‘I know that aside from my arms I’m normal’: negotiating the incoherencies of a ‘VACTERL identity’

VACTERL Association is a medical diagnosis that represents a broad range of characteristics affecting the following body systems: vertebrae; anal; cardiovascular; trachea; esophageal; renal and radial; and limb. Auditory, growth, sex, and reproductive characteristics are often present as well. Thus far, VACTERL has only been examined within the medical system, and, within that framework, it has become identified as an anomaly and ‘disability,’ leaving the embodied experiential realities of individuals who live with it unexplored. This paper reports on a qualitative study with eight self-identified women with VACTERL Association. This paper provides an introduction to the experiences of these women and provides an exploration of the elements and processes of identity negotiation, with particular focus on the intersection between gender and ability. As well, the impact of a medical label as it affects identity formation is examined.     

‘The Older I Get,the Colder I Get’—Older People’s Perspectives on Coping in Cold Homes

Abstract

An average of 26,560 UK excess winter deaths occur in people 65+ years old each winter, of which 30% are attributed to cold homes. Cold homes are known to exacerbate health problems prevalent in the 65+ demographic. Through conducting interviews in homes occupied by 65+-year-olds known to be achieving less than the World Health Organization (WHO) minimum recommended temperature (18ºC), this article highlights their struggles in maintaining health and managing their homes, with instances of extreme and potentially dangerous methods to achieve thermal comfort identified. Fairer energy provision, better targeted financial aid, and improved support networks are necessary to alleviate current problems.     

‘If this wasn’t here I probably wouldn’t be’: disabled workers’ views of employment support

UK governments since 1997 have introduced significant changes to move disabled people off benefits and into employment. Commentators have criticised the adoption of the ‘medical model’ of disability implicit in many of these policies, with its focus on individual rather than institutional change. This paper reports empirical data about participants’ experiences of one national supported employment programme. Participants of WORKSTEP were overwhelmingly positive about their experiences both of work and the support to find work. The rare reports of negative experiences reflect the focus on intervening at the level of individual workers, rather than the workplace or organisation of work. Analysis of their views is valuable in the light of ongoing welfare reform as well as recessionary pressures on labour markets and employment services, which, in emphasising individual solutions to employment problems, may overlook the need for more broad-based, social interventions.     

World War I,Japan’s Road to Pearl Harbor

This qualitative study investigates the perspectives of two cohorts of elementary preservice teachers on citizenship education in today's culturally and globally diverse classrooms. Both cohorts were enrolled in the same university; however, one group participated in an urban-based teacher education program designed around the needs of urban school children. While participants reported varying views of citizenship and offered diverse strategies for incorporating citizenship in the classroom, findings suggested that those participating in the urban-based cohort viewed citizenship more in terms of culture and valued promoting cultural learning and sharing in the classroom. Implications for teachers wanting to teach for cultural citizenship are discussed.     

‘I’m not really sure but I hope it’s better’: early thoughts of parents and carers in a regional trial site for the Australian National Disability Insurance Scheme

The National Disability Insurance Scheme (NDIS) is one of the most significant initiatives in Australian social policy history. Its complexity has been compounded by a fast-paced introduction and ongoing refinement throughout the initial trial phase. Parents and carers of very young disabled children face particular challenges accessing and navigating NDIS systems. This article presents findings from a mixed-method pilot study examining the perspectives of parents and carers of disabled children in one NDIS trial site – the Hunter Region of New South Wales. The research highlights a number of policy assumptions potentially impacting on NDIS take up for young disabled children and their families in regional contexts. Based on research findings a number of policy suggestions and improvements for disabled children and their families entering the NDIS and other individualised funding schemes are outlined.     

‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’

Initiatives, like the UK ESRC’s RDI/CI programmes and the Q-Step Centres, have a long-term aim of addressing the well-documented decline in the pool of academics able and willing to teach quantitative methods (QM). However, these initiatives will take time to make an impact; therefore, the upskilling of current staff is a vital strategy if we want to maintain QM in curricula. This paper draws on findings from the ESRC RDI project, ‘No More Pointy Clicky, numbers stuff; building staff quantitative skills’. This project focussed on upskilling staff in a large Sociology department. The project was committed to delivering training to develop staff competence in QM; however, it became clear that this alone would not be sufficient to build staff confidence. Therefore, the project rolled-out a more complex strategy that addressed a range of central issues, including, pedagogy, infrastructure, Departmental resourcing and strategy, and staff worldviews, which this article explores.     

I’m not playing: gamification,mental illness,and neoliberal subjectivity

ABSTRACT

For many researchers, medical professionals, and politicians, the gamification of mental health treatment is a possibly innovative and efficient means to utilise the popularity of gaming in order to help combat the ever-growing global rates of mental illness. Despite this optimism, critics of gamification point to this trend as an extension of neoliberal governance, warning that gamification only encourages the further quantification and control of life under metrics of utility, productivity, and competitiveness. Accordingly, this article critically examines the politics of gamifying mental healthcare, and the broader question of the link between play and mental health. By engaging with the works of Donald W. Winnicott, and a host of contemporary critical and cultural theorists, this article attempts to open up a space for considering the value of play and games for sufferers of mental illness, that resist the strictures of the neoliberal governance of play.     

‘I know,I can,I will try’: youths and adults with intellectual disabilities in Sweden using information and communication technology in their everyday life

This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants’ agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways?     

‘Now I’d like to sleep with Rachael’ – researching sexuality support in a service agency group home

Many intellectually disabled people living in agency services require significant forms of support to live safe and satisfying sexual lives. Research reveals that despite support personnel working in service systems now holding largely positive attitudes towards sexuality assistance, proactive practice is rarely initiated. This article probes what might lie within this attitude/assistance gap. This investigation reveals a complex picture of practices that rely on intellectually disabled people showing conformation to a ‘couple doing normal’ ideal, so as to be judged capable of being supported. It examines how wider social locations of meaning related to ‘intellectual disability’ and ‘sexuality’ might substantiate these judgement calls. The degree to which it can be said that worker’s own attitudes and values underpin their reluctance to provide support is then explored. Finally, why researchers and practitioners might need to reappraise the complex interactions that shape worker’s practice in this area is discussed.     

“I Didn’t Feel Equipped”: Social Work Students’ Reflections on a Simulated Client “Coming Out”

Few studies have examined social work students’ reflections on and experiences working with lesbian, gay, bisexual, queer, and questioning persons and addressing the intersection of race/ethnicity and sexuality within practice. This study explored current master’s of social work student (n = 11) and recent graduate (n = 7) reflections on conducting an objective structured clinical practice interaction with an African Canadian youth coming out as a lesbian. Narrative thematic analyses of reflective dialogues highlighted a variation of competence in gay affirmative practice across attitudes (managing personal reactions), knowledge (addressing diversity; terminology and information), and skills (readiness; challenging heterosexism). Curriculum development and agency-based training is recommended to address gaps in knowledge and competence regarding gay affirmative approaches.     

‘I open the coffin and here I am’: disability as oppression and education as liberation in the construction of personal identity

This article presents a case study focused on the experiences of Rafael, a resilient young musician. The research is based on 180 records made through interviews, focus groups, observations and documentary collection, involving 190 informants. The data analysis shows that social systems create subordinated and stigmatised conditions of experience for people with disabilities which lead to social exclusion and reification. This understanding of disability as oppression (which is the ‘coffin of the dead’) can be combated by means of education, understood as resistance to inequality. This can be effected by questioning the social order and power relationships, thus striving to produce the possibility of being a subject. In this way Rafael has been able to construct his identity relatively autonomously, challenging social mandates that led him to exclusion and denied his existence as a subject. In his own words: ‘I open the coffin and here I am’.     

‘There’s a lot of places I’d like to go and things I’d like to do’: the daily living experiences of adults with mild to moderate intellectual disabilities during a time of personalised social care reform in the United Kingdom

Adult social care services in the United Kingdom have undergone a period of transformation over recent years, characterised by a drive towards personalised care. Concurrently, social care budgets have been significantly reduced. This study aimed to explore the daily living experiences of adults with mild/moderate intellectual disabilities, who are at risk of no longer meeting eligibility criteria for statutory support. Focus group discussions, which included both people with intellectual disabilities and support workers, were analysed thematically. Two broad themes are presented: independence and agency; and social capital and well-being. While some participants echoed ideas central to the personalisation narrative, a number of contextual barriers to achieving greater independence and agency were discussed. Moreover, greater independence was not a desired goal for all participants. The findings highlight the potential mismatch between personalised social care, as delivered within significant budget constraints, and the needs of adults with intellectual disabilities.     

‘Got to gamble,but I’ve got no money.’ A qualitative analysis of gambling careers in South Italy

With its geographical differences, Italy provides an interesting case study for analysing the cultural and contextual origin of gambling-related problems. By investigating gambling careers, the study sought to scrutinize the interplay between the personal and environmental factors – including social and cultural aspects – that influence changes in gambling habits among gamblers in Naples (South Italy). The convenience sample consisted of 42 problem and recreational gamblers, male and female, aged between 23 and 71 years, with different employment status and educational level. Results clarify how Neapolitans’ gambling habits have moved towards individualization over time, how availability contributes to increasing gambling in various ways, and how employment status and concerns about money can increase the risk of gambling-related problems, thereby increasing socio-economic inequalities. Confirming previous studies, the study casts doubt on the idea that problem gambling is a chronic and progressive disease, and suggests that periods of excessive gambling can be followed by periods of regulated activity, even without turning to formal treatment. However, life events – either positive or negative – can hinder attempts to regulate gambling.     

Motherless Subjects and Mothered Selves: The Implications of Jacques Lacan’s and Donald Winnicott’s Writings on the Formation of the ‘I’ for American Studies

ABSTRACT

This article contrasts the theories of ego formation put forward in Jacques Lacan’s ‘The Mirror Stage’ and Donald Winnicott’s ‘The Mirror Role of the Mother,’ and discusses their methodological implications for the field of American studies. While Lacan theorises subjectivity as irreparably split and (self-)alienated, Winnicott offers an optimistic version of a self which is sustained in its going-on-being by a nourishing maternal presence. These disparate conceptualisations of the human being produce two powerful frames through which to approach culture. Yet, while Lacan is widely recognised in the American studies scholarship, Winnicott remains virtually unknown. This article aims to enhance the visibility of the British author by outlining the productivity of his ideas for any cultural or literary analysis. By stressing the foundational significance of the primary bond Winnicott’s theory intervenes in the recent critiques of neoliberal capitalism which remain halted in a Lacanian-like melancholic mode, masked by a cultural command of perpetual enjoyment. The Winnicottian perspective challenges Lacan’s fixation on the unattainable objects of desire, reiterated by the neoliberal myth of self-perfection through consumption, and offers an alternative pattern of human sociality, based on relational, self-reflexive moderation.     

‘What shall I pack in my suitcase?’: the role of work-integrated learning in sustaining social work students’ professional identity

Interest in the reflective practitioner as a model of a ‘good professional’ has increased in several professional fields and is also valued within social work education as a key aspiration to address the uncertainties and challenges encountered in contemporary working environments. Reflecting on their own professional identity, as well as theories, values, and devices used in professional practice, can help practitioners deal with complex work demands and help students be better equipped to transition from university to work. Work-integrated learning (WIL) provides students with an opportunity to integrate academic learning with ‘real-world’ experiences to develop both valuable self-monitoring and professional self-constructive ability. This paper presents a case study in social work higher education in which WIL class-based teaching was combined with the use of reflective journals to explore the role of WIL in developing reflective practices for professional identity formation. 21 reflective journals by social work students are analysed. The findings suggest that teaching practices based on WIL enable professional identity formation by developing reflective practices, and that different learning conditions sustain specific dimensions of professional identity, i.e. professional expertise, membership to a professional community and sense of professional self.     

There are Some Things I Don’t Want to Know: Leichsenring and Rabung’s Long Road to the 2008 JAMA Report

Psychodynamic practitioners have been slow to evaluate their outcomes empirically and to disseminate these findings publicly. This historic stance is changing, with psychoanalytic leaders now calling for more empirical research and with important, recent contributions. This response lauds the JAMA paper as a developmental achievement among dynamic theorists, and as an example of the kind of interdisciplinary scholarship which is needed. The author offers a critique and raises questions about what constitutes the treatment in these quite disparate treatments, spanning 25 years. It compares their findings to those of a current, clinic-based longitudinal study (N = 1,050), and asks if this latter study’s findings might challenge or at least complicate some of the strong assertions Leichsenring and Rabung make.     

‘I was bored so…’: motivational accounts of participation in an online emo group

We examine members' spontaneous accounts for joining and participating in an online emo forum. The Internet and social networking sites are central features of contemporary youth cultures; the analysis of interaction on emo forums can thus provide a way of appreciating emo as a ‘Community in Practice’. We analyse popular discussion threads collected from a key emo website, using membership categorisation and conversation analysis. In these threads, members introduce themselves and account for joining and posting pictures in response to a prior request to do so. Analysis shows that newbies establish their emo attributes and hence entitlement to participate while dismissing emo-related motivation for joining the forum, claiming instead a desire to relieve boredom. Participants similarly accounted for posting photos of themselves and for producing fan pics as due to boredom. We show how claiming to be bored allows members to engage with the group while negotiating potentially problematic inferences that attend subcultural membership. We conclude that our approach provides a useful methodology for furthering our understanding of an important aspect of contemporary youth subcultures.