A Qualitative Evaluation of the Provision of Bereavement Care Accessed by Service Users Living in a Health and Social Care Trust Area in Northern Ireland

Within the health and social care sector in the United Kingdom, the
management of death and bereavement has become increasingly
challenging. This service evaluation sought to explore the bereavement
care offered to individuals living in one Health and Social Care
Trust catchment area of Northern Ireland. Qualitative interviews
were conducted with key government and voluntary agency staff.
The findings indicated that much of the bereavement provision is
based on the interest and initiative of individual staff members, with
few processes to assess the level of bereavement care needed and those
best skilled to provide it. Recommendations are made for a bereavement
care strategy that outlines a bereavement needs assessment process,
identifying the scope of interventions and protocols for practice.

Procesamiento de la Información Social, Relaciones entre Iguales y Ajuste Social: Agresión y Victimización

El presente estudio fue realizado en tres clases del Centro de Educación Primaria "Filósofo Séneca" de Madrid. El objetivo fue determinar la forma en que los niños de 5º y 6º de educación primaria procesan la información social y su relación con el nivel de ajuste social manifestado, expresado en términos de agresividad y victimización. El estudio, se basa en el Modelo de Procesamiento de la Información Social propuesto por Crick y Dodge (1994) y examina el cuarto paso de éste, la generación de respuestas alternativas. Se recogieron datos de forma individualizada de n=55 niños, 24 niños y 31 niñas. La hipótesis principal, formulada como que un déficit en el procesamiento de la información social se relacionará con unos niveles más altos de agresión y victimización, se mantiene.

The following study was implemented in three classes of the Primary EducationCentre «Filósofo Séneca». Its aim was to determine the way that children of this age processsocial information and the relation between this and the level of aggression or victimizationthey show.The study is based on the Model of Social Information Processing proposed byCrick and Dodge in 1994, and examines the fourth step of this model, the generation of alternative responses. The principal hypothesis, that a deficit in social information process-ing will be related to higher levels of aggression and victimization, is supported.

Social mobility in Ireland in the 1990s: Evidence from the 1994 living in Ireland survey

In this paper we seek to update findings relating to class mobility outcomes and processes in the Republic of Ireland employing data from the Living in Ireland Survey which was carried out in 1994. We also provide an evaluation of a measured variable model of the mobility process developed on an earlier data set. Our findings confirm that transformation of the class structure has been associated with substantial levels of social mobility. At the same time inequalities of opportunity as reflected in the underlying patterns of social fluidity remain substantial and are constant across cohorts. Gender differences are almost entirely a consequence of occupational segregation and there is no evidence that the underlying processes of class disadvantage operate differently for men and women.

Policy difference and policy ownership under UK devolution: social housing policy in Northern Ireland

This paper assesses the impact of UK devolution on social housing policy in Northern Ireland from 1999 until 2011, with a particular focus on the administration from May 2007 until April 2011, the first in which the elected elements of the process functioned for the entire period. Housing is one of the responsibilities of the Minister for Social Development. Northern Ireland has had a political commitment to the provision of good quality social housing for many years, both before and after the 1998 Good Friday/ Belfast Agreement and the establishment of the Northern Ireland Assembly and Executive in 1999.
The paper begins with an analysis of factors contributing to policy difference within the United Kingdom under the 1999 devolution settlement, noting that these factors may contribute either to policy convergence or divergence between the four UK jurisdictions. There follow reflections on the concept of ‘policy ownership’ in multi-level states and the benefits of this analytical approach for consideration of housing policy under UK devolution. A review of social housing policy since 1999 is followed by discussion of three key issues from the 2007-11 administration: the governance of social housing; the procurement of new social housing; and improving access to shared space and a shared future. The paper concludes that, in Northern Ireland, the 2007-11 administration marked a transition between a technocratic past and the future policy ownership of the social housing policy field by locally elected politicians. Reflections on wider implications for UK social policy, for UK devolution, and for the complex governance structures of devolved and federal states are also included.

Perceptions of the process of care among caregivers and care recipients in Dementia Care Networks

The Dementia Care Networks Study investigated 4 community-based, not-for-profit dementia care networks in Ontario, Canada. Investigators examined whether sociodemographic and health characteristics, type of support network, and amount of service use among care recipients and caregivers (n = 267 dyads) were associated with experiences with care processes. The process-of-care constructs were: family physicians' awareness of services; experiences with health care workers, and assessment and placement activities. The findings highlighted that family physicians' understanding of dementia and their ability to work with the dyad to become aware of and accept services, was an important component in the dyad's satisfaction. If caregivers received home support and the care recipients received emotional support from their social support network, they were more likely to be satisfied with their experiences with health care workers. In summary, increased awareness and provision of services were associated with more positive perceptions of network effectiveness. © 2007 Sage Publications.

A calming cacophony: Social identity can shape the experience of loud noise

Environmental Psychology has typically considered noise as pollution and focused upon its negative impact. However, recent research in psychology and anthropology indicates the experience of noise as aversive depends upon the meanings with which it is attributed. Moreover, such meanings seem to be dependent on the social context. Here we extend this research through studying the aural experience of a religious festival in North India which is characterised by loud, continuous and cacophonous noise. Reporting an experiment and semi-structured interviews, we show that loud noise is experienced as pleasant or unpleasant according to the meanings attributed to it. Specifically, the experiment shows the same noise is experienced more positively (and listened to longer) when attributed to the festival rather than to a non-festival source. In turn, the qualitative data show that within the Mela, noises judged as having a religious quality are reported as more positive than noises that are not. Moreover, the qualitative data suggest a key factor in the evaluation of noise is our participants’ social identities as pilgrims. This identity provides a framework for interpreting the auditory environment and noises judged as intruding into their religious experience were judged negatively, whereas noises judged as contributing to their religious experience were judged more positively. Our findings therefore point to the ways in which our social identities are implicated in the process of attributing meaning to the auditory environment.

Building partnerships in social work education: Towards achieving collaborative advantage for employers and universities

Summary: Better partnership working between employers and academic institutions has recently been identified as one of the key developments needed to improve social work education and practice in the UK (Social Work Reform Board, 2010). However, the praxis of collaborative working in social work education remains under-researched and it is unclear what factors are significant in promoting effective partnership. This article contributes to this debate by reporting research that examined the experience of social work academics working with employers to deliver qualifying level social work education in Northern Ireland.

Findings: This analysis explores key factors in the dynamics of the collaborative process and identifies both congruence and discord in academic and employer perspectives. The findings highlight the collaborative advantage accruing from partnership working, which include the benefits of a centrally coordinated system for the management and delivery of practice learning. However, the results also indicate that engaging in partnership working is a complex process that can create conflict and tensions, and that it is important to ground collaborations in realistic expectations of what can be achieved.

Application: This article identifies opportunities for achieving collaborative advantage and the challenges. It identifies lessons learned about the value of partnership working in social work education and ways to increase its efficacy.

‘Reforming Social Work Education: Some Reflections on the Contribution of Practice Learning’

Social work in the UK is currently undergoing a process of major reform and a wide range of recommendations have been made aimed at improving practice and education. This paper focuses on the Social Work Reform Board's proposals for improving practice learning in qualifying level social work education. It examines how recommendations for better partnership working between Higher Education Institutions and employers and developing critical reflection in agencies are likely to impact on student learning. Drawing on experience of social work education in Northern Ireland it considers the potential of the Reform Board's proposals for improving the quality of practice learning and enhancing students' preparedness for employment. The paper concludes that differences in educational aims and priorities, resistant practice cultures and cut-backs in resourcing could present major obstacles that must be overcome if this potential is to be realised.

‘Preparing Social Workers for Practice: Re-evaluating Student Learning Needs’

Among the key developmental priorities that have been identified in the current process of reform taking place in social work in the UK is the need to improve social work students' preparedness to meet the challenges they will encounter in practice. This paper contributes to the current debate about this issue by reporting a research study that focused on final year undergraduates' experience of academic and practice learning and considered the impact of demographic factors, including age, gender, disability, previous experience and qualifications, on their perceptions of preparedness. The results indicate that students were satisfied with most aspects of preparatory teaching and learning. However, the findings also highlight areas in which students' preparation could be further enhanced, including their skills in dealing with conflict and managing risk. The results suggest that social work programmes should not overly depend on practice learning to prepare students to address the challenges presented by increasingly complex working environments and that educators need to work closely in collaboration with employing partners to ensure that the curriculum keeps up to date with the changing learning needs of practitioners.

Violence and social memory in twentieth century Belfast:Stories of Buck Alec Robinson

This article explores the life and commemoration of Buck Alec Robinson. A feared loyalist killer in 1920s Belfast, in more recent times he has featured as a lion-keeping “character” on wall murals and in tourist guide books. Robinson is employed as a case study to investigate two separate but, in this case, interlinked historiographical debates. The first involves Norbert Elias’s analysis of the decline of violence. The second relates to discussion of the analysis of social memory in working class communities, with violence being placed therein. The article supports historical assessments suggesting that the “civilizing offensive” had an uneven impact. That point is usually made in the context of working class men. This article extends it to political elites in Belfast and probes their flirtations with violent hard men. The case is made that it is a mistake to assume the “civilizing” dynamic is to be understood as a teleological or top-down process.

New Perspectives on the Role of Cultural Intermediaries in Social Inclusion in the UK

Based on interviews with arts administrators responsible for addressing targeted groups labelled “socially excluded,” this paper highlights new understandings of the term “cultural intermediary” (Featherstone 1991; Bourdieu 2000) within art galleries and art centres. It considers the unique role of such figures in crossing the exclusion/inclusion boundary within the arts and developing more personal approaches to marketing activities in their institutions through relationship building. While it is acknowledged here that such workers find themselves in a privileged position in being able to shape questions of taste and particular consumerist dispositions to understanding the art world, little, if not no, effort has been made to understand this process. As such, there remains a void between the cultural policy‐oriented conception of social inclusion, which implies a version of repairing the “flawed consumer” (Bauman 2005), and the way in which such policy is played out on the ground.

A Case Study in Policy Delivery:Examining Social Inclusion through Interpretation and Practice

The current body of literature regarding social inclusion and the arts tends to focus
on two areas: the lack of clear or common understanding of the terminology involved
(GLLAM, 2000) and the difficulty in measuring impact (Newman 2001). Further, much
of the literature traces the historical evolution of social inclusion policy within the arts
from a political and social perspective (Belfiore & Bennett, 2007), whilst others
examine the situation in the context of the museum as an institution more generally
(Sandell, 2002b). Such studies are essential; however they only touch on the
importance of understanding the context of social inclusion programmes. As each
individual’s experience of exclusion (or inclusion) is argued to be different (Newman
et al., 2005) and any experience is also process-based (SEU 2001), there is a need
for more thorough examination of the processes underpinning project delivery
(Butterfoss, 2006), particularly within a field that has its own issues of exclusion, such
as the arts (Bourdieu & Darbel, 1991). This paper presents case study findings of a
programme of contemporary arts participation for adults with learning difficulties
based at an arts centre in Liverpool. By focusing on practice, the paper applies
Wenger’s (1998) social theory of learning in order to assert that rather than search
for measurable impacts, examining the delivery of programmes within their individual
contexts will provide the basis for a more reflective practice and thus more effective
policy making.

A Social–Ecological, Process-Oriented Perspective on Political Violence and Child Development

Youth's risk for adjustment problems amid political violence is well documented, but outcomes vary widely, with many children functioning well. Accordingly, researchers are seeking to identify the mechanisms and conditions that contribute to children's adjustment, with an interest in understanding effects on children in terms of changes in the social contexts in which they live and the psychological processes engaged by these social ecologies. In this article, we look at the importance of studying many levels of the social ecology and of differentiating the effects of exposure to contexts of political versus nonpolitical violence, and we address theories about explanatory processes. We review research pertinent to these themes, including a six-wave longitudinal study on political violence and children in Northern Ireland.

Empowering the Shamed Self: Recognition and Critical Social Work

Summary: This article provides a review of the contribution of Axel Honneth’s model of recognition for critical social work. While Honneth’s tripartite conceptualisation of optimal identity-formation is positively appraised, his analysis of the link between misrecognition, the experience of shame and eventual sense of moral outrage, is contested. Drawing on a range of sources, including the sociology of shame, Honneth’s ideas about the emotional antecedents of emancipatory action are revised to guide critical social work with misrecognised service users.

Findings: The intellectual background to Honneth’s recognition model, emanating from leading German philosophers, is described and its application to social work set out. Even so, Honneth’s model is found to be deficient in one primary regard: its assumption about the emotional antecedents to quests for withheld recognition is misapprehended. In particular, the argument in this article is that the ubiquitous emotion of shame, which Honneth argues flows from misrecognition, must be carefully addressed through the medium of relationship, otherwise it might lead to repressed shame and frustrated attempts at social struggle. To this end, a social work process is delineated for dealing with shame, following episodes of misrecognition.

Applications: Honneth’s model of recognition, along with revised ideas about how to recognise and manage shame, is incorporated into a conceptual framework for critical social work practice. With this renewed understanding of the impact of shame, following misrecognition, social workers should be better equipped conceptually to enable service users to take action for empowerment.

(Re)-Introducing Themes of Religion and Spirituality to Professional Social Work Training in the Land of ‘Saints and Scholars’.

This chapter begins by alluding to Ireland’s historical reputation as the land of “Saints and Scholars” and then briefly charts its demise from this position. A parallel process in relation to religiously motivated provision of health and social care is outlined. The inclusion of themes of religion and spirituality within the current professional social work codes in the USA and Britain and the framework for social work training in Northern Ireland is noted. In this context the lack of any substantive inclusion of themes of religion and/or spirituality within the Bachelor of Social Work (BSW) degree at Queens University Belfast will be situated. A series of intersecting reasons for this lack of inclusion are proposed in terms of the experience of living through the recent troubled history of Northern Ireland and a variety of biases in academic thought.
A rationale for the re-introduction of inputs on religion and spirituality is articulated in terms of the widespread resurgence of these themes within health and social care and psychotherapy literature and the new emphasis on practicing in culturally sensitive ways in Britain. The first steps to re-introduce these themes under the higher context marker of “culturally competent practice” are described and an analysis of data from the students’ feedback presented along with illustrative quotations. The dissonance between the initial misgivings of staff and the overwhelmingly positive responses of students are highlighted. The chapter concludes with a discussion of lessons learned through the process with an emphasis on how the inclusion of these themes can result in better practice for service users, including those impacted by “the Troubles” in Northern Ireland.