This paper shares the findings of a teaching and learning project (Digitalis) that investigated ways in which digital technologies can be used by teaching staff to facilitate reflection on creative practices within performing and creative arts disciplines. Two types of reflection are considered: (i) reflection on creative practice and (ii) creative forms of reflection, with five case studies from a range of arts subjects representing a spectrum of reflective activity. Drawing on a model of cooperative enquiry, simple technological enhancements were made to the design of five existing modules, and these were evaluated through student focus groups, observation of student work, and reflective interviews with the module leaders. Through a thematic analysis of the data, the paper shares the learning from these modules, along with a suggested model of digital reflection, outlining the place of capture, documentation and organisation technologies in the reflective process. The paper concludes that there are benefits to be gained from digital reflection, given its facility to aid students to 'look again' at their own ephemeral creative processes.

Purpose The purpose of this paper is to explore professional perspectives on restorative approaches with families in elder abuse cases. Design/methodology/approach Data were gathered from 37 social workers in statutory and voluntary organisations through nine focus group sessions in one region of Northern Ireland. A thematic analysis was undertaken and themes were derived from the data using NVivo software. Findings This paper reports main findings under the themes of engaging families and service users; managing risk in working with families in adult safeguarding; and challenges for professionals in practice. A key finding was that professionals felt challenged personally and professionally in managing the risks and working with families in these highly complex cases. Originality/value Investigative approaches have their limitations in relation to adult abuse situations. This study adds to the existing knowledge base, identifies potential practice developments and discusses the challenges in adopting restorative approaches with families in elder abuse cases. The study highlights the need for further specialist training. Managers should consider the creation of specialist teams with a focus on alternative or restorative approaches with families.

In this paper we discuss findings from a recent academic development project in which we engaged with students in an exploration of how they think and what they think about in the process of creating solo authored choreography. The project emerged from a revisiting of the reflective frameworks identified in the validation documents for a series of choreography modules, in order to explore how the incorporation of digital technologies might facilitate students in their choreographic practice. The discussion explores creative, critical reflection in and on action, and outlines what we mean by digital reflection (using digital technologies to enhance creative reflection). Finally, we evaluate perceived benefits and impact of digital reflection folded into choreographic practice, where enhanced personal awareness can help choreographers identify their deepening discipline as art makers.

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