Decision‐making under uncertainty in child protection: Creating a just and learning culture

The argument is made for having a positive error culture in child protection to improve decision‐making and risk management. This requires organizations to accept that mistakes are likely and to treat them as opportunities for learning and improving. In contrast, in many organizations, a punitive reaction to errors leads to workers hiding them and developing a defensive approach to their practice with children and families. The safety management literature has shown how human error is generally not simply due to a “bad apple” but made more or less likely by the work context that helps or hinders good performance. Improving safety requires learning about the weaknesses in the organization that contribute to poor performance. To create a learning culture, people need to feel that when they talk about mistakes or weak practice, there will be a constructive response from their organization. One aspect of reducing the blame culture is to develop a shared understanding of how practice will be judged and how those appraising practice will avoid the hindsight bias. To facilitate a positive error culture, a set of risk principles are presented that offer a set of criteria by which practice should be appraised.     

Using In Vitro High‐Throughput Screening Data for Predicting Benzo[k]Fluoranthene Human Health Hazards

Today there are more than 80,000 chemicals in commerce and the environment. The potential human health risks are unknown for the vast majority of these chemicals as they lack human health risk assessments, toxicity reference values, and risk screening values. We aim to use computational toxicology and quantitative high‐throughput screening (qHTS) technologies to fill these data gaps, and begin to prioritize these chemicals for additional assessment. In this pilot, we demonstrate how we were able to identify that benzo[k]fluoranthene may induce DNA damage and steatosis using qHTS data and two separate adverse outcome pathways (AOPs). We also demonstrate how bootstrap natural spline‐based meta‐regression can be used to integrate data across multiple assay replicates to generate a concentration–response curve. We used this analysis to calculate an in vitro point of departure of 0.751 μM and risk‐specific in vitro concentrations of 0.29 μM and 0.28 μM for 1:1,000 and 1:10,000 risk, respectively, for DNA damage. Based on the available evidence, and considering that only a single HSD17B4 assay is available, we have low overall confidence in the steatosis hazard identification. This case study suggests that coupling qHTS assays with AOPs and ontologies will facilitate hazard identification. Combining this with quantitative evidence integration methods, such as bootstrap meta‐regression, may allow risk assessors to identify points of departure and risk‐specific internal/in vitro concentrations. These results are sufficient to prioritize the chemicals; however, in the longer term we will need to estimate external doses for risk screening purposes, such as through margin of exposure methods.     

Conceptualizing reflection in experience-based workplace learning

This paper seeks to understand key dimensions of reflection in experience-based workplace learning for research being collaboratively undertaken by scholars in Dutch and US research institutions. We systematically explore and compare Tara Fenwick’s analysis of five perspectives on cognition to distinguish among constructivist, psychoanalytic, situative, critical-cultural, and enactivist perspectives on reflection. Our aim is to examine how to conceptualize reflection so that one or more perspectives can complement our understanding of learning through experience at work. We position reflection not only from a practical but also from a theoretical perspective that moves beyond the individual focus of the constructivist perspective. Fenwick’s five perspectives are described in terms of whether and how reflection is utilized, key activities in the process of reflection, relative focus on the individual and/or the context, triggers for reflection, role of power and positionality, role of emotions, and reflection outcomes. We conclude that adding other lenses to the dominant constructivist perspective helps expand our understanding of reflection as well as identify and attend to other tools, people, and factors in the work situation that influence reflection processes and learning outcomes. The paper closes with a discussion of promising new approaches that have emerged since Fenwick’s analysis.     

The Veils of Clio: Dimensions of a Behavioral Narratology

This paper outlines a behavior-analysis approach to the field of narratology, the study of the narrative or story, with emphasis on nonfiction stories and the processes by which such stories distort the world they describe. Stories are described in terms of (a) a behavior-analysis adaptation of Todorov''s (1977) analysis of the plots of stories in terms of states of equilibrium/disequilibrium and (b) Grant''s (2005) analysis of the structure of stories in terms of establishing operations and escape contingencies. These two sets of concepts are applied to understanding how and why stories lead to distortions of the events they report.     

Insider/Outsider: A Muslim Woman's Adventure Practicing ‘Alongside’ Narrative Therapy

The following paper centres on my unique experience as a white Australian therapist who is able to sympathise with a Western world view while being immersed in an Islamic world view. The goal is to share my journey as a Muslim Australian via an auto‐ethnography reflexive method. Using diaries, intentional reflexive positioning, and multiple modes of supervision, I contemplate an Islamic identity and value system while negotiating poststructural therapies such as solution‐focused collaborative, and in particular, narrative therapy as viable approaches to working with the Muslim community. There are two inquiries which are of interest. The first is to reflexively describe the experience of being a Muslim practitioner and wondering whether core differences in epistemological views between social constructionism and Islamic doctrine can be overcome. Secondly, this enquiry explores Quranic guidelines about how to perceive ‘problems’ in life, based on the premise that understanding how an Islamic world view addresses life's troubles may add to deeper conceptions of the role of difficulties. I propose that adherent Muslims have a natural metaphorical way of thinking that connects with some of the poststructural therapeutic skills and techniques and at the same time draw on past Quranic solutions for contemporary problems. Little has been written on narrative therapy as a suitable approach to working with Muslim clients. In the current paper I review my personal experience as a veiled Muslim therapist striving to implement narrative therapy alongside an Islamic epistemology.     

Drinking Game Participation Among Undergraduate Students Attending National Alcohol Screening Day

Abstract

Objectives, Participants, Methods: Drinking game participation has increased in popularity among college students and is associated with increased alcohol consumption and alcohol-related problems. The current study investigated drinking game participation among 133 undergraduates attending National Alcohol Screening Day (NASD) in April of 2007. Results: A large percentage of the sample reported lifetime (77%) and recent (52%) drinking game participation. Males were more likely to report recent participation and reported higher levels of consumption while playing drinking games. Drinking game participants were more likely to experience a range of alcohol-related problems, and the relationship between drinking game participation and alcohol-related problems was mediated by weekly alcohol consumption. Conclusions: These results suggest that drinking game participation is a risk factor for elevated levels of alcohol consumption and alcohol-related problems. Programs should be developed to educate students about the risks of drinking game participation, and prevention programs like NASD should address drinking games.     

Empowering looked-after children

Children's rights include the right to participation in decisions made about them. For looked-after children, this right is enshrined in the Children Act (England & Wales) 1989. This article reports the results of a study of children's views about their experience of being looked after and the degree of power that they felt they had to influence decision making. Their main areas of criticism were frequent changes of social worker, lack of an effective voice at reviews, lack of confidentiality and, linked to this, lack of a confidante. The findings are discussed in relation to recent policy changes. Specifically, the Looked After Children documentation and the Quality Protects initiative, by setting out uniform objectives and performance criteria, seem to restrict the freedom of local authority management and of social workers to respond to individual children's preferences, or to give weight to what the children themselves consider to be in their best interest.