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Book part
Publication date: 17 June 2022

Deborah Smart

The most recent research on the prevalence of young caring in secondary school–age children (Joseph et al., 2019) suggests that one in five 11–16 year olds have a caring role…

Abstract

The most recent research on the prevalence of young caring in secondary school–age children (Joseph et al., 2019) suggests that one in five 11–16 year olds have a caring role. There are inherent challenges with identifying children and young people (CYP) who have caring responsibilities; they find themselves in the role because of love for a family member, as well as the lack of provision to meet the needs of the person they are caring for (Keith & Morris, 1995), not because they have consciously chosen to become a carer, and so do not identify with the concept (Smyth, Blaxland, & Cass, 2011). School can be both precarious and a place of sanctuary for young carers (Becker & Becker, 2008). Experiences of education, as with many aspects of caring, exist on a continuum with no young carers’ educational experience being the same (Dearden & Becker, 2003). Schools have a pivotal role in identifying, understanding and supporting young carers to prevent their education from being adversely affected.

Details

Understanding Safeguarding for Children and Their Educational Experiences
Type: Book
ISBN: 978-1-80262-709-1

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Abstract

Details

Take Care
Type: Book
ISBN: 978-1-78714-292-3

Book part
Publication date: 5 February 2024

Deborah Smart, Lucy Jane Henshall and Libby Oldham

This chapter intends to provoke thought around assumptions about young people providing care, what influences how young carers are perceived and how stigma and judgement…

Abstract

This chapter intends to provoke thought around assumptions about young people providing care, what influences how young carers are perceived and how stigma and judgement associated with caring are discussed. We conclude by emphasising the significance of the role as an educator in creating discussion about the breadth and diversity of care experiences. This role includes both educating young people about young caring and being mindful that your students may currently be or previously been a young carer.

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Developing and Implementing Teaching in Sensitive Subject and Topic Areas: A Comprehensive Guide for Professionals in FE and HE Settings
Type: Book
ISBN: 978-1-83753-126-4

Keywords

Article
Publication date: 30 March 2012

Rob Greig

This article seeks to review the impact on social care services of the 1989 White Paper “Caring for People”. It pays particular attention to the introduction of commissioning and

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Abstract

Purpose

This article seeks to review the impact on social care services of the 1989 White Paper “Caring for People”. It pays particular attention to the introduction of commissioning and care management, and seeks to draw lessons from this for the implementation of current day national policy.

Design/methodology/approach

The article is a review of progress and draws upon experience and written evidence over the period from a number of sources.

Findings

The paper concludes that the implementation of the policy varied substantially from the original policy intent and that commissioning and care management as currently practiced are neither designed as intended nor delivering the outcomes envisaged by “Caring for People”. It draws on parallels with the current policy agenda and poses questions about whether a similar lack of fidelity to original policy objectives will lead to policies such as Putting People First not delivering on their stated goals.

Practical implications

This paper is of relevance to policy developers and service managers in considering how to design and implement delivery of national policy.

Originality/value

The paper highlights how concepts such as commissioning and care management as currently practiced have lost their focus and purpose and should encourage reflective practice and renewed rigour around policy implementation of current social care priorities.

Details

Journal of Integrated Care, vol. 20 no. 2
Type: Research Article
ISSN: 1476-9018

Keywords

Article
Publication date: 31 January 2024

Kenny A. Hendrickson and Karyl Askew

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring

Abstract

Purpose

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

Design/methodology/approach

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

Findings

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Research limitations/implications

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Originality/value

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 15 July 2019

Laura Galuppo, Mara Gorli, Benjamin N. Alexander and Giuseppe Scaratti

The purpose of this chapter is to examine how leaders furthered the development of a social enterprise in response to paradoxes. Data on leadership practices were collected…

Abstract

The purpose of this chapter is to examine how leaders furthered the development of a social enterprise in response to paradoxes. Data on leadership practices were collected through interviews and observations in an Italian Healthcare network over the organization’s first two years. The data indicate that leaders addressed paradoxes in developing several critical resources by using both top-down influence and bottom-up participation. Leaders used top-down practices to further organizational development along a known path when they could leverage technical expertise or a vision to address a source of tension. Bottom-up practices, on the other hand, permitted the discovery of new paths that had not been previously identified. Leaders leveraged such responses where tensions appeared intractable. Implications for managers and organizational development and change practitioners are discussed.

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78973-554-3

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Abstract

Details

Take Care
Type: Book
ISBN: 978-1-78714-292-3

Abstract

Details

Take Care
Type: Book
ISBN: 978-1-78714-292-3

Book part
Publication date: 18 January 2021

Yvette P. Freter

Care is by no means a new topic to those involved in philosophy of education. However, I wish to (re)make the case that we ought to care as educators, despite the many risks and

Abstract

Care is by no means a new topic to those involved in philosophy of education. However, I wish to (re)make the case that we ought to care as educators, despite the many risks and uncertainties. I draw on the work of contemporary philosophers to explore the connection between teaching and care in an attempt to (re)focus our understanding of the why and how we care (the process that brings us to caring action and practices to enhance normative practices of education) and the ethical considerations that accompany such a caring approach in education. I will engage in an exercise of praxis in an attempt to foster teaching that promotes things as they ought to be through Björn Freter's (2017a) conceptual work regarding the “existential experience of and the existential need to exercise care” (p. 5).

Using the framework developed by Freter, I point out that, despite normative uncertainties, educators should engage their concern, volition, and practice in order that what ought to be for students can be sought. How this theoretical exploration of caring is extrapolated into classroom practice is found in a synthesizing of Nicholas Burbules and Susanne Rice's (1992) concept of communicative virtues, Nel Noddings' (2012) work on caring as a relational dialogue, Schmitz, Müllan, and Slaby (2011) thoughts on affective involvement, and Barbara Thayer-Bacon and Charles Bacon's (1996) philosophical investigation into a model of caring educator. I will then humanize my contribution by adding personal testimony and philosophical conceptualization of particular experiences with pedagogical practices of care as an educator in primary, secondary, and tertiary educational settings. I conclude with some discussion on the risks and uncertainties inherent in such an endeavor.

Details

Humanizing Higher Education through Innovative Approaches for Teaching and Learning
Type: Book
ISBN: 978-1-83909-861-1

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Abstract

Details

Family Carers and Caring
Type: Book
ISBN: 978-1-80043-346-5

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