‘A person with some sort of learning disability’: the aetiological narrative and public construction of Susan Boyle

Susan Boyle’s audition for the television talent competition Britain’s Got Talent attracted global attention and widespread media discourse. In this article, I would like to examine this discourse to consider how Boyle’s success troubles conventional constructions of both learning disability and celebrity.

I extend Ciara Evans’s recognition that learning disability is invisible to reflect on the media responses to Boyle’s impairment. This reflection notes that even within Boyle’s own discourse, she is loosely positioned as having ‘some sort of learning disability’.

Detailed attention is given to the aetiological account of the ‘brain damage’ Boyle ‘suffered’ at birth. The analysis will consider the correlation with scientific discourse, trauma theory and the imposed biography to suggest that the construction of Boyle as both contained and unpredictable is already implicit in the aetiological narrative.     

Toward 'good enough' services for inaptly served families and children: Barriers and opportunities

The present article draws attention to ways in which the goodness of fit between social services and their clients, both in the present and the past, determines the extent to which services are successful–in the sense that clients experience them as helpful and as furthering their well-being, and that there is objective evidence of improvement in their situation.

To provide an initial conceptual framework for exploration in this area, a number of terms are introduced and defined. These include ‘inapt service”, ‘inaptly served families’, and ‘good enough services’.

It is contended that biases that promote inaptness, in the areas of policy, organization, practice, and research and evaluation, have contributed to the proliferation and perpetuation of inapt services. As a basis for further reflection and for efforts to transform ‘inapt’ service systems into ones that are ‘good enough’, twelve such biases are discussed.

Finally, premises and directions for action that promote such transformative efforts are suggested.     

Migrants' entrepreneurship in transnational social fields: research in the Italian context

The aim of the article is to analyse the development of transnational economic activities run by migrants in Northern Italy. It is based on qualitative empirical research conducted in the three most important cities in northern Italy: Milan, Genoa, and Turin.

The article describes different kinds of transnational economic activity, identifying the subject of transnational transactions; the main clients (immigrant population or native population); the goods or services exchanged and their transnational impact; the expected social effects; and their positioning on a scale of transnational involvement.

The empirical cases considered are overland courier services on routes from Milan to Eastern Europe, shops owned by immigrants who offer ‘ethnic’ products in Milan and Genoa, and phone centres run by immigrants in Turin.

In the conclusion, the reactions of the receiving society and the question of public regulation are examined.     

Are We Making the Most of Learning From the Practice Placement?

It is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed.

The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy.     

Attitudes and knowledge of social work students towards sexuality in later life

Background: Sexuality in later life may be compromised by restrictive attitudes, and lack of knowledge among professionals. This study examined social work students’ attitudes and knowledge towards sexuality and sexual expression in later life and investigated associated factors.

Method: Undergraduate social work students from Israel (n = 375) completed the Attitudes and Knowledge towards Older Adult’s Sexuality Scale and questionnaires regarding contacts and exposure to older adults, prior sexual education and sociodemographic.

Results: Attitudes and knowledge were correlated. First year students were the most conservative and demonstrated the least knowledge. No differences were found between men and women regarding attitude. However, men and married students had greater knowledge regarding older adults’ sexuality than women or non-married students did. Increased religious observance predicted more conservative attitudes. Age predicted more permissive attitudes and greater knowledge about sexuality in later life. A mediating process examined, suggested knowledge is a mediator variable between age and attitudes towards older adults’ sexuality.

Conclusion: As the population in Israel and in Western countries ages, it is important to examine the knowledge and attitudes of social work students regarding older adults’ sexuality and to develop educational and interventional programs aimed at increasing awareness, knowledge, and positive attitudes in this area.     

Book review

Wives and warriors. Women and the military in the United States and Canada L. Weinstein & C.C. White (Eds) Westport, Connecticut; London: Bergin & Garver, 1997. ISBN: 0-89789-491-X (hbk), 0-89789-526-6 (pbk)

Social skills for people with learning disabilities–A social capability approach Mark Burton & Carolyn Kagan (with Pat Clements) London: Chapman and Hall, 1995 ISBN: 0-412-43380-X (pbk)

Social Work with Children. The Educational Perspective

Jobs, Technology and People

Children in Difficulty: A Guide to Understanding and Helping

Step-parenting in the 1990s

Jobs and Economic Development Strategies and Practice

Caring to Work: accounts of working parents of disabled children

The WorWFamily Challenge. Rethinking Employment

No Place to Go. The Civil Commitment of Minors

Black Families in Corporate America     

Australian Social Work Students Balancing Study,Work, and Field Placement: Seeing it Like it Is

Completing tertiary studies can involve personal and financial sacrifices for some students. Equally, past and more recent research has highlighted financial pressures for students undertaking courses with compulsory field placements, although larger national Australian studies appear to be limited in number. In a recent study, a sample of 2,320 social work students from 29 Australian universities completed an online survey on the impact of low levels of income on students’ lives and study success. Here students’ qualitative responses reveal the burden of compulsory field placement, including significant financial constraints and changes to paid work hours that, in turn, adversely affected students’ wellbeing and jeopardised the completion of their degree. The purpose of this article is to illuminate social work students’ complex study realities in order to help inform future education, policy, and practice.

IMPLICATIONS

• These findings provide insight for national bodies, universities, educators, practitioners, sector partners, and researchers into the study realities of Australian social work students.

• Reviewing policy, practice, and education in light of the findings can help contribute to a healthier, diverse social work profession.

     

Teachers’ Attitudes about the Integration of Roma:the case of Spain

This article, taking data from my thesis dissertation, examines the attitudes of Spanish teachers towards Roma children (and other ethnic/cultural minorities) in their schools, and the role that teachers, schools, parents and the community play with regard to the integration of Roma in schools and in society. Although teachers’ views of Roma are, on the whole, positive, confusion between acculturation and integration exists in some cases. With the intention of shedding some light on these attitudes, the Roma community within Spain's multicultural context is introduced, and general data provided.

This work is based on original research undertaken in 1996/97, mainly through questionnaires distributed in state primary schools consisting of 25% or more ethnic/cultural minorities. The questionnaire included both closed and open questions.

     

Between memory and history A word about intercultural education

The author briefly describes the history of the intercultural approach at the Council of Europe, which is largely responsible for the promotion of this concept, as well as for the development of a network of thought and action throughout Europe.

The article stresses the fact that, contrary to what some researchers may lead us to believe, the intercultural concept has always included the aspects of interaction, of reciprocity, of dialogue and of solidarity. In addition, pedagogical and sociological practice, where thought and action are closely linked have influenced its development.

We can now state that there are more and more places where intercultural thought and action are being pursued. Movements promoting international education, global education, civic European education, Human Rights education, etc., have different backgrounds, but their current prospects are converging. The expression ‘Human Rights education’ is often used in a generic way. However, Human Rights education that wishes to transcend ethnocentric behaviour needs to be intercultural.

     

Effect of warning placement on the information processing of college students reading an OTC drug facts panel

Objective: To compare three over-the-counter (OTC) Drug Facts panel versions for information processing optimization among college students.

Participants: University of Houston students (N = 210) participated in a cross-sectional survey from January to May 2010.

Methods: A current FDA label was compared to two experimental labels developed using the theory of CHREST to test information processing by re-positioning the warning information within the Drug Facts panel. Congruency was defined as placing like information together. Information processing was evaluated using the OTC medication Label Evaluation Process Model (LEPM): label comprehension, ease-of-use, attitude toward the product, product evaluation, and purchase intention.

Results: Experimental label with chunked congruent information (uses-directions-other information-warnings) was rated significantly higher than the current FDA label and had the best average scores among the LEPM information processing variables.

Conclusion: If replications uphold these findings, the FDA label design might be revised to improve information processing.     

Testing Satisfaction with a Group-based Social Work Field Liaison Model: A Controlled Mixed Methods Study

Social work field education programs rely on the liaison process to oversee and support students during their placement and to assist them to integrate theory and practice. However, the role and importance of liaison has been threatened as social work programs seek alternative and cost-effective ways to undertake these functions. This paper presents findings from a pilot study investigating levels of satisfaction among students and field educators with an innovative group liaison model compared to a control group who experienced the standard liaison practice. Fifty-three students and 47 field educators completed the survey. Twenty-one of the students and 10 of the educators received the intervention (the group liaison); the remaining 32 students and 37 educators received the standard liaison process (the control group). Students in the intervention group reported significantly higher levels of satisfaction with all aspects of the liaison experience than students who received the standard liaison process. Field educators were more positive about liaison than students. This study reaffirms the contribution of face-to-face liaison contact to the student learning experience on placement and suggests that strengthening, rather than devaluing, the liaison role could be a useful strategy to encourage the field’s ongoing commitment to provision of quality placement-based learning opportunities.

IMPLICATIONS

• Highlights the importance of face-to-face liaison contact to the student learning experience on placement.

• Examines social work student and field educator perceptions of and satisfaction with the liaison process and content.

• Describes a group liaison model that potentially offers a cost effective way to undertake the role.

     

Effects of testosterone administration on liver structure and function in aging rats

Aging males have a decrease in testosterone levels, by which the testosterone treatment may influence in a negatively fashion the liver.

Aim: This study aimed to analyze the effects of aging with or without testosterone administration on the liver components of animals.

Methods: Wistar rats were divided into three groups: 20 months’ group (G20), 24 months’ group (G24), group treated with testosterone for 16 weeks (GT). All groups were sacrificed at 24 months except for G20 that was sacrificed at 20 months.

Results: Aging and testosterone treatment alters the body weight (BW), liver weight (LW) and relative liver weight. Besides, testosterone increased the mitogen capacity of hepatocytes. Nonetheless, we reinforce the negative effects of testosterone on old animals’ liver as chronic hepatic congestion and/or cholestasis. In addition, we observed that testosterone plays an important role on hepatic glycogen stores.

Conclusions: Our study showed many implications for the knowledge about the effects of aging with or without testosterone administration on old animals’ liver.     

Effects of resistance training on liver structure and function of aged rats

The aging process may cause negative physiological changes. However, exercises as resistance training (RT) have been considered an important intervention to attenuate these changes. Additionally, liver plays an important role in blood glucose homeostasis in exercise.

Aim: This study aimed to analyze the effects of RT on the liver components of aged animals.

Methods: Male Wistar rats were divided into two groups: 24 months’ group (CONTROL); and group submitted to a progressive RT protocol for 16 weeks (EXERCISE). Both groups were sacrificed at 24 months.

Results: We observed a decrease in blood flow due to the practice of resistance exercises. Besides, our results showed that hepatic tissue plays an important role in glycemic homeostasis during RT. In addition, RT increased mitogen capacity of hepatocytes.

Conclusions: Our study showed many implications for the knowledge about the effects of strength training on old animals’ liver.     

Examining the effect of the computer-based educational package on quality of life and severity of hypogonadism symptoms in males

Objective: The objective of this study was to determine the effect of the computer-based educational package on men’s QoL and the severity of their hypogonadism symptoms.

Methods: A quasi-experimental study was conducted on 80 male employees. The data collection tool included the ‘Aging Male Symptoms’ (AMS) and ‘Short Form-36’ (SF36) questionnaires. Four sessions were held for the intervention group over a period of 4 weeks. Two months after training, QoL and the severity of hypogonadism symptoms were measured in both the intervention and control groups. The data were analyzed with SPSS 22 software and statistical tests, such as χ², independent t-test, Fisher’s exact test, and paired t-tests.

Results: Significant statistical changes were observed in the intervention group before and 2 months after the training in the QoL score in the overall dimensions of physical–psychological health and all its domains except for three domains of emotional role, social function, and pain. Furthermore, the paired t-tests showed significant differences between 2 months before and after the training in all the domains and the overall hypogonadism score in the intervention group.

Conclusions: Based on our findings, the computer-based educational package has a positive effect on QoL and reduction of hypogonadism symptoms.     

Implementation of Intercultural Education Programmes based on Cooperative Learning

An intercultural programme must not overlook the elimination of racist attitudes, but should especially promote multicultural and democratic values.

In Spain, one of the most rejected groups is Gypsy people and their schooling is a problematic issue. We believe that intercultural attitude training programmes can be a practical pedagogical answer for promoting acceptance and respect for diversity.

To do this, we have chosen educational strategies of Cooperation in the Classroom, Active Participation and Persuasive Communication. All of them involve a search for new perspectives, the use of sociocognitive conflict as a driving impulse for learning, and an atmosphere of equality, respect and participation in the classroom.

We present in this paper one of the school programmes we have implemented in Valencia. This programme has been designed to be integrated within the ordinary school curriculum and not regarded as an added out‐of‐school activity. In order to implement it, we organised a teacher‐training course to analyse the intercultural model, to show the need for attitude training in education and to offer pedagogical guidance for the implementation of this type of intercultural programme.

The results of the programme show the improvement in pupils ‘ attitudes towards Gypsy people and cultural diversity in general.     

Enriching the Group and Investigation in the Intercultural Classroom

Cooperative learning requires teachers to change their traditional role as transmitters of information and take on the role of guides and facilitators in the cooperative learning process. As they gain confidence in this role teachers adopt more diverse and complex cooperative procedures. When they feel that their students are used to working together to achieve academic goals, they can introduce Group Investigation as an additional cooperative learning method. Investigating in groups calls for students to apply basic cooperative learning skills to the planning of what they want to study and how they want to study. Students cooperate in carrying out their investigation, in planning how to integrate and present their findings, and, together with the teacher, collaborate in evaluating their academic and interpersonal effort.

Group Investigation places much of the responsibility for learning on the students, but the teacher must know how to prepare for the investigation project, how to prepare the students, and how to facilitate the project as it unfolds. Because the content of a Group Investigation project is determined by the diversity of the students’ interests, experiences and prior knowledge, it is the cooperative learning strategy most suited for interdisciplinary studies in an intercultural classroom.     

Book reviews

Law, socialism and social emancipation

Books Reviewed: M. Los, Communist Ideology, Law and Crime. St. Martin's Press: New York. 1988.

Paul Q. HirstLaw, Socialism and Democracy. London: Allen and Unwin 1986.

Citoyens et citoyennes

Review of: C. Pateman (1988), The Sexual Contract, Stanford University Press.

H.M. Hernes (1987), Welfare State and Women Power, Norwegian University Press.

Franco Crespi (1989), Azione sociale e potere, Il Mulino     

Books reviews

Peter M. Blau and Marshall W. Meyer, Bureaucracy in Modern Society (3rd. ed). New York, Random House, 1987.

Gareth Morgan, Images of Organization, Beverly Hills, Sage Publications, 1986.

Malvyn Dubrovsky (ed.) Technological Change and Workers’ Movements. Explorations in the World Economy: Publications of the Fernand Braudel Center. Vol.4: Beverly Hills, Sage Publications, 1985.

Helmut Klages, Gerhard Franz, and Willi Herbert, Sozialpsychologie der Wohlfahrtgesellschaft. Zur Dynamik von Wertorientirungen, Einstellungen und Ansprüchen (Social Psychology of the Welfare State. On Dynamics of Value Orientations, Attitudes and Claims). Frankfurt ‐ New York, Campus Verlag, 1987.

Gunter Endruweit, Eduard Gauler, Wolfgang H.Stähle, and Bernhard Wilpert, eds. Handbuch der Arbeitbeziehungen. Deutschland‐Oesterreich‐Schweiz. (Handbook of Work Relations: FRG, Austria and Switzerland). Berlin ‐ New York, Walter de Gruyter, 1985.

Gerhard Lenski and Jean Lenski, Human Societies. An Introduction to Macrosociology, 5th ed., New York, McGraw‐Hill, 1987.

Stephen K.Sanderson, Macrosociology. An Introduction to Human Societies. New York, Harper and Row, 1988.

Wojciech Gasparski and Tadeusz Pszczolowski, eds. Praxiological Studies. Polish Contributions to the Science of Efficient Action. Warsaw‐Dordrecht, PWN and D.Reidel, 1983.

James S. Coleman, Individual Interests and Collective Action. Selected Essays. Cambridge, Cambridge University Press, 1986.

Darreil Steffensmeier, The Fence: In the Shadow of Two Worlds. Totowa, Rowman and Littlefield Publishers, 1986, pp. 295.

Max Kaase (ed.) Politische Wissenschaft und Politische Ordnung. Analysen zu Theorie und Empirie demokratischer Regierungsweise. Festschrift zum 65. Geburstag von Rudolf Wildenmann. Opladen, Westdeutscher Verlag, 1986.

Volker Meja, Dieter Misgeld, and Nico Stehr eds. Modern German Sociology. New York, Columbia University Press, 1987.

Feliks Gross, Ideologies, Goals and Values, Greenwood Press, 1985.     

Book reviews

Maurice Milliard and Simon Lee (eds.): The Politics of Social Policy in Europe. Cheltenham, Edward Elgar Publishing, 1997. 290 pp, ISBN 1-85898-367-3.

Jane Lewis (ed.): Lone Mothers in European Welfare Regimes: Shifting Policy Logics. London and Philadelphia, Jessica Kingsley Publishers, 1997. 214 pp., ISBN 1-85302 448-1 hbk; 1-85302 461-9 pbk.

Mlta Castle-Kanerova/ School of Policy Studies, Social Research & Politics, University of North London, UK

Saul Becker: Responding to Poverty. The Politics of Cash and Care. Social Policy in Britain Series. London, Longman, 1997. 223 pp., ISBN 0-582-24322X PPR.

Gunn Strand Hutchinson and Siv Oftedal: Modeller i sosialt arbeid: fra ulike retter til samme felt (Models in Social Work: From Different Roots to the Same Field). Tano-Aschehoug, Oslo, 1996. 265 pp., ISBN 82-518-3462-7, N.Kr. 268.00.

Michael Seltzer/ Faculty of Economics, Public Administration and Social Work, Oslo College, Norway

Malcolm Payne: Modern Social Work Theory (Second edition). Basingstoke, Macmillan, 1997. xiv+ 354 pp., ISBN 0-333-67654-8, £ 13.50.

Two roads diverged in a wood, and I -I took the one less travelled by, and that has made all the difference (Frost, 1916)

Martin Davies (ed.): The Blackwell Companion to Social Work. Oxford, Blackwell, 1997. 376 pp., ISBN 0-631-19876-8 (hbk), £50.00; 0-631-19877-6 (pbk), £14.99.

Steven Shardlow/ Director of Social Work Studies, Department of Sociological Studies, University of Sheffield, UK

Malfrid Grude Flekkoy and Natalie Hevener Kaufman: The Participation Rights of the Child: Rights and Responsibilities in Family and Society. London, Jessica Kingsley Publishers, 1997. 182 pp., ISBN 1-85302-490-2, £13.95.

Nigel Thomas/ Lecturer in Applied Social Studies, University of Wales Swansea

Adalbert Evers, Riita Haverinen, Kai Leischenring and Gerald Wistow (eds.): Developing Quality in Personal Social Services. Concepts, Cases and Comments. Aldershot, Ashgate, 1997. 312 pp., ISBN 1-84014-337-1.

John Harris/ Senior Lecturer in Applied Social Studies, University of Warwick, UK

Crescy Cannan and Chris Warren (eds.): Social Action with Children and Families. A Community Development Approach to Child and Family Welfare. London, Routledge, 1997. 218 pp. ISBN 0-415-13151-0.

Bert Jones/ North East Wales Institute of HE, Wrexham, North Wales, UK.