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Article
Publication date: 3 February 2020

Polly Radcliffe, Martha Canfield, Maggie Boreham, Sally Marlow and Gail Gilchrist

It proved difficult to recruit sufficient mothers to a prospective cohort study designed to explore the factors and characteristics of mothers whose children are the subject of…

187

Abstract

Purpose

It proved difficult to recruit sufficient mothers to a prospective cohort study designed to explore the factors and characteristics of mothers whose children are the subject of the public care system as a result of their drinking, retaining or losing care of their children. In conducting interviews instead with social workers in six local authorities, the repurposed study aimed to explore their views of the barriers and facilitators to involving this “hard to reach” population of mothers in research at the beginning of care proceedings.

Design/methodology/approach

For this study, 36 semi-structured telephone interviews were conducted with child and family social workers and social work managers located in six English local authorities. Transcripts were analysed using Nvivo and coded thematically.

Findings

Workforce issues and social work workload, court timescales and the additional burden that participating in research at a time of enormous stress for mothers were described as barriers to recruitment. Social workers suggested that the criteria for including participants could be widened to include mothers in pre-proceedings and that recruitment could take place via substance use services with whom mothers do not have an antagonistic relationship.

Research limitations/implications

The perspective of social work practitioners and not mothers themselves on barriers to engagement in research is a limitation of the study. Innovative and flexible research design is needed to include the participation of mothers whose alcohol use has led to court proceedings in research.

Originality/value

Few studies have investigated the barriers and facilitators to engaging mothers in research at the point that care proceedings have been issued. The re-purposed study highlighted the particular stresses on mothers and social workers and made recommendations for alternative strategies for recruiting these mothers and representing their experience in research.

Details

Advances in Dual Diagnosis, vol. 13 no. 1
Type: Research Article
ISSN: 1757-0972

Keywords

Available. Content available
Article
Publication date: 5 September 2016

Maggie Boreham

251

Abstract

Details

Drugs and Alcohol Today, vol. 16 no. 3
Type: Research Article
ISSN: 1745-9265

Available. Open Access. Open Access
Article
Publication date: 11 July 2016

Jorge Tiago Martins and Miguel Baptista Nunes

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the…

7877

Abstract

Purpose

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).

Design/methodology/approach

Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.

Findings

The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.

Originality/value

The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.

Details

The Learning Organization, vol. 23 no. 5
Type: Research Article
ISSN: 0969-6474

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