“Let’s Talk About Children” resource: A parallel mixed method evaluation

Psycho-education interventions for families affected by parental mental illness have been found to be effective. This study aimed to assess the feasibility of a psycho-educational resource for parents, designed to initiate family discussions about parental mental illness and educate parents about the impact of their illness on children. In a mixed methods design, 19 parents read the “Let’s Talk About Children” psycho-educational resource and completed pre-and-post questionnaires measuring their perspectives of mental illness and awareness of the impact of mental illness on their children and family. 18 of these participated in a follow-up, one hour, individual interview to obtain further feedback on the resource. After viewing the resource, changes in parents’ attitudes and/or behavior in relation to mental illness and parenting were recorded. Interview findings indicate that the resource gave parents an awareness of the skills and knowledge needed for initiating family discussions about parental mental illness. The results of this study can be used to inform future interventions targeting parents who experience mental illness.     

Doin’ Meth or Doin’ Math: What Client Constructions of Social Class Mean for Social Work Practice

The voices of people experiencing poverty are underrepresented in social work research, public policy development, and practice interventions. This study explored the social class attributions of clients receiving poverty-related services through qualitative interviews. Findings reveal dynamic contributions of individual, environmental, and structural factors of social class positioning and significant stress and stigmatization associated with experiencing economic hardship. Participants indicate a sense of lived contradiction, viewing social class to be the result of fate while simultaneously endorsing individualistic attributions of poverty. Results have implications for social work research and practice, as well as poverty-related policy and program development.     

Transnational migration and the commodification of eldercare in urban Ghana

ABSTRACT

Over the past 20 years, organizations to provide commercial nursing services, mainly to the sick and debilitated elderly, have sprung up in Accra, Ghana. This article assesses the degree to which transnational migration has generated social changes in ageing at the level of everyday practices. It argues that a range of social actors differently involved in transnational migration has created and sustained a market for home nursing agencies in Ghana through diverse processes involving the imagination of care work abroad, complex negotiations between the elderly at home and their anxious children abroad, increased financial resources among the middle class and the evaluations of western eldercare services by return and current migrants. These dynamics illustrate the complexity of the role of transnational migration in generating social change and highlight the significance of the needs of local families and the role of the imagination in shaping social remittances from abroad.     

‘I couldn’t just entirely be her sister’: the relational and social policy implications of care between young adult siblings with and without disabilities

Research has commonly explored siblings of people with disabilities’ roles in care for their brothers or sisters with disabilities. Social policy has also commonly framed young adult siblings of people with disabilities as ‘young carers’. However, there has been less consideration of the implications of care for the relationship shared between young adult siblings with and without disabilities and of what this may mean for social policy. What do different types of care mean for sibling relationships? What are the relational and social policy implications of care between siblings? Drawing on a qualitative study of 25 siblings with disabilities and 21 siblings without disabilities aged 15–29, this article explores how young adult siblings perceive, talk and act with regard to the different types of care enacted between them. The article identifies how, during young adulthood, some types of care can endanger siblings’ capacity to feel like siblings and discusses ways that young adult siblings talk and act in order to – as best they can – keep their role within the bounds of a normative sibling relationship. The findings are discussed in light of implications for social policy, particularly with regard to seeing siblings of people with disabilities as ‘young carers’.     

Generating recognition,acceptance and social inclusion in marginalised youth populations: the potential of sports-based interventions

In recent years sport-based interventions have been implemented as a mechanism via which to target marginalised youth in relation to the development of social inclusion. Much of the political rhetoric surrounding social inclusion programmes highlights engagement with education, employment, or training, as key metrics. This has led some scholars to observe that conceptualising social inclusion in this way can act to further marginalise young people who fail to engage with these metrics. In contrast, this paper seeks to employ an alternative understanding of social inclusion, which uses the concepts of recognition and acceptance, to infer how participation in sports-based programmes may enable marginalised youth to meet mainstream societal expectations and aid with social assimilation. Drawing upon findings from two small-scale studies of sport-based interventions located in three UK cities, this paper places participant accounts at the centre of the analysis to explore broader notions of pro-social development in relation to recognition and interpersonal acceptance. The paper concludes by suggesting that within contexts in which young people are able to generate strong interpersonal relationships with key personnel (such as coaches), and which are built upon trust, recognition and developing self-worth, there is clear potential for sport-based programmes to incubate social assimilation.     

Dementia: challenges for social work education in Europe

ABSTRACT

Dementia has been identified as a global challenge across the spectrum of health and social care (World Health Organisation. (2012) Dementia: A public health priority. Geneva: WHO). This paper will explore the implications of this for social work education and the challenges it poses. There is a lack of this focus on social work with older people and people with dementia (pwd) in social work education. Based on calls for an infusion of content on ageing and dementia in social work curricula, paper proposes that we should adopt a person-centred philosophy alongside gerontological social work competencies to achieve this. The specific aim of this paper, therefore, is to explore how we can use these ideas as teaching tools to engage social work students in the discourse on dementia and to develop appropriate skills to work with pwd, their families and carers.     

Navigating the technology-media-movements complex

Abstract

In this article we develop the notion of the technology-media-movements complex (TMMC) as a field-definition statement for ongoing inquiry into the use of information and communication technologies (ICTs) in social and political movements. We consider the definitions and boundaries of the TMMC, arguing particularly for a historically rooted conception of technological development that allows better integration of the different intellectual traditions that are currently focused on the same set of empirical phenomena. We then delineate two recurrent debates in the literature highlighting their contributions to emerging knowledge. The first debate concerns the divide between scholars who privilege media technologies, and see them as driving forces of movement dynamics, and those who privilege media practices over affordances. The second debate broadly opposes theorists who believe in the emancipatory potential of ICTs and those who highlight the ways they are used to repress social movements and grassroots mobilization. By mapping positions in these debates to the TMMC we identify and provide direction to three broad research areas which demand further consideration: (i) questions of power and agency in social movements; (ii) the relationships between, on the one hand, social movements and technology and media as politics (i.e. cyberpolitics and technopolitics), and on the other, the quotidian and ubiquitous use of digital tools in a digital age; and (iii) the significance of digital divides that cut across and beyond social movements, particularly in the way such divisions may overlay existing power relations in movements. In conclusion, we delineate six challenges for profitable further research on the TMMC.     

Differences in Experiences of Discrimination in Accessing Social Services Among Transgender/Gender Nonconforming Individuals by (Dis)Ability

Transgender and gender nonconforming (GNC) individuals frequently experience discrimination and potentially a lack of respect from service providers, suggesting they have decreased access to professionals with cultural competency. Similarly, people with disabilities experience higher levels of discrimination in social services than their nondisabled counterparts. From an intersectional perspective, this study examines rates of discrimination in accessing social services faced by transgender and GNC people, comparing across ability. Data indicate that although transgender and GNC individuals of all abilities experience gender-based discrimination when accessing social services, those with disabilities experience higher levels of antitransgender discrimination in mental health centers, rape crisis centers, and domestic violence shelters.     

How can context and discourse affect teachers’ and mental health professionals’ interactions with adults with mental illness?

Patients with severe mental illness may have needs different from those of patients with more limited illnesses and might benefit from other types of intervention than traditional treatment. We interviewed health care professionals from two open, short-term psychiatric wards and teachers from two schools for adults with psychiatric diagnoses. The focus was to explore how differences in contextual factors such as time, tasks, and organizational demands might affect the actions and attitudes of health care professionals and teachers, as well as the potential consequences for patients and students. Data were collected through qualitative interviews. Participants included 14 health care professionals and 14 teachers. The informants worked with patients and students with similar diagnoses and illness durations. All interviews were conducted during the informants’ work time. Findings and interpretations showed that both teachers and health care professionals were engaged in their work and in the wellbeing of students and patients. However, they described marked differences in practice, including the amount of time spent with students/patients, the organization of their work, main tasks, amount of control over their tasks, and social structure. These differences seemed to affect relationships with students/patients, attitudes toward students/patients, norms and values, and opportunities for patient empowerment. Our findings suggest that while existing psychiatric health care might be appropriate for limited short-term problems such as single-episode depression, a model with a supportive environment, based on stable relations and possibility for learning, may improve personal development and mental health for persons with severe mental illness and disturbances in self-experience.     

‘I Want to Persuade You!’ – Investigating the effectiveness of explicit persuasion concerning attributes of the communicator and the marketing campaign

In explicit persuasion, the communicator states explicitly a desire to persuade the consumer. By referring to an attributional approach, social engagement was simultaneously explored as a beneficial communicator attribute, while cause-related marketing (CRM) was addressed as a boundary condition. In an experiment, we varied the persuasion strategy (explicit vs. implicit), the communicator’s prior experience with social engagement (yes vs. no), and the specific marketing strategy (CRM vs. non-charity marketing). As expected, in the non-charity marketing condition, explicit (vs. implicit) persuasion was more effective when the communicator had prior experience in social engagement. In the CRM condition, explicit (vs. implicit) persuasion was less effective when the communicator had prior experience in social engagement; when no prior experience was reported, persuasiveness increased.