Difference between revisions of "Finlay2008a"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=W. M. L. Finlay; Charles Antaki; Chris Walton; | + | |Author(s)=W. M. L. Finlay; Charles Antaki; Chris Walton; |
|Title=A manifesto for the use of video in service improvement and staff development in residential services for people with learning disabilities | |Title=A manifesto for the use of video in service improvement and staff development in residential services for people with learning disabilities | ||
| − | |Tag(s)=EMCA; Intellectual disabilities; Methodology; Ethics; | + | |Tag(s)=EMCA; Intellectual disabilities; Methodology; Ethics; |
|Key=Finlay2008a | |Key=Finlay2008a | ||
|Year=2008 | |Year=2008 | ||
|Journal=British Journal of Learning Disabilities | |Journal=British Journal of Learning Disabilities | ||
|Volume=36 | |Volume=36 | ||
| − | |Pages= | + | |Number=4 |
| + | |Pages=227–231 | ||
|URL=http://onlinelibrary.wiley.com/doi/10.1111/j.1468-3156.2008.00511.x/abstract | |URL=http://onlinelibrary.wiley.com/doi/10.1111/j.1468-3156.2008.00511.x/abstract | ||
|DOI=10.1111/j.1468-3156.2008.00511.x | |DOI=10.1111/j.1468-3156.2008.00511.x | ||
|Abstract=In this paper we argue that video recording of actual practice should be a central tool for organisations attempting to improve services for people with learning disabilities. Since an important site for the disempowerment of service-users is in everyday, mundane interactions with service staff, an approach to staff development is needed which allows workers to see what they actually do and how they might do it differently. Research illustrates that retrospective self-reports of what people habitually do cannot capture much of the important details of communicative interaction. We argue that video recordings are the best way of doing this, and provide examples from our own work of the type of benefits that can arise. Finally, we set out a set of guidelines for the use of video recording in reflective practice in services. | |Abstract=In this paper we argue that video recording of actual practice should be a central tool for organisations attempting to improve services for people with learning disabilities. Since an important site for the disempowerment of service-users is in everyday, mundane interactions with service staff, an approach to staff development is needed which allows workers to see what they actually do and how they might do it differently. Research illustrates that retrospective self-reports of what people habitually do cannot capture much of the important details of communicative interaction. We argue that video recordings are the best way of doing this, and provide examples from our own work of the type of benefits that can arise. Finally, we set out a set of guidelines for the use of video recording in reflective practice in services. | ||
}} | }} | ||
Revision as of 23:58, 20 November 2019
| Finlay2008a | |
|---|---|
| BibType | ARTICLE |
| Key | Finlay2008a |
| Author(s) | W. M. L. Finlay, Charles Antaki, Chris Walton |
| Title | A manifesto for the use of video in service improvement and staff development in residential services for people with learning disabilities |
| Editor(s) | |
| Tag(s) | EMCA, Intellectual disabilities, Methodology, Ethics |
| Publisher | |
| Year | 2008 |
| Language | |
| City | |
| Month | |
| Journal | British Journal of Learning Disabilities |
| Volume | 36 |
| Number | 4 |
| Pages | 227–231 |
| URL | Link |
| DOI | 10.1111/j.1468-3156.2008.00511.x |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
In this paper we argue that video recording of actual practice should be a central tool for organisations attempting to improve services for people with learning disabilities. Since an important site for the disempowerment of service-users is in everyday, mundane interactions with service staff, an approach to staff development is needed which allows workers to see what they actually do and how they might do it differently. Research illustrates that retrospective self-reports of what people habitually do cannot capture much of the important details of communicative interaction. We argue that video recordings are the best way of doing this, and provide examples from our own work of the type of benefits that can arise. Finally, we set out a set of guidelines for the use of video recording in reflective practice in services.
Notes
