Suchergebnisse

Abstract
This article reports on a longitudinal case study, which included site visits in Thailand from 2014 to 2015, and participant follow-up to mid-2018. It documents the lived experience of children from Syria, Sri Lanka, Pakistan, Vietnam, and Myanmar in two different locations in Thailand: Bangkok and Mae Sot (a district close to Thailand-Myanmar border with a long history of economic migrants and refugees from Myanmar). It documents perspectives of children and the adults in their lives while in exile. It presents an analysis of the children's perspectives on needs and how unmet needs for safety, basic materials, health care, and education put them at risk of arrest, detention, abuse, and exploitation, and impact their psychological development. Contextual factors such as available services, existing policies and laws are also discussed in relation to the Convention on the Rights of the Child (CRC).

Abstract
The personal/professional dichotomy, present within dominant notions of professional boundaries, is an ongoing source of tension within social work. Peer workers, given their positioning as both service users and workers, are uniquely placed to contribute to pre-existing efforts in unsettling this dichotomy. Our analysis, informed by dialogic sharing and theorising with fifteen peer support workers, alongside post-humanist and critical mental health approaches, considers the oppressive effects of enacting a personal/professional dichotomy within mental health settings, and conversely, the emancipatory potential of unsettling the dichotomy. Rather than conceptualising such events as boundary 'crossings', 'incursions' or 'transgressions', we suggest (re)imagining professional boundaries as multiple, enacted through ever-shifting socio-material relations. Our analysis supports pre-existing calls for a relational ethic of social work and highlights how lived experience and post-humanism can support the discipline's commitment to anti-oppressive practices. We recommend further research, informed by lived experience, to explore the complex relations that constitute boundary practices and their effects for both social workers and service users.

Background: Contemporary mental health policies require family inclusion in the design, implementation and evaluation of services. Materials: This scoping review considers the factors in mental health practice which either mediate or promote family inclusion. A wide range of factors are reported to obstruct family inclusion, while a smaller number of studies report that meaningful family inclusion rests on a partnership approach which values the input of families and services users. Discussion: When it comes to family inclusion, there is a gap between policy and service delivery practice. Changes in service delivery attitudes, values and culture are necessary to meaningfully and systematically include families and service users.

Abstract
Social work student supervision during field education is a mandated requirement where students review their activities and learning in the workplace with field educators (FEs). Inevitably service users will be discussed in supervision but will have little or no opportunity to represent their perspectives during sessions. In order to explore how service user perspectives might be integrated into supervision, this qualitative study examined the participation of two Lived Experience Educators in supervision sessions between six social work students and their FEs during final placement. Despite some initial trepidation, participants reported a significant and overwhelmingly positive impact based on more equalised power differentials, greater depth of reflection and the emergence of new ideas on increasing accountability to service users. These results have implications for the practice of supervision, with both students and staff, and for how people with lived experience expertise may contribute to improving service culture for the intended beneficiaries of social work services.