An exploratory study of the benefits of youth mental health literacy studies for social work students
- Authors: Martin, Jennifer
- Date: 2016
- Type: Text , Journal article
- Relation: Social Work in Mental Health Vol. 14, no. 1 (2016), p. 42-60
- Full Text: false
- Reviewed:
- Description: This exploratory study compared mental health knowledge and beliefs of social work students before and after undertaking studies in youth mental health literacy. Vignettes were used to assess youth mental health literacy in relation to depression, depression with suicidal thoughts, depression with substance misuse, social phobia, posttraumatic stress disorder, and psychosis. The study findings indicate benefits of mental health literacy studies for social work students. It is concluded that survey respondents had improved rates of recognition of mental disorders, particularly depression with substance misuse and psychosis following completion of studies in mental health literacy as well as increased knowledge of helpful interventions. © 2016 Taylor & Francis.
‘I walk from trouble’ : exploring safeguards with adults with intellectual disabilities – an Australian qualitative study
- Authors: Ottmann, Goetz , McVilly, Keith , Maragoudaki, Margarita
- Date: 2016
- Type: Text , Journal article
- Relation: Disability and Society Vol. 31, no. 1 (2016), p. 47-63
- Full Text: false
- Reviewed:
- Description: People living with intellectual disabilities have a right to be safe from abuse and neglect and have a right to be included in the decision-making process determining safeguards that will affect them. However, the research evidence that could underpin good professional practice in terms of co-producing safeguards against abuse and neglect directly involving people with intellectual disabilities is largely missing. This article, based on qualitative research involving semi-structured interviews conducted during the first half of 2014, seeks to strengthen this evidence base. It reports on the prevention strategies identified by 12 adults with intellectual disabilities about how to stay safe and compares these with the findings of similar research. The article suggests that a comprehensive safeguarding approach comprises both life course-focused safety training and access to assisted decision-making. The article argues that given the plethora of risk situations encountered by people living with intellectual disability, assisted decision-making should take the form of a co-creation process that is situation specific and grounded in everyday life. © 2016 Taylor & Francis.
Virtual worlds and social work education
- Authors: Martin, Jennifer
- Date: 2017
- Type: Text , Journal article
- Relation: Australian Social Work Vol. 70, no. 2 (2017), p. 197-208
- Full Text: false
- Reviewed:
- Description: The introduction of computerised virtual worlds in the early twenty-first century was considered to be an innovation that would be widely used in higher education. There are a number of examples of virtual worlds used for higher education in medicine, nursing, and allied health, including examples in social work. The aim of this article is to explore the potential value of virtual-world technology to enhance the student learning experience for social work education in interpersonal communication skills in a virtual health centre. Findings of a study of Australian undergraduate social work students who engaged in a role play in a virtual health centre for skill development in interpersonal communication are presented. The study findings highlight issues for social work educators to consider when deciding whether or not to use virtual-world technology in social work education, and when designing further research on similar innovations. © 2016 Australian Association of Social Workers.