Applied Social Studies - Journal Articles

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    Teaching empathy on a remote social work placement: Relationship-based practice teaching
    (Whiting & Birch, 2023-08-10) O'Brien, Elaine; Halton, Carmel; Rose, Joanne; Drinan, Chelsea
    In this article, the author reflects on their experience of teaching and supervising an MSW student on placement, in a fostering agency, during COVID-19. The author emphasises the practical and pedagogical challenges they experienced when developing learning opportunities for online placement, during a global pandemic. The article points to design features of the placement, to their implementation, and discusses learning outcomes for the student and practice teacher. The author drew on related literature when preparing for and designing the placement. They were guided by the work of Bennett (2008) and their principles of effective supervision, the Kolb learning cycle (1984), and research on empathy (Morrison, 2005; Gerdes, et al 2011).The author focused on representing how role modelling the skill of empathy in the supervision space was used to support their practice teaching methodology. The student feedback on completion of the placement provides evidence that supports the author’s contention that supervision must be made a safe context for student learning. In addition, the use of ‘role modelling’ as a teaching methodology and the importance of ‘relationship building’ between the practice teacher and the student in the supervision space are critical components of the placement learning experience and subsequent learning outcomes.
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    Here's the truth about resilience
    (Raidió Teilifís Éireann, 2023-04-18) Lotty, Maria
    Opinion: it's time to debunk the notion that resilience is a personality trait: we are not born with it, it's a human process we have to engage with
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    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, Niamh
    This 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.
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    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, Amy
    The 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.
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    ‘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 2020
    This 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.