constructed. The purpose of this paper is to explore identities of former inpatients at an Irish Child and Adolescent Mental Health Service. Design/methodology/approach – Ten young people (aged 18-22) participated in discussions and their discourse was analysed using a critical discursive perspective. Findings – Three key identities emerged: a hidden identity, a misunderstood identity and the struggle for a re-claimed identity. Research limitations/implications – Findings indicate the power of discourse in creating stigma and the need for mental health professionals to draw on empowering discourses to help service-users construct positive identities. The importance of involving service-users in research is also implicated. Originality/value – This research involves service-users who are increasingly, although not traditionally, involved in research. Use of qualitative methodology allows their voices to be heard and gives meaning to their experiences. [ABSTRACT FROM AUTHOR]

This paper examines young women's initiation to heroin use in the context of an intimate relationship based on data from a small-scale ethno-epidemiology of heroin use in Ireland, 2007-2009. The epidemiological sample included 120 young people, and life history interviews were conducted with a sub-sample of 40 youth aged 16-25 years. A detailed analysis of the 'risk environment' of young women's heroin initiation highlights a complex interplay between women's agency and intimate partner influence. It is argued that dichotomous representations of women as victims or emancipated consumers do not adequately capture the complexity of women's initiation journeys. The study's limitations are noted and implications for drug use prevention and harm reduction strategies are discussed. [ABSTRACT FROM AUTHOR]

Objectives: This paper reports the findings of two studies that examined factors predicting infertility distress in male partners within couples with an infertility diagnosis and where the couple was receiving fertility treatment. Design: A cross-sectional design was implemented using a questionnaire battery (The questionnaire battery comprised an inventory of four different standardised questionnaires compiled together into one booklet) compiled from earlier theory-building qualitative research conducted by the authors. Methods: Infertility related distress was examined in relation to a number of psychosocial variables including relationship dynamics, self-esteem, current mental health and attitudes towards idealised masculinity. The questionnaire battery was completed by 167 men undergoing or consulting for fertility treatment. Participants were recruited through Irish fertility clinics (Study 1, n = 111) and through an online survey (Study 2, n = 55). Results: Regression analyses identified four variables that predicted variance in infertility distress in both studies: 'Attitude towards idealised masculinity', 'Mental health', 'Relationship satisfaction' and 'Self-esteem'. This finding was found to be robust having controlled for age, time since diagnosis, number of attempts at treatment and diagnostic category (male factor, female factor or mixed factor infertility). Conclusion: Recommendations for fertility clinics and mental health professionals should be made in relation to managing infertility distress and supporting couples during fertility treatment. [ABSTRACT FROM AUTHOR]

Background: This paper highlights the relevance of psychology for nurses and the issues around the inclusion of psychology as an essential part of nursing education. Considerable international variations in the extent to which psychology is incorporated in nursing education suggest a need for discussion and reflection on this topic., Aim: This paper aims to (a) examine and reflect on scholarly literature in English addressing psychology of nursing in education and (b) present and reflect on an example of psychology teaching in a school of nursing and midwifery in Ireland., Methods: A review of the literature took place, which included a search of various databases and an analysis of emerging psychology for nursing textbooks over the period 1906-2011. Findings were used as a framework for reflection on a local example., Findings: The literature review yielded numerous commentaries, discussion papers, textbook reviews and editorials but very few empirical studies. Three topics were identified as appearing most frequently in the literature: the relevance of psychology in the nursing curriculum; depth and content of coverage; and whether integrated or separate instruction of psychology should be chosen., Conclusion: Findings suggest that overall the relevance of psychology to nursing education is not contested, but debates have emerged regarding how best to approach and integrate psychology. The outcomes of these debates are mostly inconclusive at present. Educators are encouraged to become active in these discussions and reflections, which are hampered by lack of empirical evidence., (Copyright © 2012 Elsevier Ltd. All rights reserved.)