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This article reports on a scoping review exploring understandings of family and domestic violence (FDV) against women with disability (WWD) within the literature and constitutes the second article in a two-part series, the first critiquing the categorization and measurement of FDV and disability. We report findings from qualitative studies included in the review, predominantly interpretivist and critical in orientation. The scoping review included 43 articles, 15 of which are included here, as they draw upon data directly from the perspectives of WWD. Reflexive thematic analysis was conducted, utilizing both inductive and deductive coding, and consultation between the authors. The analysis highlighted experiences of disability-based abuse, the nexus of ableism and sexism within the everyday, and meanings of justice and resilience for WWD. Disability-based abuse was perpetrated primarily by intimate partners, including financial and physical disability-based abuse, and was used to exploit and perpetuate situations of isolation. Sexist and ableist expectations, assumptions, and attitudes converged in everyday encounters within the community, with workers and systems. However, WWD reported strategies of resistance, healing, coping, and moving on in the aftermath of FDV and indicated what can be done to promote justice, both personally and within systems. The findings were discussed drawing on Axel Honneth's theory of recognition to highlight the mechanisms by which recognition and respect can be enhanced to enable full access to citizenship, in particular, for WWD to live free from violence. [ABSTRACT FROM AUTHOR]

Student views of their teachers and schooling can influence motivation and interest in schooling as well as their approach to learning. This paper describes the results of an investigation of rural adolescents' views of their schooling. A total of 240 students from government and non-government schools in the South West of Western Australia were interviewed in small groups. They offered a diversity of responses and insights related to their views of teachers and teaching. Results indicate that what these young people needed from their schools was enough flexibility and choice to cater for this diversity, not only in terms of curriculum, but in the methods of teaching, and the scope of future potentials made available for them. Students were able to offer a range of thoughtful, clear descriptions of what worked and did not work for them at school and what needed to happen to make school meaningful and relevant to their lives and needs.

Managing and analysing large qualitative datasets pose a particular challenge for researchers seeking a consistent and rigorous approach to qualitative data analysis. This paper describes and demonstrates the development and adoption of a matrix tool to guide the qualitative data analysis of a large sample (N = 122) of interview data. The paper articulates the theoretical and conceptual underpinnings of the matrix analysis tool and how it was developed and applied in a longitudinal mixed methods out-of-home-care research study. Specific illustrations and examples of data integration and data analysis are provided to demonstrate the benefits and potentials of constructing matrix tools to guide research teams when working with large qualitative data sets alone or in combination with quantitative data sets. [ABSTRACT FROM AUTHOR]

Helping professionals are at risk of experiencing adverse health and psychological problems when working in roles where they are continually exposed to the emotional distress of others. The term compassion fatigue was coined to describe symptoms of emotional and physical fatigue experienced by workers in these environments. However, empirical research contends that compassion does not cause fatigue, rather compassion is said to foster well-being and is neurologically rejuvenating. The objective of this review was to examine the scientific literature which investigated the compassion-enhancing practice of loving kindness meditation (LKM). This review suggests that LKM can be seen as an alternate strategy to reduce stress, ease empathic distress, and increase positive affect. [ABSTRACT FROM AUTHOR]

Reflective practice and critical reflection are considered crucial to learning and practising social work. Based on qualitative analysis of interviews with Australian social work practitioners, students, and academics this article offers a description of the strong normative role reflective practice plays in contemporary social work practice. The research was conducted as part of a larger interpretive study into how reflective practice is understood in social work education and practice in Australia. The research found that reflective practice is considered as central to the development of practice wisdom, accountability, and the development of self-awareness. The article discusses the normative role reflective practice plays for social worker agency. The article also outlines the formative role social theory plays in the development of critical reflection. IMPLICATIONS Reflective practice and critical reflection can be viewed as important and distinct capabilities in professional social work practice. Reflective practice is an important foundation for the emergence of practitioner agency. As critical reflection is more likely to develop in social workers who have had the opportunity to learn social theory, it is important to ensure social theory is included in foundational social work curricula. [ABSTRACT FROM AUTHOR]