Experiences of homelessness by people seeking asylum in Australia: A review of published and “grey” literature

This review examines the current published and “grey” literature relating to the experiences of homelessness by people seeking asylum within Australia. While many people seeking asylum have experienced homelessness during their flight, inadequate and unaffordable housing are a feature of the settlement experience for a large number of new arrivals to Australia, putting at risk their successful settlement. This study aims to explore the factors influencing access to stable housing. A systematic review of the academic literature and a search of the grey literature identified 11 articles and 20 documents related to homelessness and people seeking asylum in Australia. The academic literature included a variety of methods and approaches to the investigation of the experience of homelessness in Australia. The grey literature was more practice based, including evaluation and research reports, submissions, and newsletters. Findings suggest that experiences of homelessness are multifaceted and have a range of influences, including policy, financial stress, lack of access to education and employment, and a lack of affordable and suitable housing. Any solutions to address homelessness need to be similarly diverse. Discrimination from real estate agents and employers was also identified as a barrier to housing for many people seeking asylum, an issue that will need to be addressed at a systematic level. The lack of research published in the academic literature means that although there may be some programmes or solutions operating in the community, as demonstrated in the grey literature, this information is not being shared beyond organisation websites or subscriber lists, resulting in a lack of coherency or sharing of solutions. This review highlights the need for further attention to the factors influencing homelessness in asylum seekers, the experience of homelessness, and how these can be addressed by government and non-government led strategies and policy development.     

Time in the Development of Indicators on Sustainable Wellbeing: A Local Experiment in Developing Alternative Indicators

This paper is a theoretical and methodological study on the topics of distribution of and competition between time spans dedicated to social activities in the development of sustainable well-being indicators. This article seeks to answer the following question: why and how should we take into account social time in the development of alternative indicators? To bring to light the complex relationship between well-being, sustainability and people’s relationship to time, this article draws on an experiment aimed at developing Regional Sustainable Well-being Indicators (Indicateurs de Bien-être Soutenable Territorialisés—IBEST), which took place in the Grenoble urban area. This experiment was based on two methodologies; the first one being a quantitative survey, and the second one being a series of qualitative interviews coupled with a participatory approach. One of the datasheet indicators developed following this methodological crossover is the activity times balancing indicator, which allows us to take into consideration the pressure affecting time spent on social activities (work, leisure, families and civic engagement).     

Networking practitioner research: synthesising the state of the ‘art’

The aim of this paper is to examine what we know about the experience and outcomes of networked initiatives aimed at facilitating practitioner research. We outline the roles and significance of practitioner research within social work; review emerging understanding of practitioner research network initiatives; and draw conclusions from a comparative analysis of three such initiatives in Auckland, New Zealand, Arhus County, Denmark, and across Scotland. We consider the nature and challenges of practitioner research and a number of responses to how such work should be formulated and conducted. Central to our argument is an empirically informed consideration—from our separate and shared experiences—of how well networks enhance the process and consequences, and art and craft, of such research projects.     

Rehabilitating unauthorised touch or why museum visitors touch the exhibits

In 2014 The Senses and Society published a special issue on “Sensory Museology.” Registering the emergence of this new multi-disciplinary field, the editor usefully observed that “its most salient trend has been the rehabilitation of touch.” Arguably, however, touch has only been rehabilitated as an area of study insofar as it is authorised by the museum. Scholars have rarely considered the propensity of visitors to touch museum exhibits when they do not have permission to do so. In this article I suggest that the academic emphasis on authorised forms of contact privileges the institution’s aims and perspective. Conversely, researching unauthorised touch places a higher degree of emphasis on the visitors’ motivations and responses, and has the capacity to bring dominant characterisations of the museum into question. I substantiate and work through these claims by drawing on interview-based research conducted at the British Museum, and by investigating why visitors touch the exhibits without permission, what they touch, and what experiences that encounter enables.     

Supervision of students in social care education: practice teachers’ views of their role

This paper presents findings from research about how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. The aim of the research was exploratory, seeking to discover commonalities and differences in how practice teachers saw their role in the supervision of social care students. Q methodology was used to compare the participants’ viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher’s role, during individual interviews. Analysis indicates participants had two ways of conceptualising the role. One focuses within the agency, prioritising students’ awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool. Conclusions are drawn in relation to social care education.     

Report on the implementation and evaluation of an interprofessional learning programme for inter‐agency child protection teams

Effective collaborative working between the different professions and agencies working to safeguard children is essential. Lack of knowledge of others' roles, perceived differences in status and expertise, and negative stereotypes are examples of why this can be difficult to achieve. A facilitated interprofessional learning (IPL) programme was implemented to assess if such an intervention could overcome some of the barriers to effective interprofessional and inter‐agency team working. Six teams based in primary and secondary care trusts took part with participants from health, education, police and social services. Quantitative and qualitative data were collected from individual participants using a pre‐validated team climate inventory and reflective statements. Findings from this study demonstrate statistically significant changes in five out of six categories in the inventory. Reflective statements suggested that overall the programme offered a positive learning experience at both an individual and team level. The importance of outside facilitation to maintain the team's momentum was acknowledged, as was the difficulty of maintaining a good level of activity once the programme had ended. Nevertheless, the IPL programme provided a timely opportunity to reflect upon the interprofessional and inter‐agency team working needed within Children's Trusts and the implications for staff involved with regard to skills development. Copyright © 2009 John Wiley & Sons, Ltd.     

Multiracial Identity Integration: Perceptions of Conflict and Distance among Multiracial Individuals

This article examines how multiracial individuals negotiate their different and sometimes conflicting racial identities. Drawing from previous work on bicultural identity integration (see   Benet-Martínez & Haritatos, 2005 ), we proposed a new construct, multiracial identity integration (MII), to measure individual differences in perceptions of compatibility between multiple racial identities. We found that MII is composed of two independent subscales: racial distance that describes whether different racial identities are perceived as disparate, and racial conflict that describes whether different racial identities are perceived as in conflict. We also found that recalling positive multiracial experiences increased MII, while recalling negative multiracial experiences decreased MII. These findings have implications for understanding the psychological well-being of multiracial individuals, and the development of social policy and programs catered to this population.