Room at the academy? People with learning difficulties and higher education

This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties—and the place of their experiences and knowledges—both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.     

Mentoring adolescent foster youth: promoting resilience during developmental transitions

The current exploratory study used quantitative and qualitative data from an evaluation of the ‘Advocates to Successful Transition to Independence’ programme, a mentoring programme designed to train mentors to assist older adolescent foster youth in acquiring skills and resources needed for successful transition out of foster care and into adulthood. The study was conducted in two phases over 2 years. Quantitative methods were used to describe characteristics of the older adolescent foster youth and advocates, and qualitative methods were used to describe the experiences of youth and advocates in the programme. Results suggest that the use of a mentoring programme for older adolescent foster youth represents a particularly beneficial prevention strategy that may help prevent negative outcomes as youth emancipate from the foster care system and transition into young adulthood. Implications and recommendations for developing mentoring programmes for transition‐aged youth are presented.     

Intermediaries supporting sports-based youth development programs

The authors describe intermediary organizations whose aim is to provide technical assistance to sports organizations about infusing a youth development emphasis into their programming. Team-Up for Youth, Sports PLUS Global, and the National Recreation and Park Association are the three organizations highlighted in this article. Team-Up for Youth's mission is to pioneer innovative strategies to support the healthy development of youth by strengthening and expanding afterschool sports and physical activity programs. Team-Up works with youth sports providers, policymakers and public officials, and staff and students at colleges and universities in the San Francisco Bay Area. It concentrates on five areas: training and education, coaching corps, grant making, public policy, and knowledge creating and sharing. Sports PLUS Global is an international organization that delivers educational training to communities using sports to promote human development, social change, and human rights. It uses the Positive Learning Using Sports (PLUS) method to reach children, coaches, and educators in camps and afterschool programs. The PLUS method employs twelve steps that are described in detail in the article. The National Recreation and Park Association (NRPA) engages national partners and local park and recreation agencies to improve the quality of youth sports nationwide. NRPA, in partnership with Sports Illustrated magazine, developed and manages the Sports Illustrated GOOD SPORTS initiative. Communities are improving youth sports through the following elements: teaching life skills, empowering success among youth, promoting physical activity and healthy lifestyles, and strengthening communities.     

A Critique of the Concept of Social Exclusion and its Utility for Australian Social Housing Policy

The paper reviews the usefulness of the concept of social exclusion for Australian social housing policy. We draw on recent theoretical and empirical research from Europe and the UK to develop a critique of the concept of social exclusion. It is argued that any assessment of social exclusion needs to distinguish between its utility as an academic explanatory concept and its political deployment to justify new forms of policy intervention. Policy targeting anti‐social behaviour through increasingly more punitive means, for instance, is often justified on the basis that it ameliorates the problems of social exclusion experienced by tenants residing in public housing estates. We conclude that, in spite of the limitations of social exclusion as an analytical concept, for political and pragmatic reasons it is likely to become an important component of the emerging Australian housing policy agenda.     

Integrating Research and Practice into an Interviewing Skills Project

This paper reports an approach to improving the integration of research and practice instruction by engaging students in a research project. Through the project, the students evaluate an effort to improve their interviewing and relationship-building skills. The skills-development component relies primarily on student role playing and peer feedback, and was implemented as part of a required second-year master of social work research course. Two randomized experimental evaluations of the project’s effectiveness in improving interviewing skills yielded inconsistent results. The authors describe strategies for teaching and assessing interviewing skills and for teaching research.     

Social Work and Family Dispute Resolution

Abstract

Social workers have a significant role to play in the development and provision of family dispute-resolution services. Recent legislative changes and new directions in mediator accreditation in Australia are influencing education and practices in family dispute resolution. Alongside lawyers and psychologists, social workers constitute one of the main professional groups working in this area. A major contribution of social work is the emphasis on reflexive practices that consider political, social, and economic contextual factors. This is underpinned by a commitment to social justice and practices that focus on issues of access and equity and antidiscriminatory practice.     

Personal,Inherited, Collective: Communicating and Layering Memories of Forced Polish Migration

This article concentrates on the specific wartime experiences of Polish émigrés in Britain who were deported from eastern Poland to Siberia in 1940 by Soviet forces. However, rather than considering these experiences in themselves, the focus is on the communication, layering and sharing of these wartime histories. The essay examines how the extraordinary events of war are conveyed in an interview setting; how the Polish émigrés have lived with these memories in their daily lives; the extent to which the children of these migrants have inherited the memories of their parents; and whether there is a wider collective consciousness underpinning the memory of the Siberian deportation.