Output 2

1. Output 2

INORP METHODOLOGICAL GUIDELINES (O2) 

2. Introduction

These guidelines have been developed as part of the project, Innovation by supporting reflexivity and participation (INORP): Strengthening education and professionalisation of social work on the border of other professions, co-financed by EU funds under the Erasmus+ K203-CAC1B7D2 strategic partnership for innovation for the period 2020-2023. The project partners include: Charles University (Czech Republic) -Project Coordinator; Gent University (Belgium); Helsingin Yliopisto (Finland); University College Dublin (Ireland) and Cooperativa De Ensino Superior De Serviço Social (Portugal). The Association Of Educators In Social Work (ASVSP) is an associate partner. The INORP project aims to develop methodologies to strengthen the skills and abilities of all stakeholders involved in or allied to the social work profession including academics, teachers, students, stakeholders from various group identities, including social and health, or professional and para-professional, in relation to using participatory and inclusive approaches to engage with services users and to promote reflexively in various areas of social work.

As part of this project the partners are exploring service practice and research in the different partner countries to compare and describe examples of good practice in social work through the lens of curricula and publications. Together, students, academics and teachers from each partner have prepared small case studies. After the completion of the first Intellectual Output (O1) (see below) partners including academics, teachers and students came together in Dublin at the end of October 2021 for a five day Intensive Programme of learning, presentation, sharing and discussion of relevant ideas. All of the previous work of the project partners has been used to inform these guidelines, which have been prepared by the team at UCD who include, Prof Jim Campbell, Dr Sarah Donnelly and Dr Bláíthín Gallagher.

The content and structure of these methodological guidelines has very much been informed by and builds on Intellectual Output 1 (O1) of the INORP project, A Framework for analysing and reflecting on modes of services user participation in social work: A comparative perspective. This review of the literature revealed the types of participatory approaches used in the partner countries of Belgium, Czech Republic, Finland, Ireland, and Portugal in in the fields of health and social care. The document revealed considerable variations in the level of research and publications across the countries. For example, there was a long history of educational and research engagement in Finland and Belgium with these issues, to a lesser extent in Portugal and the Czech Republic. In Ireland, there has been recent, growing interest in the field. There appear to be several reasons for such variation, including the level of political and policy drivers and the stage at which social work had become professionalised in countries, factors that will have to be followed up in the course of this project. Even where there were positive intentions to deliver services, education and research that considered the views of service users, there was evidence that governments, organisations and professionals often resisted change or assumed tokenistic approaches, which revealed (or rather obscured) issues of power and power imbalance. These are described and analysed in Diagram 1 of O1.

2.1. The structure and content of the Dublin IP

The content and messages from O1 were utilised by students and staff to prepare for the Dublin IP. Of note was a requirement by students to complete an assignment that described country-based participatory projects and then presented these to the audience in Dublin. In preparation for the IP, students presented summary findings of assignments. At the seminar, there were also six specialist, local presentations and three field visits (See content of presentations in Appendix 1). These focused on a range of client groups and issues, including health care (6); older people (4); ethnic diversity (3); young people (2); addictions (2) ; mental health (1); social security (1).

This document, Methodological Guidelines (O2), is collated under 10 themes. Each theme is illustrated with an example from the various case studies undertaken by the partners in the consortium. It is hoped that such examples will aid learners to reflect on what is important from this participative and reflexive approach. An evaluation of the IP was carried out, the findings of which are presented in Appendix 2.

3. Emergent themes and practice guidelines

1. The teaching and learning environment and trust building

2. The research environment

3. The personal, professional, social and political

4. Positive effects of (greater) participation

5. Representation

6. Supporting and financing service users

7. The avoidance of tokenism through peer advocacy and building systems of social justice

8. Finding a ‘third space’ and acknowledging contradictions

9. Radical non-intervention

10. Organisational parameters

3.1. The teaching and learning environment and trust building

It has become evident though our activities that participation with service users was embedded in many areas of social work practice and education, in a variety of forms. Such processes of engagement, however, often created complex ethical and professional dilemmas. These ‘complicating’ issues were articulated by students, service users and academics. For example, it may be that students and service users are not always listened to by educators or are sometimes excluded from the design and delivery of teaching, as their (implicit) knowledge is often judged to be inferior to knowledge derived from standardized academic procedures. There also appear to be parallels with how policy and practice are delivered to service users in particular political cultures. When service users are involved in the classroom, or in the delivery of services, it was agreed that common ground rules should be established to enable difficult conversations over divergent viewpoints and priorities to be carried out in safe spaces that correspond to the principles described below:

Theme 1) Case Study Example: Complex ethical and professional dilemmas and building trust (see Donnelly et al.2021)

The Dublin case study relating to a Psychiatry of Later Life Team and the participation of people living with dementia and their carers in assisted decision-making and advance care planning, offers some useful learnings on complex ethical and professional dilemmas. The aspiration to ascertain the will and preference of the person living with dementia is often complicated when, for example, the person is perceived to make an ‘unwise decision’ or when their expressed will and preference differs from that of their family carer (particularly in situations when they are also dependent on their family member’s support to ‘action’ the decision).

There can also be tensions between expressed will and preference and what may be perceived to be in their best interests by the multidisciplinary team and/or family carers. Working in partnership, taking time, openness and transparency in conversations and creating an emotionally secure environment for the person living with dementia and their family members, all help when navigating this complex ethical terrain.

3.2. The research environment

The issue of co-production and engagement with service users in research projects was discussed, highlighting opportunities and contradictions. The fundamental question was raised about why and how service users could be supported to become full partners in the research process, rather than being simple objects of study, and this to happen in the interest of making research findings correspond to the interests and needs of service users more precisely.

Traditionally this underlines the role of researchers as facilitators of change and their associated responsibilities. This means, however, that these responsibilities cannot simply be ‘delegated’ to other participants. For these reasons, the nature and limits of the role of service users as research participants needs to be articulated in each project. Research projects must shift to a situation where service users are ‘in the driving seat’ and are setting the agenda, focus and the research questions, not merely being consulted after these decisions have already been made. There should be constant monitoring of why and under what circumstances proposals for participatory approaches are being made and, importantly, when, and why, they are being resisted.

Prior familiarity with local and national conditions is essential and establishing credibility with participants is also a precondition for authentic research in this field. It may be possible to agree common guidance for such research approaches as follows:

Theme 2) Case Study Example: Embracing participatory approach and overcoming difficulties

In the Portuguese case study, the approach to the field and to the participants starts with the realisation of the "ecology of place", where the researchers do a reconnaissance, both of the social housing neighbourhoods, and of all the projects and structures that may be used in the intervention defined for the participants. Afterwards, an informal contact is made with the participants, often mediated by the family, since there are usual problems of insecurity associated to these contexts.

The close and regular contact between researchers and participants creates an environment of proximity and trust, essential for the participation of the elderly in the project.

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¹Indeed, it could be one of the outcomes of the INORP project to establish a pool of such international supervisors who can be consulted by projects with less experience in participative research (and teaching)

3.3. The personal, professional, social and political

Examples from the case presentations revealed the importance of issues of personal biography, professional expectations, social contexts, and political structures that must be taken into consideration because they may enhance or hinder opportunities for participatory approaches. At one level, these factors are country-specific, for example,

• in terms of understanding how services developed historically, (whether services developed through civil society or self-help initiatives or were implemented ‘top-down’),
• professional cultures (the degree of ‘professional autonomy’, variations in professional practice and ethics),
• political cultures (‘trust’ in state organisations or strong opposition between private and public interests; traditions of political representation, experience with authoritarian regimes, paternalistic civil society institutions, lobbying and consumer activism.),
• and legal conditions (participation enshrined in law, privacy law).

Rather than suggesting one universal formula for the ‘correct’ approach to participation, it is the mix of the above factors which may determine the nature of the framework conditions of participation. This will then require distinct forms of negotiation under national and local circumstances. In particular, the history and success of self-advocacy, survivor and social movements in respective countries will provide reference points that help to orient practice in this field. It is important, however, to acknowledge that in some circumstances self-advocacy and social movements can work independently and in opposition to professional initiatives.

It was agreed, however, that simplistic statements of ‘best practice’ which do not account for the complexity of these factors, will not have an impact on policy, practice, education, and research, as evidenced from examples in each of the project countries. For example, where there was a long hiatus in the presence of the profession of social work in a nation’s history (Czech Republic, Portugal) or historically traditional, paternalist policy making (Ireland), an unthinking approach to participation runs the risk of ending in tokenism and stigma for service users. In addition, the location and understanding of the nature of social work in social policy and higher education policies in terms of how they are regulated by the state may determine the framework conditions for participatory approaches. For example,there is relatively little stigma attached to requiring the services of a social worker in Nordic countries. In contrast, in Portugal, social work tends to be underdeveloped and undervalued compared to other health and social care professionals and consequently perceived as a residual service with the associated risk of raising suspicion or resistance among service users over ‘whose sides they are on’. This relates also to the role and strength of professional associations and the version of professional autonomy they enshrine. In Ireland and Finland, the professional is strictly regulated by the state, and within this regulation there is a requirement that practitioners, educators, and students embrace and operationalize participatory practices.

A decisive impulse can also be developed from references to the ‘Global definition of social work’ formulated by IFSW and IASSW which states ‘Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people.” A possible guide to participation would be to highlight ways in which these factors can inform types of practice in terms of: 

Theme 3) Case Study Example: Influence of personal biography, professional expectations, social contexts and political structures on participatory approaches (See Tourne et al., 2022)

In the Belgian case study, the impact of social contexts and political structures of participation in the social domain of education were discussed. The current neoliberal focus leads to a human capital perspective in educational policy in Flanders. Education is consequently mainly seen as an important economic strategy. This instrumental view on education results in education becoming increasingly outcome-based.

Consequently, the framing of ‘acceptable student behaviour’ is narrowed down and homogenized. In higher education there tends to be excessive lists of rules, which often reduce students’ space to manoeuvre within the educational system and carry the risk of students being penalised over trivial issues, which can lead to forms of exclusion. Furthermore, these policies seem to impose a rather homogeneous (student) identity; students who don’t fit this predefined (for example, white and middle- class) identity are often labelled and stigmatised by both teachers and peers.

In conclusion, these policies imply that there is an exclusionary educational system in which can contradict the principle that young people are formally guaranteed (through student councils), a voice, yet this apparent participatory approach rather seems to function as a smokescreen for an education system that excludes mainly vulnerable students due to a one-sided focus on the acquisition of human capital.

3.4. Positive effects of (greater) participation

During the IP there were several discussions about the impediments or obstacles to participation. Where these obstacles can be overcome, then there were opportunities for change and interventions that promoted service user empowerment more purposefully and effectively:

Theme 4) Case Study Example: Participation - Impediment and /or opportunities (See Roets, Dean and Bouverne-De Bie 2022; Roets et al.2020)

In the Belgian case study, the language of disability rights has acquired symbolic potential in health and social care services and has been linked to wider concerns about disabled people’s citizenship and participation.

The case study indicated the complexity of bringing democratic participation in practice when working with Marie, a determined woman with intellectual disabilities. On the one hand, the professionals seem to be overfocussed on issues of individual choice and independence that permeates health and social care practice. Their professional judgments tended to censure her behaviour as that of an ‘irresponsible citizen’, unfit to cope with her relative autonomy and freedom. Their subtle and disciplinary, paternalistic and controlling professional orientation, tended to cast her as incompetent and incapable of making proper and reasonable choices, of managing her own care and support, and thus creates a dichotomy between ‘us’ and ‘them’. It was argued that professionals should be more willing to embrace the frailty of the vulnerable human subject and celebrate universal interdependency. In doing so, they can work towards recognition of Marie’s life knowledge as a leading figure in the self-advocacy movement and co-construct the nature of care and support as a democratic forum of dialogue. In that sense, health and social care professionals can create a public and democratic space in which Marie is enabled to participate in the interpretation of her concerns and aspirations.

3.5. Representation

A recurring, problematic theme in the literature that was frequently discussed during the IP was the definition and operationalisation of the concept of representation. For example, when service users discussed these issues with IP participants, they were keen to highlight the complex nature of this issue and its impact upon opportunities and conditions for participation. A summary of common representation issues is described below, using the following questions:

Theme 5) Case Study Example: Representation of community of service users

The Finnish study involved a literature review that focused on unemployed people of working age and were representative of a community of service users participating in rehabilitative work activities. It was argued that the instructor of rehabilitative work activity tended to determine how participatory approaches are used. They could offer the person work tasks, but they could not offer support or customer-oriented approach to enhance these activities. It is possible that how reflective the instructors are and what kind of abilities they possess will determine the participatory approaches they can use (for example academic degrees in the field of technology).

3.6. Supporting and financing service users

A dilemma often arises when finding ways to support and finance service users’ engagement. This is particularly difficult if service users are in receipt of financial support through state social security which typically disbars teaching or research project payment of monies. Where the state can support participation, this may have a perverse outcome where communities can lose their independence and advocacy role through assimilation (for example, with Roma and Traveller organisations). The following examples of positive support and financing are provided to address these dilemmas:

Theme 6) Case Study Example: Support and Financing of Participants

In the Finnish case study, during rehabilitative work activities, the client receives a labor market subsidy and maintenance compensation. On the other hand, rehabilitative work activities are compulsory. If the unemployed jobseeker does not take part in the making of the activation plan or refuses to participate in rehabilitative work activities, the unemployed jobseeker will be given a 15-60 day mandatory waiting period, or the unemployment benefits may be refused for the time being. This can be viewed as problematic from a participatory approach point of view. Clients’ motivation to participate in an activation plan or rehabilitative work activities can involve a fear of losing the unemployment benefits temporarily or for longer. In conclusion: these financial constraints and conditions reduce the opportunity for authentic service user participation.

3.7. The avoidance of tokenism through peer advocacy and building systems of social justice

As discussed above, the issue of tokenism was centrally raised during the IP and is related to the overall theme of representation. An alternative approach, which lays the ground for forms of collaboration based on a greater balance of power and influence is that of peer advocacy in a range of educational, research and practice contexts. Where it has been developed as a recognised form of self-representation by service user groups, such groups, can be effective in building relationships with academics, students, practitioners, and researchers and reduce the risk of participation in teaching and research becoming tokenistic. It is important that professional organisations and professionals find mechanisms to deal with this issue. The following set of principles and processes, used by the Irish Advocacy Network (www.irishadvocacynetwork.com) in the context of mental health could be modified for different country contexts:

Theme 7) Case Study Example: Responding to Tokenism

Tokenism can be addressed in research and practice contexts when the potential for tokenism is acknowledged from the outset and service user participation is not determined or defined by the researcher or social worker but rather is defined and negotiated/renegotiated by the service users themselves. The case study of the SAOL project illustrated the importance of reciprocal participation, the dangers of tokensim and how academics/researchers can also be disempowered by the structures they must work within. This was illustrated during Covid19 when teaching input by the SAOL service users was reduced and service users challenged what they perceived to be the ‘tokenistic nature’ of their involvement with the students, demanding more meaningful input or withdrawal from the teaching programme. This triggered a complete review and re-evaluation of the nature of SAOL’s involvement resulting in the reintroduction of additional teaching hours and a new co-designed video assignment for the students that the service users helped to design and jointly grade, as well as the need for further engagement from the academic to help develop a research project with the service users examining their own human rights and social justice issues. In this way, a more authentic and mutually beneficial participation was created.

3.8. Finding a ‘third space’ and acknowledging contradictions

It was evident during the IP discussions that engaging in participatory approaches is complex and non-linear, and there is a need to avoid simplistic, instrumental solutions to complex sets of relationships. To achieve positive effects, participation in teaching, research and practice should avoid safe or ‘correct’ positions that avoid controversies. Given that the diversity of positions and the recognition that power inequalities are inevitable, there is a need to find a common, ‘third space’ in which these contrasting aspects can be acknowledged and negotiated and thereby lifted to a meta-level of understanding that does not deny the (relative) relevance to both sides, but suspends institutional dynamics that prevent empowerment. There are several principles and strategies that can be used to deliver more authentic, engaging participatory activities, where a meta-level understanding can be reached, as follows:

Theme 8) Case Study Example: Mediating power dynamics in the professional relationship

In Porto Importa-se, a project that aims to combat the social isolation of older people in social housing estates, involves a team of researchers who mediate the relationship between older people and both Domus Social, the public entity promoting the study, and the social support services. This enabled their voices to be heard in terms of their needs and in designing an intervention proposal. This was achieved using a team process where a meeting took place between the Domus staff researchers and service users. A discussion took place about types of intervention that would encourage social isolation and challenging social structures. This team is therefore, in a first moment, an investigator of the social problem identified and then a mediator for the articulated intervention with older people. It is in this context that the project is understood as a third space where the different proposals for overcoming the problem are negotiated.

3.9. Radical non-intervention

Although participants had many positive discussions about the opportunities for participatory engagement with service users, where there are difficulties in communicating and accessing marginalised communities, there is a case for more analytical approaches that ensure that these relationships are more meaningful. For example, the conventional process to ‘invite’ participation may have little meaning for some communities and may be immediately perceved as ways of reinforcing systems of power and privilege. Where this occurs, alternative approaches should be explored, for example, building upon the concept of ‘radical non-intervention’ in criminology (Edwin Schur), that take the emphasis away from achieving unrealistic outcomes. In doing so this can enable new forms of self-representation of identities to emerge. Leaving it open whether a participatory research project or teaching event will happen may clear the space for ‘preliminary’ or alternative discussions to take place on the following terms:

Theme 9) Case Study Example: Difficulties in accessing marginalised communities

The Czech case study described the search for a way to give a voice to Roma workers in the social field. The Roma minority in the Czech Republic is often compared unfavourably with frequent tokenistic arrangements. This milieu often leads to distrust and suspicion between Czech and Roma workers. It was argued that the use of participatory research needs to create opportunities for a partnership of trust and security. The beginning point for the project was the establishment of a partnership with one Roma and one Non-Roma colleague who had known each other for a long time, and who both viewed the Roma's voice as unique. A discussion took place about a common understanding of the research and its goals. Although both perspectives were different, there was a unified approach to deliver the research process involving Roma workers from the social field in a focus group. Each of them was known to at least one of the organisers and were able to express their questions, worries, and past poor experience of service. This had a participative effect which enabled past experience to be processed and dealt with. They were listed and accepted. They agreed to participate because they experienced partnership, and they resonated, intending to express their point of view.

3.10. Organisational parameters

The three field visits offered participants opportunities to learn about Irish organisational practices in participation (youth, health and addictions services) to explore the opportunities and challenges in participatory practices. The feedback from these visits helped raise several questions and debates about how organisational culture can enhance or prevent participation as follows: contexts:

Theme 10) Case Study Example: Organisational culture and participation

In the Czech case study, a new team was created specifically for the research project. The process enabled the team to explore a range of organisational obstacles in the university and there was a decision to involve and reward non-academic participants in the project. This had the effect of creating more space and equal access in the non-profit organisation that supported the empowerment of minorities.

In another case study, in a cardiological intensive care unit, it was found that the opportunities for accommodating participative approaches can be hindered by the demands of time and energy experienced by workers. The organisation provided the IP participant with the opportunity for several weeks to exclusively focus on working closely with patients after myocardial infarction. This was part of an early discharge project taking place in the clinic. During the time with the patients, it was possible to gain many insights into their lives through conversation. Time spent with patients enabled forms of education to take place about their health condition. By actively asking them questions and answering theirs, they opened up and showed interest in managing their health condition. There were limitations to this approach given that the time and energy was consuming, so a question remained about how these advances could be achieved in a busy workload. One solution would be to fund dedicated nurses or healthcare social workers only for this task, which would enable a better discharge planning process where the patients’ specific needs can be met. The patients appreciated the time and interest dedicated to them and benefitted from learning the most about their disease as the knowledge of their condition in participatory ways. Unfortunately, systematic discharge planning or systematic routine social worker visits are not very common in Czech Republic, as the social interventions are usually carried out and planned by doctors and are mostly dedicated to serious cases. It was argued that staffing resources issues often prevent such positive participatory practice.

4. Links between the Dublin IP O2 and the Ghent IP

During the Dublin IP, there were discussions about the importance of building intellectual links between the two learning experiences. As highlighted in the Irish PPI presentation, there was an acknowledgement that participatory approaches involve contradictions in process, planning and implementation, even where a well-developed macro framework and drivers exist. Reflexive processes are required to enable these processes to be understood and reworked in a way that considers these complexities. The following draft Ghent IP programme was agreed upon:

• The IP will aim to bridge skill gaps and develop capacity in participatory and inclusive approaches and collaborative reflexive skills among social and health work students and teachers by developing new learning and teaching tools.
• A transnational approach is necessary because of the different histories and social-political backgrounds of participants (Lorenz, Havrdova & Matousek, ed. 2020) so that the innovative tools for capacity building in the social and health intersections can be critically assessed across and between international contexts.
• The methodology designed to develop competences in participative reflexive decision making will involve a preparatory phase (January 2022 - April 2022) using case studies of interprofessional collaboration between health and social.
• A Teaching Training Activity will take place during the IP in Ghent, and after the IP, each partner will test the draft methodology emerging from the IP in different practices. A scientific paper will be published as part of disseminating the results.

5. Recommended Readings

Cammarota, J., & Fine, M. (n.d.). Youth Participatory Action Research A Pedagogy for Transformational Resistance. Retrieved January 30, 2018, from http://www.marissabellino.com/uploads/7/6/6/1/7661682/revolutionizing_education__youth_participatory_action_research__critical_youth_studies_.pdf

Davies, C., Fattori, F., O’Donnell, D., Donnelly, S., Shé, É. N., Shea, M. O., ... & Kroll, T. (2019). What are the mechanisms that support healthcare professionals to adopt assisted decision-making practice? A rapid realist review. BMC health services research, 19(1), 1-14.10.1186/s12913-019-4802-x

Davies, C. O'Donnell, D. Ní Shé, É. et al., (2019). Programme Theory to Guide the Adoption of Assisted Decision Making with Older People in Acute Healthcare: Realist Evaluation, Age and Ageing, 48(3), iii1–iii16, https://doi.org/10.1093/ageing/afz102.37

Day, M. (2004). Institutional repositories and research assessment. Science, 1(December), 1–29. http://opus.bath.ac.uk/23308/

Donnelly, S., Ó Coimin, D., O’Donnell, D., Ní Shé, E., Davies, C., Christophers, L., MacDonald, S. & Kroll, T. (2021) Assisted decision-making and interprofessional collaboration in the care of older people: a qualitative study exploring perceptions of barriers and facilitators in the acute hospital setting. Journal of Interprofessional Care. Available: https://doi.org/10.1080/13561820.2020.1863342

Donnelly, S. Ó Coimín, D. O'Donnell, D. Davies, C. Ní Shé, É. et al., (2019). Barriers and Enablers of Assisted Decision-making for Older People in Acute Care Hospitals: A Multi-Stakeholder Inquiry. Age and Ageing, 48(3), iii1–iii16, https://doi.org/10.1093/ageing/afz102.34

Dósa, M. (n.d.). Welfare and Citizenship: The Case for a Democratic Approach to the Welfare State. INTERSECTIONS. EAST EUROPEAN JOURNAL OF SOCIETY AND POLITICS, 4(1), 44–65. https://doi.org/10.17356/ieejsp.v4i1.411

Hatton, K (2017) A critical examination of the knowledge contribution service user and carer involvement brings to social work education, Social Work Education, 36:2, 154-171, DOI: 10.1080/02615479.2016.1254769

Heu, L. ;, Van Zomeren, M. ;, & Hansen, N. (2018). Lonely alone or lonely together? A cultural-psychological examination of individualism-collectivism and loneliness in five European countries. https://doi.org/10.1177/0146167218796793

Hughes, M (2017) What difference does it make? Findings of an impact study of service user and carer involvement on social work students’ subsequent practice, Social Work Education, 36:2, 203-216, DOI: 10.1080/02615479.2016.1274725

Jaysawal, N. (2013). Civil society, Democratic space, And social work. SAGE Open, 3(4). https://doi.org/10.1177/2158244013504934

Lejeune, M. (2011). Tacit Knowledge : Revisiting the epistemology of knowledge. McGill Journal of Education, 46, 91–105. https://doi.org/10.7202/1005671ar

Loughran, H & Broderick, G (2017) From service-user to social work examiner: not a bridge too far, Social Work Education, 36:2, 188-202, DOI: 10.1080/02615479.2016.1268592

Lydahl, D., Holmberg, S., Günther, K., & Ranta, J. (2020). Doing data together – affective relations and mobile ethnography in home visits. Qualitative Research. https://doi.org/10.1177/1468794120917913

Maxwell, R., O’Brien, M., O’Donnell, D., Christophers, L. Kroll, T. (under review) Using a multi-disciplinary approach to reveal decision-making capacity within acute care for an individual with aphasia. SAGE Open Medical Case Reports

Ní Shé, É. O’Donnell, D.; Donnelly, S.; Davies, C.; Fattori, F.; Kroll, T. (2020). “What Bothers Me Most Is the Disparity between the Choices that People Have or Don’t Have”: A Qualitative Study on the Health Systems Responsiveness to Implementing the Assisted Decision-Making (Capacity) Act in Ireland. Int. J. Environ. Res. Public Health, 17(9), 32-94. 10.3390/ijerph17093294

O'Donnell D, Davies C, Fattori F, Donnelly S, Ní Shé É, et al. (2019). Implementing Assisted Decision-making in Healthcare in Ireland: Understanding Enablers, Barriers and Context from the perspective of patients and healthcare professionals. International Journal of Integrated Care, 19(4), 66. DOI: https://www.ijic.org/articles/abstract/10.5334/ijic.s3066/

O Donnell, D., Ní Shé, É., Davies, C. Fattori, F. Donnelly, S. O’Shea, M Flynn, Á Rock, B. Prihodova, L. Gleeson, C. Grogan, J. Cooney, M.T. O’Hanlon, S. & Kroll, T. (2018) Initial Programme Theories of Mechanisms that Support the  Implementation of Assisted Decision-Making with Older People in the Acute Setting, Age and Ageing, Volume 47, Issue suppl_5, Pages v13–v60 https://doi.org/10.1093/ageing/afy140.48

O’Donnell, D., Davies C., Christophers, L., Ní Shé, É., Donnelly, S. & Kroll, T. (Under review). An examination of relational dynamics of power in the context of supported (assisted) decision-making with older people and those with disabilities in an acute healthcare setting. Sociology of Health & Illness.

Roets, G., Dermaut, V., Benoot, T., Claes, C., Schiettecat, T., Roose, R., Van Lancker, W., Vandevelde, S. (2020). A critical analysis of disability policy and practice in Flanders: toward differentiated manifestations of interdependency. Journal of Policy and Practice in intellectual disabilities, 17(2), 108–115. https://doi.org/10.1111/jppi.12336

Roets, G., Dean, H., Bouverne-De Bie, M. (2019). Disability rights and disability studies in social work: uncovering different interpretations of rights and needs of people with learning disabilities in social work practice. In : F. Kessl, W. Lorenz, & H.-U. Otto (eds.), European Social Work: a compendium. Barbara Budrich Publisher, pp. 201-224.

Snowden, F., Tolliver, W., & McPherson, A. (2021). Kneading, Needing, and Eating Black Bodies. Advances in Social Work, 21(2/3), 217–240. https://doi.org/10.18060/24469

Stubbs, P., & Maglajlic, R. A. (2012). Negotiating the Transnational Politics of Social Work in Post-Conflict and Transition Contexts : Reflections from South-East Europe. British Journal of Social Work, 42, 1174–1191.

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6. Appendix 1 Field Visit Case Studies

1. Field Visit - Merchants Quay Ireland (MCI)

2. Field Visit - TAG/TUSLA young people leaving state care visit

3. Field Visit - Carew House

6.1. Field Visit - Merchants Quay Ireland (MCI)

6.2. Field Visit - TAG/TUSLA young people leaving state care visit

6.3. Field Visit - Carew House

7. Appendix 2 Evaluation Feedback from Dublin IP INTENSIVE PROGRAMME IN DUBLIN (Activities C1 and C3 within the Project), 26th October – 30th October 2021

Evaluation

To harness some of the learning from the programme delivery and help inform and improve the following IP in Ghent, feedback from participants was sought. This can be found below.

7.1. How did the intensive programme meet your learning expectations and needs?

7.2. What was your key learning about social work and participation from the week?

7.3. What suggestions do you have for the follow up Intensive programme in Gent?

7.4. How did the learning from this programme impact you in relation to your thoughts about professional practice?

7.5. Please share any other comments or reflections from the programme