Risk and panic in late modernity: implications of the converging sites of social anxiety

Comparing moral panic with the potential catastrophes of the risk society, Sheldon Ungar contends that new sites of social anxiety emerging around nuclear, medical, environmental and chemical threats have thrown into relief many of the questions motivating moral panic research agendas. He argues that shifting sites of social anxiety necessitate a rethinking of theoretical, methodological and conceptual issues related to processes of social control, claims making and general perceptions of public safety. This paper charts an alternative trajectory, asserting that analytic priority rests not with an understanding of the implications of changing but converging sites of social anxiety. Concentrating on the converging sites of social anxiety in late modernity, the analysis forecasts a proliferation of moral panics as an exaggerated symptom of the heightened sense of uncertainty purported to accompany the ascendency of the risk society.     

Moral panic versus the risk society: the implications of the changing sites of social anxiety

This paper compares moral panic with the potential political catastrophes of a risk society. The aim of the comparison is threefold: 1. to establish the position of risk society threats alongside more conventional moral panics; 2. to examine the conceptual shifts that accompany the new types of threats; and 3. to outline the changing research agenda. The paper suggests that as new sites of social anxiety have emerged around environmental, nuclear, chemical and medical threats, the questions motivating moral panic research have lost much of their utility. Conceptually, it examines how the roulette dynamics of the risk society accidents expose hidden institutional violations that redound into 'hot potatoes' that are passed among and fumbled by various actors. Changing conceptions of folk devils, claims making activities, and of a safety are also discussed.     

Neoliberalism and social work identity

This article considers the relationship between the identity of social work and the neoliberal political project. Reference is made to a small but carefully structured quantitative research study in Auckland, New Zealand which examined the knowledge applied and produced in the practice of social work. This study found evidence consistent with Philp’s [(1979). Notes on the form of knowledge in social work. Sociological Review, 27(1), 83–111] theorisation of a specific ‘form of knowledge’ for social work which is produced and reproduced as a function of relational engagement between social workers and those who are constructed as ‘clients’ in an unequal society. This discourse casts the ‘failing subject’ as socially located and inherently redeemable in direct contrast to populist neoliberal constructions of personal responsibility and moral deficit. With reference to dialectical theory it is suggested that this resilient discourse, embedded in ‘every-day’ practice, is inevitably a source of resistance to the imposition of neoliberal practice and policy design. This resistance provides hope for the progressive voice of social work in the current contest of ideas in relation to the future development of social work.     

A Hybrid Model of Moral Panics: Synthesizing the Theory and Practice of Moral Panic Research

We seek to address criticisms of the concept of moral panics (MPs) by offering a hybrid model of MPs that synthesizes theory and practice of MPs research. A review of the literature on MPs from sociology, media studies and related fields shows a wide variety of usage and lack of conceptual clarity of the term ‘moral panic’. Yet there are few articles explaining how to analyze MPs. We present a theoretical clarification of MPs by addressing elements of scope, intensity and reception, to create distinction from other related theoretical concepts. To develop a working method for researching MPs, one must have an understanding of social conditions that give rise to, sustain and result in the success or failure of MPs, as well as possible lasting effects. We synthesize Cohen’s process-oriented model of MPs and Goode & Ben-Yehuda’s attribution-oriented model of MPs, creating a critical hybrid model of MPs that integrates processes and attributes. We then utilize the hybrid model to offer practical suggestions for researching and analyzing the conditions, processes and effects of MPs, in the hopes of encouraging a more rigorous research agenda for scholars of MPs.     

The Day Care Ritual Abuse Moral Panic: A Sociological Analysis

A new type of sex crime was discovered in the United States in the 1980s – the sexual abuse of young children in ghastly rituals performed by devil worshippers who happened to be their day care providers. ‘Ritual abuse’, as this new sex crime came to be termed, appeared to be epidemic during that decade; hundreds of day care centers were investigated and scores of providers were arrested and prosecuted. This article asserts that the day care ritual abuse scare was a moral panic, in fact, the ‘purest example’ of a moral panic in that the putative threat to children had to be wholly constructed. Using the key sociological elements set out by Cohen (1972/2002), this article analyzes the day care ritual abuse moral panic and concludes by discussing additional key elements that will facilitate future sociological analyses of moral panics.     

A Glimpse of the Truth: Evaluating ‘Debate’ and ‘Role Play’ as Pedagogical Tools for Learning about Sexuality Issues on a Law and Ethics Module

Social work education is familiar with concepts such as social exclusion, marginalisation, anti-discriminatory and anti-oppressive practice. This familiarisation implies that students are adequately prepared to embrace equality and diversity, become ‘culturally competent’ and subscribe to moral and ethical standards including the rights of service users to respect and support regardless of sexual orientation. The ability of social work students to articulate and develop their own theories for practice and to handle personal issues when these conflict with ‘theories’ on equality and diversity are important aspects of learning. Educators teaching about sexual orientation issues however currently have fewer texts or support networks to draw on when addressing these. This paper looks at the effectiveness of ‘debate’ and ‘role play’ as pedagogical strategies and tools when teaching complex ethical issues on a law and ethics module. Dramatic and creative participative methods were used through the tools of debate and role play. These were used with students to explore a specific topic around gay adoption in the context of learning about anti-discriminatory law. The paper seeks to evaluate the outcomes of this approach by drawing on the students' post learning reflection.     

A Short Psychosocial History of British Child Abuse and Protection: Case Studies in Problems of Mourning in the Public Sphere

This paper offers a historical and psychosocial account of ‘moral panics’ about child maltreatment in England over the last four decades, and proposes this perspective as additional to Munro's more systemic account of the same history. The formal child protection system is theorised in terms of an explicit and a covert dual primary task. The overt task is to actually protect vulnerable children and prevent abuse; the covert task is to protect the remainder of society from exposure to anxiety provoking ‘dangerous knowledge’ about the prevalence of child maltreatment. Episodes of public and political moral panic occur when the boundaries of containment provided by the official system and its processes are breached, propelling debate and contestation about child maltreatment into the public sphere, where public enquiries and other social mechanisms are called upon to ‘settle’ the contested issues. Sometimes these social settlements appear to be successful in resolving conflicts about the reality or otherwise of specific forms of abuse; in other cases, especially child deaths, the controversial and anxiety-laden nature of the problem is recurrently projected back into the public domain. The paper suggests that this may be associated with a difficulty about establishing a secure symbolic framework or discourse in society for the emotionally indigestible facts of child torture and murder. In turn, this may be associated with problems about the decline of public mourning rituals and the failure of the public enquiry format to facilitate this. In line with Munro, the paper argues for the importance of a tragic perspective on child maltreatment, to counter idealisations of the capacity of the formal system to protect children.     

Exploring Professional Stereotypes and Learning for Inter-professional Practice: An Example from UK Qualifying Level Social Work Education

This paper explores the concept of stereotyping from UK social work students' and educators' perspectives. It discusses findings from an exploration of inter-professional practice with two cohorts of final year social work students in a UK university. The authors adapted a questionnaire to initiate discussion about inter-professional working with BA and MA students participating in a specialist child and family social work module. This paper analyses students' responses to the questionnaire and explores wider issues relating to professional stereotyping and identity, discussing the usefulness of these concepts for social work education and collaborative practice. Results suggest that student social workers held both positive and negative assumptions about specific occupations/professions (such as medicine), and that these acted as a mirror or tool for reflecting back their own views of social work identity/ies. We argue that this pedagogic exercise in identifying stereotypical assumptions about ‘others’ may encourage the building of a positive sense of ‘own’ professional identity. We further suggest that students should be encouraged to construct a core social work identity that is dynamic and responsive to changing contexts.     

Moral panic,moral regulation and essentialization of identities: Discursive struggle over unethical business practices in the Finnish national media

The study sheds light on the language of moral panic and moral regulation in the Finnish news media over a 9-year period on the subject of cartels and cartel agreements. What makes the case particularly interesting is that the object of the most explicit moral panic was the introduction of new laws (leniency programmes) designed to regulate illegal cartel behaviour. The main argument is that the construction of both moral regulation and moral panic in news media takes place through essentializing discursive claims that contribute to national identity construction. The study contributes to current literature on moral panics as ideologico-discursive phenomena and throws some light on the power-laden discursive processes that work to reconstruct, essentialize and stabilize identities. In addition, there are some suggestions as to why some moral panics fail to develop.     

Respect for persons

Abstract

The notion of ‘respect for persons’ is a key notion in moral philosophy as well as in social work ethics. The Kantian notion of a person has, together with individualism, liberalism and positivism, given rise to a strange ideological mixture which ‘guided’ social work theory and practice for some time. Gaita's concept of respect for human beings, examined in this paper, contrasts with the poverty of this ideological mixture. Concepts such as ‘goodness’, ‘remorse' and 'sensibility’ explain why Gaita sees the ethical as something that is both sui generis and of the utmost practical importance. They clarify the irreplaceability of human beings, emphasise the need for moral agents to have ‘historical integrity’, and in general show that a moral agent is much more substantial than a res cogitans. This paper attempts to indicate the relevance of these considerations for social work.     

When a scratch becomes 'a scary story': the social construction of micro panics in center-based child care

This study analyzes the everyday world of center‐based child care and the climate of suspicion that permeates that world. Based on four and a half years of participant observation field research and thirty focused interviews with men and women child care workers, the author examines the existence of ‘micro panics’ which occur in child care centers when deviant labels are attached to caregiving acts or activities. Drawing from traditional Moral Panic Theory, this paper demonstrates how the context of suspicion surrounding center based child care and the ‘micro panics’ that sustain it are generated historically, structurally, and interactionally. These phenomena, in other words, are in part, a historical artifact from the 1980s moral panics concerning day care abuse, an interactional product of the gendering of child care as ‘women's work’, and a phenomenological byproduct of the positioning of paid child care in the everyday lives of workers, children, and parents.     

How to make good choices? Ethical perspectives guiding social workers moral reasoning

Framing and distinguishing mainstream social work ethical perspectives could be useful for social work students and practitioners facing moral choices in daily practice. The article presents a summary and classification of a range of ethical theories and provides some insights into the relationship between ethical thinking and practice issues. It distinguishes between classical approaches and ‘situated’ positions. The former – which includes teleological, deontological, and rights-based approaches – refer to universal and general principles. ‘Situated’ ethics are linked to specific and unique situations of professional practice. Finally, the article suggests some useful questions derived from each approach in order to help students to reflect on complex ethical choices occurring in daily practice.     

Social work for critical peace: a comparative approach to understanding social work and political conflict

ABSTRACT

This paper uses a case study approach to explore issues of social work policy and practice in three sites of political conflict in Europe: Northern Ireland; Bosnia and Herzegovina; and Cyprus. It begins with a review of the international literature on social work and political conflict and then discusses the strengths and limitations in engaging with comparative case study approaches. The authors explain how they view the writing of the paper as an intellectual encounter that helped establish the beginning stages of their comparative analysis. This starts with an analysis of the existing knowledge base about the three case studies that each share similar patterns of colonial histories, political and community conflict and the social work response. The second part of the paper extends this analysis to a critique of the impact of neo-liberal social and economic policies that often adversely impact upon the role of social workers in resolving conflict and building peace. The paper concludes with an appeal for social work to rediscover its rights-based role in working with victims and survivors of political conflict, what the authors describe as: ‘social work for critical peace’.     

Taking a stand or playing it safe?: resisting the moral conservatism of risk in social work practice

An emergent critical social work risk literature positions risk as a morally conservative construct that has repressive effects in direct social work practice. In this literature it is argued that how risk is defined and operationalised in social work reflects the political dominance of neo-liberalism as an ethos of government within the context of the social and cultural conditions of the risk society. This narrative is fast becoming a dominant perspective in the social work literature. However, this perspective in effect creates a ‘catastrophe story’ where there is little room to envisage an alternative social work practice that is able to resist the conservative effects of risk. In addition there is little empirical evidence to support the relevance of this pessimistic view to the embodied aspects of social work interventions. This paper presents initial findings of a study undertaken in Australia that has explored whether risk is necessarily as totalising of our professional identities, and in turn our practices, as is suggested by this literature. The findings indicate that whilst practitioners were interpellated within conservative contexts in their front-line practice, ethical, moral and value standpoints assisted practitioners to resolve the moral dilemmas posed by risk.     

Moral panic,moral regulation,and the civilizing process

This article compares two analytical frameworks ostensibly formulated to widen the focus of moral panic studies. The comparative analysis suggests that attempts to conceptualize moral panics in terms of decivilizing processes have neither substantively supplemented the explanatory gains made by conceptualizing moral panic as a form of moral regulation nor provided a viable alternative framework that better explains the dynamics of contemporary moral panics. The article concludes that Elias's meta‐theory of the civilizing process potentially provides explanatory resources to investigate a possible historical‐structural shift towards the so‐called age of (a)moral panic; the analytical demands of such a project, however, require a sufficiently different line of inquiry than the one encouraged by both the regulatory and decivilizing perspectives on moral panic.     

Moral Panics and Urban Growth Machines: Official Reactions to Graffiti in New York City, 1990–2005

This paper analyzes the official response to graffiti writing in New York City throughout the 1990s and into the 21st century. Drawing from a variety of documents, such as newspaper articles, political press releases, internal memos and government reports, I show that the city’s reaction to graffiti constitutes a moral panic and that the significance of this response can be discerned when interpreted in the context of theoretical insights developed by urban sociologists. On this basis, I argue that moral panics, or at least a sub-set of panics, may be central to negotiating the social conflict that accompanies the ways in which (urban) space will be put to use.     

‘Only Connect’: Unifying the social in social work and social media

‘Only Connect…live in fragments no longer’

(E.M. Forster, Howards End).

This paper utilises ‘Only Connect’, the epigraph from Forster’s novel ‘Howards End’ as the starting point for exploring the challenges and opportunities of integrating social networking with relationship based social work practice. The paper discusses the more deleterious implications of social networking, whilst assuming a deliberately optimistic stance to uncover ways in which the opportunities afforded by online space can be utilised effectively within social work education and practice. Whilst recognising that social networking platforms are transforming constantly, the paper adopts Kaplan’s definition of social media as a ‘group of internet based applications that build on the ideological and technological foundations of Web 2.0’. Whilst much of the discussion within the paper relates to Twitter and Facebook, two of the most endemic international social networking platforms, it is also applicable to myriad forms of social networking. The paper begins with a discussion of UK professional conduct cases and explores these both within Klein’s concept of splitting and historical attitudes to new technologies. Drawing from emerging research data and other examples, the positive relational practices educed by social media within social work education and practice are emphasised and discussed. The paper concludes by highlighting Forster’s plea for connection and recommending that social work embraces the renewed opportunities provided by online networking.     

The fall and rise of ‘use of self’? An exploration of the positioning of use of self in social work education

‘Use of self’ was a central concept in social work in the middle of the twentieth century. Since then its emphasis in social work education has declined as more managerial, procedural and task-focused approaches have prevailed. A review of the degree and postgraduate diploma in social work in Scotland, initiated in 2014, incorporated a comparative content analysis of past and present UK National Occupational Standards (NOS) for social work. The analysis revealed many shifts in thinking and practice, including increased emphasis on ‘use of self’ in the 2013 Standards. This paper reports on this finding in the context of the fluctuating positioning of use of self in social work education, and the potential impact of these changes on qualified practice. It concludes that the changing standards reflect increasing interest in social workers’ ability to draw reflectively on ‘self’ in their day to day practice. Some of the drivers and challenges for a renewed focus on relationship-based practice and use of self are identified, as well as the opportunities presented by this review of the degree for evaluating the impact of changing educational policy on day to day social work practice.     

Notes on contributors

Ethics is a central area for professional education in social work. The main educational strategies for the ethics component in social work programmes are often a combination of explicit attention to principles and implicit grounding in practice examples (such as ‘case study’ vignettes). These approaches equip students to recognise and respond to the complexities of ethics in practice. However, they may also encourage students to understand ethics as ‘rules of conduct’, in which there are ‘correct answers’ that can be learned and applied. This paper advances the view that it is more helpful to consider ethics as a ‘framework for thinking’ about the means/ends relationship in practice. It is argued that, as a consequence, the goal of ethics education should be to enable student social workers to grasp the inherently moral nature of practice and the ambiguities that follow from this. Such a position points to the paradox of social work education, that it involves teaching about things that cannot ‘exist’ separately from their being created in action. To explore this paradox in teaching ethics, the paper considers inductive approaches in learning as a way of responding to the ambiguities that are inherent not only in the subject but also in the experience of professional education.     

Fit for purpose: issues from practice placements,practice teaching and the assessment of students' practice

This paper explores a number of significant issues regarding the delivery of practice based learning for qualifying social workers, in the context of plans for the new social work degree. We also discuss four particular issues: 1. the definition and measurement of ‘good enough’ practice;

2. the determination of students' suitability for social work;

3. the role of practice teachers in responding to sensitive information and students facing personal crises; and

4. specialist and ‘long‐arm’ practice teaching.

In doing so, we draw on both our own direct experience and on discussions between over 70 practice teachers, tutors and placement co‐ordinators attending a Mid‐Yorkshire Social Work Education and Training Planning Group (MYSWETPG) conference hosted by Bradford College in March 2001.

We conclude that, given the current difficulties in the field of qualifying training and education for social workers, any significant improvements following from the new degree will remain dependent on the provision of adequate funding for practice learning, in general, and for the training, structured support and affirmation of practice teachers, in particular.