This article explores recent developments in the modernisation

This paper draws on the notion of threshold concepts to consider the way in which disability studies has the capacity to transform social work students' understandings of disability and therefore influence their practice. Most students enter social work programmes with the professed aim of 'helping' and so to be confronted by an approach (the social model of disability) and a body of research and theorising (disability studies) that challenges their taken-for-granted assumption that social work practice is 'helpful' is unsettling and can lead to resistance. The purpose of this article is to interrogate practice on a social work programme where a commitment to social model practice is explicated and embedded with the purpose of identifying what it is we want students to 'get', whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.

Purpose -A quantitative and qualitative investigation into the impact of a lockout policy on levels of alcohol-related offences in and around licensed premises in a major Australian region. Findings -Chi-square analyses of the prevalence of incidents before and after implementation of the lockout policy demonstrated that the number of alcohol-related offences requiring police attention was significantly proportionally lower for some policing areas and offences. The qualitative analysis revealed that while Hotel and Nightclubs Owners/Operators were initially opposed to the lockout policy they now report some benefits. Some of the benefits include, improved patron safety and the development of better business strategies to increase patron numbers.Originality/value -The findings of the study provide supportive evidence that this novel problem oriented policing lockout initiative can be beneficial for public safety 2 and in reducing some types of offences in particular areas in and around late night liquor trading premises.Keywords -policing alcohol-related incidents, problem oriented policing, lockout policy, late night liquor trading, preventing alcohol-related violence.

This paper explores the complexities and contradictions of frontline practice that pose problems for personalised social care through enhanced choice. It draws on semi-structured interviews with community care workers, social workers, occupational therapists and care managers in two social care departments.Practitioners interviewed were asked about their current assessment and documentation system, including the assessment documents currently used; how they approached information gathering and the topics they explored with service users; and their experience of documenting assessment and care management. The paper argues that the validity and sustainability of personalised social care in frontline practice relies on developing a thorough understanding of the complex and implicit assessment processes operating at the service user/practitioner interface and the inevitable tensions that arise for practitioners associated with the organisational context and broader service environment. The findings demonstrate the variability among practitioners in how they collect information and more importantly, the critical role practitioners occupy in determining the kinds of topics to be explored during the assessment process. In so doing, it shows how practitioners can exert control over the decision-making process. More importantly, it provides some insight into how such processes are shaped by the constraints of the organisational context and broader service environment.Complexities and contradictions may be an inherent part of frontline practice. The issues discussed in this paper, however, highlight potential areas that might be targeted in conjunction with implementing personalised social care through enhanced choice for disabled people.

BackgroundThe move to community support for all people with intellectual disabilities is an aspiration with international significance. In this article, we draw on rich accounts from women with intellectual disabilities detained under the Mental Health Act (E&W) 1983 and staff at an National Health Service secure setting in England to explore how “moving on” is defined and perceived.MethodsThe study reports on an ethnographic study using the field‐notes and the 26 semi‐structured interviews with detained women and staff on three wards.ResultsWe first explore staff conceptions of moving on, which include behavioural change and utilizing coping strategies. Then, we discuss the areas of analysis that women discussed: taking back responsibility, success in arranged relationships, acceptance of regime and resistance to progression.ConclusionThe concepts of moving on were not determined by the women but by the service. We recommend further research which explores women's own rehabilitation requirements.

Health and social care professionals are required to work together to deliver person-centred care. Professionals therefore find themselves making decisions within multidisciplinary teams. For educators, there has been a call to bring students from differing professions together to learn to enable more effective teamwork, interprofessional communication, and collaborative practice. This multidisciplinary working is complicated by the increasingly complex nature of ethical dilemmas that health and social care professionals face. It is therefore widely recognised that the teaching and learning of ethics within health and social care courses is valuable. In this paper, we briefly make the casein support of teaching and learning health and social care ethics through the medium of interprofessional education (IPE). The purpose of this paper is provide guidance to educators intending to design ethicsorientated IPE for health and social care students. The guidance is based on the ongoing experiences of designing and implementing ethics-orientated IPE across five departments within two universities located in the North of England over a five year period. Descriptions of the ethics-orientated IPE activities are included in the guide, along with key resources recommended.

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Summary An independent studies programme (ISP) in the basic medical sciences has been developed at the University of Rochester School of Medicine and Dentistry which involves‐sixteen students as a learning team working with ten medtcal teachers as a teaching team. The teachers serve as guides to learning rather than as sources of expert information and function as generalists their educational roles. The programme, which is preferred by some students, has provided an alternative to the lecture‐laboratory‐conference format of the traditional curriculum. Some of the advantages of such an ISP are discussed and its effectiveness assessed.