This study explores the similarities and differences between those who choose to remain in public child welfare (stayers) and those who leave (leavers) in a sample of Title IV-E MSW graduates. Interview transcripts from a self-selected sample of 386 specially-trained, MSW-level child welfare workers were thematically coded to compare and contrast the motivations, perceptions and experiences of 304 stayers and 82 leavers over a 10-year data collection period. Results showed that dedication to children and families and social work values does not differ between stayers and leavers. Overall, respondents raised a central issue of disconnection between educational experiences and agency realities. While all participants acknowledged workload and stress as job challenges, stayers illustrated experiences that buffered job pressures, particularly encounters with supportive supervisors. Leavers tended not to experience these buffers, and expressed more difficulty in balancing their professional and personal lives.

Meta-ethnography is presented as an innovative method for the systematic review of a set of symbolic interactionist ethnographies of mutual aid group work. Interpretive metaphors and themes from each study are synthesized in relation to the major phases of the planned change process. 'Transformation through interaction' is identified as the master integrative theme. Grounded lessons for mainstream group work are also generated. The merits and limitations of meta-ethnography in relation to the project of translation science, the bridging of the social worlds of researcher and practitioner, are also discussed.

UK government policy advocates involving children in decisions about their lives. However, disabled children are often marginalized and not consulted, especially those with learning and communication impairments. Drawing on an ongoing English Government funded longitudinal study exploring different groups of service users' choices, this article demonstrates the important contribution that qualitative research methods, especially non-traditional methods, can procure when working with young people who are non-verbal or have limited speech. Working with young people with life-limiting conditions raises some specific challenges for researchers. Here, adapting project wide materials and research methods in order to gain some thematic continuity across different service user groups. Some of these considerations and challenges will be discussed, especially the development of non-verbal forms of communication (talking mats^TM). Practical experiences, both positive and negative will be examined. The article concludes by considering some wider implications of using symbols based methods for future research and how these methods can be used across disciplines and by practitioners in their everyday work.

This article explores the kind of insights survivors can provide into understanding sexual violence and its prevention. I begin in fairly orthodox fashion, reporting on a qualitative study with 10 South Australian men and women who have direct experience of the problem. However, the data produced from narrative-based interviews display their desire to tell stories about recovery rather than the topic under investigation. As interlocutor in these conversations, I reflect on the nature of knowledge produced in the space created between the researcher and the researched. The data illustrate that participant understandings are informed more from alternate and 'new age' ideas than from current discourses in the literature. However, the data also show that participants, as survivors, offer situated knowledge about rejuvenation in the aftermath of sexual violence, through their focus on personal ethical transformation. While contributing further to debates about how to prevent sexual violence, this article also discusses participant insights about how to heal from its effects.