Suchergebnisse

Purpose
This paper aims to explore how food-focused social activities are a route for promoting intergenerational relationships, well-being and dietary benefits among residents in care homes and children in preschool/schools.


Design/methodology/approach
Using a case study methodology, this study undertook staff-focused research on a 26-month UK programme in 12 partnership clusters, involving a range of growing, cooking, eating and community activities.


Findings
Staff reported benefits for older people, including improved mood, surfacing positive memories, new personal connections and relief from feelings of boredom and loneliness. Children were reported to develop in-depth relationships, greater empathy and overcame negative preconceptions. Food-based activities enabled all parties to express caring and nurturing in tangible and often non-verbal ways.


Originality/value
Food-based activities appear to have specific material and emotive characteristics that resonate with the intergenerational interests of older people and children. Using mainly in-house resources, this study showed that it is feasible to generate novel food-based practices between children's education and care home sectors. A "test-and-learn" programme model is recommended, given sensitivities and complexity associated with food-based activities and the limited organizational capacity of care home and early education service providers.

Abstract
Despite a recognition that research evidence plays a critical role in informing decisions in adult social care, there has been little investment in developing the sector's own capacity to engage with it. This article reports on a qualitative study of the adult social care workforce (social workers, occupational therapists, managers and commissioners) in three local authorities in England. Data were collected through twenty-five semi-structured interviews with key stakeholders and analysed iteratively using thematic analysis. The interviews explored participants' understanding and use of research in adult social care. Four key influences on research use were identified: time; accessibility; skills and confidence; and organisational support. Finding time was the most frequently cited barrier. This was exacerbated by the difficulties participants described in finding research that was trusted and relevant. Protected time was regarded as essential, and both organisations and individuals had a role in ensuring that time was available to engage with research. Participants identified skills gaps, including how to read, critically appraise and apply evidence from research. The findings confirm an appetite within the workforce for developing the skills and confidence to make more use of research but suggest that achieving this requires organisational support and access to resources.