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Across the Global North, professional learning for social workers has become a matter of concern. Efforts to 'fix' the problem have focused narrowly on formal methods of learning and show limited connect with recent research. In this article, we report on findings from a mixed-method longitudinal cohort study, which examined early career social workers experiences of learning over the first five years of professional practice. Drawing on a repeat-measure annual online survey, our findings provide an inside-view of how early career social workers in Scotland experience work-based learning over time and how professional learning for social workers can be enhanced. Quantitative and qualitative data were analysed using descriptive statistical analysis and reflexive thematic analysis respectively and integrated using a convergence coding matrix to identify meta-themes. Our findings support an integrative, developmental and ecological approach to professional learning, embedded in a value-led understanding of social work as practice. We invite the profession to embrace and embed learning as a 'practice of value', both as an antidote to managerial approaches to practice and learning and as a way of valuing the extraordinary work that social workers do. [ABSTRACT FROM AUTHOR]

This paper explores the different epistemologies that define the Professional Doctorate, paying close attention to how Postgraduate Researchers (PGRs) doing a Professional Doctorate reconcile academic and professional knowledge. Through a narrative exploration of the literature published since the first UK Professional Doctorates were awarded in 2000, the paper situates the Professional Doctorate within the confluence of the workplace, the profession and the university. From this stance, the paper explores distinct knowledge terrains between knowledge generated by Professional Doctorates in the context of application and knowledge generated in the context of disciplinary laws applied to sites of practice. The purpose of this discussion is to understand if, how and to what extent Professional Doctorates reconcile competing knowledge terrains. This study draws towards two broad conclusions. The first conclusion suggests that in the literature identified, the distinction between academic and professional epistemologies has little resonance. Instead of the dichotomous knowledge generated in the context of practice in contrast to knowledge generated in the context of disciplinary laws, Professional Doctorates were ensconced within several competing epistemologies. The literature identified focuses on impact and identity, concepts the study employs as lenses to guide a discussion. The paper thus views the process of reconciliation first through the lens of impact and then through the lens of identity. The investigation then draws a second conclusion: The epistemic landscape occupied by the Professional Doctorate is involved in a reconciliation of more significance that the putative academic and professional binary. The paper is compelled towards a diffractive re-reading of this academic-professional knowledge tension. This new reading allows a full recognition of both difference and mutual entanglement between knowledge generated in the context of practice and knowledge generated in the context of disciplinary laws. [ABSTRACT FROM AUTHOR]

Background: Generalized Joint hypermobility (GJH) is predominantly non-symptomatic. In fact, individuals with joint flexibility usually perform better than their non-hypermobile counterparts during physical activities. Notwithstanding, strength and balance are essential to maintain the control of the extra range of motion during activities and to prevent musculoskeletal complications. There are limited and conflicting pieces of evidence in literature regarding the association between strength and balance in children with GJH. Objectives: The purpose of this study was to examine differences in functional strength, dynamic balance, proprioception, and isometric strength in children with and without joint hypermobility and determine the association between strength outcomes and dynamic balance. Method: A cross-sectional study was conducted among children aged 6 to 11. Hypermobility was determined using the Beighton Score, with scores ≥6 representing hypermobility. Functional strength was assessed with the Functional Strength Measure (FSM), isometric strength was determined with a handheld dynamometer (HHD), the Y-Balance Test (YBT) was used to assess dynamic balance and the Wedges test to measure proprioception. Results: This study included 588 participants (age: 7.97 ± 1.3 years; height: 128±10.1 cm; mass: 27.18 ± 7.98 kg). 402 children were classified as having normal mobility and 186 as being hypermobile. Hypermobile children had better functional strength in the lower extremities than children with normal range mobility but lower reach distance in the YBT. No differences in proprioception, functional strength of the upper extremity or isometric strength in the hands were found. However, isometric lower extremity force was less in hypermobile children than children with normal range mobility. Irrespective of their joint mobility, a fair significant correlation existed between total Y-balance distance and FSM items r = 0.16–0.37, p = 0.01. Correlations between total Y-balance distance and isometric strength of knee and ankle muscles ranged between r = 0.26–0.42, p = 0.001. Conclusion: Hypermobile joints seem to co-occur with lower extremity isometric strength, more functional strength in the lower extremities and less reaching distance in dynamic balance. The opposing direction of the results on functional and isometric strength tests highlights the importance of the type of outcome measures used to describe the association of strength and the range of motion. [ABSTRACT FROM AUTHOR]

Children living with HIV often display delayed motor performance owing to HIV infection of the central nervous system, the effects of opportunistic infections and, indirectly, owing to their social environments. Although these problems have been well documented, the impact of the virus on the development of South African children is less well known. The aim of this study was to document the motor performance of a group of HIV infected children in Cape Town, South Africa. The Bayley Scales of Infant Development Second Edition were administered to 51 HIV infected children [mean age 15.8 months (SD=7.5, range 6.2-31.7 months)] of whom 34 were receiving antiretroviral therapy. Their performance was compared with an age-matched reference sample (n=35), whose HIV status was unknown. The HIV infected sample and the age-matched sample were comparable with regard to caregiver's level of education (P=0.42), employment status (P=0.35) and income (P=0.28). However, the HIV infected sample had significantly more hospital admissions (P less than 0.01), their caregivers were mostly single (P=0.04) and most lived in formal houses (P less than 0.01). The prevalence of significant motor delay was 66.7% in the HIV infected sample compared with 5.7% in the age-matched sample. As expected, the performance of the HIV infected sample was significantly poorer than the age-matched sample. However, the extent of the delay is a cause of concern as so many children presented with significant motor delay. Unexpectedly, a significant number of healthy children also displayed delayed performance. It is recommended that the developmental performance of HIV infected children be monitored over an extended period to determine whether the developmental delay can be reduced with treatment. In the interim, there is a need to provide stimulation and treatment to the large number of children who are developmentally delayed as a result of HIV infection, including those uninfected children in the community who are at risk owing to their socio-economic status.

This article draws on phenomenological research offering new insights into workplace learning for social workers. The qualitative study explored social workers' experiences of learning in the workplace. The structure, texture and meaning of these lived experiences were described using sensory details and striking metaphors. Drawing on the study findings, a web model for reconceptualising workplace learning for social workers is introduced. This web is woven from connected themes: journey of the self; navigating landscape and place; navigating tasks; learning through others; learning through the body; practices and conceptions of learning; and learning by chance. The discussion will show the complexity of social workers' experiences and how understanding these can foster effective workplace professional learning. Workplace learning needs valued beyond rhetoric in professional development strategies. The research restores the importance of direct practice as a primary career-long and career-wide professional learning solution. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To determine factors predictive of the score on the visual analogue scale (VAS) of the EQ-5D questionnaire. METHODS: The responses of 1159 residents of a socially and ethnically diverse suburb of Cape Town, South Africa, to the EQ-5D questionnaire were analysed using forward stepwise multiple regression. The variables entered included ethnic group, religious affiliation (Christian or Muslim), income level, unemployment, recent illness or disability and each level of the five EQ-5D domains. FINDINGS: The model developed accounted for an adjusted r² of 0.234 and included 11 variables. In addition to the EQ-5D domains, the presence of a disability, an income of less than US$ 420 per month, unemployment and age in years were significant predictors of VAS score. CONCLUSION: The substantial contribution of health state to the VAS indicates that it is a valid measure of health-related quality of life (HRQoL) across population groups. However, the subjects with lower social status reported a worse HRQoL than their health state alone warranted and this variable might need to be taken into account if the VAS is to be used to compare health states across populations. This paper provides empirical evidence of how HRQoL is perceived by different socioeconomic, cultural, ethnic and religious communities within a developing country.

Abstract Background The AIDS epidemic has lead to an increase in orphaned children who need residential care. It is known that HIV leads to delayed motor development. However, the impact of place of residence on motor function has not been investigated in the South African context. The aim of the study was therefore to establish if children in institutionalised settings performed better or worse in terms of gross motor function than their counterparts in foster care. A secondary objective was to compare the performance of children with HIV in these two settings with those of children who were HIV negative. Methods Forty-four children both with and without HIV, were recruited from institutions and foster care families in Cape Town. The Peabody Development Motor Scale (PDMS II) was used to calculate the total motor quotient (TMQ) at baseline and six months later. Comparisons of TMQ were made between residential settings and between children with and without HIV. Results Twenty-one children were infected with HIV and were significantly delayed compared to their healthy counterparts. Antiretroviral therapy was well managed among the group but did not appear to result in restoration of TMQ to normal over the study period. HIV status and place of residence emerged as a predictor of TMQ with children in residential care performing better than their counterparts in foster care. All children showed improvement over the six months of study. Conclusions Foster parents were well supported administratively in the community by social welfare services but their children might have lacked stimulation in comparison to those in institutional settings. This could have been due to a lack of resources and knowledge regarding child development. The assumption that foster homes provide a better alternative to institutions may not be correct in a resource poor community and needs to be examined further.