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Occupational Therapy and Arts Therapies

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25

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    Using stakeholder involvement, expert knowledge and naturalistic implementation to co-design a complex intervention to support children’s inclusion and participation in schools: The CIRCLE framework
    (MDPI, 2021-03-11) Maciver, Donald; Hunter, Cathleen; Johnston, Lorna; Forsyth, Kirsty
    Whist inclusion is recommended for most children most of the time it remains difficult to implement. In this paper, we present the process undertaken to review and redesign a pre-existing complex intervention (The CIRCLE Framework) which was designed to enhance teachers confidence and competence in provision of universal first level supports for 5-12 year old children with additional support needs. The approach presented draws on the Medical Research Council guidance for the development of complex interventions. A series of ten co-design workshops with 70 stakeholders was completed, applying interactive and participatory methods. Analysing outputs of each workshop revealed recurring design ideas that became the main aspects of the new framework and associated manuals. Intervention content, theoretical frameworks, manuals to support use in practice and implementation strategies were developed. On completion, the updated intervention was extended up to 18 years of age and redistributed to all teachers in the participating local authority. We present the main conclusions and interpretations around the design and naturalistic implementation of the framework, and reflections on use in practice, including a detailed list of recommendations for implementation across schools and staff.
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    Development and implementation of the CIRCLE Framework
    (Taylor & Francis, 2019-07-12) Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona
    We report the implementation of a new framework supporting teacher practice for inclusion of children with disabilities in mainstream classrooms. Eight schools in one Scottish authority took part. Questionnaire, focus group and interview data were gathered. Results indicated that the framework was well-received and provided a useful resource for class teachers. The framework was perceived as a feasible method for supporting teachers and related personnel to think systematically about key issues relating to children with disabilities in the classroom. It was suggested that provision of a common language was supportive of collaborative working. Areas for revision included a system of navigation and simplification in the framework manual.
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    In the shadow of occupation: Racism, shame and grief
    (Taylor & Francis, 2018-10-10) Nicholls, Lindsey; Elliot, Michelle L.
    In Freud’s seminal paper on mourning and melancholia, he distinguished between those who are able to mourn (i.e. relinquish their loved object or an idealised self) and those who become melancholic (i.e. forever lamenting the lost ‘object’). Freud also wrote of the ‘shadow of the object’ that denotes dark or hidden facets that could be considered around occupation. This paper adopts these theoretical perspectives in support of a deeper analysis of meaningful encounters that occurred within qualitative research studies with occupational therapy professionals and students. The authors describe researcher and participant moments of shame, loss, and grief in relation to encountering aspects of race and racism within their respective studies. Data were analysed utilising theories of intersubjectivity, critical feminist and race theory, and psychoanalysis within the qualitative research traditions of reflexivity. The paper proposes that the acknowledgement of the potential separation from or loss of the ‘other’ (research participant), of oneself (idealised researcher or professional) and/or the professional endeavour can allow for an authentic relationship and new learning to occur. The authors suggest that within a professional rhetoric of positive outcomes that can be achieved through empowerment and enablement, a shadow of a disavowal may be cast on complexity and complicity, which could prevent or limit the painful and necessary process of mourning to proceed. Our experience suggests that occupational science research and professional discussions which include stories of shame, grief and loss/failure can enable the development of ethically reflexive professionals who can learn from misunderstandings and their (inevitable) mistakes.