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\"In 2012, over 200 academics who are active in international childhood and youth research gathered together alongside young people for a unique ICYRNet conference where they debated and discussed participatory approaches. [This book] continues the dialogue between young people and adults that started then. This edited collection draws together work from six countries about participatory research and intergenerational relations. Adopting participatory techniques, the editors worked with children and young people to co-author three chapters that each reflect young people's interpretations of three chapters written by adults. This provides a unique insight into how children and young people view research which is about them as well as highlighting their perspectives on research which resonates with their own life experiences.\"--Provided by publisher.

There has been a recent growth in the use of social media tools in social work education. This edited text presents a series of chapters which discuss social media activities and how they can contribute to student learning, and social work practice. The contributors, all innovators in the use of social media, introduce the landscape and discuss how social media activities have begun to impact on both social work education and on practice. The professional codes of practice and the values and ethics questions such activities can raise are introduced and explored across the chapters.Packed with practical examples and exercises, this innovative textbooks is a useful tool for students, practitioners and academics new to using social media in their teaching.

In the past decade, the use of digital or electronic records in social care has risen worldwide, capturing key information for service delivery. The COVID-19 pandemic accelerated digitization in health and social care. For example, the UK government created a fund specifically for adult social care provider organizations to adopt digital social care records. These developments offer valuable learning opportunities for implementing digital care records in adult social care settings. This rapid scoping review aimed to understand what is known about the implementation of digital care records in adult social care and how implementation varies across use cases, settings, and broader contexts. A scoping review methodology was used, with amendments made to enable a rapid review. Comprehensive searches based on the concepts of digital care records, social care, and interoperability were conducted across the MEDLINE, EmCare, Web of Science Core Collection, HMIC Health Management Information Consortium, Social Policy and Practice, and Social Services Abstracts databases. Studies published between 2018 and 2023 in English were included. One reviewer screened titles and abstracts, while 2 reviewers extracted data. Thematic analysis mapped findings against the nonadoption, abandonment, scale-up, spread, and sustainability (NASSS) framework. Our search identified 2499 references. After screening titles and abstracts, 71 records were selected for full-text review, resulting in 31 references from 29 studies. Studies originated from 11 countries, including 1 multicountry study, with the United Kingdom being the most represented (10/29, 34%). Studies were most often conducted in nursing homes or facilities (7/29, 24%) with older people as the target population (6/29, 21%). Health records were the most investigated record type (12/29, 41%). We identified 45 facilitators and 102 barriers to digital care record implementation across 28 studies, spanning 6 of the 7 NASSS framework domains and aligning with 5 overarching themes that require greater active management regarding implementation. Intended or actual implementation outcomes were reported in 17 (59%) of the 29 studies. The findings suggest that implementation is complex due to a lack of consensus on what digital care records and expected outcomes and impacts should look like. The literature often lacks clear definitions and robust study designs. To be successful, implementation should consider complexity, while studies should use robust frameworks and mixed methods or quantitative designs where appropriate. Future research should define the target population, gather data on carer or service user experiences, and focus on digital care records specifically used in social care.

There has been a recent growth in the use of social media tools in social work education. This edited text presents a series of chapters which discuss social media activities and how they can contribute to student learning, and social work practice. The contributors, all innovators in the use of social media, introduce the landscape and discuss how social media activities have begun to impact on both social work education and on practice. The professional codes of practice and the values and ethics questions such activities can raise are introduced and explored across the chapters. Packed with practical examples and exercises, this innovative textbooks is a useful tool for students, practitioners and academics new to using social media in their teaching.

On a fine summer's day in July, I find myself facing a large audience as the middle speaker within a three-part Keynote presentation on social media, delivered to the Joint Social Work Education Conference (JSWEC). Amongst the spectators inside what feels to me at this moment like the Coliseum, are the great and the good of social work - academics and practitioners whose work I have read and admired for years.

In this chapter, I present some theoretical models exploring the adoption of new ideas and technologies, and apply these models to the adoption of social media. I go on to explore some obstacles to engaging with social media and other technology, making some tentative suggestions as to how those resistant to embracing these technologies might be encouraged to engage with them. Throughout I draw on my own experience gained through involvement in the use of a range of social media, in particular Twitter based networks supporting postgraduate researchers.

Practitioners involved in human services have a responsibility to understand the present and more often the past complexity within the lived experience of service users. Social Work Book Group is a method used to facilitate the development of this understanding, within the context of social work education, and is the emphasis of this chapter. The Social Work Book Group was initially established for first year undergraduate students in the School of Social Work at the University of Central Lancashire and was modelled on a traditional book club. At the meeting of the group students talk about the underpinning theories which explain some of the behaviours and motivations of the characters in the books they are reading. Students are involved in deciding which books to read and promoting the group using social media. The group is facilitated by a social work educator and usually an invited guest, either the author of the book or a social work academic with an interest in the subject of the book. As well as students, practitioners and teaching staff attend the book group either virtually or online.

This chapter will focus on the use of new technological innovation in social work and in social work education: blogs and blogging. A blog is a derivation of two words, 'web log.' Blogs are written by individuals and then they are posted to the internet for others to read. Most blogs have a 'comments' section which allows others to post their comments and views on them. These new innovations may challenge both educators and students, although often their fears and anxieties about using these are similar. This chapter aims to explain these innovations and discuss how they are utilised by educators and students. The discussion which follows will illustrate how these innovations create and sustain interest and debates relevant to social work education and practice; provide examples of how these approaches promote reflection which is a central pedagogic and praxis feature of social work; and lastly explore how blogs can encourage students to become more active with a wider network of people in discussing the issues faced by the social work profession today.

Social media is beginning to play an increasingly important part in the way people are learning about each other and mediating their relationships in society. Before the introduction of the British Association of Social Workers Social Media Policy (BASW, 2012), the programme at Birmingham University, UK, had already started to develop practical approaches aimed at trying to ensure students left the course equipped with the relevant skills, values, and approaches necessary to practice in a socially networked society. Based on these experiences, this chapter aims to address three key areas. The first provides a rationale outlining why social work students should access learning about social media. The second illustrates how educators can use Facebook and enquiry-based blended learning (EBBL) to prepare students for social work practice in a social media age. The third uses students' and the author's experiences of the learning and teaching approach to assess its effectiveness in developing students learning about professionalism and social media.