‘Undeserving’ mothers? Practitioners’ experiences working with young mothers in/from care

Although teen pregnancy is on the rise in Canada, and while adolescent mothering in general has received considerable recent attention from researchers, there is a paucity of information about the particular experiences of young women who become mothers while in government care. Emerging out of a study guided by a grounded theory methodology to address this knowledge gap, this paper examines the experiences and perspectives of government‐based social workers who work with young mothers in/from care. Our findings indicated that social workers reflect prevailing middle class values, including norms about ‘good’ and ‘bad’ parenting, and centred around the belief that adolescent pregnancy is, in and of itself, bad. One of the most significant ramifications of workers’ values was their belief about the inevitability of ‘the cycle’: of children in care begetting children who ultimately came into care. Ironically, though workers and young mothers were both preoccupied by the concept of ‘the cycle’, and each were determined to break it, the two groups had very different ideas about what the cycle was all about and what perpetuated it. Unfortunately, this disjunction in perspectives, along with major recent shifts in the direction of child welfare policy and practice and related constraints in the resources at workers’ disposal, conjoined to create significant barriers to what workers and young women both recognized as supportive practice with youth in care.     

Models of Disability, Work and Welfare in Australia

In discourse around disability there has been a shift away from a ‘medical model’, which perceives disability as an individual problem to be ‘cured’ or contained, towards a ‘social model’. The latter focuses on the relationship between people with disabilities and their social environment, locating the required interventions within the realm of social policy and institutional practice. Drawing upon a small qualitative study conducted in Melbourne, this article argues that recent plans by the Australian government to introduce mutual obligation requirements for recipients of the Disability Support Pension (DSP) sit in tension with this shift from the medical to the social models of disability. Mutual obligation is based on the assumption that income support recipients need to be taught how to be more ‘self‐reliant’, to ‘participate’ in society more fully and to become ‘active’, rather than ‘passive’, citizens. This language appears to overlap with that used to articulate a social model, which places emphasis on participation in the community and attempts a shift away from reliance on the medical profession. However, examples from interviews conducted with current and former DSP recipients demonstrate that, in practice, mutual obligation is likely to reinforce a medical model of disability, frame DSP recipients as ‘conditional’ citizens and ignore the obligations of the state and society regarding access and inclusiveness for people with disabilities.     

‘Disability is not a word we use’: Social workers' professional judgements about support for disabled young people leaving care

Disabled young people leaving care often experience a more complex transition to adulthood than other youths. Still, policy and services can fail to recognize the intersection between a young person's care experiences and disability. Drawing on data from a qualitative interview study with 14 social workers who work with aftercare in the Norwegian child welfare services, we investigate social workers' professional judgements about support for this subgroup of the leaving care population. Our analysis uses the theoretical construct of institutional logics and shows that social workers did not include concepts of disability in their judgements about support for these young people. Instead, the social workers' considerations were guided by three other organizing principles: a ‘medical logic’, an ‘activation logic’ and an ‘aftercare logic’. We discuss these findings in light of critical disability studies and argue for a more nuanced understanding of disability in social work practice with care leavers. Highlighting disability rights and going beyond diagnosis and categorisations of disabled people can challenge a medical model approach to service provision.     

Psychosocial and relationship-based theories for child and family social work: political philosophy, psychology and welfare practice

Psychosocial perspectives on children’s development are allied to theories that recognize the ‘self’ as essentially a social entity. The quality of relationships that children experience in their social environment have a profound effect on their socio-emotional development, personality formation and social competence. To this extent, psychosocial theories of children’s development and wellbeing can provide child and family social workers with a powerful framework within which to analyse, assess and practise. However, it is also recognized that the character of child welfare practices and policies are influenced by prevailing political climates. A simple dichotomy is described between political philosophies of the right and left; libertarianism and communitarianism; individual freedom and collective action. It is argued that the present swing to libertarian individualism has brought about major changes in the policy and practice of much child and family social work, including a preference for theories that emphasize people’s psychological independence, rationality and personal responsibility. In such a climate, child and family social work becomes more legalistic, orientated towards principles of justice rather than welfare, and towards rights and responsibilities rather than personal relationships and social competence. Psychosocial developmental theories, with their emphasis on the importance of social relationships and the emotional interconnectedness of people in community, fare less well under the rigours of psychological individualism and free-market economics. The paper concludes that if children’s psychosocial development and competence are a product of their social history, practices that psychologically ‘disembed’ people from their relationship environment are unable to consider children’s needs within a coherent, well-grounded theoretical framework. If child and family social work is premised on helping children develop social understanding and emotional wellbeing, theory and practice are best served by taking a psychosocial perspective.     

‘I may not know who I am,but I know where I am from’: the meaning of place in social work with children and families

Although social work around the world is understood to be a ‘person‐in‐environment’ activity, policy in UK places more emphasis on individual characteristics than on environmental influences on development and behaviour. This results in social work practice which rightly places a strong emphasis on children's attachments to their parents and other significant people, but which largely fails to recognize their attachments to important places in their lives. Evidence from a range of disciplines is used to demonstrate the fundamental links that exist between place, identity and well‐being. The implications of this evidence for social work with children and families are explored, using practice examples to highlight some of the consequences of a lack of ‘place awareness’, as well as ways in which greater place awareness can be used to promote the well‐being of children and families.     

Integrating the teaching,learning and assessment of communication with children within the qualifying social work curriculum

Qualifying social work education must provide students with a variety of experiential, personalized, participatory, didactic and critically reflective learning opportunities across both the taught curriculum and in practice placements if deep learning of the capabilities needed for effective communication with children and young people is to be ensured. At present, programmes in England are not consistent in the curriculum structures, content and pedagogical approaches they are employing to teach and assess this topic. This paper discusses first how current proposals for the reform of qualifying education in England do not address the ambiguities and discretion in regulatory guidance, which have meant that the place and relevance of this topic within the curriculum remain uncertain and contested. It then draws on a model of the sequencing of students' learning and development in qualifying training, developed through the author's recent empirical research, to present an integrated and coherent approach to the teaching, learning and assessment of this topic. It is proposed that this strategy will enable students to develop the generic, ‘child‐focused’ and ‘applied child‐specialist’ capabilities they need for the ‘knowing’, ‘being’ and ‘doing’ of effective communication with children.     

Introducing a novel approach to the cross-cultural measurement of stigma versus social integration using methods from the field of cognitive anthropology

This study combines current theories and methods from the field of disability studies and cognitive anthropology in the development of a cross culturally replicable and comparative model for evaluating stigma toward, versus social integration of, people with disabilities in society. Weaknesses in previous ways of measuring and comparing ‘social integration’ are addressed, as well as known challenges of measuring attitudes and stigma toward disability, especially in a cross-culturally applicable and comparative way. A new application to previously existing methods in the field of cognitive anthropology is introduced which addresses these challenges. A case study conducted in Poland is described which illustrates the proposed methods. In conclusion, a roadmap for future research is provided which briefly reiterates the steps needed to replicate the study in various cultural contexts. Understanding the ways in which people with disabilities are perceived to deviate from culturally shared norms in a society may pave the way for the development of more effective and culturally targeted social policies in an effort to promote the social integration of all members of society.     

Emotion in responses to the child with ‘additional needs’

The work that is done with children and young people by the practitioners of health, education or social care forms part of their experience of growing up, and can have a profound impact on their future outcomes. Children may find themselves ‘impotent at the hands of powerful others’, particularly where their behaviour causes concern. This paper reports on a key theme from the author's doctoral research, demonstrating the ways that the emotion‐laden interactions between practitioners in multi‐agency children's services, children and parents, affected the diagnosis, treatment, communication and outcomes for children's well‐being, as defined within Every Child Matters. Exploring the emotion within interactions permits a different perspective on ‘need’, and finally, the paper argues for a more careful and emotionally reflective practice from those who work with children.     

Beyond Symptoms: Crime Prevention And Community Development

Crime and crime prevention are currently ‘hot’ political and social issues. Fuelled by public calls for ‘solutions’, the responses by politicians and planners are typically ‘quick‐fix’ with emphasis on management of particular problems as, and where, they arise. We argue for longer term strategies aimed at dealing with the political, social, economic and cultural factors associated with crime. In doing so, we explore the potential of community development to contribute to crime prevention, particularly ‘community’ or ‘street’ crime and violence. Theoretical and practice intersections between community development and certain crime prevention approaches are identified – notably those which link crime and violence with dis‐empowerment, poverty, inequality, exclusion, the learning of violence within families and communities, and lack of opportunity for children and young people to develop their potential. We conclude that there is plenty of evidence to support the view that community development processes should be used more frequently in crime prevention programmes.     

Models of 'ordinary' and 'special' daily living: matching residential care to the mental-health needs of looked after children

This paper proposes a set of distinctions between ‘ordinary’ and ‘special’ modes of everyday living in residential settings for young people in the ‘looked after’ system. The paper begins by reviewing both quantitative and qualitative evidence on the mental‐health needs of the young people, arguing that there is evidence of very high levels of mental distress and disturbance within this group, and that this distress is often undiagnosed and untreated both by psychiatric professionals and within the residential care system itself. There follows a commentary on the tacit assumptions underpinning much residential practice, especially the emphasis in some policy and legal documentation on the young people’s need for ‘ordinary’ everyday experience. The concept of the ‘ordinary’ is problematized, and it is argued that while young people do need to be supported towards mainstream ‘ordinary’ everyday living, they also need specialized everyday care in which their emotional and psychological needs can be recognized and responded to. Four models of ‘special everyday living’ are proposed, based upon existing literature on residential practice, and it is argued that residential care programmes should be based upon a mix of these special and ordinary provisions if the young people’s emotional needs are to be met.     

What do we know about child neglect? A critical review of the literature and its application to social work practice

Child neglect is a difficult and complex area of practice for social workers and other childcare professionals. To work effectively, practitioners need a good grasp of relevant literature and research – a point underlined by the moves to incorporate ‘research mindedness’ and ‘research literacy’ into social work education, training and practice. This paper aims to contribute to the debate around research literacy by looking in more detail at the research and knowledge base informing work with neglected children and their families, and considering the ways in which this can be applied in practice. In the first part of the paper, we provide a critical overview of the main aspects of research knowledge, summarizing ‘what we know’ currently about child neglect. Next, we look at some of the difficulties associated with this body of knowledge and at some of its limitations. Having noted these concerns, however, we go on to suggest ways in which the research evidence can be used in mainstream social work. We draw out some of the consequences for work with children and with their parents as well as considering the implications for social workers and their agencies.     

'Your friends don't understand': Invisibility and unmet need in the lives of 'young carers'

This paper is based on a study of the experiences of people identified as ‘young carers’, commissioned by the National Assembly for Wales as part of a wider review of carers’ needs and services. Following a brief review of some of the previous research in this area, the paper reports key findings of the research, using the words of children and young people as much as possible. It then goes on to explore some of the wider implications of this and other research for the identification and support of ‘young carers’ and their families, and for the understanding of the needs and wishes of children and young people so defined. The paper concludes with an alternative definition of a ‘young carer’ and with some recommendations for professional practice, suggesting that the role of social work is crucial in this area of service.     

‘He told me to calm down and all that’: a qualitative study of forms of social support in youth mentoring relationships

The worldwide growth in formal youth mentoring programmes over the past two decades is partly a response to the perception that young people facing adversity do not have access to supportive relationships with adults and positive role models in their communities to the degree they once had. Formal mentoring programmes facilitate the development of a friendship or ‘match’ between an older volunteer and a young person, with the objective of supporting the young persons’ personal and social development. Drawing on 66 semi‐structured interviews with young people, parents, mentors and caseworkers associated with nine youth mentoring matches in the Big Brothers Big Sisters Programme in Ireland, this paper analyses the forms of social support evident in the mentor–mentee relationships and highlights how the mentoring relationship was perceived to have impacted on the well‐being of the young people participating. The findings reflect the consensus in the mentoring literature that close, well‐established mentoring relationships have the potential to bring about meaningful change in the lives of young people.     

Understanding looked‐after childhoods

The absence of a sociological discourse about children in the past meant that child and family social work has largely relied on psychological interpretations of children and their behaviour. However, since the 1990s, the sociology of childhood has been developed in the UK. The aim of this paper is to explore the relevance of the sociology of childhood in understanding looked‐after childhoods and in informing contemporary social work practice with looked‐after children and young people. The central argument of this paper is that, in order to fulfil professional responsibilities and to implement current and forthcoming UK social policies for looked‐after children, social work needs to employ broad understandings of children, young people and looked‐after childhoods. The paper goes on to discuss the ways in which a social work approach drawing on the sociology of childhood can offer such a conceptualization.     

‘It's about changing services and building relationships’: evaluating the development of Children in Care Councils

The introduction of Children in Care Councils under the Care Matters reforms in England set a challenge for local authorities to find effective ways by which children in care could contribute their views to the planning and provision of services. This paper discusses a review of progress across London which combined a survey of boroughs with focus group discussions with young people, local authority staff and elected members. The research found that considerable progress had been made in that virtually all boroughs had some mechanism for representing children in care, and that staff and young people were proud of their achievements. However, major challenges remain – to embed a culture of participation in services, to ensure continuity, to reach all children including the many placed ‘out of borough’ and to defend what has been achieved in the face of severe cuts in public spending. The paper highlights a tension between empowering young people and meeting targets as corporate parents. The results support other research pointing to the need for a better understanding of the relationship between participation in governance and participation grounded in ordinary life.     

What do social workers and children do when they are together? A typology of direct work

There is renewed interest in the place of direct work and relationship‐based practice in social work. This paper explores the day‐to‐day direct work that happens where children and young people are ‘looked after’ at home, from the perspectives of children, social workers and those supervising practice. It is based on interviews with eight children and 25 professionals about their experiences. In this paper, I highlight that despite barriers, direct work, which is characterized as meaningful by children and professionals, happens and that the relationships formed between children and social workers are an important precursor to and an outcome of direct work. The research was undertaken in Scotland, and although the legislation, policy and guidance differ from other jurisdictions, the messages about direct work are relevant for practice in other countries.     

‘Not a good person’: family stigma of mental illness from the perspectives of young siblings

The purpose of this paper is to critically examine family stigma as one form of the stigma of mental illness in child and youth mental health. Presented are the outcomes of a thematic content analysis of in‐depth, semi‐structured interviews conducted with seven (n = 7) young siblings, ages 13 to 21 years old, with a brother or sister identified as having a mental‐health issue. The focus of the interviews was on the ways the siblings experienced their other sibling's mental health and how those experiences shaped their sense of self and family. From the analysis, young siblings had predominately negative experiences, struggled with making sense of their brother or sister and the family as ‘flawed’ against the mental illness as ‘bad’ and experienced considerable family stress and overt family stigma. Current practice theories fail to consider the complexity of these factors and, in doing so, fail to adequately explain the nature and extent to which stigmatization occurs for immediate family members. The importance of peer support and understanding stigma in social work practice with children and their families is discussed.     

An Interview: Constructing Reality

Summary This paper is concerned with the relevance of interactionistperspectives in sociology to social work practice. Crucial tothese perspectives are the ‘meanings’ that peoplegive to situations and the ways they interpret actions. Basically,they are grounded on the assumption that there is no such thingas a single social reality. There are many different constructionswhich depend on the identities of the different people involvedand on the context in which they occur. The paper is based ontape recorded excerpts from an interview between a client, MrsSmith, and a social worker, from a discussion about some aspectsof that interview between the social worker and the writer,and from a discussion about the case between the team leaderand the writer. This material suggests different interpretationsof the situation, information gained in the discussion withthe social worker providing new ideas about the original interview.The views of the different people involved indicate that itis helpful to take into account the organizational context ofthe interviews. It is also suggested that conceiving of interviewsas ways of constructing reality has implications for the studyof social work practice.