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Purpose: The European funded project ADLIFE focuses on the application of digitally enabled integrated care for people with advanced chronic diseases. The implementation of the ADLIFE intervention required a robust practical tool that would be common to all pilot sites while allowing flexibility for local variations as well as the ability to adapt to unanticipated changes and problems. Design/methodology/approach: The ADLIFE project combined the concepts of implementation research and formative evaluation with the standardized operating procedures (SOP) methodology. The ADLIFE project significantly modified the SOP approach and used it as a means to not only to define and organize the tasks that needed to be performed in preparing and implementing the ADLIFE intervention but also to create a deeper understanding of the unique challenges faced in each site, as well as a method for achieving a consensus. Findings: The ADLIFE SOPs were developed by a dedicated working group, and they encompassed the preparatory phase leading up to implementation of the intervention. The SOP was also the basis for monitoring the implementation, and this created a structure for the dynamic ongoing tactical and even strategic changes necessitated by local diversity as well as many unanticipated changes. Originality/value: The SOP methodology was useful in supporting the development of the ADLIFE SOP, which was a consensus-based approach to guide for managing the implementation process, both at project and local levels. It has supported continuous improvement and learning throughout the project. Both the process and the SOP produced by the process can be readily adapted and used in other similar projects. [ABSTRACT FROM AUTHOR]

Introduction: The implementation of the Screening Identification Assessment and Support (SIAS) policy has been ongoing for almost a decade to provide care and support to all learners, including those with neurodevelopmental challenges such as dyslexia. Despite these efforts, many primary school learners continue to experience barriers to learning associated with dyslexia. This phenomenon is of great concern in rural communities where dyslexia is generally ignored and misunderstood. On the other hand, there is a lack of research investigating the effectiveness of the SIAS policy in supporting learners with dyslexia. Existing studies often focus on dyslexia and the SIAS policy in isolation. Methods: The 'qualitative research' approach was adopted. Autoethnography was employed as the study's design, positioned within the interpretivism paradigm to investigate the effectiveness of the SIAS policy in supporting learners with dyslexia characteristics in Tlokweng village. The sample consists of (5) participants and Critical reflection and auto-interviewing methods were used to generate data, which was thematically analysed. Bronfenbrenner's Ecological Systems Theory was used to understand the interaction between learners, their environment, and the SIAS policy. Results and discussion: The findings suggest that the SIAS policy is ineffective in its screening process. Also, learners' perceptions indicate a gap in teachers' readiness to address learning barriers associated with the characteristics of dyslexia. Lastly, there is a need for continuous monitoring of the SIAS implementation. [ABSTRACT FROM AUTHOR]

Background: Literature suggests that the comprehensive sexuality education (CSE) of children with disabilities (CwDs) remains located within parental and educators’ ecologies. However, very little focus has been given to the role of hostel carers, especially given that most special schools are mainly residential schools. As such, there is no policy, guidance, or training consideration for support staff such as hostel carers who equally play a care and support role for the CSE needs of CwDs. Objectives: The aim of this article was to explore how hostel carers in South African residential schools for the blind (SFB) perceived and responded to their role in providing CSE to visually impaired learners. Methods: Thirty-six hostel carers from three SFB were conveniently sampled and interviewed in separate focus group discussions. Queer theory underpinned this study, while the data generated was analysed thematically. Results: Given that visually impaired learners spend 9 months of the year in hostels to be given holistic institutional support, hostel carers reported assuming a major role in their CSE. But because they saw themselves as unqualified, outnumbered by learners, and inundated by other responsibilities (e.g. cooking and cleaning), they reported being powerless and incapable to sufficiently cater for the CSE needs of visually impaired learners. Conclusion: The study suggests that hostel carers have been neglected as care and support agents, despite playing a crucial role in the growing psychosexual needs of visually impaired learners. Contribution: A holistic approach to providing CSE to visually impaired learners incorporating carers is provided.

As a signatory to the applicable United Nations declarations, South Africa is obliged to ensure that all children have access to quality education. The reality, though, is that there are many barriers that make access to education difficult if not impossible. School violence, an escalating worldwide phenomenon, is widely cited as one of the challenges that schools face. The problem, as research has shown, is most prevalent and disruptive in poor communities. Many teachers reportedly leave the profession because they fear school violence or after they have been victims of violent attacks at their schools. In this article we explore the effect that violence in schools can have on teachers, as experienced by a case of three teachers. An interpretative phenomenological design was used to examine closely the participants' experiences of school violence. The study used the concepts of care and support as theoretical lenses to explore the relationship between sustainable development goals 3 (good health and well-being) and 4 (quality education) of the United Nations in relation to teachers' health as inclusive teachinglearning environments for all school members. Data were collected through narratives that were thematically analysed. The findings revealed that school violence has a negative impact on the general well-being of teachers and can produce what we call narratives of disillusionment. [ABSTRACT FROM AUTHOR]

Though most people wish to live long and see old age, ageing is associated with psychological, emotional, physical, social, health, and economic problems. Many older adults and retirees have died untimely as a result of lack of care and support, abandonment, loneliness, abuse and neglect, and complications from health issues. Reliance on informal care and support and the lack of functional formal living arrangements for older adults have compounded their woes. This study is aimed at finding out the problems associated with the lack of formal living arrangements, care, and support services for older adults and retirees in Nigeria, and the need to revamp social protection mechanisms to enhance the welfare of older adults. Twenty-eight participants were selected for the study, using qualitative methods of sample selection. Data were collected using in-depth interviews and analysed thematically. Findings revealed that older adults and retirees lack social protections, care, and support and suffer from poverty, nonpayment of retirement benefits, and lack of welfare visits by social workers. The study recommended the need for revamping social protection strategies for older adults and the involvement of social workers as caregivers for older adults. [ABSTRACT FROM AUTHOR]

IntroductionThe implementation of the Screening Identification Assessment and Support (SIAS) policy has been ongoing for almost a decade to provide care and support to all learners, including those with neurodevelopmental challenges such as dyslexia. Despite these efforts, many primary school learners continue to experience barriers to learning associated with dyslexia. This phenomenon is of great concern in rural communities where dyslexia is generally ignored and misunderstood. On the other hand, there is a lack of research investigating the effectiveness of the SIAS policy in supporting learners with dyslexia. Existing studies often focus on dyslexia and the SIAS policy in isolation.MethodsThe ‘qualitative research’ approach was adopted. Autoethnography was employed as the study’s design, positioned within the interpretivism paradigm to investigate the effectiveness of the SIAS policy in supporting learners with dyslexia characteristics in Tlokweng village. The sample consists of (5) participants and Critical reflection and auto-interviewing methods were used to generate data, which was thematically analysed. Bronfenbrenner’s Ecological Systems Theory was used to understand the interaction between learners, their environment, and the SIAS policy.Results and discussionThe findings suggest that the SIAS policy is ineffective in its screening process. Also, learners’ perceptions indicate a gap in teachers’ readiness to address learning barriers associated with the characteristics of dyslexia. Lastly, there is a need for continuous monitoring of the SIAS implementation.

As a signatory to the United Nations, South Africa is obliged to ensure that all children have access to quality education. The reality though is that there are many barriers which make access to education difficult if not impossible. School violence, an escalating worldwide phenomenon, is widely cited as one of the challenges that are faced by schools. The problem, as research has shown, is most prevalent and disruptive in poor communities. Many teachers are reportedly leaving the profession because they fear school violence or after being victims of violent attacks in their schools. In this article we demonstrate that violence in schools can have a debilitating effect on teachers as experienced by a case of two teachers. An interpretative phenomenological design was used to examine closely the participants’ experiences of school violence. The study was framed around the concepts of care and support in order to understand how sustainable development goals 3 (good health and wellbeing) and 4 (quality education) in relation to teachers’ health are important pillars for inclusive teaching-learning environments for all school members. Data was collected through narratives which were thematically analysed. The findings reveal that school violence has a negative impact on the general wellbeing of teachers and can produce what we call narratives of disillusionment.

It is well accepted that the preferred place of care for many people is in their own homes and that home care services have the potential to allow people to remain in their own homes for as long as possible. This narrative review aimed to summarize the existing literature on person-centered practices in home care and develop a conceptual framework, based on The Health Information and Quality Authority’s (HIQA) standards development principles, to achieve high-quality person-centered home care. A narrative review was conducted using the academic databases Embase, APA PsychInfo, Social Services Abstracts and CINAH. A qualitative content analysis was used to analyze and synthesize the findings. In total 39 studies were included in this narrative review. This review emphasizes four key principles for person-centered home care. A human-rights based approach ensures care is delivered with dignity, respect, and non-discrimination, guaranteeing equitable access for all. The safety and wellbeing principle focuses on preventing health decline and harm, while promoting the overall well-being of the care recipient. Responsiveness centers on how staff identify and address individual needs, with their skills and competencies playing a crucial role. Finally, the accountability principle underlines the importance of strong leadership, clear governance, and effective collaboration between home care and other services. The approach of using principles as a framework to underpin this study can inform policymakers, home care providers and others in good practice in upholding person-centered care during the development of home care policy and care delivery. [ABSTRACT FROM AUTHOR]

A greater number of people with intellectual disability are living into older age and are at increased risk of developing conditions such as dementia. Caring for a person with dementia presents several challenges for formal caregivers due to the progressive nature of the disease. An interpretive phenomenological analysis was used to understand the lived experiences of a purposive sample of formal caregivers in caring for people with intellectual disability and dementia. Discussions from 14 individual interviews generated data were analysed. Four key super-ordinate themes emerged which were: (1) recognising early indicators and diagnosis, (2) post diagnostic support, (3) coping with change and (4) need for future development. Themes reflected the experiences, barriers to dementia diagnosis and provide a valuable insight into the challenges faced by formal caregivers in providing aged care services., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.