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.     

WeChat: social and political development of China’s dominant messaging app

This article traces the development of the Chinese social media app WeChat from its origins to its current role as a leading communications tool for some 600 million Chinese citizens. It analyzes the ways the small-group oriented app is changing China’s social connections, as it enhances trusted, personal contacts while transforming opportunities for larger online group formation. The article assesses methods the Chinese Government employs to monitor and control WeChat communication, and provides a case-focus study. It also considers the apolitical features, in particular, those related to entertainment and personal social relations, which have made important contributions to WeChat’s great popularity.     

Family or friends: what counts more for drinking behaviour of young adults? / Familia o amigos: ¿qué pesa más en los hábitos de consumo de alcohol de los jóvenes?

The scientific literature stresses the importance of culture and social environment in determining what people think about alcohol consumption and consequently do. Several pieces of research have proved the influence on young adults’ alcohol use of proximal social contexts of their family and peers. The present study aimed at investigating the influence of family behaviours and norms compared to the peers’ influence in a context where the culture of alcohol is changing between the different generations. Data were collected by means of a self-report questionnaire on a sample of 598 young adults (average age 22.20 years). The variables investigated were socio-demographic characteristics, the alcohol consumption of parents and friends and the parents’ and peers’ approval of alcohol consumption. The results confirmed the role of family and friends in influencing young adults’ consumption of alcohol, stressing a difference between perceived behaviours and norms. The perceived consumption of parents and friends influenced the participants’ consumption. On the contrary, the effects of the approval of drinking were limited. Globally friends had a stronger influence on alcohol consumption in comparison with family.     

“Gimme a Pigfoot and a Bottle of Beer”: Food as Cultural Performance in the Aftermath of Hurricane Katrina

In the aftermath of Hurricane Katrina and the federal levee failures, hundreds of thousands of volunteers went to New Orleans to help rebuild. Food was quickly used as a way to welcome volunteers, to compensate them for their hard work, to celebrate progress in rebuilding community, and to interact with others. In time, however, the giving and consuming of food was renegotiated. Volunteers coming to New Orleans expected meals representative of New Orleans's foodways. This article looks at the cultural performance of food in the aftermath of Hurricane Katrina. In particular, I analyze the symbolic exchanges of food in what I call performances of reciprocity and performances of solidarity. This study adds to the burgeoning work in symbolic interaction on food, especially as it pertains to progressive spaces of cultural politics.     

The Importance of “Empty Gestures” in Recovery: Being Human Together

What do clients/patients want or value from their encounters with healthcare providers? Based on ethnographic research conducted with individuals suffering from drug addiction and mental health issues, this article argues that clients/patients treasure “everyday” or “human” interaction with medical staff. Everydayness is accomplished through three generic social processes: **co‐silence, inclusion in back‐stage activity, and physical dramatizations of authenticity. These processes and other ordinary interactional strategies for “being human together” should be seen as vital tools for recovery.     

Creativity in social work education and practice: reflections on a Survivor Arts Project

This article, written by survivor artists, practitioners and academics (each moving between these different identities and associated voices), will explore a creative arts approach to social work (SW) education within the context of service user and carer involvement. In addition to building upon a developing literature base, the writers will draw upon their own experience and the experience of other service user and carer contributors as well as student and practitioner feedback. In doing so, this article will seek to analyse some of the ways the creative arts can be harnessed as a tool for a more radical, creative and critical approach to professional education and how this in turn can help develop more empathic, critically self-reflective and creative (in the broadest sense of the word) practitioners. In critiquing the more traditional service user and carer involvement approach, this article will attempt to show how the more innovative approach of the Survivor Arts Project can move us beyond an arguably more limiting ‘expertise through experience’ model. In outlining an emancipatory model which recognises the relevance of lived experience and places this within the context of survivor movements, focusing also on the skills and insights survivors bring to SW education, this article will detail the ways we can work towards developing a more vibrant and dynamic learning environment which values our life stories and recognises our strengths as well as the many different and overlapping identities which place us along a continuum that connects our lives and informs our practice.     

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.     

The reflective diary: an experiential tool for enhancing social work students’ research learning

There has been substantial discussion internationally about the need for social work students to integrate research into practice. Little has been written, however, about teaching methods that address the cognitive and emotional challenges students experience in their efforts to develop research competencies. Many students believe that research does not apply to the ‘real’ world of practice and are anxious and fearful when they begin a research course. Using a retrospective review of students’ assignments, this article describes the use of reflective diaries in teaching MSW students from a university in the USA skills for practice-based social work research. Reflective diaries provide a safe forum for students to actively engage with the challenges they experience while taking a research course and take ownership of their learning needs. The diary entries provide instructors with windows into their students’ learning processes that enable them to create scaffolding opportunities that support students in developing confidence in their research skills. This article describes the pedagogical philosophy behind reflective diaries, details of the diaries assignment, and benefits of this learning tool for students and instructors. The authors offer recommendations for incorporating reflective diaries into social work research courses and implications for evidence-based practice.     

Attitudes and knowledge of social work students towards sexuality in later life

Background: Sexuality in later life may be compromised by restrictive attitudes, and lack of knowledge among professionals. This study examined social work students’ attitudes and knowledge towards sexuality and sexual expression in later life and investigated associated factors.

Method: Undergraduate social work students from Israel (n = 375) completed the Attitudes and Knowledge towards Older Adult’s Sexuality Scale and questionnaires regarding contacts and exposure to older adults, prior sexual education and sociodemographic.

Results: Attitudes and knowledge were correlated. First year students were the most conservative and demonstrated the least knowledge. No differences were found between men and women regarding attitude. However, men and married students had greater knowledge regarding older adults’ sexuality than women or non-married students did. Increased religious observance predicted more conservative attitudes. Age predicted more permissive attitudes and greater knowledge about sexuality in later life. A mediating process examined, suggested knowledge is a mediator variable between age and attitudes towards older adults’ sexuality.

Conclusion: As the population in Israel and in Western countries ages, it is important to examine the knowledge and attitudes of social work students regarding older adults’ sexuality and to develop educational and interventional programs aimed at increasing awareness, knowledge, and positive attitudes in this area.