Reshaping Care for Older People (RCOP) and Integration of Health and Social Care are central to providing a care system in Scotland that meets older people's current and future…
Abstract
Purpose
Reshaping Care for Older People (RCOP) and Integration of Health and Social Care are central to providing a care system in Scotland that meets older people's current and future needs. Their implementation requires a workforce with the appropriate knowledge, skills and values to engage with older people across health and social care sectors, which requires a change in professionals’ thinking about services. The paper aims to discuss these issues.
Design/methodology/approach
NHS Education for Scotland, the Scottish Social Services Council and a learning and development consultancy designed and delivered innovative education resources to support health and social care staff across Scotland to understand the new agenda and recognise its meaning for practice.
Findings
Two related resources were developed: workshop using actors to depict scenarios from older people's lives to support participants to reflect on the new policy direction and outcomes-focused approaches; and an online resource using the same characters that can be delivered locally for groups and individuals. Participants were enabled to identify what they need to do differently and how they can support one another to make necessary changes. A formal evaluation has been commissioned.
Originality/value
The resource characters represent the people the new policy is designed to affect. By following their lives through an educational drama approach, health and social care staff can understand the difference RCOP and the integration agenda can make and recognise their part in effecting change.
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Gillie Ruscombe-King, Laura Mackenzie, Steve Pearce and Kate Saunders
The mentalisation based therapeutic community (MBTC) is a group experience which promotes the acquisition of the capacity to mentalise. Members of the community gain greater…
Abstract
Purpose
The mentalisation based therapeutic community (MBTC) is a group experience which promotes the acquisition of the capacity to mentalise. Members of the community gain greater emotional stability and psychological robustness. The paper aims to discuss these issues.
Design/methodology/approach
MBTC works with three theoretical principles: the intrapsychic, interpersonal and social. It is a slow open group where each member completes a ten-week course. The approach is deliberately non-interpretive with an emphasis on personal responsibility and accountability in order to promote clarity of mind.
Findings
The authors’ experience is that the model engages group members with few drop outs.
Originality/value
The combination of mentalising and the use of therapeutic community principles within in MBTC has enhanced outcomes for group members.
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Stephanie E. Raible and Wayne Jacoby
The chapter presents findings from five qualitative reports from educators within the compulsory education sector who have partnered with a United Nations-recognized…
Abstract
The chapter presents findings from five qualitative reports from educators within the compulsory education sector who have partnered with a United Nations-recognized, nongovernmental organization (NGO), Global Education Motivators (GEM), in order to either introduce or expand curricular support for their students or to engage in professional dialogue with fellow educators facilitated through international videoconferencing programs. Through a long-standing collaboration between these educators, GEM has jointly developed programming which educates students on the United Nations and global issues including sustainability, human rights, child labor, poverty, and peace and conflict studies. Using an email-based survey questionnaire, the reported cases aim to explore the educators’ motivations to introduce and expand their students’ global engagement through the media of videoconferencing. The chapter highlights the potential outcomes of international videoconferencing for educators as a classroom tool or a professional development resource, as well as detailing a case study of an NGO–college partnership in which the NGO provides expertise, student internships, and noncredit professional development opportunities to its campus community and beyond.
Larry Hearld, Jeffrey A. Alexander, Laura J. Wolf and Yunfeng Shi
The purpose of this paper is to examine the relationship between different aspects of alliance funding profiles (e.g. range of sources, dependence on specific sources) and…
Abstract
Purpose
The purpose of this paper is to examine the relationship between different aspects of alliance funding profiles (e.g. range of sources, dependence on specific sources) and participant’ perceptions of how well the organization is positioned for the future.
Design/methodology/approach
A mixed method study in the context of eight alliances participating in the Robert Wood Johnson Foundation’s Aligning Forces for Quality program. Data collection approaches included surveys of alliance participants and semi-structured interviews with alliance leaders.
Findings
The findings indicate that dependence on grant revenues, in particular, may be problematic for how well alliances are positioned for sustainability. While a number of approaches were identified to reduce dependence on grants, implementing these strategies presented more of a challenge for alliances due to the contextual demands of their external environment and a need to strike a balance between pursuing alternative revenue sources and fidelity to the mission and identity of the organization.
Practical implications
Alliance leaders need to have not only a broad and accurate understanding of their external environment, but also an appreciation of the alliance’s identity in that environment. Collectively, the findings can help organizational leaders be more informed about their funding choices and the implications those choices have for the future of their organization.
Originality/value
Collaborative forms of organizations (e.g. alliances, coalitions, networks) are increasingly viewed as an effective means of addressing complex, multifaceted health, and social challenges. For collaborative organizations that depend on the coordinated efforts of volunteers, addressing such complex issues is predicated on sustaining programmatic activities as well as the interest and participation of stakeholders over extended periods of time. This study sheds light on how leaders of these organizations may improve their prospects for sustainability.
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Laura E. Gatto, Heather Pearce, Luiza Antonie and Miana Plesca
The Government of Canada is adopting the pedagogical practice of Work Integrated Learning (WIL) to help youth develop the career ready skills needed to transition from school to…
Abstract
Purpose
The Government of Canada is adopting the pedagogical practice of Work Integrated Learning (WIL) to help youth develop the career ready skills needed to transition from school to work. As a result, colleges and universities are receiving funding to grow academic programs that link theoretical learning with practical work experience. However, there is limited research about the resources available to students with disabilities who engage in WIL. From an environmental scan of disability supports for WIL on 55 Canadian post-secondary institutions’ websites and survey results from WIL professionals we ask: Do post-secondary institutions in Canada help students with disabilities become career ready? The data reveals that 40% of schools have no reference to disability services for any career related activities and only 18% refer to disability supports for WIL. Survey respondents report they are not being trained nor have access to resources to support students with disabilities in WIL. The authors therefore recommend changes to public policy and resource allocation to ensure colleges and universities provide disability services for all WIL programs, train practitioners about career related disability management, and hire professionals who specialize in supporting students with disabilities in WIL.
Design/methodology/approach
The authors conducted an environmental scan of 55 Canadian post-secondary schools with a student population of 10,000 or more and identified services and resources publicly advertised online for students with disabilities in relation to employment and/or WIL activities. From this broad search, codes were developed based on general themes found in the recorded information, such as the location of information and the type of resources and services advertised for students with disabilities. During the environmental scan, the authors also collected names and emails of people listed as working in career and/or WIL departments who received an anonymous survey about their experiences working with students with disabilities.
Findings
As the Government of Canada expands WIL to improve labour market outcomes for youth, the research findings of the authors provide valuable evidence that post-secondary institutions are not supporting youth with disabilities to become career ready. Surprisingly, 40% of post-secondary institutions have no reference to disability supports for career related activities and only 18% reference supports available for engaging in WIL on their websites. In addition, WIL practitioners are not receiving the resources nor training to support this demographic to transition from school to work. This research can provide direction on resource allocation; specifically, the need for disability related supports and dedicated professionals for students who engage in WIL programs in higher education.
Research limitations/implications
A limitation of the methodology in scanning public sites is that universities and colleges could have services or supports advertised on sites that can only be viewed by the faculty, staff and students from that school. Thus, it is possible that employment information for students with disabilities is available for those with login privileges. The authors attempted to mitigate this limitation by collecting survey responses about programs and services from WIL practitioners who work at the schools. The authors also did not measure marketing of services on social media platforms (e.g. Facebook, Instagram). Another limitation is that the WIL practitioner survey results are based on their perceptions. The sample size was not randomized, nor can the authors confirm it is a representative sample of all WIL practitioners in Canada.
Practical implications
As countries continue to grapple with how to deal with the intersectionality of disability on an already disadvantaged demographic in the labour market, they must ensure that students with disabilities have access to career ready activities while in school. The authors therefore recommend public policy and resource allocation, not only in Canada but at a global level, that ensures post-secondary institutions: (1) create disability management programs and resources for all WIL and career activities; (2) hire dedicated professionals who specialize in working with students with disabilities in WIL; and (3) provide mandatory training for WIL practitioners on how to support students with disabilities in programs that develop their career ready skills.
Social implications
Preparing students with disabilities to be career ready when they graduate will benefit the Canadian economy. This wasted human capital not only negatively impacts a labour market with an aging demographic, it affects social service programs as Canadians with disabilities are one-third times more likely to live in poverty compared to Canadians without disabilities (Canadian Survey on Disability, 2017). The G20 report also stated that if employment rates for people with disabilities who are able to work were the same as for people without disabilities, economies around the world could increase their GDP by 3–7% (ILO and OECD, 2018).
Originality/value
There is no research in Canada to date that provides a national overview of the services in higher education advertised to support students with disabilities in WIL.
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Louise Gillies and Helen M. Burrows
Families conduct their affairs through processes that are built upon those of previous generations and also social capacities such as culture, class, oppression and poverty. The…
Abstract
Families conduct their affairs through processes that are built upon those of previous generations and also social capacities such as culture, class, oppression and poverty. The media has played a part in stereotyping the lower classes through their portrayal on the television programmes such as Benefits Street and Jeremy Kyle and tabloid newspaper stories. This chapter is a case study of two families who are at the opposing ends of the social scale, the Horrobin/Carter and Aldridge families. The two families were chosen due to them being linked by marriage in the younger generation. Through the use of genograms, we explore how the families differ in their attitudes towards relationships within their individual families, and also how they relate to each other as separate family groups. Despite the many differences, there are also a number of key similarities, particularly regarding the key females in the families, in terms of family background and snobbery. We also show that there is little family loyalty in the more privileged family and a power differential between the two families (oppressors vs. oppressed) in terms of the crimes committed.