Gillian MacIntyre

People Look at You Differently: Students' Experience of Mental Health Support within Higher Education.

ABSTRACT Against the backdrop of a massive expansion in higher education, the number of students in higher education (HE) experiencing mental health problems is increasing, which poses a significant challenge to HE institutions in terms of how they best respond to students with mental health needs. This paper considers the implications of such developments by assessing the experience of students with mental health problems within one HE institution. The factors influencing students’ ability to seek help is explored alongside their experience of accessing and using student support services. The study found that there was a general reluctance amongst students to disclose their mental health problems or to seek help, largely due to the stigma that exists. However, students who did seek help from University support and counselling services valued this and students benefited when there was a formal link between NHS and university support services. The implications of the study findings for HE institutions are then considered.

The potential for inclusion : young people with learning disabilities experiences of social inclusion as they make the transition from childhood to adulthood

Young people with learning disabilities have occupied a marginalised position within discussions around the transition from childhood to adulthood and this is reflected in their absence from the mainstream literature on the subject. The same can be said of their position in relation to debates around citizenship status and again, they have not been considered to the same extent as other groups of young people. This paper aims to redress this balance by exploring the experiences of a group of 20 young people as they negotiated this period of transition. It is hoped that providing an account of some of their experiences will increase our understanding of citizenship and the potential for inclusion not only for young people with learning disabilities but also for other marginalised groups of young people. The paper focuses in particular on young peoples experiences of further education, training and employment and highlights the ways in which they negotiate (or not) a range of barriers and challenging situations.

Applications to Social Work Programmes in England: Students as Consumers?

One of the most resounding impacts of the introduction of the new social work degree in England in 2003 has been an increase in the number of applications to social work courses. However, the processes used by applicants to reach decisions about where to study social work are little understood. This article reports data from six preparatory focus groups and four interviews (n = 38), 17 focus group interviews with first year students (n = 112) from nine social work programmes run in six universities, and 2,606 responses to three online surveys administered to first year students, which were collected as part of the national Evaluation of the New Social Work Degree in England funded by the Department of Health. They show that students use a range of sources to find out about social work education, with rising reliance on electronic media as an information resource. Although the majority cites convenience of location as the chief reason for selecting a particular university, academic reputation appears to be growing in importance. Observations from these data are discussed in the context of consumer behaviour in higher education and in social work education at a time when universities are developing marketing strategies to compete for students.

Care management in the 21st century: persistent challenges in implementation in the context of the emergence of self-care

Purpose – The purpose of this paper is to examine the persistent challenges in implementing care management within the context of integration. In addition the appropriateness of the care management model will be considered within the current, personalization focused, health and social care policy landscape. The paper draws upon a recent evaluation of a care management and assessment pilot project within a health and social care partnership in Scotland.Design/methodology/approach – A multi‐method approach was adopted, including interviews, vignettes and focus groups, in order to capture data around expectations in relation to the pilot as well as exploring processes and outcomes for those involved.Findings – This paper argues that whilst progress has been made with regard to care management, specific and persistent challenges remain. Professional and organizational boundaries, communication and information sharing remain key challenges. Policy imperatives have shifted the emphasis in community care service...

Changes in Admissions Work Arising from the New Social Work Degree in England

The business of admissions to higher education in England is a significant task for academic and support staff. This paper draws on the Evaluation of the New Social Work Degree Qualification in England (2004–2008) to describe the changes in admissions work for social work staff in higher education associated with the change from diploma to a degree level qualification for entry to the profession; to report how staff involved in admissions work are managing these changes; and to identify elements of admissions processes that are perceived to be fulfilling the new requirements of the degree and those which are identified as more problematic. The article draws on two telephone/email surveys of a national sample of social work programmes and on face-to-face in-depth interviews with a sample of teaching staff from nine social work programmes in six higher education institutions undertaken during 2005–2007. The work of admissions staff is rarely scrutinised in studies of higher education or specifically in social work programmes: this article discusses the spectrum of approaches. It recommends monitoring of the outcomes of practices in admissions work that are recasting Department of Health Requirements as the minimum.

The Evaluation of the New Social Work Degree Qualification in England: Wider Perspectives

The phased introduction of the new degree level professional qualification in the United Kingdom provides an ideal opportunity for ensuring that debates about social work education in the UK are set within a broader European perspective. Until now, the refusal of the UK government of the time to make changes in line with a European Union (EU) directive of 1989 which declared common recognition for all social work courses of minimally three years study in higher education at degree level leading to entry to a regulatory profession, meant that British social work awards were not recognised in other EU countries. Ironically, faced with a recruitment crisis at home, social work employers have been recruiting internationally qualified social workers from overseas and, since 1990, nearly 10,000 such social workers have applied to have letters of verification to allow them to practise in the UK.

Development of the citizens measure into a tool to guide clinical practice and its utility for case managers

ABSTRACT A measure of citizenship was developed and validated by Rowe and colleagues (O’Connell, Clayton, & Rowe, 2017). The items clustered around the 5 Rs of citizenship as defined by Rowe et al.: relationships, rights, resources, roles, and rights, and a sense of belonging. Although a measure has its utility in clinical settings, to address time constraints and other administrative burdens expressed by providers in their day-to-day practice, a citizens tool was developed as a practical way that providers can enhance dialogue between providers and clients on citizenship for clients served in mental health and criminal justice reentry settings. This article describes the development of the tool, testing of the tool’s utility with case managers, and implications for practice.