Service user or service provider? How social work and human services students integrate dual identities

Students studying undergraduate social work and human services (SWHS) degrees may have used health and human service agencies, before and during their university education. Using services provides them with insights that are useful for professional practice. However, this article identifies that they experience a fear of shame and stigma revealing this during their studies. In examining interview data from 15 undergraduate SWHS students they recounted how they integrated their experience of being a service user into their professional development. It is argued that insider knowledge of services can provide them with valuable insights for practice. Students spoke about how positive experiences motivated them to study and provided models of effective practice, exemplifying its potential power to assist those in need. Negative experiences of service use can also be beneficial for learning what ‘not to do’. Although students found the experience of service use invaluable, they felt it was never acknowledged within the curriculum. Consequently, students interviewed in this study identified service users as ‘others’. They feared disclosing their own use of services due to perceived shame and stigma. Failing to provide opportunity for students to integrate their service user experience into their professional development creates a false dichotomy which does not acknowledge the intersection of these dual identities.     

Elderly-technology interaction: accessibility and acceptability of technological devices promoting motor and cognitive training

As the world population is ageing, studies on the socio-economic and health consequences are proliferating. Little has been done on the effectiveness and impact elderly may benefit from the use of technology in their everyday life. The pilot study, implemented within a funded project aimed at identifying sustainable actions to promote Seniors' quality of life, intended to investigate this kind of interaction in terms of accessibility and acceptability that senior citizen experience with technological devices promoting motor and cognitive training. In the hypothesis, interfaces and technological artifacts, that still take in little account the seniors' physical characteristics (e.g. physiological limitations in sight, hearing, movement) and cognitive processes (selective memory often driven by practical needs), can cause elderly to mistrust technology. Study participants were twenty over seventy-year-old people, who were observed and interviewed in context in a two-hour training session regarding the technological devices user experience. The results are presented with scenario-based techniques that help represent typologies of users in different use situations. Findings confirm the hypothesis, highlighting that elderly may accept technological artifacts when they perceive them as bringing benefits in terms of well-being and health.     

Urban landscapes - everyday environmental encounters, their meaning and importance for the individual

Work investigates the everyday experience of urban landscapes to explore the individual meanings associated with landscape encounters aiming to provide greater clarity regarding the role/functioning of everyday environmental elements within the urban scene. In particular, it explores the concept and formation of ‘loops’, i.e. the reflexive cycles of sensory input and construction of meaning associated with engagement in the landscape, how they are specific to individual experience and the subsequent positive, meaningful outcomes. Ideas are developed through the presentation of two researched case studies involving the collection of qualitative data which involve - residents’ perceptions of street trees in a residential environment in SW England and - user experience of the central canal-scape of Birmingham, UK. It considers how users react to these landscapes, how their use supports individuals in terms of their personal identities and their requirements to engender a highly positive interaction. The study uses data derived from a variety of methodologies, including survey questionnaires, interviews, walking-and-talking methods, as well as self-narrated walking to present a range of information. The findings suggest that a shift change is required in the ways that we evaluate users’ experiences of the environment to consider impact in the specific context of individual identities, to embrace methodologies which are capable of revealing their deep meaning and importance of these elements to the individual. Ideas are summarised to help explain the formation of perception loops that are associated with high levels of interaction/synergy between the environment and the individual.     

Oppositional Consciousness: Its Manifestation and Development. The Case of People with Disabilities*

While resource mobilization theory has advanced our understanding of social movements, two questions require further explanation: (1) How do people come to define their situation as unjust and subject to change through collective action? (2) How is such an “oppositional consciousness” empirically studied? From field research among people with disabilities, I suggest that oppositional consciousness is manifested through the collective actions, symbols, and cultural artifacts constructed by a group. I propose that strong interpersonal ties among group members may not be necessary for an oppositional consciousness to develop. To understand how a dominated group develops an oppositional consciousness, rather than analyzing the strength of its members' social ties, we must examine the context and the nature of these ties: (1) the institutions in which their social interactions typically occur; (2) the socialization process they experience within these institutions; and (3) members' contact with the oppositional ideologies of other dominated groups.     

The amount of ergonomics and user involvement in 151 design processes

Ergonomics, usability and user-centered design are terms that are well known among designers. Yet, products often seem to fail to meet the users' needs, resulting in a gap between expected and experienced usability. To understand the possible causes of this gap the actions taken by the designer during the design process are studied in this paper. This can show whether and how certain actions influence the user-friendliness of the design products. The aim of this research was to understand whether ergonomic principles and methods are included in the design process, whether users are involved in this process and whether the experience of the designer (in ergonomics/user involvement) has an effect on the end product usability. In this study the design processes of 151 tangible products of students in design were analyzed. It showed that in 75% of the cases some ergonomic principles were applied. User involvement was performed in only 1/3 of the design cases. Hardly any correlation was found between the designers' experience in ergonomic principles and the way they applied it and no correlations were found between the designers' experience in user involvement and the users' involvement in the design process.     

‘I should at least be given a chance to try’: the experience of media workers with disabilities in the United States during postsecondary education and early career

This qualitative study described the lived experience of media workers with disabilities in the United States during postsecondary education and their transition to the professional media workplace. While there is ample literature about disability narratives in media products, there is a significant gap in the research about media workers and students with disabilities. Three participants provided face-to-face interviews and submitted media artifacts that they felt provided abstract representations of their experience. Invariant structural themes that emerged were that participants possessed a high level of self-efficacy, and while their colleges provided supportive environments, they faced discrimination in the media workplace. Additionally, they received few or unhelpful educational accommodations and little guidance from faculty as they transitioned from education to work. Findings suggest a need for faculty training in inclusive pedagogies, review of media curricula that considers students with disabilities, and assistance for students as they progress from postsecondary education to the media workplace.     

Design of an ergonomic ultrasound system: accommodation of user anthropometrics

Long-term use of medical imaging devices requires significant improvements to the user experience. One factor that impact upon such experience is whether the device is ergonomically built, ecologically designed, and leverages the current medical practice. In this research, we took a holistic and systematic approach to design an effective and biomechanically-fit ultrasound system. Research methods from behavior science (e.g., contextual inquiry, pseudo experiments) had been adopted to involve the users (sonographers) early in the design process. The end results - product design guideline for a cart type ultrasound system and control panel layout - were reviewed by the users and adjusted so that the design is within the range of an acceptable learning curve while maintaining innovativeness, a differentiated value over competitor's ultrasound devices.     

The ideologies of U.S. and Canadian IR scholars: A comparative analysis and construct validation

This paper: (1) reports the findings of a 1991 survey of the values and beliefs of U.S. IR scholars and compares these to the findings of a Canadian survey conducted a year earlier and (2) examines the structure, covariates, and construct validity of a scale measuring ideology developed from the Canadian data and incorporated in the U.S. survey. It finds U.S. scholars in general to be slightly more conservative than their Canadian counterparts. However, as in Canada, they evince considerable support for enhanced legal rights and protections for workers, while at the same time supporting the cooperativist schemes associated with the progressive HRM paradigm. This suggests aquid pro quo of sorts: that if workers are to undergo the sacrifices associated with these schemes (e.g., reduced rights under the collective agreement), they should be provided with increased rights under the law. Finally, the measure of ideology developed from the Canadian data is replicated by the U.S. survey; its covariates are also similar; and it conforms to a number of construct validity criteria. I thank Martin Morand and Jack Fiorito for comments on an earlier draft of this paper. Liz Campbell and Peter Stoyko provided research assistance.     

The importance of user centered design methods applied to the design of a new workstation: a case study

This paper presents a case study of the application of user centered design methodologies in the product development for a line of ergonomic office furniture. The study aimed to analyze the experience of using a workstation from the perspective of two groups of users, installers and end users. The observation of users in their natural context of use not only allowed the development team to identify key needs and strategies of the users, transforming them into design solutions, but mainly it warned them of the importance and impact of user involvement in the product development cycle.     

Cognitive-ergonomics and instructional aspects of e-learning courses

This paper presents an analysis of cognitive-ergonomic aspects of e-learning courses, offered by an organism from Brazilian Public Administration. The Cognitive Ergonomic studies conductive and cognitive aspects concerning to the relation between human, physics elements and social elements of the work space. From that usability aspects were evaluated by these points: i) visualization; ii) text comprehension lecture; iii) memory; iv) interface; v) instructional design; and vi) attention and learning. That survey is characterized as having been applied using the following techniques: (1) bibliographic survey, (2) field survey and (3) analysis of the documents. It was chosen the semi-structured questionnaire as the main method of data collection. About the interacting with artifacts, the interface of the courses is classified as direct engagement, because it allows the user to get the feeling that acts directly on the objects. Although the courses are well-structured they have flaws that will be discussed below. Even with these problems, the courses have a good degree of usability.     

Eritrean Refugees’ Utilization of Antenatal Services in Israel

This study analyzes Eritrean refugee women's utilization of antenatal services in Israel by means of retrospective self‐reports surveys (N = 63) targeting women's service utilization (array of services used, frequency rates, facility rates and demographic correlates) and semi‐structured interviews (N = 10) targeting women's experienced barriers for service utilization. Findings show that Eritrean women make substantive use of the full array of services, with user rates increasing over time. However, frequency rates are low, although increasing when women have more experience with the system. Facility rates are not in keeping with the recommendations of the Israeli Ministry of Health. Interviews reveal that the barriers of work and a complex system of antenatal care limit women's frequent service utilization in the right facility, while the barrier of miscommunication limits their understanding of the services they actually utilized. Findings stress the importance of analyzing different facets of utilization and their demographic correlates.     

Being a service user and a social work academic: balancing expert identities

Abstract

I am a service user and academic working in a university social work department. My hybrid identity allows me to draw on different types of knowledge in all aspects of my work, including: academic, practice and experiential wisdom. Service user involvement is mandated across social work education but the scope and breadth of different kinds of participation is developed in diverse ways across university contexts. This article affirms the value of service user involvement in health and social care education, exploring its positive impact on students. When lecturers share personal experience of using services alongside practice and academic wisdom in the course of teaching, sometimes the value of experiential knowledge is doubted and its influence dismissed. I examine the importance of experiential wisdom in social work education, specifically when it is embedded in an academic role in a university social work department, and consider how it can be respected and valued. The parallel experiences of involving peer support workers in mental health services, who use their knowledge of recovery to mentor other service users, are then briefly examined, together with reflection of the concerns across mental health with professionals sharing their experiential wisdom with the people that they support.     

Making sense of leaving care: The contribution of Bridges model of transition to understanding the psycho-social process

This paper is based on research into the transition of young people leaving public care in Romania. Using this specific country example, the paper aims to contribute to present understandings of the psycho-social transition of young people from care to independent living by introducing the use of Bridges (2002) to build on existing theories and literature. The research discussed involved mixed methods design and was implemented in three phases: semi-structured interviews with 34 care leavers, focus groups with 32 professionals, and a professional-service user working group. The overall findings confirmed that young people experience two different, but interconnected transitions - social and psychological - which take place at different paces. A number of theoretical perspectives are explored to make sense of this transition including attachment theory, focal theory and identity. In addition, a new model for understanding the complex process of transitions was adapted from Bridges (2002) to capture the clear complexity of transition which the findings demonstrated in terms of their psycho-social transition. The paper concludes with messages for leaving and after care services with an emphasis on managing the psycho-social transition from care to independent living.     

Interweaving Objects,Gestures, and Talk in Context

In a large French hospital, a group of professional experts (including physicians and software engineers) are working on the computerization of a blood-transfusion traceability device. By focusing on a particular moment in this slow process of design, we analyze their collaborative practices during a work session. The analysis takes a praxeological and interactionist approach and is inspired by discussions on the role of artifacts in social practices currently developed within various research frameworks in this field: activity theory, distributed cognition, conversation analysis, and actor network theory. After a brief presentation of the place of objects and artifacts in these ways of approaching action and human cognition, we show how the collective activity analyzed here is generated by the interweaving of discursive, gestural, and artifactual resources.     

Adolescent Violence towards Parents: Maintaining Family Connections When The Going Gets Tough

This paper explores some of the dilemmas, difficulties and decisions faced by mothers whose adolescent sons or daughters act in violent and abusive ways and refuse any counselling. A group intervention program, designed to assist these mothers in more fully understanding and addressing their adolescent's behaviour, was evaluated using both quantitative and qualitative methods. Self‐report questionnaire data indicated that following the group intervention the mothers reported less violence in their homes, and significantly less personal anxiety and fatigue. However, these women continued to experience high levels of depression, and the reasons for this are discussed. These findings are integrated with information from post‐intervention, in‐depth interviews which indicated that participants valued the group experience because they realised that they were not alone, their problems were understood, and they developed a wider range of strategies to deal with their children's violent behaviour.     

Dialogue and Challenge: Involving Service Users and Carers in Small Group Learning with Social Work and Nursing Students

This paper examines the rationale for service user and carer involvement in professional education and reflects on an initiative in which social work and nursing students undertook a sequence of joint learning in relation to mental health theory and practice. Central to this initiative was the promotion of opportunities for dialogue, both between students from different professional disciplines and between students, service users and carers. To enable this, much of the learning took place in small groups facilitated by either a service user or a carer.

Evaluation of this initiative indicated that, for the majority of social work and nursing students, learning from this shared experience had a major impact on their professional development. However, a small but significant minority found it hard to enter into a dialogue with others on a basis of equality and a sharing of their human as well as their professional experience. Some students indicated that they would have preferred a focus on acquiring more specialist professional knowledge and skills. This raises important issues in relation to the changing expectations of professionalism and professional education—and what really makes someone ‘fit for practice’.     

Experiences of volunteering: A partnership between service users and a mental health service in the UK

The aim of the study was to investigate how people with serious mental illness perceived the experience of volunteering for the health care organisation in which they had received a service. The study took a qualitative approach and in phase one, eleven service user volunteers were purposefully sampled and interviewed. In depth interviews were analysed using grounded theory. This paper describes the findings from phase one, and highlights the following themes to represent the volunteering experience: 1) rehearsing for a new direction; 2) treading carefully at first; 3) discovering my new self; and, 4) using my experience and extending relationships. These themes further support a tentative theoretical framework that considers supported volunteering to enhance recovery because it fosters positive risk taking and gives individuals a valued identity that integrates their mental health experience. In phase two, this framework will be tested with service users in more diverse volunteer positions. The findings of my study suggest that mental health services are in a unique position to build partnerships with service users to support their recovery and journeys toward employment by providing opportunities for volunteering.     

Exploring user experience and technology acceptance for a fall prevention system: results from a randomized clinical trial and a living lab

Background

Falls are common in older adults and can result in serious injuries. Due to demographic changes, falls and related healthcare costs are likely to increase over the next years. Participation and motivation of older adults in fall prevention measures remain a challenge. The iStoppFalls project developed an information and communication technology (ICT)-based system for older adults to use at home in order to reduce common fall risk factors such as impaired balance and muscle weakness. The system aims at increasing older adults’ motivation to participate in ICT-based fall prevention measures. This article reports on usability, user-experience and user-acceptance aspects affecting the use of the iStoppFalls system by older adults.

Methods

In the course of a 16-week international multicenter study, 153 community-dwelling older adults aged 65+ participated in the iStoppFalls randomized controlled trial, of which half used the system in their home to exercise and assess their risk of falling. During the study, 60 participants completed questionnaires regarding the usability, user experience and user acceptance of the iStoppFalls system. Usability was measured with the System Usability Scale (SUS). For user experience the Physical Activity Enjoyment Scale (PACES) was applied. User acceptance was assessed with the Dynamic Acceptance Model for the Re-evaluation of Technologies (DART). To collect more detailed data on usability, user experience and user acceptance, additional qualitative interviews and observations were conducted with participants.

Results

Participants evaluated the usability of the system with an overall score of 62 (Standard Deviation, SD 15.58) out of 100, which suggests good usability. Most users enjoyed the iStoppFalls games and assessments, as shown by the overall PACES score of 31 (SD 8.03). With a score of 0.87 (SD 0.26), user acceptance results showed that participants accepted the iStoppFalls system for use in their own home. Interview data suggested that certain factors such as motivation, complexity or graphical design were different for gender and age.

Conclusions

The results suggest that the iStoppFalls system has good usability, user experience and user acceptance. It will be important to take these along with factors such as motivation, gender and age into consideration when designing and further developing ICT-based fall prevention systems.

     

Service learning and the practice of social justice and care

The values of a social justice pedagogy in teacher education are assumed to be firmly established in South African higher education. This article discusses how serviced learning (SL) can provide practical experience of caring and serve the promotion of the ideals of social justice in two initial teacher education programmes. However, an analysis of data in this case study shows that, although SL practice has served as a platform for social justice and for care as two basic educational values, participants were not yet able to verbalize and theorize these values. They were also not able to embed these values in their reflection about service as an inherent component of education. With data from different role players in a number of SL projects, we show that the students’ discourse of what it means to be a caring teacher in a just society has not yet been developed despite the successful practical experience. It was found that, although the students had been building a practice ‘platform’ for service, they had not yet been able to articulate the conceptual intersect of care and social justice clearly. With this epistemological notion in mind, two main themes from the data analysis are discussed: 1) How SL shifted student learning from ideas ‘about’ service to implemented service, and 2) how the practical experience promoted reciprocity in inter-institutional and inter-generational communities of practice.     

Semantics of patient choice: how the UK national guideline for depression silences patients

Several stakeholders, including the National Survivor User Network and the British Psychological Society, have called for the National Institute for Health and Care Excellence (NICE) to include an up-to-date review of patient experience research in the new depression guideline. In response, the Guideline Committee (GC) postponed publication, the guideline now due in February 2020. Yet the GC also stated it will not review patient experience research. Instead, it will incorporate a new element of ‘patient choice’, without elaborating what this entails. Here, we attempt to untangle a number of similar sounding terms including ‘patient choice’, ‘patient preference’, ‘patient experience research’ and ‘service user involvement’ in terms of how they relate to the NICE depression guideline. We argue that by conflating these concepts and implying that one will serve the purpose of another equally well, NICE risks leaving patients without a real voice, their perspectives buried in semantically void rhetorical jargon.