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Article
Publication date: 19 July 2013

Sophie Dilworth, Isabel Higgins, Vicki Parker, Brian Kelly and Jane Turner

The purpose of this paper is to critically examine multidisciplinary, group clinical supervision sessions and to extend current understandings of the barriers/enablers to the…

459

Abstract

Purpose

The purpose of this paper is to critically examine multidisciplinary, group clinical supervision sessions and to extend current understandings of the barriers/enablers to the implementation of an innovative psychosocial intervention for distressed adults with cancer.

Design/methodology/approach

Discourse analysis was used to analyse audio recordings from clinical supervision sessions delivered as part of a psychosocial intervention within the context of a randomised control trial (RCT).

Findings

Examination of subject positions, representation and tensions reveals that Health Professionals can resists the pressures of systemic barriers to provide much‐needed psychosocial support for distressed adults with cancer. Critical examination of multidisciplinary clinical supervision sessions describes how Health Professionals are able to construct new meanings and reposition themselves as being able to provide supportive care within the context of their everyday practices.

Research limitations/implications

This paper reports only a small part of a larger analysis that aims to explore how discourse maps the current state of psychosocial care for adults with cancer and illustrates the fragility and potential for change in this area.

Originality/value

Extension on the previous literature is seen within the data through the presence of positive resistance against systemic barriers. Previous exploration of clinical supervision has not collected data generated within the sessions. It is also novel in the use of discourse analysis being used in association with a randomised controlled trial to understand the situational complexities associated with bringing about practice change.

Details

Qualitative Research Journal, vol. 13 no. 2
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 12 February 2018

Daniel T. Wilcox, Leam A. Craig, Marguerite L. Donathy and Peter MacDonald

The purpose of this paper is to consider the impact of mental capacity legislation when applied to parents with learning difficulties who lack capacity within childcare and family…

474

Abstract

Purpose

The purpose of this paper is to consider the impact of mental capacity legislation when applied to parents with learning difficulties who lack capacity within childcare and family law proceedings in England and Wales.

Design/methodology/approach

The paper relies on a range of material including reports published by independent mental health foundations, official inquiries and other public bodies. It also refers to academic and practitioner material in journals and government guidance.

Findings

The paper critically reviews the application of the guidance when assessing mental capacity legislation as applied in England and Wales and offers by way of illustration several case examples where psychological assessments, and the enhancement of capacity, have assisted parents who were involved in childcare and family law proceedings.

Research limitations/implications

There has been little published research or governmental reports on the number of cases when parents involved in childcare and family law proceedings have been found to lack capacity. No published prevalence data are available on the times when enhancing capacity has resulted in a change of outcome in childcare and family law proceedings.

Practical implications

The duty is on the mental health practitioners assessing mental capacity that they do so in a structured and supportive role adhering to good practice guidance and follow the guiding principles of mental capacity legislation assuming that the individual has capacity unless it is established that they lack capacity. Guidance and training is needed to ensure that the interpretation of the Mental Capacity Act (MCA) and its application is applied consistently.

Social implications

For those who are considered to lack mental capacity to make specific decisions, particularly within childcare and family law proceedings, safeguards are in place to better support such individuals and enhance their capacity in order that they can participate more fully in proceedings.

Originality/value

While the MCA legislation has now been enacted for over ten years, there is very little analysis of the implications of capacity assessments on parents involved in childcare and family law proceedings. This paper presents an overview and, in places, a critical analysis of the new safeguarding duties of mental health practitioners when assessing for, and enhancing capacity in parents.

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Book part
Publication date: 28 November 2024

Olga Suhomlinova and Saoirse Caitlin O'Shea

Abstract

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Transgender and Non-binary Prisoners' Experiences in England and Wales
Type: Book
ISBN: 978-1-80071-045-0

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Article
Publication date: 25 September 2009

Nick Andrews, Deborah Driffield and Vicky Poole

The need for more holistic and inclusive approaches to assessment and care management for older people is widely promoted but difficult to achieve. This paper describes the All…

106

Abstract

The need for more holistic and inclusive approaches to assessment and care management for older people is widely promoted but difficult to achieve. This paper describes the All Together Now initiative in Swansea, South Wales, which seeks to promote better practice in assessment and care management by actively involving all stakeholders, older people and family carers, and practitioners and service providers from across the statutory and third sectors. The project is underpinned by a relationship‐centred approach based on the belief that an enriched environment of care will only be created when the needs of all stakeholders are acknowledged and given attention. How such a model was used to establish the goals for the project is described, together with the proposed model of evaluation.

Details

Quality in Ageing and Older Adults, vol. 10 no. 3
Type: Research Article
ISSN: 1471-7794

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Book part
Publication date: 1 January 2006

Vicky M. MacLean, Patricia Parker and Melissa Sandefur

The study assesses public health programs to shed light on the experiences of low-income and minority women with children seeking health services. Thirteen focus groups were…

Abstract

The study assesses public health programs to shed light on the experiences of low-income and minority women with children seeking health services. Thirteen focus groups were conducted with 111 pregnant women or women with children. Women consumers of public health services experience difficulties accessing health services due to a lack of insurance, information and language barriers about programs and eligibility, a shortage of Medicaid providers and specialist services, long waits, bureaucratic barriers, and dismissive treatment. Accessibility and information barriers were more prominent in rural regions whereas bureaucratic barriers were more pronounced in urban areas. Lower satisfaction with services was reported among ethnic minority women compared to whites.

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Access, Quality and Satisfaction with Care
Type: Book
ISBN: 978-1-84950-420-1

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Book part
Publication date: 25 July 2012

Vicki Ross, Elaine Chan and Dixie Keyes

In the introductory chapter to this book, we invited the reader to join us along the banks of the braided rivers of narrative inquiry research. We hoped to convey through that…

Abstract

In the introductory chapter to this book, we invited the reader to join us along the banks of the braided rivers of narrative inquiry research. We hoped to convey through that metaphor the interconnections we find among the work of our contributing colleagues. As we conclude this book, we ask the reader to join us as we visit the headwaters and tributaries of this research tradition. Nearly three decades ago, Michael Connelly and Jean Clandinin embarked upon a study at Bay Street School (Clandinin, 1986; Clandinin & Connelly, 1992; Connelly & Clandinin, 1988; Connelly, Phillion, & He, 2003) to investigate teachers’ personal practical knowledge (Connelly & Clandinin, 1985). Using narrative as both phenomenon and methodology (Connelly & Clandinin, 1988; Clandinin & Connelly, 1992, 2000; Clandinin, 2008) for this study, their work in the field was integral to the adoption of narrative inquiry as a research methodology in the, then, burgeoning study of teacher knowledge (Connelly & Clandinin, 1988, 1990, 1999), teacher education (Clandinin, 1991, 1992; Connelly & Clandinin, 2000), and curriculum studies (Clandinin & Connelly, 2002). In these areas, as well as in others (i.e., Nursing; Chan, 2008; Chan & Schwind, 2006; Lindsay, 2006a, 2006b), this research, which focused on experience, became well-established and expanded.

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Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators
Type: Book
ISBN: 978-1-78052-925-7

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Book part
Publication date: 10 June 2009

Abstract

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Advances in Accounting Behavioral Research
Type: Book
ISBN: 978-1-84855-739-0

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Book part
Publication date: 26 September 2013

Vicky Gunn and Chris McAllister

Queer theory is a form of critical analysis that aims to destabilize hegemonic discourses around sex, sexuality and gender, particularly in relation to the lesbian, gay, bisexual…

Abstract

Queer theory is a form of critical analysis that aims to destabilize hegemonic discourses around sex, sexuality and gender, particularly in relation to the lesbian, gay, bisexual and transgender (LGBT) communities. This discursive chapter focuses on how queer theory, when transformed into method, or queering, provides a more embodied and holistic understanding of student learning in higher education. It notes that, whilst queering has become an applied method in some areas of higher education research, it has yet to address the phenomena behind university students’ sexual orientation and a more general orientation towards or away from study and learning. Core to such a method is: a four-dimensional paradigm for understanding the power of dominant discourses related to the body and orientations to learning – performance, performativity, materiality, and incorporeality; explorations of orientations towards or away from learning in which sexually influenced pleasure/shame amplifies those orientations; and longitudinal narrative enquiry.

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Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78190-682-8

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Book part
Publication date: 10 June 2009

Frances A. Kennedy, James M. Kohlmeyer and Robert J. Parker

This study examines the roles of organizational justice and trust in a specific type of management control system (MCS), gain-sharing. According to the proposed theory, employee…

Abstract

This study examines the roles of organizational justice and trust in a specific type of management control system (MCS), gain-sharing. According to the proposed theory, employee perceptions involving the procedural and distributive justice of the gain-sharing plan influence employee trust in managers. Positive perceptions of fairness lead to high trust, which, in turn has positive consequences for the organization such as lower employee turnover. To investigate these issues, a survey was administered to employees of a large manufacturing company. Results of structural equation modeling indicate that employee perceptions regarding the fairness of the gain-sharing plan are positively related to employee trust in managers. Further, trust is linked to employee turnover intentions. The results imply that the organizational justice of an MCS has consequences for the attitudes and behaviors of employees and thus the success or failure of the MCS.

Details

Advances in Accounting Behavioral Research
Type: Book
ISBN: 978-1-84855-739-0

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Article
Publication date: 6 June 2018

Joanne Cliffe

The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence…

551

Abstract

Purpose

The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence.

Design/methodology/approach

Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed.

Findings

The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses.

Research limitations/implications

Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions.

Originality/value

Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.

Details

Journal of Professional Capital and Community, vol. 3 no. 3
Type: Research Article
ISSN: 2056-9548

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