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In the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education.

Digital story grammar (DSG) is a methodology that combines narrative theory and computerised text analysis. The methodology offers new ways of identifying patterns in narrative identity work and examining how these patterns relate to social structures such as gender and social class. DSG works through an algorithm that identifies narrative units consisting of subjects, verbs and objects. To demonstrate the potential of the methodology, we apply it to interviews with young people from the "Timescapes Qualitative Longitudinal Data Archive" and address four research questions: "Who" are in the young people's stories (characters)? "What" are their narratives about (domains of experiences)? "When" do they taking place (temporality)? "How" are the narratives told (sense of agency)? Among other findings, we observed that young people with middle-class backgrounds convey a stronger sense of agency than their working-class peers, and we show how this correlates with the ways in which they navigate school-to-work trajectories.

In the light of international interest in teachers' literate identities and practices, this paper addresses the under-researched area of teachers' writing identities. It examines the multimodal interactive discursive practices at play in the writing classroom of a teacher in the UK who, in order to support the pupils, consciously positions herself as a writer in this context, seeking to model engagement through demonstrating writing in whole-class sessions and composing alongside pupils in groups. Drawing on previous empirical work which explored the fluid identities performed and enacted by this teacher (Cremin & Baker, 2010), the paper, examining video material, affords detailed analysis of the multimodal interactive discourses indexed in demonstration writing and writing alongside. It maps specific instances of discursive practice onto a model for conceptualising teachers' writing identities: a teacher-writer, writer-teacher identity continuum. It reveals on-going conflict between the teacher's intended discourse positions/identities and the recognition (Gee, 2005) and acceptance of these attempts by the pupils. The paper, in contributing new understandings about the microscopic, fluid and conflictual dimensions of identity positioning in these particular practice contexts, highlights the importance of the embodied discoursal voice of the pedagogue. Additionally, it offers a new analytic tool for understanding how teacher behaviour opens and constrains identity positions and argues that multimodal interaction in teaching writing deserves increased methodological attention.

The article explores how the Internet and email offer space for participants to think and make sense of their experiences in the qualitative research encounter. It draws on a research study that used email interviewing to generate online narratives to understand academic lives and identities through research encounters in virtual space. The article discusses how the asynchronous nature of email helps to facilitate this by allowing research participants to contribute to research in their space and according to their own preference in time, and engage in a process of reflection and interaction. However, it also argues for the construction of more collaborative approaches to research that acknowledge their right to use the temporal nature of space and time that email offers to construct, reflect upon, and learn from their stories of experience in their own manner, and not merely to the researcher's agenda. It concludes by recognizing the importance of email as a research tool for capturing the complexity of social interaction online.

Crude and dangerous ideas about the genetic heritability of intelligence, and a supposed biological basis for the Black/White achievement gap, are alive and well inside the education policy process but taking new and more subtle forms. Drawing on Critical Race Theory, the paper analyses recent hereditarian writing, in the UK and the USA, and highlight a strategy that I term "racial inexplicitness"; this allows hereditarian advocates to adopt a colorblind façade that presents their work as new, exciting and full of promise for all of society. The paper is in two parts: the first exposes the racism that lies hidden in the small print of the new geneism, where wildly misleading assertions about genetic influences on education are proclaimed as scientific fact while race-conscious critics are dismissed as ignorant ideologues. The second part of the paper sets out critical facts about the relevant science, including the difference between the mythic and real meaning of heritability; fundamental problems with the methodology of twin studies; the little-known history of IQ test score manipulation; and the continuing use of a stylistic approach that Howard Gardner characterized as "scholarly brinkmanship."

Conducting research into young learner experiences of school poses methodological challenges which are compounded when, as is increasingly the case, the classroom interaction is multilingual and the research methods are participatory. Each new or adapted method sheds further light on the issues that can arise. Researcher-initiated role play is a method where a researcher invites a group of children to engage in role play, something that many young children do spontaneously. This gives children the interactional space to take control of the specifics of the role play and to present their perspectives and concerns through multiple semiotic layers. This paper explores ethical issues that arise when role play reveals familiar but occluded practices; practices that are not readily presented to outsiders. Specifically, when this researcher-initiated role play was used to explore how children in their first years of school learn to read in different languages and in different multilingual, primary school contexts, certain occluded disciplinary practices were revealed. This paper considers the nature of an ethical response to such revelations.

This article presents an adaptation of established qualitative research methods for online focus groups by using the "Disqus" website-based commenting platform as a medium for discussion among doctoral and early-career academic learners. Facilities allowing Internet users to comment on the content of web pages are increasingly popular on news websites, social media, and elsewhere. This research deployed this technology as a means of hosting a group discussion in response to preliminary findings from a study into the teaching and learning of social research methods. This article explores the methodological and technical considerations associated with this method and presents an analysis of the data collection process. e-Research paradata generated by the website reveal how learners engaged with the discussion, while a thematic analysis of the comments themselves explores the nature of the qualitative data generated from responses. Website-based commenting appears to have potential as a means of facilitating learners' engagement in educational e-research, especially when faced with constraints of distance, time, or access. However, methodological challenges may also arise when recruiting participants and sustaining discussion using this method.

This paper describes a small-scale qualitative research study conducted within a community of English Language teachers, and explores how teacher development workshops can be used to foster or cultivate Communities of Practice. The study was situated in a Language Centre within the domain of UK Higher Education where there was an institutional drive to better integrate the use of new technologies with traditional approaches to pedagogy. Data was collected through focus group sessions with a team of English Language teachers before, during and after a series of teacher development workshops on the use of technology in the English for Academic Purposes classroom. These focus group sessions were then followed up with individual interviews, drawing on a framework of stimulated recall. The data was then analysed through an established discourse analysis framework in the early stages, followed by a more inductive approach of thematic analysis in the later stages; triangulated by classroom observations of all participants. The purpose of the paper is to understand the functioning of a Community of Practice in terms of its contribution to teacher development The core argument within this paper is that Communities of Practice theory can contribute much to the fields of EAP (English for Academic Purposes), and teacher development in both theoretical and practical terms. It advocates a loosening of the reins on the part of organisations so that teachers are allowed to develop at their own pace and in a manner that is self-directed and tailored to their individual needs. It draws on Vygotskian-based theories of teacher cognition which suggest that in order for development to occur in a teacher education programme, participants need some form of prompting to move from within their "zone of proximal development" (Manning & Payne, 1993, p. 361). This prompting or scaffolding, as described in Vygotsky's own work (1934), generally takes place through a combination of support from more experienced practitioners in the first instance and then "situated engagement and negotiation" with peers and practitioners within a teaching community (Samaras & Gismondi, 1998, pp. 715-733).

Previous research has indicated that healthcare support for sexuality after spinal cord injury appears to be neglected or inadequately provided. The perspectives of people living with spinal cord injuries regarding what is lacking and what support they would like to be provided, and why, has yet to be explored. This paper uses critical theory to explore how societal constructs of sexuality and disability shape how sexuality is supported after a spinal cord injury. To do this, we conducted in-depth semi-structured interviews with 11 people with a spinal cord injury from Australia, the United Kingdom, and the United States. We drew from the works of various critical disability theorists to analyze what discourses underpinned the experiences people with spinal cord injuries had when receiving sexuality support. Analysis suggested that the following discourses were apparent: (1) broken bodies require repair, (2) sex is penetration, ejaculation then reproduction, and (3) sexual autonomy is required. Findings indicated healthcare professionals need to recognize people with spinal cord injuries as sexual beings with a diverse range of desires, lives, relations, and bodies. Provision of individualized comprehensive high-quality sexuality support is therefore warranted. To achieve this, healthcare professionals should aim to be aware of, and mitigate, ableist and normative assumptions. [ABSTRACT FROM AUTHOR]

Background: Children and young people with life-limiting and life-threatening conditions have multidimensional needs and heterogenous cognitive and communicative abilities. There is limited evidence to support clinicians to tailor their communication to each individual child. Aim: To explore the language children and young people use to describe their own condition, to inform strategies for discussing needs and priorities. Design: Positioned within a s ocial constructivist paradigm, a secondary discourse analysis of s emi-structured interview data was conducted incorporating the discourse dynamics approach for figurative language. Setting/participants: A total of 26 children and young people aged 5–17 years with life-limiting or life-threatening conditions (6 cancer; 20 non-cancer) were recruited from nine clinical services (six hospitals and three hospices) across two UK nations. Results: The language children and young people use positions them as 'experts in their condition'. They combine medical terminology with their preferred terms for their body to describe symptoms and treatments, and use comparatives and superlatives to communicate their health status. Their language depicts their condition as a 'series of (functional and social) losses', which single them out from their peers as 'the sick one'. Older children and young people also incorporate figurative language to expand their descriptions. Conclusion/discussion: Children and young people can provide rich descriptions of their condition. Paying attention to their lexical choices, and converging one's language towards theirs, may enable more child-centred discussions. Expanding discussions about 'what matters most' with consideration of the losses and differences they have experienced may facilitate a fuller assessment of their concerns, preferences and priorities. [ABSTRACT FROM AUTHOR]

Definitions of drinker 'categories' (e.g., 'light drinkers') typically ignore the role of self-identification involved in drinking practices. To explore this, we presented self-identified 'non' or 'light' drinkers with official formal definitions of 'light' and 'binge' drinking as found in public health and academic research. A qualitative design was adopted. Semi-structured interviews with ten 18–27-year-old UK University students self-identifying as non-/light-drinkers were analysed using critical discourse analysis. A first data pattern saw participants working to defend and maintain self-identified 'light drinker' status in the face of contradictions to such claims. A second pattern involved participant challenges to the rigidity and legitimacy of formal drinking categories. A third pattern reflected participants' rhetorical work to hold at bay or reject disavowed and stigmatised drinking categories (e.g., 'alcoholic'). Interviews suggested how formal definitions could create ideological dilemmas for participants, partly through investment in how formally defined drinker categories connected with recent personal drinking practices. Our data helps explain why units-based drinking guidelines may be poorly understood. More nuanced use of 'drinker categories' in units-based drinking guidelines could strengthen the visibility and credibility of alcohol health messages or could be drawn on in digital interventions designed to encourage moderate consumption behaviour by delivering personalised feedback. [ABSTRACT FROM AUTHOR]

Background: Self‐management strategies improve asthma outcomes, although interventions for South Asian populations have been less effective than in White populations. Both self‐management and culture are dynamic, and factors such as acculturation and generation have not always been adequately reflected in existing cultural interventions. We aimed to explore the perspectives of Bangladeshi and Pakistani people in the United Kingdom, across multiple generations (first, second and third/fourth), on how they self‐manage their asthma, with a view to suggesting recommendations for cultural interventions. Methods: We purposively recruited Bangladeshi and Pakistani participants, with an active diagnosis of asthma from healthcare settings. Semi‐structured interviews in the participants' choice of language (English, Sylheti, Standard Bengali or Urdu) were conducted, and data were analysed thematically. Results: Twenty‐seven participants (13 Bangladeshi and 14 Pakistani) were interviewed. There were generational differences in self‐management, influenced by complex cultural processes experienced by South Asians as part of being an ethnic minority group. Individuals from the first generation used self‐management strategies congruent to traditional beliefs such as 'sweating' and often chose to travel to South Asian countries. Generations born and raised in the United Kingdom learnt and experimented with self‐management based on their fused identities and modified their approach depending on whether they were in familial or peer settings. Acculturative stress, which was typically higher in first generations who had migration‐related stressors, influenced the priority given to asthma self‐management throughout generations. The amount and type of available asthma information as well as social discussions within the community and with healthcare professionals also shaped asthma self‐management. Conclusions: Recognizing cultural diversity and its influence of asthma self‐management can help develop effective interventions tailored to the lives of South Asian people. Patient or Public Contribution: Patient and Public Involvement colleagues were consulted throughout to ensure that the study and its materials were fit for purpose. [ABSTRACT FROM AUTHOR]

This paper focuses on recent developments in UK health research policy, which place new pressures on researchers to address issues of accountability and impact through the implementation of patient and public involvement (PPI). We draw on an in-depth interview study with 20 professional researchers, and we analyse their experiences of competing for research funding, focusing on PPI as a process of professional research governance. We unearth dominant professional narratives of scepticism and alternative identifications in their enactment of PPI policy. We argue that such narratives and identifications evidence a resistance to ways in which patient involvement has been institutionalised and to the resulting subject-positions researchers are summoned to take up. We show that the new subjectivities emerging in this landscape of research governance as increasingly disempowered, contradictory and fraught with unresolved tensions over the ethical dimensions of the researchers' own professional identities. [ABSTRACT FROM AUTHOR]

'Complexity' is theorised as a characteristic of modern food systems that poses a challenge to improving population diets. This paper seeks to explore the discursive deployment of 'complexity' in the context of public health. Doing so helps inform a more critical assessment of commercial and political determinants of health, and of 'complexity' as a prevailing frame for public health issues. Qualitative methods were used to explore 'responsibility' for healthy eating in the food system in the United Kingdom. Discourse analysis was conducted on corporate and government documents, and interviews with industry and government stakeholders. The aim was to examine the implications of 'complexity' within discourses of dietary public health. 'Complexity' was used not only to characterise dietary public health problems but also as a rhetorical device in public health narratives. It performed two main discursive functions: firstly, to represent diet-health problems as so multi-layered and difficult that they are intractable. Secondly, and despite this acknowledged complexity, to deflect from food system actions for improving diet to 'simpler' and non-food interventions, by industry and government. These uses of 'complexity' serve to attribute primary responsibility to individuals for dietary choice and to obscure inaction by government and industry, who have most control over the determinants of those choices. In short, 'complexity' can be used discursively to generate a smokescreen masking policy inaction in addressing public health problems. [ABSTRACT FROM AUTHOR]

The present research explores Caribbean-born women's constructions of retirement. Eight participants (self-identified as retired) were recruited using purposive and snowball sampling. Data were obtained using individual semi-structured interviews and analyzed using discursive psychology. Findings center around a discussion of the negotiating difference discourses. This construction consists of two sub-creations: work and retirement, and home. Both creations present participants engaging in a process of negotiation to merge the life they once knew with their retirement experience. Implications for participants and the construction of retirement are considered, and suggestions put forward for future research and for clinicians working with the studied population. [ABSTRACT FROM AUTHOR]

Importance: Sexuality is an important part of the human experience. However, little is known about the experience of sexuality from the perspective of adults with intellectual and developmental disabilities (IDD). Objective: To review evidence about the lived experience of sexuality among adults with IDD to inform future research and practice. Data Sources: We located articles using search terms summarized into three categories: intellectual disability, sexual activity, and feelings/opinions. Articles were indexed in the following electronic databases: CINAHL, Scopus, PubMed, and PsycINFO. Study Selection and Data Collection: Arksey and O'Malley's methodology was used to review scientific literature published between 2008 and 2018. The studies were in English, were located in peer-reviewed journals, and described the experience of sexuality from the perspective of people with IDD or observations of expressed sexuality. Findings: Seventeen articles met inclusion criteria. Four main themes emerged: intimate relationships, oppressed sexual activity, knowledge, and identity. Findings indicate that sexuality is a part of the lives of many adults with IDD, regardless of their engagement in sexual activity. Conclusions and Relevance: Barriers to expression of sexuality exist for people with IDD. Some of these barriers are internal, although many are external. The results provide support for addressing sexuality among adults with IDD. What This Article Adds: This review provides evidence to support occupational therapy practitioners in including sexuality as a part of their holistic view of clients and as an area for advocacy. [ABSTRACT FROM AUTHOR]

Welfare policy discourse plays an important role in shaping how marginalised groups are identified and how poverty is addressed. Research on welfare policy discourse has mostly adopted a top-down perspective, examining how marginalised groups are constituted through interrelated discourses that are produced and enacted by powerful actors. However, little attention has been given to understanding how welfare policy discourse is used and enacted by marginalised groups themselves. This article focuses on asset-building discourse, a newly ascendant discourse which suggests that poverty can be alleviated through savings and building wealth. Drawing on in-depth interviews with 24 poor single mothers of colour participating in a matched savings programme, the article explores how poor women rely on asset-building discourse to make sense of their poverty challenges and how to overcome them. The study finds that the women express neoliberal ideals as they seek to portray themselves as committed to becoming self-sufficient, financially literate, disciplined savers and entrepreneurs. The findings indicate that the women feel empowered and see themselves as worthy citizens, irrespective of whether their economic situation has actually improved or whether they ultimately come to resist asset-building discourse's individualisation of their predicament. [ABSTRACT FROM AUTHOR]

This paper explores vaccine hesitancy among healthcare workers (HCWs) in the UK, where different COVID-19 vaccines were being rolled out through a national vaccination campaign from 2020 to 2022, consisting of a first and second dose programme. Through a mixed-method approach using qualitative discourse analysis and network analysis of Twitter data, we assessed HCW perceptions and views about the administration and delivery of COVID-19 vaccines in the United Kingdom (UK). We were also interested in exploring HCWs' personal experiences and attitudes towards taking COVID-19 vaccines themselves. We drew upon sociology, ethics, communication studies and used research methods concentrating on social media and media analysis. By employing the '5C framework' of 'confidence, complacency, constraints, calculation, and collective responsibility' we evaluated a longitudinal selection of tweets to capture relevant factors driving vaccination views and behaviours among HCWs. We found differing positions expressed about COVID-19 vaccines and policy during the first dose compared with the second, through a drop in confidence compounded by supply and access issues, as well the news of a vaccine mandate for HCWs by the UK government in 2021. HCWs asked calculation questions to the community or brought forward competing pieces of information about vaccine policy and guidelines. Constraint levels in access issues were noted, especially for those with work and caregiving responsibilities, and student nurses found they did not have equal vaccination access. HCWs also displayed collective responsibility on social platforms to both encourage vaccination and express concerns through the organisation of social action against vaccine mandates. • COVID-19 healthcare worker views on vaccines differed for the first and second doses. • A drop in confidence was compounded by supply and access issues, as well as competing information about vaccine policy and guidelines. • Vaccine access was an issue for those with work or caregiving responsibilities. • Workers encouraged vaccination but were concerned about mandates. [ABSTRACT FROM AUTHOR]

Little is understood about social work students or social workers' perceptions of ageing in the UK. This paper presents a small-scale study of 20 master social work students' perceptions of ageing during the first year of their programme. A mixed method approach was employed over a two-staged research project, in both stages the social work students were asked to complete Kogan's attitudes towards older people scale (KATOPS) and draw a person aged 75. Results demonstrated that most students had neutral to positive attitudes towards older people at the beginning of the programme and these improved in stage two; all had positive attitudes. The drawings provided a visual narrative of their perceptions of older people; visual signifiers included physical signs of ageing. Fulfilment, emotion, family, individuality and appearance were emergent themes. Whilst the programme enhanced the students' perceptions more work is needed to dispel the myths and stereotypes about ageing. [ABSTRACT FROM AUTHOR]

Adapting and providing quality services for people as they age is a common challenge across Europe. The perspective of older people is fundamental in a person-centred care approach. Expanding research at the European level that explicitly includes their views can offer a relevant contribution to the development of evidence-based guidelines that can be shared in education and training across health and social care professions. This study aimed to identify common meaningful dimensions of professional competence in health and social care emphasised by older people from six countries in different regions of Europe according to their experiences. A qualitative approach was chosen with a total of 95 semi-structured interviews conducted in Austria, Finland, Lithuania, Portugal, Turkey and UK, following a common topic guide. Participants in this study were aged 60 and above, and recruitment considered age, gender, level of education and living arrangements. Results identified a set of universal skills and practices that according to older people, health and social care professionals should meet. Competences at the interpersonal level were central in older people's discourses, and its core dimensions are anchored in relational, communication and socio-emotional skills of professionals. These findings reinforce the aspiration of establishing best practices in care that relies on the harmonisation of a competence framework that can be shared in the training and education of health and social care professionals across Europe and that voices older people's preferences, expectations and needs. [ABSTRACT FROM AUTHOR]

Rhetorically contextualised against a history of poor outcomes and negative attitudes, New Labour's mental health policy introduced recovery as a turn towards optimism, control and choice for those who provide and use mental health services. Recovery continues to occupy a key role within contemporary policy and practice. Despite such privilege, recovery remains a contested concept, not least because it means different things to different people. This article reports empirical work conducted during 2010–11 and explores two interpretive repertoires (traditional and responsibilised-progressive) that mental health practitioners draw upon in their accounts of recovery. Grounded in constructionist theory, the findings suggest that practitioner accounts of recovery are diverse and produce many different subject positions from which recovery may be experienced. Developing Webber and Joubert's (2016) editorial comments on the challenge for social work, it is argued that professional social work must practise in a manner compatible with its own value base and any model of recovery must be held up for scrutiny. A knowledgeable position for the practitioner is advocated—one that is capable of working multiple paradigms in order to better understand and meet service user need. [ABSTRACT FROM AUTHOR]

Aim and objectives This study explored the experiences and perspectives of community psychiatric nurses, day centre managers and social workers about supporting clients living with and without dementia attending a generic day care service. The purpose of the study was to elucidate approaches that enable clients living with dementia to access and derive benefit from the service. Background In the light of international ageing demographics and strategy towards social inclusion, it is anticipated that demand for generic day care services for clients living with and without dementia will increase. Design and methods A descriptive qualitative design utilised three focus groups for data collection. Community psychiatric nurses ( n = 4), day centre mangers ( n = 4) and social workers ( n = 12) participated in the study. Data analysis informed a narrative description of the approaches that support adults living with dementia in day care. Findings An exhaustive description is encapsulated in five key themes. These are ' easing the transition to day care,' 'proactively managing supervision and complexity of need,' 'sustaining the person and family carer,' making the best of what we have' and 'encountering a need for change,' The data conveyed a sensitivity to the life story and needs of clients with dementia. Whilst the data revealed deficits in the physical environment of the centres, there were indications of the generation of a positive social environment. Conclusions A generic day care service that provides an integrated blend of care and treatment and social and recreational support to older adults, irrespective of whether they have or have not dementia, is realistic and manageable. The routine of day centre attendance may have value in sustaining clients with dementia and family care-giving relationships. Implications for practice Approaches to support the attendance of clients with dementia at day care include home visits, life story work, proactive supervision and careful planning of social groupings and recreational activities. [ABSTRACT FROM AUTHOR]

This study investigates discourses that male perpetrators of intimate partner violence (IPV) use regarding self-control when talking about their IPV. Literature addressing the role of self-control in committing and avoiding using violence toward partners is discussed; however, it is shown that self-control has not been investigated from a discursive psychological perspective, in which the function of talk, rather than what this talk says about speakers’ cognitions, is analyzed. Discourse analysis of interviews with six male perpetrators, currently attending treatment and selected for their recent and multiple uses of IPV, revealed that talk of lacking self-control was used to account for situations when individuals engaged in violence. Conversely, talk about having self-control was used to account for refraining from IPV. An improvement narrative in which perpetrators of violence talked about moving from lacking to gaining self-control was also evident. Talk about self-control however was not as simple as this suggests because of particular note is the situation where perpetrators offered varying levels of self-control within their accounts of violence where having and lacking self-control was presented simultaneously. This demonstrates that talk about self-control is a discursive device that is used flexibly by perpetrators to manage their accountability for acts of IPV. [ABSTRACT FROM AUTHOR]

This paper draws on findings from a European project, 'Rights through Alliances: Innovating and Networking Both Within Homes And Schools' (RAINBOW-HAS), conducted in 2013-15. It built collaboration between six EU countries to analyse and improve the rights of children and youth regarding sexual orientation and gender identity in educational settings. The main focus of discussion derives from a secondary discourse analysis following thematic analyses of the qualitative interviews undertaken with a range of different families, schools and community associations across these European countries, which provide a snapshot of contemporary practice. We discuss the relative silence of social work in challenging homophobic and transphobic bullying, given their potential in promoting family and young people's engagement. [ABSTRACT FROM AUTHOR]

Background: Improving Access to Psychological Therapies (IAPT) was introduced in the United Kingdom in 2006 to provide more effective and efficient services to people experiencing mild to moderate mental ill health. The model represents a paradigm shift in how we provide psychological care to large populations. Aims: We wanted to document how the IAPT program impacted on patients' understanding of their mental health, and mental health treatment. Methods: We used Foucauldian Discourse Analysis to analyze six semi-structured research interviews with patients from one IAPT service in a major UK city. Results: Participants constructed their mental health problems as individual pathologies. Constructions of mental health and of treatment evidenced the privileging of personal responsibility and social productivity over dependency on others and the state. Conclusions: Services are functioning well for some. The role of IAPT in pathologizing those who are dependent on people and services requires further commentary and action. [ABSTRACT FROM AUTHOR]

Aim The aim of this study was to explore emotion cultures constructed in supervision and consider how supervision functions as an emotionally safe space promoting critical reflection. Background Research published between 1995-2015 suggests supervision has a positive impact on nurses' emotional well-being, but there is little understanding of the processes involved in this and how styles of emotion interaction are established in supervision. Design A narrative approach was used to investigate mental health nurses' understandings and experiences of supervision. Methods Eight semi-structured interviews were conducted with community mental health nurses in the UK during 2011. Analysis of audio data used features of speech to identify narrative discourse and illuminate meanings. A topic-centred analysis of interview narratives explored discourses shared between the participants. This supported the identification of feeling rules in participants' narratives and the exploration of the emotion context of supervision. Findings Effective supervision was associated with three feeling rules: safety and reflexivity; staying professional; managing feelings. These feeling rules allowed the expression and exploration of emotions, promoting critical reflection. A contrast was identified between the emotion culture of supervision and the nurses' experience of their workplace cultures as requiring the suppression of difficult emotions. Despite this, contrast supervision functioned as an emotion micro-culture with its own distinctive feeling rules. Conclusions The analytical construct of feeling rules allows us to connect individual emotional experiences to shared normative discourses, highlighting how these shape emotional processes taking place in supervision. This understanding supports an explanation of how supervision may positively influence nurses' emotion management and perhaps reduce burnout. [ABSTRACT FROM AUTHOR]

Over the past few decades the number of women having their first babies over the age of 35 in the United Kingdom has increased. Women’s timing of motherhood is invariably bound up with a discourse of “choice”, and in this paper we consider the role choice plays in the timing of motherhood among women who have been defined as “older” mothers. This article is based on data from 11 semi-structured interviews that explored the transition to motherhood among “older” middle-class mothers. The interviews were analysed using critical discursive psychology. The women drew upon two dominant repertoires when making sense of their timing of motherhood. Within the first repertoire, “older motherhood as circumstance”, older motherhood was presented as the outcome of life circumstances beyond their control, with a lack of the “right” circumstances facilitating “delayed” motherhood. Within the second repertoire, “older motherhood as readiness”, women constructed themselves as (now) prepared for motherhood. “Readiness” was bound up with notions of self-fulfilment, yet also assessments of their ability to be “good” mothers. We conclude that, far from a straightforward choice, the timing of motherhood is shaped by cultural definitions of the “right” circumstances for parenthood, but also cultural definitions of “good” motherhood, which may define when women are “ready”. [ABSTRACT FROM AUTHOR]

Aims To explore how nursing students account for decisions to report or not report poor care witnessed on placement and to examine the implications of findings for educators. Background Concern has been raised about the extent to which cases of poor care go unreported. Failure to report cases may have serious consequences for patient safety. Design Semistructured interviews were conducted with 13 undergraduate students at a UK university during 2013. They were asked to consider their response to episodes of poor practice witnessed on placement. Methods Data were transcribed verbatim and categorized according to whether or not students reported concerns. Cases were analysed in accordance with Potter and Wetherall's version of discourse analysis to identify the discursive strategies used to account for decisions to report or not report poor practice. Results Participants took care to present themselves in a positive light regardless of whether or not they had reported an episode of concern. Those who had reported tended to attribute their actions to internal factors such as moral strength and a commitment to a professional code. Those who had not or would not report concerns provided accounts which referred to external influences that prevented them from doing so or made reporting pointless. Conclusion This study provides information about how students account for their actions and omissions in relation to the reporting of poor care. Findings suggest ways educators might increase reporting of concerns . [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative study of child protection in the UK. The research involved children's practitioners from a range of agencies, including social care, education, health and youth offending, who were asked about working together on complex child protection cases. The aim was to explore how participants talked about complexity in these cases, in order to deconstruct influential perspectives on interprofessional working. Interview transcripts were analysed using critical discourse analysis, a qualitative method that examines patterns of language use in relation to social structures of power and control. The findings identified three overall perspectives: clinical, expert system and relation‐centred approaches, which practitioners combined in various ways. These perspectives have a bearing on how the ‘team around the child’ is conceptualized in discourse about child protection. The paper links these findings to the assumptions of predictability and control currently embedded in policy and practice guidance, and explores their implications for social workers and other children's practitioners. [ABSTRACT FROM AUTHOR]

Quality of care is a prominent discourse in modern health‐care and has previously been conceptualised in terms of ethics. In addition, the role of knowledge has been suggested as being particularly influential with regard to the nurse–patient–carer relationship. However, to date, no analyses have examined how knowledge (as an ethical concept) impinges on quality of care. Qualitative semi‐structured interviews were conducted with 26 patients with palliative and supportive care needs receiving district nursing care and thirteen of their lay carers. Poststructural discourse analysis techniques were utilised to take an ethical perspective on the current way in which quality of care is assessed and produced in health‐care. It is argued that if quality of care is to be achieved, patients and carers need to be able to redistribute and redevelop the knowledge of their services in a collaborative way that goes beyond the current ways of working. Theoretical works and extant research are then used to produce tentative suggestions about how this may be achieved. [ABSTRACT FROM AUTHOR]

Context The UK set a target of 20% of the surgical consultant workforce to be represented by women by 2009; in 2012, it remains 7%. Studies have attributed this shortfall to the nature of careers in surgery and differing career aspirations among women. Objectives Rather than exploring barriers to participation, this study aims to explore the self-narratives of those women who do undertake surgical careers and who do come to see themselves as surgeons. Methods The study comprises 15 individual interviews with women in surgical careers, from those aspiring to be surgeons, to senior and retired surgeons. Data were explored using discourse analysis with a priori themes derived from the literature on women in surgery and Holland et al.'s theoretical framework of Figured Worlds. Results Discourses of being a surgeon and discourses of being a woman, existed in competition. Female surgeons figured surgery as a career requiring 100% dedication, as they did motherhood, although the demands of the two roles differed and consequently the roles were not discursively compatible. Many related powerfully negative experiences in which their gender had marked them out as 'other' within surgery. Women described how they were expected to show masculine traits as surgeons and the ways to consequently become legitimate in the surgical world as a 'woman surgeon'. They found creative ways to articulate how women in general, and feminine qualities in particular, enhanced surgery. Finally, some women engaged in identity work, termed 'world making', - the creative orchestration of discourses of surgeonhood and motherhood to be mutually sustaining. Conclusions There is little discursive space in which to be both a successful woman and a successful surgeon. Those who combine these roles must either be innovative in refiguring what it means to be a woman or what it means to be a surgeon, or they must author a new space for themselves, a powerful discursive process termed 'world making'. [ABSTRACT FROM AUTHOR]

Context As doctors in all specialties are expected to undertake leadership within health care organisations, leadership development has become an inherent part of medical education. Whereas the leadership literature within medical education remains mostly focused on individual, hierarchical leadership, contemporary theory posits leadership as a group process, which should be distributed across all levels of health care organisation. This gap between theory and practice indicates that there is a need to understand what leadership and followership mean to medical trainees working in today's interprofessional health care workplace. Methods Epistemologically grounded in social constructionism, this research involved 19 individual and 11 group interviews with 65 UK medical trainees across all stages of training and a range of specialties. Semi-structured interviewing techniques were employed to capture medical trainees' conceptualisations of leadership and followership. Interviews were audiotaped, transcribed verbatim and analysed using thematic framework analysis to identify leadership and followership dimensions which were subsequently mapped onto leadership discourses found in the literature. Results Although diversity existed in terms of medical trainees' understandings of leadership and followership, unsophisticated conceptualisations focusing on individual behaviours, hierarchy and personality were commonplace in trainees' understandings. This indicated the dominance of an individualist discourse. Patterns in understandings across all stages of training and specialties, and whether definitions were solicited or unsolicited, illustrated that context heavily influenced trainees' conceptualisations of leadership and followership. Conclusions Our findings suggest that UK trainees typically hold traditional understandings of leadership and followership, which are clearly influenced by the organisational structures in which they work. Although education may change these understandings to some extent, changes in leadership practices to reflect contemporary theory are unlikely to be sustained if leadership experiences in the workplace continue to be based on individualist models. [ABSTRACT FROM AUTHOR]

This is the first study undertaken in the UK that investigates the notion of professional identity among practitioners who work with asylum seekers and refugees. Drawing on a social constructionist epistemology and a Foucauldian theoretical and methodological framework of power and discourse, I analysed extracts from semi-structured interviews that were conducted with eight specialist professionals who have worked with this population. The findings of this study suggest that the notion of professional identity among these practitioners envelops a social and political activist stance and a deep sense of commitment towards promoting social change within the wider community. Likewise, clinical work with refugees combines professional knowledge and values with a politicised involvement that fosters a psychosocial perspective on clients' distress and difficulties. [ABSTRACT FROM PUBLISHER]

The research aimed to investigate the national Improving Access to Psychological Therapies (IAPT) programme, from the perspective of ‘non-IAPT’ counsellors and psychotherapists working within IAPT services. Semi-structured interviews were carried out with therapists who were currently working within IAPT services, but had no formal ‘IAPT-compliant’ or ‘IAPT-accredited’ training. Foucauldian discourse analysis was used to analyse interview transcriptions and the study examined the various discourses used by participants to speak about IAPT. Findings indicated that participants drew upon dominant discourses in attempts to fit in or belong, yet paradoxically, the way in which the discourses were used seemed to create subject positions that were outside to, or excluded from, the IAPT services they worked at. IAPT and non-IAPT discourses emerged simultaneously – a possible indication of the discursive junction where different ideologies were in conflict with one another. Implications of the power relations that may be operating within this setting are discussed and suggestions made for further research. [ABSTRACT FROM PUBLISHER]

Asylum seekers living in the UK have been shown to have fled danger in their countries of origin, only to face hardship and the threat of deportation once there. This paper draws on the discursive psychological approach to address the way in which asylum seekers in the UK manage questions about returning to their country of origin. Interviews were conducted with nine asylum seekers in a refugee support centre in the Midlands. The interviews were transcribed and analysed using discourse analysis. The analysis showed that participants drew on the notion of safety to counter suggestions that they should return to their country of origin and to manage their identity as legitimate asylum seekers in need of support. The use of this strategy and the use of interviews for discursive analysis are discussed. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Ideas that the quality of parental nurturing and attachment in the first years of a child’s life is formative, hard-wiring their brains for success or failure, are reflected in policy reports from across the political spectrum and in targeted services delivering early intervention. In this article we draw on our research into ‘Brain science and early intervention’, using reviews of key policy literature and interviews with influential advocates of early intervention and with early years practitioners, to critically assess the ramifications and implications of these claims. Rather than upholding the ‘hopeful ethos’ proffered by advocates of the progressive nature of brain science and early intervention, we show that brain claims are justifying gendered, raced and social inequalities, positioning poor mothers as architects of their children’s deprivation. [ABSTRACT FROM AUTHOR]

This paper investigates young women's alcohol consumption in the United Kingdom within a widespread culture of intoxication in relation to recent debates about postfeminism and contemporary femininity. Young women are faced with an 'impossible dilemma,' arising from the contradiction between a hedonistic discourse of alcohol consumption and postfeminist discourse around attaining and maintaining the 'right' form of hypersexual heterosexual femininity. Drawing on a recent interview study with 24 young white working-class and middle-class women in the South-West of England, we explore how young women inhabit the dilemmas of contemporary femininity in youth drinking cultures, striving to achieve the 'right' form of hypersexual femininity and an 'optimum' level of drunkenness. [ABSTRACT FROM AUTHOR]

A growing body of research indicates that the way health care professionals conceptualize mental health might have important clinical implications. We adopted a discursive psychology approach to explore clinical psychologists’ accounts of mental health and its effects. Semistructured interviews were conducted with 11 clinical psychologists in the East Midlands region of the United Kingdom. The participants constructed mental health through building up biological factors and psychosocial aspects as opposite ends of the same spectrum, and then positioned themselves as distant from these extremes to manage issues of stake and accountability. A discourse of moral concern for service users was used to negotiate the implications of having different views of mental health from service users, enabling clinicians to manage issues of accountability and demonstrate their ability to be helpful. This suggests that clinicians should be mindful of the effects of their use of language and make the contingent nature of their knowledge explicit. [ABSTRACT FROM PUBLISHER]

The benefits of having choice and control for people with learning disabilities are well documented, and front-line carers often make efforts ensuring that these are facilitated. However, despite this, government policy reports that disempowerment within learning disability services in the UK is a persistent problem. Using critical discursive psychology, 15 interviews with support workers about empowering people with learning disabilities were analysed. Interpretative repertoires about 'duty of care', 'safety' and 'normalisation' and discursive strategies involving 'comparative evaluations' were found, which opened speaker positions of granting or withholding choice, assuming responsibility for those in care and constructing service users as lacking capacity. These resources also allowed speakers to regulate the choices of service users and to normalise limited choice in ways that undermined taking up more empowering practices. The findings may explain the persistence of disempowerment within services by indicating how such discourses are deeply entrenched in service talk and are invoked to justify disempowering practices. This is discussed in view of the implications for empowerment and also current legislative frameworks such as the Mental Capacity Act. [ABSTRACT FROM AUTHOR]

Complementary and alternative medicine practitioners have often utilised ‘holism’ as a key identification mark of their practice, distancing themselves from ‘the reductionist biomedicine’. However, the past couple of decades have witnessed increased engagement of several complementary and alternative medicines in professionalisation, which includes a degree of biomedical alignment while ‘reducing’ holistic claims in order to provide practice with a ‘credible outlook’ and move closer to the mainstream, a development which challenges the role of holism in complementary and alternative medicine practices. This article explores the strategies by which two groups of complementary and alternative medicine practitioners, namely, non-medically qualified acupuncturists and homeopaths in the United Kingdom, pragmatically accommodate holistic notions as a professional resource, a process of negotiation between maintaining their holistic premise, on the one hand, and the drive to professionalise and enhance their societal status, on the other. Based on in-depth interviews with non-medically qualified acupuncture and homeopathy practitioners and school principals, textual analysis of practitioners’ web sites and observation of practice, the findings demonstrate the dynamic approach to ‘holism’ in complementary and alternative medicine practice. This discourse, through which practitioners use a range of strategies in order to ‘narrow’ or ‘expand’ their holistic expression, can be described as ‘pragmatic holism’, by which they try to make gains from the formalisation/standardisation processes, without losing the therapies’ holistic outlook and appeal. [ABSTRACT FROM PUBLISHER]

Objective: The purpose of this study was to explore physical therapy through the stories of physical therapists who identify as lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other related identities (LGBTQIA+) to consider how the profession enacts and constructs gender and sexual orientation. Methods: Physical therapists with clinical, academic, and professional roles who identify as LGBTQIA+ were recruited from Australia, the United Kingdom, Canada, and the United States. In-depth data were collected via narrative interviews. An iterative group discourse analysis was used to examine key discourses underpinning interview narratives and how these relate to the physical therapy profession. Results: Twenty-two physical therapists were interviewed. Participants had between 1.5 and 40 years of experience across various clinical areas and settings. Participants identified with varying sexual orientations and gender identities. Analysis identified discourses discussed under the following headings: (1) normativity, which related to hetero-normative assumptions about sexual orientation and cisnormative assumptions about gender identity and the intersectionality among sexual orientation, gender identity, and other forms of marginalization; (2) stress and labor, which explored the stress experienced by physical therapists who are LGBTQIA+ (due to fear of discrimination or actual discrimination) and additional emotional and other types of labor or work done in the workplace to hide aspects of their lives to feel safe, educate colleagues, and be a role model; and (3) professionalism, which related to the heterosexual/cisnormative (and other) "norms" that comprised participants' ideas of presenting as "professional" and positioning physical therapists who are LGBTQIA+ as "unprofessional." Conclusion: Findings suggest that cultural norms may need to be reconceptualized in physical therapy to promote inclusion and belonging of individuals who identify as LGBTQIA+. Approaches to upskill new and existing physical therapists may include elements such as individual and institutional reflexivity, learning and implementing appropriate terminology, displaying indicators of inclusivity, and cultural safety training. These elements may provide the first steps to promote inclusive and culturally safe environments for individuals who identify as LGBTQIA+ within the profession. Impact: This is the first known study to explore the lived experiences of those who identify as LGBTQIA+ in the physical therapy profession. The findings highlight how prevailing normative discourses in Western society are also present in physical therapy and impact those who identify as LGBTQIA+. [ABSTRACT FROM AUTHOR]