Int. Congress on Evidence-based Parenting Support (6-8 June 2023)

CALL FOR ABSTRACTS

Abstract submissions date for the International Congress on Evidence-based Parenting Support (6-8 June 2023) has been extended to 23 December 2022. This global initiative will focus on effective evidence-based parenting support. It will bring together academics, policymakers, practitioners, consumers and service providers to advance research, policy and practice in the field of parenting and family intervention. This international collaboration aims to create global impact that will benefit parents and children now and for the next generation.

We welcome your insights from research, policy and practice that address a wide range of themes. See more on the themes: https://www.i-ceps.pafra.org/submission

Exciting news for submissions from low- and middle-income countries. The organising committee is pleased to offer free registration for the 20 top ranking abstracts from these countries.

Submissions close: 23 December 2022

More guidelines on abstracts: https://www.i-ceps.pafra.org/submission

Regards, Maria Battaglia

BEd, GradDip Ed&Pub, MComms Communications Officer Institute of Child Protection Studies Australian Catholic University Pronouns: she/her

Level 1, 232 Victoria Parade East Melbourne VIC 3002 Monday to Friday P: 03 9230 8732 E: Maria.Battaglia AT acu.edu.au W: www.acu.edu.au/icps W: safeguardingchildren AT acu.edu.au T: @ACU_ICPS L: Institute of Child Protection Studies

I-CEPS Congress (hosted by PAFRA) W: https://www.i-ceps.pafra.org/ Twitter: @PAFRA_Official LinkedIn: ICEPS2023 Facebook: https://www.facebook.com/ICEPS2023

I acknowledge the Traditional Owners of the lands on which I live and work, and their continuing connection to land, sea and community. I pay my respects to Elders past, present and emerging.

HIFA profile: Maria Battaglia is Communications Officer at the Institute of Child Protection Studies, Australian Catholic University. https://www.i-ceps.pafra.org/ E: Maria.Battaglia AT acu.edu.au 

My source: https://hifa.org/

Design4Health 2023

Design4Health is the collection of events, publications and networks established by Lab4Living.

Design4Health includes an international peer reviewed journal and a series of international conferences, first convened in 2011, that bring together designers and creative practitioners with researchers, clinicians, policy makers and users to discuss and disseminate their research.

Our publications and events provide an opportunity to reflect on how the disciplines of design and health might continue to develop new ways of thinking and working, and how we might impact positively and sustainably on the social, economic and cultural factors within our communities and beyond.

 

Design4Health conferences

Established in 2011, there have been five international conferences held so far, including one in Melbourne, Australia. The next full conference will take place in Sheffield in Spring / Summer 2023.

Watch this space! Design4Health 2023

The next conference will take place in Sheffield in Spring / Summer 2023. We will announce the date, themes, and formats of the next conference here and via www.design4health.org.uk and @design4health. We invite you to join the D4H mailing list for updates and announcements about Design4Health.

Join the conversation: @design4health #D4H2023.

(I will look to update this post, or re-post as details follow. PJ)

6th International Conference on Disability and Development: Disability and COVID-19

We invite you to join the 6th International Conference on Disability and Development

The Conference will be hosted by the International Centre for Evidence in Disability

Date: 14 - 17 March 2022
Time: 10am – 12pm GMT each day
Venue: Virtual

COVID-19 has dominated global discourse for the last 18 months as the pandemic impacts everyone, everywhere. There is growing evidence that people with disabilities and their families are particularly at risk during the pandemic, in terms of:

1. Increased risk of death and hospitalization;
2. Exclusion from the COVID-19 response actions (e.g. information, vaccination);
3. Adverse consequences of COVID-19 control activities (e.g. lockdown and social distancing);
4. Negative impacts on health (e.g. reduction in rehabilitation care).

The Conference seeks to bring together people to discuss and debate Disability and COVID-19. The focus will be on new research findings, methodologies and tools and implications of evidence for policy and practice. The focus will include both low-, middle- and high-income settings as well as humanitarian contexts.

Who should attend? All those with a strong interest in disability and COVID-19 are very welcome to attend, and this may include researchers, policy activists, decision- makers and practitioners. People with disabilities are particularly encouraged to submit abstracts and attend.

Please visit our event page for more information 
and for more details about abstract submission.

Deadline for submissions: 10th February 2022

International sign language interpreters and live captioning will be available at the event. 

If other access needs are required, please email disabilitycentre AT lshtm.ac.uk.

Book: i "Making Research Matter - Steps to Impact for Health and Care Researchers" Open Access

Individual
|

INTERPERSONAL : SCIENCES

humanistic ------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

Group

i m p a c t	impact
impact	"Making Research Matter"*

My source:

https://twitter.com/TaraJLamont/status/1448999679899865088?s=20

Thanks also to @policypress 

*An ever greater need for political impact!

5th Workshop on Visualization for the Digital Humanities

We are happy to announce that the 5th edition of VIS4DH — the Workshop on Visualization for the Digital Humanities — will take place on Sunday, October 25, 2020 in Salt Lake City, Utah, as part of the IEEE VIS2020 conference.

For 4 years now, the VIS4DH workshop has brought together researchers and practitioners from the fields of visualization and the humanities to discuss new research directions at the intersection of visualization and (digital) humanities research. The general aim is to foster productive collaborations that mutually advances all fields involved. Papers and invited talks from previous years can be found here.

Re-Thinking
Re-Defining
Re-Imagining Data

This year, we invite a dialogue on the topic and terminology around “data”, a contested term within and between a range of disciplines. There are varying perspectives on the meaning and use of data that impact how we engage and debate it. “Data” seems core to visualization! Or is it? We invite both theoretical and applied works at the intersection of visualization and (digital) humanities around these and other questions related to the workshop theme.

You can contribute and showcase your work through our paper track (just like in previous years) and/or through our provocations track (new for VIS4DH 2020!) – the official calls for papers and provocations can be found on the Call for Submissions page.

Check back here or follow us on Twitter for the latest updates.

Paper: How social workers reflect in action and when and why they don’t [Mapped to h2cm]

individual

|

INTERPERSONAL : SCIENCES

humanistic ---------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

The self - personhood Reflection (as core concept) has value and limitations Non-reflection to protect the self Unbearable anxiety psychoanalysis - findings defended nature of the self thinking & non-thinking 'suspended self-preservation' Self - Two perspectives - Service User emotional intelligence internal supervision intuition - improvisation Reflexive Helicoptering - metacognition Sexuality (form of bracketing-off of oneself)* lived experience of the senses RATIONALE

Theories of reflection Frameworks for reflection (reflective practice) physical / somatic effects of anxiety ethnographic study audio recordings Reflective practice demands that you learn from experience. It requires you to be self-critical. It expects you to analyse what you think, feel, and do... #When is it better NOT to reflect? 'Containment' 'splitting' risks (being completely non-reflective) experiences and the (mobile) body TECHNICAL

*limits capacity of some aspects of relational work  Social Work Practice Home visits Family home children and parents 'tacit knowing-in-action' Reflection in Practise Fieldwork - home, car SW composed when service users in distress, absorb their sadness, shame, fears, and at times their joy # Face-to-Face interviews Relationships: sexuality, gender offloading informally - office

Social Work / Clinical Case Supervision  offloading formally Two Local Authorities Management Supervision and Governance Child protection Power Organisational risk management Policies, Procedures Lone working... Influence in 'advocacy' [comment on twitter - see below] (as a Professional or 'Independent'?)

Harry Ferguson (2018): How social workers reflect in action and when and why they don’t: the possibilities and limits to reflective practice in social work, Social Work Education, DOI: 10.1080/02615479.2017.1413083

My source: Twitter
 

2001 and counting... A Public Health Odyssey c/o Rabbi Julia Neuberger

individual

|

INTERPERSONAL : SCIENCES

humanistic -------------------------------------------  mechanistic

SOCIOLOGY : POLITICAL

|

group-population

Changes in the way that health professionals are being trained should help future doctors, nurses and others to think more holistically and to share more knowledge. p.77-78.

If a genuinely holistic approach is being taken, it is probable that several activities will be happening simultaneously to tackle any given problem, and that more than one measure of success would be appropriate. Collecting evidence to prove what works and what does not may also take a varied approach that mixes different methodologies and creates some new ones. p.77.

The growing understanding that health should be seen holistically - as being more about general wellbeing than the absence of disease - has not yet been equipped with evidence that policymakers and practitioners can respect. Throughout the history of the NHS, there has been a tension between the imperative to treat disease in the individual and the need to promote general good health in the population. p.77.

Tackling health inequalities has become a cornerstone* of British government policy. From the corridors of Whitehall to the local board meetings of primary care groups and trusts, the imperative to reduce the health gap between rich and poor is ubiquitous. Yet when action is proposed to turn the rhetoric into reality, particularly when significant investments are required, the cry of "not enough evidence" is invariably heard in opposition. p.77.

*Whatever the state of current Government policy, tackling health inequalities has been a 'cornerstone' within Hodges' model since the model was created in the 1980s. It remains so today in 2017.

Rabbi Julia Neuberger. Where's the Evidence? Making the Case for Public Health.
Source: Journal of Epidemiology and Community Health (1979-), Vol. 55, No. 2 (Feb., 2001), pp.
77-78.
Published by: BMJ
Stable URL: http://www.jstor.org/stable/25569362

Reading: Doing reflective practice - a data-led way forward

Abstract

This article makes the case for an approach to reflective practice (RP) that is both evidence-based and data-led. We argue that, while RP within the field of TESOL enjoys a relatively high level of acceptance and status (perhaps even an orthodoxy), it has little corresponding knowledge base that demonstrates how RP ‘gets done’. We propose a need for more concrete descriptions of RP in order for teachers and teacher educators to fully engage with its possibilities, and in order to establish a knowledge base for promoting and supporting research by and for practitioners. In this article, we focus on the approaches that might be adopted to promote data-led and evidence-based reflection. Such a data-led approach would encourage the use of professional data, alongside appropriate tools (presented below) as a means of aiding and promoting practitioner reflection. In the first part of the article, we briefly outline what we consider to be some of the main challenges facing RP; in the second, we put forward a number of tools and procedures for enhancing RP and making it collaborative, data-led, and evidence-based.

Walsh and Mann write:

We believe that there is a need for more emphasis on:

■ data in helping to make RP more concrete so that we can see how reflection ‘gets done’ in practice;
■ reflective tools that produce data that might act as evidence for practitioner reflection.

This central challenge can be broken down into four issues that need to be addressed, namely, that RP is:

■ insufficiently data-led;
■ heavily focused on the individual at the expense of collaborative options;
■ dominated by written forms of reflection;
■ lacking in detail about the nature and purposes of reflective tools (p.352).

Walsh, S. & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal. 69(4), 351-362. doi: 10.1093/elt/ccv018

TESOL = Teachers of English to Speakers of Other Languages

[ganm] International Journal of Africa Nursing Sciences - submit today to this exciting new journal!

Dear colleague,

The International Journal of Africa Nursing Sciences (IJANS) is a new, open access, international scientific journal published by Elsevier. The broad-based journal is founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of nursing and midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline.

The fully refereed journal will provide a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal calls for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa and technical reports, and short communications, all of which will meet the journal's high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa.

The journal will seek to publish the highest quality scholarly contributions reflecting the diversity of nursing. It is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal.

The IJANS is an open access journal and in 2014 there will be no publication charges for any author.

The Editor, Dr Hester Klopper (CEO, FUNDISA and President, STTI), welcomes submissions ...

With kind regards,

Tewodros Seyoum Nigussie
Lecturer, Msc in Clinical Midwifery
University of Gondar
Department of Midwifery
PO.Box 196

University website @ Gondar: http://www.uog.edu.et/

The GANM is part of the Johns Hopkins University School of Nursing PAHO/WHO Collaborating Center.

The thoughts, opinions and views that are posted on the GANM do not reflect those of either Johns Hopkins University or WHO.

Please visit the GANM webpage at: http://knowledge-gateway.org/ganm/

Call

Send SMS

Add to Skype

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Inaugural issue open-access journal: Global Health - Science and Practice

Dear HIFA members,

The inaugural issue of the open-access journal Global Health: Science and Practice, is now available here:
http://www.ghspjournal.org/content/current

Below are extracts from the editorials:

'USAID and the Schools of Public Health at JHU and GWU welcome you to the inaugural issue of GHSP­an open-access, peer-reviewed journal for the global health community, particularly program implementers, to contribute to and benefit from a dialogue based on science and practical programmatic experience...'
'We foresee that public health practitioners, university colleagues, donors, and other development partners will be able to contribute to and benefit from a dialogue based on science and experience of what works for field programs.... GHSP will take a multidisciplinary approach to the science and practice of global health... We look forward to your engagement and feedback.'

Ariel Pablos-Méndez, Michael Klag, Lynn Goldman
Glob Health Sci Pract 2013;1(1):1-2
http://dx.doi.org/10.9745/GHSP-D-13-00012

'Formal research definitely helps. But it is not enough. We also need programmatic know-how, including experience-based knowledge and 'lessons learned.'.

James D Shelton, Ronald J Waldman
Glob Health Sci Pract 2013;1(1):3-4
http://dx.doi.org/10.9745/GHSP-D-13-00001

Best wishes,
Neil

My source: HIFA2015

Journal of Learning Analytics - inaugural issue

ISSN 1929-7750 (online)
Homepage: http://epress.lib.uts.edu.au/journals/index.php/JLA
Twitter:  http://twitter.com/jla_editorial
Contact:  jla.editorial at gmail.com

Submission deadline (inaugural issue): April 30, 2013

Overview
Journal of Learning Analytics is a peer-reviewed, open-access journal, disseminating the highest quality research in the field. The journal is the official publication of the Society for Learning Analytics Research (SoLAR). With an international Editorial Board comprising leading scholars, it is the first journal dedicated to research into the challenges of collecting, analysing and reporting data with the specific intent to improve learning and teaching practice. “Learning” is broadly defined across a range of contexts, including informal learning on the internet, formal academic study in institutions (primary/secondary/tertiary), and workplace learning.

The journal seeks to connect researchers and developers with practitioners, creating and disseminating new tools and techniques, studying transformations, and providing ongoing evaluation and critique of the conceptual, technical, and practical outcomes. The interdisciplinary focus of the journal recognizes that computational, pedagogical, institutional, policy and social domains must be brought into dialogue with each other to ensure that interventions and organizational systems serve the needs of all stakeholders. The journal seeks to bring into dialogue the intersection of the fields of Education, Computation and Sensemaking.
Journal of Learning Analytics welcomes papers that either describe original research or offer a review of the state of the art in a particular area. The journal also welcomes practice-focused papers that detail Learning Analytics applications in real-world settings, provided that they offer innovative insights for advancing the field (see the About section).

Focus and Scope
The following topics are indicative of the journal’s scope:

Education
- Connections between learning analytics and the learning sciences
- Personalization and adaptation in the learning process
- Educational research methods
- Learner modeling
- The study of emotion, flow, and affective data

Computation
- Social network analysis
- Web science, the Semantic Web, and linked data
- Data mining and machine learning techniques
- Natural language processing and text mining
- Recommendation engines

Sensemaking
- Visualization and user experience
- Data and multimedia literacy
- Decision-support
- Organizational dynamics
- Ethical issues

Research Papers
Journal of Learning Analytics welcomes papers that either describe original research or offer a review of the state of the art in a particular area of learning analytics. No submission, or substantially overlapping submission, be published or be under review elsewhere.  Submissions that extend previously published conference papers are welcome provided that the journal submission has sufficiently been extended (at least 25-30% of new contribution).

The Reflective Practitioner Section
This section of the Journal of Learning Analytics is peer-reviewed and  covers the application of learning analytics across a diversity of contexts. This section spotlights trends and practices; provides new insights and ideas; and analyzes the implications of learning analytics. This section is not intended as an avenue for publication of research articles.

Editors
- Shane Dawson, University of South Australia, Australia
- Dragan Gasevic, Athabasca University, Canada
- Phillip Long, University of Queensland, Australia

Editor of the Reflective Practitioner Section
- John Campbell, West Virginia University, USA

Special appeal: for former (current) users of Hodges' model - Isle of Man

It appears there have been two visitors to W2tQ from the Isle of Man. Over the years there have been many such hits on the website. Nursing staff on the Isle of Man did use the Hodges' model many years ago. A former colleague and manager worked there for a time, and there were students who attended the then Manchester Polytechnic and were taught the model on nursing courses - CPN Cert in Community Psychiatric Nursing.


If anyone there (or any other Isle - worldwide) is reading this - please get in touch; it would be great to hear from you of your experience, and possibly feature your thoughts and insights here.

Thanks and best regards,
Peter J.
h2cmng @ yahoo.co.uk

To follow - enquiries about end of life care and carer support.