Journal Cover
Irish Journal of Applied Social Studies
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1393-7022
Published by Dublin Institute of Technology Homepage  [4 journals]
  • Cohesive Magic, Creative Collective Expression: Community Arts in Ireland
           and Their Beneficial Role in Youth Work and Community Development

    • Authors: Clay Darcy
      Abstract: Community arts have been in evidence in Ireland for over three decades; however, this form of artistic practice has been largely overlooked from social studies perspectives. There is a dearth of social studies scholarship on community arts within the Irish context, which may be explained in part by participatory arts becoming the more dominant practice in recent years. Therefore, this article works to introduce youth work, community development and social studies students and practitioners to community arts and to try and spark interest in this type of arts-based practice. The paper seeks to provide an understanding of community arts and to differentiate community arts (focused on and emerging from communities) from participatory arts (focused on individuals and groups and emerging from organisations and/or institutions). The history of community arts in Ireland is outlined and the contribution of community arts to youth work and community development is focused on. Drawing from international empirical research the paper highlights the beneficial role that community arts can have, in the contexts of youth work and community development. To conclude, the article argues that community arts can play an important role in youth work and community development because this type of arts-based practice facilitates collective community expression and can help stimulate social change from the ground up. The paper encourages youth work, community development and social studies students and practitioners to examine any preconceived ideas they have, that might inhibit them from helping facilitating community arts projects and set these aside; in order to, explore opportunities to foster cohesive magic and creative collective expression to bring about social change.
      PubDate: Tue, 13 Apr 2021 14:08:55 PDT
  • Using Social Constructionism to Research the Recovery Movement in Mental
           Health in Ireland: A Critical Reflection on Meta-theory Shaping the

    • Authors: Calvin Swords et al.
      Abstract: The concept of recovery is well documented within mental health literature. Yet, it remains a contested notion since moving beyond a singular, biomedical focus in the late 20th century. Recovery is currently viewed as a unique, personalised journey for people living with mental illness. This article considers the significance of social constructionism and allied meta-theoretical constructs in exploring personal recovery in mental health practice and service delivery. Based on a comprehensive literature review, and researcher reflexivity, it argues that adopting this theoretical position can result in new perspectives and learning for researchers and care professionals seeking to understand the existential meaning of personal recovery. Moreover, it provides a unique account of the value of social constructionism for deconstructing the notion and revealing new interpretations of what it might mean.
      PubDate: Tue, 13 Apr 2021 13:59:51 PDT
  • Exploring Trauma-informed Foster Care as a Framework to Support
           Collaborative Social Worker - Foster Carer Relationships

    • Authors: Maria Lotty
      Abstract: Developing consistent collaborative working relationships between foster carers and social workers are important as they impact fostering stability and thus, the outcomes of children in foster care. This paper suggests a new framework, Trauma-informed Foster Care that was developed to reflect the experience of the Irish foster care system, may be helpful to support more collaborative practices between foster carers and social workers in an Irish context. Firstly, the paper explores the relationships between foster carers and social workers drawing on relevant literature. Secondly, the Trauma-informed Foster Care framework is delineated emphasising the principle of collaborative practice. Thirdly, the paper discusses considerations in the implementation of this framework. These include the awareness of the limitations of using a single lens, the need for research-based practitioner training, policy, and practice guidance.
      PubDate: Tue, 13 Apr 2021 13:59:44 PDT
  • Safeguarding Adults at Risk: Critical Commentary on the Construction of
           the Adult at Risk in Ireland

    • Authors: Susan Flynn
      Abstract: Sociocultural constructions of the adult at risk prompt important theoretical and practical implications for adult safeguarding. Reformulations of the meaning of practice with adults at risk have been provoked by legislative, policy and procedural changes underway in the Irish context. These include the implementation of the Assisted Decision-Making Capacity Act (2015) with corresponding changes regarding informed consent and mental capacity; long anticipated ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCPRD) (United Nations, 2006); and advancement of the Adult Safeguarding Bill 2017. The concern is that procedural, legislative and policy advancement must not outpace critical accounts that critique changes underway. Therefore, this paper presents theoretically informed critical commentary, based upon an over-view of pertinent literature, concerning the notion of the adult at risk in contemporary Ireland. Context is established through discussion of the history of adult safeguarding in Ireland and development of public and policy awareness of the notion of the adult at risk. Following this, three themes are addressed. Firstly, the shift towards a more robust and detailed legislative and policy context around adult safeguarding is appraised. Secondly, the necessarily problematic nature of mediating between autonomy and protection in safeguarding work is explored. Third and finally, a perceptible paradigm shift from a medical model to social and human rights approaches to working with adults at risk is considered. To inform concluding discussion, the Habermasian notion of the “public sphere” (1962) is re-deployed for the present era as a useful conceptual framework, towards understanding the contemporary discursive construction of the adult at risk.
      PubDate: Tue, 13 Apr 2021 13:59:43 PDT
  • A Critical Policy Analysis of Ireland’s Child Protection Procedures for
           Schools: Emerging Policy Considerations

    • Authors: Barry Morrissey
      Abstract: The Child Protection Procedures for Primary and Post Primary Schools were published in December 2017, and, by March 2018, all schools in Ireland were comprehended by their statutory requirements. This paper analyses those Procedures using a hybrid analytical tool premised on Walt and Gilson’s (1994) Policy Analysis Triangle, with a selection of Riddell’s (2003) Models of Administrative Justice acting as lenses to aid interpretation. The Procedures’ context, content, actors and processes are explored, and the influence of case law and regulatory theory is examined. The multi-agency approach to child protection in Ireland is also delineated. Difficulties related to differentiating the curricular component to child protection for learners with special educational needs, and the implications of having more non-mandated than mandated persons employed in special schools is considered. The article concludes with an overview of the possible implications of this policy review for pedagogy and practice.
      PubDate: Tue, 13 Apr 2021 13:59:37 PDT
  • Editorial Foreword

    • Authors: Colm O'Doherty et al.
      PubDate: Tue, 13 Apr 2021 13:49:08 PDT
  • Book Preview: Social Care Workers eBook on the Standards of Proficiency
           for Social Care Workers

    • Authors: Denise Lyons et al.
      PubDate: Tue, 24 Nov 2020 08:49:00 PST
  • Learning to Put Everyday Creativity, Semiotics and Critical Visual
           Literacy Using Inquiry Graphics (IG) Visual Analysis to Work in Social

    • Authors: Denise Mac Giolla Rí
      Abstract: This article argues that despite CORU’s recognition of Creative Arts as integral to Social Care Practice, there are ‘pedagogical, theoretical and practice gaps’, which might be addressed through a ‘process orientated novel creative pedagogy’ (PONCP) introduced in this paper. The PONCP is built on two tenets, firstly that creative expression is not just for professional artists – everyone is capable of creative expression, though cultural messages make us believe otherwise, and secondly engaging in creative practice is therapeutic in varying degrees from passing time productively to psychoanalytic engagement. A curriculum is proposed comprising: edusemiotics (the interpretation and creation of meaning), multimodality (the use of different modes / tools of/for expression) and Inquiry Graphics (a tool for critical analysis of photographs) (Lacković, 2010, 2020).Through this PONCP the author hopes to establish a terrain for future research and elaboration, and to develop creative, reflective and analytic capabilities for effective, high-quality practice with service users. The PONCP aims to support social care creative work by promoting everyday creativity and imagination as an affirming expressive and adaptive ability through understanding how ‘signs’ construct meaning and therefore learning. By critically reading and analysing the visual world through ‘signs’, socially constructed ideologies and accepted visual meaning can be challenged revealing hidden truths. Overall this may serve to enhance professional practice as well as professional critical appraisal in keeping with the CORU Standards of Proficiency.
      PubDate: Tue, 24 Nov 2020 08:42:36 PST
  • The Importance of Education in Self-Care in Social Care Work Programmes
           for the Professionalisation of Social Care Work

    • Authors: Aoife Johnson et al.
      Abstract: This article outlines approaches to self-care in a third level social care programme in Ireland with a view to establishing and maintaining a social care worker’s well-being in line with requirements by CORU, as part of the professionalisation of social care work. It explores the importance of self-care for social care work practice, the challenges which can impact a worker’s wellbeing, the CORU Standards of Proficiency for Social Care Workers (SCWRB 2017b) related to the self and self-care and the functions and theories associated with experiential group work. It then further considers how group work approaches can prepare a student for professional practice, especially in relation to common difficulties, such as burnout, lack of support and workplace violence. Helpful educational supports for self-care and resilience are also outlined.
      PubDate: Tue, 24 Nov 2020 08:39:12 PST
  • Social Care Work: The Shaping of an Emerging Profession

    • Authors: John McHugh
      Abstract: This paper examines how the progression towards the professionalisation and regulation of the Social Care profession in Ireland is taking place in a global policy context. It suggests that the development and definition of social care work is influenced by wider policy factors established on a global stage but enacted at national and ultimately local level. The ‘kind of’ profession that is established may not only be shaped by evidence-informed practice, Standards of Proficiency (SCWRB, 2017) or a deepening understanding of the needs of vulnerable adult and child service-users, but also by a national interpretation of a neo-liberal global ideological climate (Apple, 2014). So, what are the implications for Social Care professionals' Just as global climate change can impact differently on local contexts, the global ideological climate can be experienced differently at local level. This analogy can be continued to characterize a paralysis or helplessness that can occur at local level in the face of a seemingly all-encompassing global force. The call to ‘Think globally, Act locally’ (Borkova, 2012) in response to climate change and global governance, demands action, engagement and learning at all levels of society. Enactment Theory (Ball et al., 2011) is introduced here as providing a model (and challenge) for social care workers to proactively engage with policy as it impacts on their practice. The careful and necessary nurturing of an emerging Social Care profession demands the same commitment both at national (policymaking) level, but more crucially on the part of practitioners, managers and educators at a local level i.e. where the work occurs. This paper concludes with a model exercise that encourages practice conversation that includes policy as an intrinsic part of professional social care work.
      PubDate: Tue, 24 Nov 2020 08:28:51 PST
  • Proficiency within Professionalisation: A Social Constructionist Critique
           of Standards of Proficiency for Social Care Workers in the Republic of

    • Authors: Susan Flynn
      Abstract: Major change is underway in Irish social care. Toward the professionalisation of social care workers in the Republic of Ireland, standards of proficiency were drafted and published in 2017 by the Social Care Workers Registration Board. These standards represent the threshold of what a worker must demonstrate at the point of entry to the register and as such, critical inquiry into their nature and merit is both indispensable and required, be it through stakeholders in the field, or from social care academia. Theoretically informed appraisal of standards of proficiency in this paper occurs through a composite social constructionist frame. Therein, four core conventions of social constructionism theory underpinning the framework, are critically applied in this paper, across five domains overarching the standards of proficiency. The four assumptions are as follows. Firstly, the historical and cultural specificity of standards should be considered. Here, it is imperative that the role of history and culture in developing, appraising and applying standards is scrutinized. Secondly, knowledge should be understood as sustained by social processes. Within this, knowledge surrounding social care and standards of proficiency is deemed to be socially constructed. Thirdly, knowledge and social action should be seen as occurring together, and in this way, mutually influential. Fourth and finally, one must adopt a critical stance towards taken for granted knowledge. The intention of analysis is modest. Namely, to provide fodder to fuel critical understanding of the implications of standards of proficiency, for students and practitioners, now confronted by a complex and evolving occupational milieu.
      PubDate: Tue, 24 Nov 2020 08:28:44 PST
  • Reframing Social Care within the Context of Professional Regulation:
           Towards an Integrative Framework for Practice Teaching within Social Care

    • Authors: Jennifer McGarr et al.
      Abstract: As CORU commence regulation of social care education, educators are tasked with ensuring that graduates meet the threshold standards set by the Social Care Workers Registration Board (SCWRB) (2017a) in the Standards of Proficiency for Social Care Workers. This paper focuses on Domain 3 of these standards which outlines the proficiencies required to deliver a safe, effective and quality service, including proficiencies pertaining to assessment, intervention and evaluation. There is limited literature in Ireland in relation to how assessment, intervention and evaluation take place in diverse social care settings. As social care educators with qualifications and professional experience in social care practice, the authors will utilise their knowledge and experience to contribute to this knowledge base. Opportunities and challenges presented by this domain are discussed, and an integrative teaching tool is offered to support students to work towards proficiency in this area.
      PubDate: Tue, 24 Nov 2020 08:18:34 PST
  • Care and the Standards of Proficiency for Social Care Workers

    • Authors: Majella Mulkeen
      Abstract: This paper examines the Standards of Proficiency for Social Care Workers (Social Care Workers Registration Board (SCWRB), 2017b) in light of the scholarship of care. It does so by setting out some key strands of care scholarship and their significance for social care, followed by a critical assessment of care and its relational and emotional dimensions in the Standards of Proficiency (SoP) (SCWRB, 2017b). Given the centrality of care in the title Social Care Worker and the prevalence of the term in legislation and policy, the word is often ill-defined or not defined at all. Discussion of care within social care literature is remarkable by its absence. This is unfortunate for both service users and the emerging profession. This paper argues that placing care more centrally to social care can provide a key counterweight to the increasing processes of managerialisation ascendant in the social professions. An examination of care in the SoP with reference to two core dimensions - professional relationships and emotional labour - highlight some of the complexities and contradictions of care. The paper concludes that a technical rational understanding of care prevails within the SoP, while its relational and emotional dimensions of practice are underdeveloped or absent. It proposes that care scholarship provides a fertile opportunity to augment these threshold standards with a more critical and relationally informed understanding of care in teaching, practice and research.
      PubDate: Tue, 24 Nov 2020 08:18:25 PST
  • Guest Editors’ Editorial

    • Authors: Áine de Róiste et al.
      PubDate: Tue, 24 Nov 2020 08:07:55 PST
  • Invited Guest Foreword

    • Authors: Bernard Gloster
      PubDate: Tue, 24 Nov 2020 07:48:10 PST
  • From the Start to Now: The Journey of a Journal

    • Authors: Ashling Jackson et al.
      PubDate: Tue, 24 Nov 2020 07:34:21 PST
  • Book Review: Shahriar, A. and Bruen, T. (2019). Struggles for Empowerment,
           Higher Education Stories from East and West. London: UCL Institute of
           Education Press.

    • PubDate: Wed, 19 Feb 2020 08:38:48 PST
  • Poetic Creativity Space: O’ Doherty, A. (2019). Fuschia and Other
           Selected Poems. Co. Kerry: Midnight Publications.

    • PubDate: Wed, 19 Feb 2020 08:38:45 PST
  • Benefits of Volunteering in Young People at Risk of Social Exclusion

    • Authors: María Celeste Dávila de León et al.
      Abstract: Studies on the benefits of volunteering in young people have received some attention, although important knowledge gaps still exist concerning this matter. The main aim of this study is to analyse the different profiles of those who choose to take part in voluntary activities and those who do not; another aim being to analyse the benefits of volunteering in young people. A total of 66 young people participating in training programmes in Spain completed a questionnaire and took part in a follow-up survey six months later. The study found that the young volunteers were more likely to volunteer in the future, perceiving a greater social support and attaching more importance to interpersonal values. After completing their volunteer experience, the young volunteers, as opposed to the non-volunteers, had a positive image of volunteering and perceived themselves as more likely to find a job. The results obtained are discussed.
      PubDate: Wed, 19 Feb 2020 08:38:43 PST
  • Exploring the Concept of Recovery in Irish Mental Health Services: A Case
           Study of Perspectives within an Inter-Professional Team

    • Authors: Calvin Swords et al.
      Abstract: The concept of recovery has been well documented in the Irish state’s policies on mental health. More widely, the notion has been contested and embroiled in a number of definitional debates. Given the formative nature of this unfolding discourse, this research explored the meaning of recovery from the perspectives of one inter-professional team delivering mental health services to vulnerable individuals within an Irish community setting. The researchers sought to analyse whether the disciplines of medicine, psychology, nursing and social work could work together purposively to promote the biopsychosocial approach to recovery-oriented practice. This vein of inquiry was salient as an array of literature suggested that the traditional biomedical model continued to undermine this approach. The research adopted a case study design and used semi-structured interviews to collect the data. The findings highlighted that the notion of recovery was shared broadly but also embraced diverse inflexions across the various disciplinary leanings. This plurality of meaning encouraged positive examples of working together and promoted an holistic understanding of the service user’s needs, with no specific discipline colonizing the professional or therapeutic agenda. These findings generate insights into how recovery can be better understood and progressed within Irish mental health policy and service development.
      PubDate: Wed, 19 Feb 2020 08:38:39 PST
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

Your IP address:
Home (Search)
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-