‘Making it real’: evaluating the impact of service user and carer involvement in social work education

Service user and carer involvement (SUCI) in social work education in England is required by the profession’s regulator, the Health and Care Professions Council. However, a recent study of 83 HEIs in England reported that despite considerable progress in SUCI, there is no evidence that the learning derived from it is being transferred to social work practice. In this article we describe a study that examines the question: ‘What impact does SUCI have on the skills, knowledge and values of student social workers at the point of qualification and beyond?’ Students at universities in England and Northern Ireland completed online questionnaires and participated in focus groups, spanning a period immediately pre-qualification and between six to nine months post-qualification. From our findings, we identify four categories that influence the impact of service user involvement on students’ learning: student factors; service user and carer factors; programme factors; and practice factors; each comprises of a number of sub-categories. We propose that the model developed can be used by social work educators, service user and carer contributors and practitioners to maximise the impact of SUCI. We argue that our findings also have implications for employment-based learning routes and post-qualifying education.

Using Audio-visual Presentation to Teach Global Mindedness in Social Work Education

Direct experience of social work in another country is making an increasingly important contribution to internationalising the social work academic curriculum together with the cultural competency of students. However at present this opportunity is still restricted to a limited number of students. The aim of this paper is to describe and reflect on the production of an audio-visual presentation as representing the experience of three students who participated in an exchange with a social work programme in Pune, India. It describes and assesses the rationale, production and use of video to capture student learning from the Belfast/Pune exchange. We also describe the use of the video in a classroom setting with a year group of 53 students from a younger cohort. This exercise aimed to stimulate students’ curiosity about international dimensions of social work and add to their awareness of poverty, social justice, cultural competence and community social work as global issues. Written classroom feedback informs our discussion of the technical as well as the pedagogical benefits and challenges of this approach. We conclude that some benefit of audio-visual presentation in helping students connect with diverse cultural contexts, but that a complementary discussion challenging stereotyped viewpoints and unconscious professional imperialism is also crucial.

How to promote professional competence and identity in social work students

Background: Field placement experiences are frequently cited in the literature as having most impact on a student social worker’s learning as they emerge into the profession. Placements are integral to the development of practice competence and in acquiring a sense of social work identity. However research on the effectiveness of educational strategies used to deliver learning and assess competence during placement are scarce. Internationally, pressures to meet increasing numbers of student enrolments have raised concerns about the potential impact on the quality of placements and practice teaching provided. These pressures may also impact on the appropriate transfer and application of learning to the student’s practice.
Aim: To identify learning activities rated most useful for developing professional practice competence and professional identity of social work students.
Method: Data were collected from 396 students who successfully completed their first or final placement during 2013-2014 and were registered at one of two Universities in Northern Ireland. Students completed a self-administered questionnaire which covered: placement setting and service user group; type of supervision model; frequency of undertaking specific learning activities; who provided the learning; which activities contributed to their developing professional competence and identity and their overall satisfaction.
Our findings confirmed the centrality of the supervisory relationship as the vehicle to enable quality student learning. Shadowing others, receiving regular supervision and receiving constructive feedback were the tasks that students reported as ‘most useful’ to developing professional identity, competence and readiness to practice. Disturbingly over 50% of students reported that linking practice to the professional codes, practice foci and key roles were not valued as ‘useful’ in terms of readiness to practice, feeling competent and developing professional social work identity. These results offer strong insights into how both the University and the practice placement environment needs to better prepare, assess and support students during practice placements in the field.

Phase transitions and nonlinear phenomena in neuronal network models

Communication and cooperation between billions of neurons underlie the power of the brain. How do complex functions of the brain arise from its cellular constituents? How do groups of neurons self-organize into patterns of activity? These are crucial questions in neuroscience. In order to answer them, it is necessary to have solid theoretical understanding of how single neurons communicate at the microscopic level, and how cooperative activity emerges. In this thesis we aim to understand how complex collective phenomena can arise in a simple model of neuronal networks. We use a model with balanced excitation and inhibition and complex network architecture, and we develop analytical and numerical methods for describing its neuronal dynamics. We study how interaction between neurons generates various collective phenomena, such as spontaneous appearance of network oscillations and seizures, and early warnings of these transitions in neuronal networks. Within our model, we show that phase transitions separate various dynamical regimes, and we investigate the corresponding bifurcations and critical phenomena. It permits us to suggest a qualitative explanation of the Berger effect, and to investigate phenomena such as avalanches, band-pass filter, and stochastic resonance. The role of modular structure in the detection of weak signals is also discussed. Moreover, we find nonlinear excitations that can describe paroxysmal spikes observed in electroencephalograms from epileptic brains. It allows us to propose a method to predict epileptic seizures. Memory and learning are key functions of the brain. There are evidences that these processes result from dynamical changes in the structure of the brain. At the microscopic level, synaptic connections are plastic and are modified according to the dynamics of neurons. Thus, we generalize our cortical model to take into account synaptic plasticity and we show that the repertoire of dynamical regimes becomes richer. In particular, we find mixed-mode oscillations and a chaotic regime in neuronal network dynamics.

Recent developments in neural network PID autotuning

PID controllers are widely used in industrial applications. Because the plant can be time variant, methods of autotuning of this type of controllers, are of great economical importance, see (Astrom, 1996). Since 1942, with the work of Ziegler and Nichols (Ziegler and Nichols, 1942), several methods have been proposed in the literature. Recently, a new technique using neural networks was proposed (Ruano et al., 1992). This technique has been shown to produce good tunings as long as certain limitations are met.

Dynamics and dilemmas in social psychology: social relations, identities and cognition

This paper aims to provide a systematised overview of the paradigmatic orientations in social psychology in Portugal by identifying the most cited publications. Results show that the eight most cited thematic are: (1) deviance and reactions to deviance, (2) methodology, (3) prejudice and discrimination, (4) gender studies, (5) risk, environment and safety, (6) information processing, social judgment, familiarity and mood, (7) social representations and (8) social justice and belief in a just world. These eight most salient thematics can be sorted into three current paradigmatic orientations in contemporary social psychology: (a) social cognition; (b) the study of collective beliefs, ideologies and social representations; and (c) the study of identity and its impact on intra- and intergroup processes. The paper finishes with a reflection on the future developments of the discipline and the dilemmas that social psychology in Portugal could face.

Maximum penetration of microgeneration photovoltaic panels in distribution network

In smart grids context, the distributed generation units based in renewable resources, play an important rule. The photovoltaic solar units are a technology in evolution and their prices decrease significantly in recent years due to the high penetration of this technology in the low voltage and medium voltage networks supported by governmental policies and incentives. This paper proposes a methodology to determine the maximum penetration of photovoltaic units in a distribution network. The paper presents a case study, with four different scenarios, that considers a 32-bus medium voltage distribution network and the inclusion storage units.

Exciting dynamical behavior in a network of two coupled rings of Chen oscillators

We study exotic patterns appearing in a network of coupled Chen oscillators. Namely, we consider a network of two rings coupled through a “buffer” cell, with Z3×Z5 symmetry group. Numerical simulations of the network reveal steady states, rotating waves in one ring and quasiperiodic behavior in the other, and chaotic states in the two rings, to name a few. The different patterns seem to arise through a sequence of Hopf bifurcations, period-doubling, and halving-period bifurcations. The network architecture seems to explain certain observed features, such as equilibria and the rotating waves, whereas the properties of the chaotic oscillator may explain others, such as the quasiperiodic and chaotic states. We use XPPAUT and MATLAB to compute numerically the relevant states.

Access and information behaviour of European Documentation Centres users in Portugal and Spain: a comparative study

The aim of this study was to undertake a comparative analysis of the practices and information behaviour of European information users who visit information units specialising in European information in Portugal and Spain. The study used a quantitative methodology based on a questionnaire containing closed questions and one open question. The questions covered the general sociological profile of the respondents and their use of European Document Centres, in addition to analysing aspects associated with information behaviour relating to European themes. The study therefore examined data on the preferred means and sources for accessing European information, types of documents and the subjects investigated most. The use of European databases and the Internet to access material on Europe was also studied, together with the reasons which users considered made it easy or difficult to access European information, and the aspects they valued most in accessing this information. The questionnaire was administered in European Document Centres in 2008 and 2010.

Profiles of drug users in Switzerland and effects of early-onset intensive use of alcohol, tobacco and cannabis on other illicit drug use.

QUESTIONS UNDER STUDY / PRINCIPLES: The main aim of this study was to investigate profiles of drug users, with a particular focus on illicit drugs other than cannabis, and to explore the effect of early-onset intensive use (drunkenness, daily smoking, high on cannabis) on profiles of illicit drug use. METHODS: Baseline data from a representative sample of 5,831 young Swiss men in the ongoing Cohort Study on Substance Use Risk Factors were used. Substance use (alcohol, tobacco, cannabis and 15 types of other illicit drug) and age of onset of intensive use were assessed. The Item Response Theory (IRT) and prevalence rates at different ages of onset were used to reveal different profiles of illicit drug use. RESULTS: In addition to cannabis, there were two profiles of other illicit drug use: (a) "softer" drug users (uppers, hallucinogens and inhaled drugs), among which ecstasy had the highest discriminatory potential (IRT slope = 4.68, standard error (SE) = 0.48; p <0.001); and (b) "harder" drug users (heroin, ketamine, gamma-hydroxybutyrate/gamma-hydroxylactone, research chemicals, crystal meth and spice), among which ketamine had the highest discriminatory potential (slope = 4.05; SE = 0.63; p <0.001). Onset of intensive use at the age of 12 years or younger also discriminated between these two profiles. CONCLUSION: Both the IRT model and the effect of onset of intensive use enabled two groups of illicit drugs to be identified. In particular, very early onset (at 12 years or younger) intensive use of any substance was a marker for later use of the second group of drugs.

Concept analysis in social studies

This project was undertaken because of a need to analyse concepts in social science more specifically and sequence them more carefully in a social science program. Concepts have been identified vaguely on many curriculum documents or left in isolation from each other when they are specifically identified. The project's aim was to identify a method for analysing concepts and sequencing their teaching on some rational basis. Once the method for analysing concepts was identified a questionnaire was designed and administered to a random sample of students at the grade three, five and eight levels. The questionnaire attempted to measure their comprehension of specific social science concepts at several levels which became progressively more complex. The major hypothesis was that there would be a direct correlation between age and achievement on the questionnaire. The raw scores were seriated and correlated with the ages of the students using the rankdifference- squared method. For the majority of areas tested it was found that there was a significant correlation between age and achievement on the questionnaire. Variation in the correlation coefficients generated suggests that comprehension of social science concepts is not simply a function of age but is probably a function of several inter-related factors such as reading ability, skill in Basic Thinking Skills and age. Thirty students completed each test. There were three tests in the questionnaire.

Detectives and Superheroes: A Pilot Study Teaching Flexible Thinking in Social Situations to a Child with High Functioning Autism

Complex social-cognitive deficits are common in individuals diagnosed with high functioning autism and Asperger syndrome. Research on effective and evidence-based social interventions is needed for this population. This study focused specifically on the challenges these individuals face with respect to flexible thinking and related flexible behaviour in social situations. Madrigal and Winner's (2008) Superflex curriculum - targets social flexibility, however at the time of this study no published research had been conducted to determine the effectiveness of this approach. This study was a pilot study, which sought to examine the impact of the Superflex curriculum within a 10-week training program in teaching one individual with high functioning autism how to think and behave flexibly in social situations. Multiple measurement tools were utilized, and analyses within and across the measures revealed inconsistencies, especially with respect to generalization. Although preliminary, this study provided valuable information for subsequent research.

Availability of body art facilities and body art piercing do not predict hepatitis C acquisition among injection drug users in Montreal, Canada: results from a cohort study

Ce manuscrit est une pré-publication d'un article paru dans International Journal of Drug Policy 2010; 21(6): 477-484.

Academic and social adjustment of teenagers in social rehabilitation : the role of intrinsic need satisfaction and autonomy support

Les études antérieures ont démontré les bénéfices de la satisfaction des besoins intrinsèques et du soutien à l’autonomie dans le domaine de l’éducation. Or, l’applicabilité des tenants principaux de la Théorie de l’Auto-Détermination (TAD; Deci & Ryan, 2000) n’a pas été investiguée auprès d’une population clinique d’adolescents. L’objectif de cette thèse doctorale est de faire la lumière sur la façon dont l'adaptation scolaire et sociale peut être favorisée par les agents de socialisation dans le contexte de la réadaptation sociale. Cette thèse est composée de deux études s’intéressant à l’application des tenants clés de la TAD auprès de deux échantillons d’adolescents vivant des problèmes d’adaptation et recevant des services d’éducation spécialisée et de réadaptation sociale. Les relations entre les concepts motivationnels de base sont étudiés afin de déterminer si, comme la TAD le propose, la satisfaction des besoins intrinsèques des jeunes peut être soutenue par le style interpersonnel des agents de socialisation (c.-à-d., le soutien à l’autonomie, l’implication et la structure). Il est aussi vérifié si ces concepts motivationnels améliorent la motivation ainsi que d’autres conséquences qui résultent de leur expérience, proposées par la TAD. La première étude a évalué si le style interpersonnel des enseignants peut favoriser la satisfaction des besoins des élèves, leur style de motivationl, tout comme leur ajustement scolaire. Les élèves en difficulté d’adaptation (N = 115) inscrits aux écoles internes des Centres de Réadaptation en raison de leurs problématiques émotionnelles et comportementales ont rempli les questionnaires à deux reprises, au début et à la fin de l’année scolaire. Les analyses de modèles d’équations structurelles révèlent que l’augmentation du soutien à l’autonomie et de l’implication (mais pas de la structure) des enseignants pendant l’année est associée à une augmentation de la satisfaction des besoins des élèves qui, conséquemment, conduit à une motivation scolaire plus auto-déterminée et à une diminution d’intentions de décrochage à la fin de l’année scolaire. De plus, l’amélioration de la satisfaction des besoins mène directement à une meilleure expérience affective à l’école. La deuxième étude consiste en une recherche expérimentale conduite auprès d’adolescentes en difficulté d’adaptation (N = 29). Le devis expérimental a permis de comparer l’impact de la présence (c. absence) du soutien à l’autonomie sur l’internalisation d’une tâche et sur les conséquences motivationnelles et expérientielles des jeunes. La tâche, fastidieuse mais importante, consistait à de la résolution de problèmes interpersonnels (activité clinique). Les résultats suggèrent qu’un style interpersonnel soutenant l’autonomie a augmenté la motivation auto-déterminée, la perception de la valeur de la tâche et son appréciation, ainsi que diminué les affects négatifs comparativement à la condition sans soutien à l’autonomie. Les résultats sont discutés en lien avec les implications théoriques et pratiques d’étendre la portée de la TAD à une population clinique d’adolescents aux prises avec des difficultés d’adaptation.