Listening to the voices of the people who use adult social care is critical for service improvement and development. There are both proactive and passive ways of achieving this. While proactive methods such as co-produced service design and satisfaction surveys are well-researched, there is limited evidence on the impact that passive mechanisms, such as feedback from compliments and complaints, have on improving adult care services within local authorities. This study examined the effectiveness of learning from compliments and complaints in adult social care. A survey and two focus groups were conducted with adult social care practitioners within a single local authority, focusing on whether feedback supports individual or organisational growth from practitioners’ perspectives. The research found that compliments and complaints are valuable development tools but need to be supported by reflective and quality-assured organisational cultures. While complaints offer valuable learning opportunities, it was the morale-boosting effect of compliments that was highlighted by practitioners, suggesting that sharing positive feedback can enhance workplace culture, support recruitment and improve staff retention. The study also highlighted the need for local authorities to better understand the demographics of those providing and receiving feedback to address the needs of marginalised groups and promote inclusive service improvement.

ABSTRACT This article uses the metaphor of a shared artist’s palette to re-envision how trauma in nursing education can be understood through philosophy, art, and phenomenological inquiry. Rather than treating trauma as a discrete or static event, it is approached as a dynamic, layered, and relational experience shaped by emotional, ethical, and pedagogical forces within both educational and clinical environments. Drawing on Husserl’s theory of wholes and parts, narrative ethics, and post-positivist critique, the article proposes a reflective framework that enables educators and researchers to engage more sensitively with the complexity of nurses’ lived experiences. Arts-based methods, such as poetry, visual metaphor, embodied writing, and storytelling, are presented as essential practices for reconnecting with the affective, intuitive, and often marginalised dimensions of trauma that dominant positivist paradigms tend to overlook or silence. Through integrating philosophical reasoning with creative expression, the article encourages a more inclusive, compassionate, and ethically responsive orientation to the conditions that shape trauma in nursing practice. The palette metaphor emphasises how philosophical, emotional, and artistic elements mix and interact, creating a methodological approach that is both rigorously reflective and emotionally honest. Readers are invited to add their own colours, textures, and techniques to this palette, fostering a richer, more relational, and deeply humane understanding of the nuanced nature of trauma within the nursing profession.

Vulnerable children constitute a central focus of child protection efforts. At the individual level, they are exposed to diverse forms of adversity and vulnerability. At the interpersonal level, they face fragmented direct protective networks stemming from both family and school contexts. At the environmental level, multiple systemic and structural inadequacies hinder effective child protection, including legal and policy dilemmas, community-level challenges, and the limitations of social force. In response, this study proposes a social work intervention approach grounded in the active empowerment of individuals and the enhancement of external support mechanisms. The recommended multi-level interventions include: fostering vulnerable children’s innate capacity for self-protection at the individual level; establishing a support network from family and school at the interpersonal level; and strengthening a supportive ecosystem for child protection at the environmental level. Collectively, these interventions provide a practical framework for improving the protection and well-being of vulnerable children.

ABSTRACT A common requirement for teachers in the United States is writing an educational philosophy statement in which they articulate their beliefs regarding the purpose of education, conceptions about teaching and learning, and plans for the implementation of their philosophy. I posit that the enormous potential of this assignment for supporting preservice teacher development is being squandered. Students generally write undeveloped formulaic statements that mimic the beliefs of theorists and/or their teacher educators, rather than a true articulation of their beliefs and plans for their future classrooms. As one way of shifting this paradigm, I offer a scaffolded five-stage, semester-long process featuring instructor-designed resources, peer review, instructor feedback, and embedded opportunities for reflection. The model is practical and highly adaptable for a range of disciplines because it stems from well-established interdisciplinary approaches and methods for best practices in education. Specifically, it is grounded in the principles of Writing Across the Curriculum and the ungrading movement - approaches that are well aligned with each other and other active, learner-centred teaching methods. My project is grounded in the constructivist and critical theories and pedagogies of Dewey, Freire and hooks which serve as the foundation for the empowerment and liberation of students through deep and engaging work.

ABSTRACT Educators within most developed nations strive to develop inclusive teaching practices within their classrooms to empower and engage students from diverse backgrounds. Despite their efforts, these practices are often difficult to develop and implement. This article bridges commonalities between multiple inclusive pedagogical frameworks, highlighting self-regulated learning as an inclusive educational framework. From this stance, a discussion is provided linking teachers’ implementation of practices that promote self-regulated learning to the fulfilment of students’ self-determined motivational needs of autonomy, competence and relatedness. Within this framework, a detailed description is presented of how one primary teacher in Surrey, British Columbia, Canada employed self-regulated learning strategies to foster students’ self-determined motivation for engaging in writing activities. A detailed examination of how self-regulated learning contributed to students’ fulfilment of motivational needs is presented. Additionally, the article illustrates how these strategies supported learners with varied academic abilities, offering practical insights into adaptable, responsive classroom practice. The article then concludes with a description of how teachers’ development and implementation of self-regulated learning–promoting practices fosters an inclusive learning environment for all students, encouraging sustained engagement and meaningful participation.

ABSTRACT The COVID-19 pandemic necessitated a shift to a predominantly online mode of clinical supervision for trainees in the talking therapies. Although initially a crisis measure, the online provision of training supervision has continued. However, the implications of this shift in pedagogical practice are yet to be adequately considered. We propose that one implication has been the emergence of a new professional milieu, formed through an amalgamation of the etiquette of the consulting room and the more casual online environment. We term this milieu ‘professional work in personal spaces’. Anecdotal evidence points to a range of dilemmas that can arise for supervisors when working in this space, with a current absence of guidance on best practice. This reflective piece seeks to raise awareness of a little understood milieu. In doing so, the aim is to promote discussion and debate, foster approaches to theorisation and ultimately contribute to the development of professional body guidance. In the service of this aim, the reflective piece concludes with some recommendations concerning the training of supervisors and trainees, supervision contracting and an engagement with training courses and professional bodies.