Suchergebnisse

In this paper I explore some of the ways in which people with visual impairments see landscape and participate in visual cultures of landscape apprehension. I draw on ethnographic and interview material, developed while acting as a sighted guide for specialist blind and visually impaired walking groups who visit the landscapes of the Lake District and Peak District in Britain. Through this research material I show how landscape is likely to become present for people with blindness or visual impairment through both their individual capacities for sight and a complex mix of discursive, material, social, and historical relations. Specifically, I argue that there is an intercorporeal, collective dimension to this emergence of landscape and this intercorporeality is evident at both a perceptual and a discursive level. I suggest that future research needs to attend further to how landscape emerges and becomes present through intercorporeal processes.

Summary This article reports research that aimed to identify and evaluate potential resilience benefits of visual arts interventions for young people with complex needs. The study involved a review of the 'arts for resilience' literature and a case study of 10 weekly resilience-building arts workshops for 10 young people experiencing mental health complexities and/or learning difficulties. Findings We found a significant existing evidence-base linking visual arts practice to individual and community resilience, across disciplinary fields including art therapy, social work, community health, visual arts practice and geographies of health. Visual art activities were utilised to both educate young people about resilience and enhance young people's overall resilience. Qualitative research material developed from the case study shows that even short-term visual arts interventions can impact on young people's resilience – crucially, participation was extremely beneficial to young people's sense of belonging and ability to cope with difficult feelings (topics which arose repeatedly during interview, focus group discussion and observation). Applications Our review and findings from this small case study provide some initial insights into the resilience benefits of participation in visual arts activities. This, combined with the resilience-based practice framework presented here, could aid the effective targeting of interventions for social workers and others working with young people with complex needs. Alongside this research paper, an arts for resilience practice guide has been produced by the project team (including young people). It contains instructions on how to conduct a range of practical visual arts activities that we identified as being resilience-promoting.

This paper examines voluntary sector care and support provision under a context of significantly reduced government funding. Whilst geographers have analysed the causes and aftermath of austerity on different populations, our focus is on how managers of voluntary sector organisations have had to learn and evolve through bidding for non-statutory funding to sustain their core provision. Drawing on research with voluntary support organisations in the learning disability social care sector in England and Scotland, the paper examines the effects of the state's continued reliance on the sector for core 'public' services whilst simultaneously withdrawing its funding. Using accounts from managers, the paper offers a particularly novel and potent example of voluntary sector precarity and the deepening unfinished and unsettled nature of care and support that has unfolded in the wake of austerity. Through the empirical research, attention is drawn to three levels of precarity that are experienced by those seeking to sustain voluntary support provision: voluntary sector organisation and structures, the voluntary sector workforce, and individual managers' everyday emotional and affective experiences.

Social care provision across high-income countries has been transformed over the last ten years by personalisation – a policy agenda to give people with eligible support needs more choice and control over their support. Yet the ideological underpinnings of this transformation remain highly mutable, particularly in the context of reduced welfare provision that has unfolded in many nations advancing personalisation. How the policy has manifested itself has led to an expectation for people to self-build a life as individual consumers within a care market. This article draws on a study exploring how people with learning disabilities in England and Scotland are responding to the everyday realities of personalisation as it is enacted where they live and show the relationality inherent in their practices. We propose that the personalisation agenda as it currently stands (as an individualising movement involving an increasing responsibilisation of individuals and their families) ignores the inherently relational nature of care and support. We propose that social care policy needs to recognise the relational ways in which people build their lives and to advocate a redistribution of responsibility to reduce inequalities in the allocation of care.

The aim of this paper was to review published accounts of resilience-based approaches with and for disabled children and young people aged up to 25 years. The review is part of a broader study looking more generally at resilience-based interventions with and for young people. The authors attempt to summarise the approaches and techniques that might best support those children and young people who need them the most. However, when compared to the number of evaluated resilience-based approaches to working with typically-developing children and young people, those including children and young people with complex needs are disappointingly lacking. Of 830 retrieved references, 46 were relevant and 23 met the inclusion criteria and form the body of this review. They covered a variety of intervention content, setting, and delivery, and diverse children and young people, making comparative evaluation prohibitive. The difficulties in identifying suitable resilience-based interventions are discussed, together with the authors' iterative approach, which was informed by realist review methodology for complex social interventions. The review is set into a context of exclusion, an ableist mindset and the political economy of research. It also provides recommendations for future research and practice development in this field.

The aim of this paper was to review published accounts of resilience-based approaches with and for disabled children and young people aged up to 25 years. The review is part of a broader study looking more generally at resilience-based interventions with and for young people. The authors attempt to summarise the approaches and techniques that might best support those children and young people who need them the most. However, when compared to the number of evaluated resilience-based approaches to working with typically-developing children and young people, those including children and young people with complex needs are disappointingly lacking. Of 830 retrieved references, 46 were relevant and 23 met the inclusion criteria and form the body of this review. They covered a variety of intervention content, setting, and delivery, and diverse children and young people, making comparative evaluation prohibitive. The difficulties in identifying suitable resilience-based interventions are discussed, together with the authors' iterative approach, which was informed by realist review methodology for complex social interventions. The review is set into a context of exclusion, an ableist mind-set and the political economy of research. It also provides recommendations for future research and practice development in this field.

1.1 Background: his journal article draws on findings from a research project that examined how people with learning disabilities and their allies were seeking to build a sense of belonging. We wanted to focus on the concept of "belonging" in the context of personalisation and reduced government social care funding. Specifically, we sought to understand how people with learning disabilities and their supporters were coming together to "self-build" networks of support including friendship clubs and self-advocacy groups to enable a greater sense of belonging in their local communities. 1.2 Methods: qualitative interviews were conducted with seven local authority representatives across four case study areas in the UK, as well as 39 staff across 29 organisations providing a range of day and evening support and activities. We also talked to 43 people with learning disabilities across the four areas about their experiences. 1.3 Findings: our findings demonstrate how belonging involves a complex configuration of actors, places, times, relationships and institutional roles (much like the ingredients in a cake). The ways in which belonging intersects with agency and choice was also identified as an important and novel finding of our study. 1.4 Conclusion: while belonging is often presented to people as a desirable and realisable outcome of social inclusion policies, cuts in funding and a lack of appropriate support frustrate people's desires to meaningfully belong with other people in their local community. This demonstrates the importance of supporting social environments that meet people's needs for social connectedness and belonging.

This article reports on the experiences of a community-university research partnership with young people's arts organisations that disseminated their collaborative work on resilience at a Research Showcase event held in Cardiff in June 2014. Through interviews with the young people and their collaborators, and critical reflection on our collective experiences, this article identifies some of the challenges and logistical issues that were encountered in the planning and implementation of the creative 'Resilience House' exhibit. We argue that the not often discussed nitty-gritty of this work needs to be brought to the foreground to help make collaborative research meaningfully inclusive if ideals of 'cross-connection' and a 'new public knowledge landscape' are to be realised. For example, we identify the potential developmental benefits to young people (rather simply framed as 'participants') of being involved in research dissemination, but that factoring in time, shaping expectations of all contributors, training contributors to speak to the public about their work, ensuring appropriate sub-forums are constructed and attended, discussing different cultures of language and ensuring basic needs are met are key foundations that need to be built on in future collaborative dissemination activity.