Applied Social Studies - Journal Articles
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Item Trauma in the foster care system: finding positive ways forward in practice(The Irish Foster Care Association (IFCA), 2024) McCormack, Lisa; Campbell, Niamh; Lotty, Maria; Barrett, NiamhThis article discusses a new initiative in a fostering team within Tusla–Child and Family Agency that is using a trauma-informed lens. The initiative is part of an area-wide project (in Dublin South Central) that is endeavouring to embed trauma-informed practices in service provision, through the TARA practice model (University College Cork, 2023). The Dublin South Central area is one of 17 areas of the child welfare agency. TARA supports the integration of trauma-informed practices into current practices. The ‘T’ in the acronym denotes trauma, ‘A’ is for Attachment, ‘R’ is for resilience and ‘A’ stands for into-Action. TARA supports recognising, acknowledging, and identifying ways to support children and families who have been exposed to traumatic experiences whilst also bearing in mind the impact of this work on the practitioner.Item The application of co-operative inquiry to a student led research project on social work placement: A student, professional placement coordinator, and academic tutor reflect on their experience(IASW, Irish Association of Social Workers, 2023) Halton, Carmel; Rose, Joanne; McLaughlin, AmyThe authors reflect on their experiences of engaging in an international, online, student-led co-operative inquiry research project. It was designed and delivered during Covid-19 a time when placements and social work education had to adapt and accommodate new teaching and learning methods, to enable social work education programmes to continue and when all but essential international and internal travel was restricted (Dept. of Taoiseach, 2020, Archer-Kuhn et al 2020, O’Brien et al, 2023, McLaughlin, et al 2020). For the placement duration, Australian and Irish social work students and their academic tutors engaged in online conversations that were transcribed, resulting in the co-production of data. (McLaughlin et al, in press) The authors include a student, an academic, and a professional placement coordinator. The research project was a first-time engagement with such an activity for all 3 authors. They discuss features of the project design and its enactment and critically reflect on their own engagement with the project. Using co-operative inquiry, the article points to how students, in collaboration with academic tutors, used co-operative inquiry and various technological affordances to complete a piece of practice research, while on placement, during Covid-19. The article points to an increase in student knowledge and confidence in completing field research.Item ‘I would love to do something about it’: young men’s role in addressing violence against women in Ireland(Bristol University Press, 2024) Bolton, Robert; Edwards, Claire; Leane, Máire; Ó Súilleabhain, Fiachra; Horizon 2020This article reports on how young people (aged 18–24) and stakeholders working in the area of violence against women (VAW) in Ireland, perceive young men’s role in addressing VAW. We find that men are considered well positioned to intervene as active bystanders and to engage in feminist allyship. However, several barriers to men’s active bystanding and engagement with the issue of VAW, as well as ethical, theoretical and practice issues, need to be considered. These include: the privileging of men’s willingness to listen to other men, thereby devaluing women’s perspectives; pluralistic ignorance where men feel other men do not share their discomfort of violence-supportive practices; and a tendency for men to default to confrontational modes of active bystanding. We highlight how these issues are even more pertinent to address given the presence of political forces that seek to stymie men’s support for feminist activism and causes related to gender politics.Item Intersecting vulnerabilities and compounded risks of women asylum seekers working in care during COVID-19 in Ireland(Bristol University Press, 2024-02-28) Daly, Felicity; O’Riordan, Jacqui; Carolan Trust; Dr Geraldine FennellThis article explores findings from a qualitative participatory study with asylum seekers in Ireland employed in the healthcare sector during the COVID-19 pandemic. By extending an intersectional analysis framework, we demonstrate how the vulnerability of care workers living within the international protection accommodation system ‘under the care’ of the state intersects with power exercised by the neoliberal care market and is compounded by global health controls instituted during the pandemic. Participants reveal a lack of autonomy and forms of precarity that were not faced by other care workers, particularly increased risk of exposure to COVID-19 and multiple forms of stigma.Item Adolescents’ experiences of transition to self-management of type 1 diabetes: systematic review and future directions(Sage, 2023-11-05) Leocadio, Paula; Kelleher, Carol; Fernández, Eluska; Hawkes, Colin P.Purpose: The purpose of this systematic literature review was to explore studies that report the experiences of adolescents, their families, and health care professionals of adolescents’ transition to self-management of type 1 diabetes (T1DM). Methods: SocINDEX, PsycInfo, APA PsycArticles, and MEDLINE electronic databases were searched. Studies reporting on experiences of transition to self-management of T1DM for adolescents, their parents, siblings, and health care professionals published between January 2010 amd December 2021 were included. The Mixed Methods Appraisal Tool guided trustworthiness and relevance of selected studies. Results: A total of 29 studies met the inclusion criteria. Findings indicate that adolescents’ experiences of transitioning to self-management of T1DM are interconnected with the supports provided by others (eg, family, teachers, friends). Considering interdependence and collective lived experiences is essential to developing effective and personalized family, peer, and social interventions to facilitate transition and to avoid negative outcomes in later life. The renegotiation of roles within the network of supports that impact adolescents’ transition and adolescents’ self-negotiation have been neglected. Conclusion: Transition to self-management of T1DM is a dynamic and iterative process comprising of continuous shifts between interdependence and independence, making it challenging for all involved. A number of research gaps and avenues for future research are outlined.