No abstract

When Ghana ratified the United Nations Convention on the Rights of the Child (UNCRC) it made a commitment to ensure compliance with the UNCRC by reviewing its children and youth social policies. Yet, to date, there is little empirical evidence that compares how children's rights are perceived by professionals at the strategic and operational levels in Ghana. Thus, this article seeks to provide an insight by comparing the two professional levels. Drawing on in-depth interview data with government personnel who have strategic responsibilities of child care policies and with operational staff in a residential child care institution we analyse how the relevance of children's rights is constructed by these two groups.Findings: It is concluded that at both professional levels the concept of children's rights is associated with legislation and institutions, rhetoric of rights and child participation. However, for many of the operational staff children's rights appeared to be an abstract concept even though it was central to their daily work.Applications: The study suggests that implementation of the UNCRC has so far remained largely at the policy level, as a result, very little has been accomplished to advance children's rights in terms of changing the relationship between the State and children. It is therefore critical to organise more child rights training for professionals who are engaged in direct work with and/for children at all levels of the Ghanaian society to inform their practice. Further, the training needs to rectify the limitation and misconstrual of the concept of children's rights to only child participation.

BackgroundThe ability of health-care managers or organisations to adapt and respond to change is vital if they are to succeed in the contemporary health-care environment. Change involves the learning of new behaviours and giving up, or abandoning, some established ones – more formally defined as unlearning. However, research on unlearning is lacking. This original exploratory study investigates UK NHS health-care managers' engagement with behavioural unlearning and cognitive unlearning, and also considers the related concept of fading. The study also investigates the impact of individual unlearning on participating health-care managers' decision-making.Research questions(1) To what extent do health-care managers engage with the process of unlearning and what impact does the engagement with this process have on health-care managers' decision-making? (2) What are the barriers and enablers that influence the engagement of health-care managers with the process of unlearning? (3) To what extent does the health-care setting affect the level of engagement with the process of unlearning by health-care managers?MethodsThe study investigated these questions through an examination of the academic literature. Several management (Business Source Complete, Emerald), psychological (PsycINFO), health (MEDLINE) and education [Education Resources Information Center (ERIC)] electronic databases were searched for English-language articles that were published between January 2000 and March 2012. The literature provided the basis for original exploratory research that investigated local health-care managers' experiences of unlearning. A case study approach was adopted for empirical data collection, using qualitative interviews to investigate experiences of unlearning in two secondary care NHS trusts (an acute trust and a mental health trust). A total of 85 episodes of unlearning were identified from a purposive sample of 29 health-care managers. The sample participants varied in terms of clinical/non-clinical background, type of department/unit and length of time as a manager.ResultsThe findings show that the health-care managers who participated in this study engaged with unlearning and fading. The engagement is triggered through either an individual experience or a change event. There was little evidence to indicate that health-care setting or professional background had a strong influence over health-care managers' engagement with unlearning, although this finding is limited by the exploratory nature of the study, sample size and range of settings examined. Participants identified a variety of barriers to individual unlearning including personal behaviour and staff resistance to change. Enablers such as personal skills, attitudes and relationships were more commonly cited than organisational enablers such as policies, procedures and work circumstances. The findings also suggest that unlearning does influence the decision-making of health-care managers, encouraging a more discovery-orientated approach.LimitationsThis study has a number of limitations. It is an exploratory study involving a small number of participants drawn from two NHS trusts, which limits the depth of insight that it can provide regarding specific aspects of unlearning processes. Further, because of the relatively low numbers of participants in our study, the findings provide limited insights regarding theextentto which managers engage with processes of unlearning across different health-care settings and theimpacton their decision-making. Finally, the study is able to provide only a limited interpretation of the nature of fading, although the empirical data do provide evidence that fading should not be conceptualised as a type of individual unlearning.ConclusionsThe study has enhanced the theory of individual unlearning by reconceptualising existing unlearning models and developing a new typology that distinguishes between four separate types of individual unlearning. The findings demonstrate that health-care managers who participated in this study engaged with unlearning processes and that this engagement impacted on their decision-making processes. After engaging with individual unlearning, several managers moved away from idea imposition approaches to decision-making in favour of more discovery-focused approaches, which have been reported in academic literature to be more successful. Future work that investigates a greater number of health-care managers' experiences of unlearning in a wider range of settings is necessary to establish the significance of health-care setting to individual unlearning experiences and provide greater generalisability to the findings of this study.FundingThe National Institute for Health Services and Delivery Research programme.

Child neglect incidents are the most frequent cases reported to the Department of Social Welfare in Ghana. Therefore, an effective approach to inform practice decisions to curb the numbers is of great importance. Using a qualitative research design, 28 Practitioners’ and parents’ narratives on the perception and causes of child neglect were explored. The study revealed that there is a convergence and divergence of views on how child neglect is conceptualised. The findings suggest the need for practitioners to intensify awareness on some of Ghana’s cultural practices, such as inheritance expectations, that hinder better outcomes for children.

No abstract