The Effective Social Worker

Abstract

Client and worker interchange is at the core of the social work effort. The practitioner, in using the self as a tool, must manifest a fundamental grasp of the treatment configuration that is empirically based, relevant, and guided by a professional code of ethics. Successful therapeutic outcomes in psychosocial treatment depend on a number of variables, such as, client and worker characteristics, worker efficacy regarding the structure of treatment, length of therapy, behavior acquisition procedures, treatment technologies, and level of intervention. Behavioral therapy is a proven valuable interventive tool. A profile of the relevant skills along with a brief aggregation of empirical support provides the behavioral social worker with an understanding of the essential elements of the behavioral treatment structure in addition to empirically appropriate interventive methods.     

Reading social work

Abstract

This paper offers a brief preliminary report on our attempts to apply “close reading” a technique drawn from contemporary literary criticism to social work writing. Reading turns out to be very difficult -something we have had to re-learn but reveals ideological formations deeply embedded in social work texts. Hugh England's “Social Work as Art” is taken as a working example and a case is made saying that it is deeply androcentric. However, it is important to distinguish between text and author and to note that the book shares its androcentricism with many other social work texts and arguably with social work culture in general. (England 1986).     

Organizational Structure and Innovation in U.K. Voluntary Social Welfare Organizations: Applying the Aston Measures

This paper discusses the methodological issues involved in assessing the impact of organizational structure upon the innovative capacity of voluntary organizations. It reports the use of a specific methodological tool—the Aston measures—as an approach to these issues. In addition to the empirical findings reported, this paper argues for these measures as a useful addition to the methodological tool kit of voluntary sector researchers.     

Research Methods with Disabled Populations

Abstract

Although social work and related fields need more research involving people with disabilities, such studies can pose special challenges due to lack of understanding of disability issues, the disempowerment and invisibility of many who are disabled, and communication barriers. This article discusses ways of eliminating bias and maintaining ethical safeguards when designing and conducting research on people with disabilities. Participatory action research, which engages those studied in the design and conduct of research, is discussed as a model, as is the use of qualitative methods. Recent methodological innovations in survey research with deaf populations are also described and illustrated.     

The self-interview: a new method in social science research

This article presents the new method of self-interviewing as an empirical tool specifically for use in memory studies research. The article traces some of the empirical limitations specific to the field of memory studies and reviews the existing tools used in this area. It particularly focuses on some of the limitations of qualitative interviewing, the memory work method and diary methods in generating data on the processes of vernacular remembering at the same time as making visible the meaning that remembering has for participants in their everyday lives. We propose the self-interview as a method which addresses some of these limitations. In elaborating the value of the self-interview, we draw extensively on fieldwork that we have conducted using this method. Although the self-interview does not divest memory studies of the need for a range of other methods, the self-interview is an important addition to its currently rather sparse methodological tool kit.     

'Totalitarianism', Treason and Containment in Catch-22 (and 1984)

Abstract

Critical writing on Catch-22 has often centred (quite naturally and understandably, it must be said) on concepts such as paradox, black humour and the absurdity of the human condition. Although these approaches have certainly not been without profit and have produced interesting readings, they have also tended to obscure, under the generic nature of such frameworks, the novel's patent political concerns — concerns which, moreover, are not at all unrelated to the usual critical preoccupations. In a similar way, although Catch-22 criticism has often relied heavily on the detection of literary allusions and influences at work in the text, a most obvious source of influence seems to have been generally ignored. This essay attempts to offer a different reading of Catch-22 based on the assertion that what the novel is really about is 'totalitarianism'. Its starting point is, therefore, a parallel reading bringing together Heller's best-known book with one of the central literary texts on 'totalitarianism' — George Orwell's 1984. Focusing initially on the similar way(s) in which the two novels construct what is called a 'totalitarian' atmosphere, the essay proceeds to briefly demonstrate the bearing of the 'totalitarian' problematic on another important '60s novel, E. L. Doctorow's Welcome to Hard Times, and to offer a fuller reading of Catch-22, including a summary excursion into the difficult question of how the student of '60s American fictions should approach the concept of 'totalitarianism'.     

Critical Literacy as a Lens for Students’ Evaluation of Sources in an AP World History Class

Abstract

Critical literacy is an appropriate learning outcome for social studies courses because it has the potential to teach students how to critically evaluate sources of information relevant to historical texts and current news media. The purpose of this qualitative case study is to examine the process through which students learned to apply critical literacy strategies while completing an end-of-unit research project in tenth grade AP world history. This study looks as student and teacher interviews to examine how students use critical literacy approaches and perspectives to analyze texts. As a result of this study it was determined that: (1) students at the elite private school had limited experience with source evaluation and critical literacy prior to this research project, (2) critical literacy served as an effective evaluation tool for reliability and bias for some students, (3) certain students experienced challenges in using critical literacy as an evaluation tool, and (4) students believed that critical literacy would benefit them personally and academically. Results include implications for instructors who wish to teach critical literacy and source evaluation in this information age.     

Rub Out the Past: Nostalgia and the Cut-Up Works of William S. Burroughs

Abstract

William S. Burroughs’ cut-up texts of the 1960s have been read as a representation of the author’s attempt to escape the repressive hold of nostalgic memory. I show that this reading is flawed and argue that the treatment of memory in Burroughs’ cut-up works can be more successfully read in terms of Svetlana Boym’s concept of ‘reflective nostalgia’. Through examining Burroughs’ 1965 text ‘St. Louis Return’ alongside a page from his contemporaneous ‘Black Scrapbook’, I provide a reading that counters earlier critical responses to the cut-ups: firstly, by belying the assumption that Burroughs’ use of the cut-up technique enabled the author to overcome the allure of nostalgic memory; secondly, by demonstrating the importance of the nostalgic theme across Burroughs’ body of work; and thirdly, by challenging prevailing conceptions of nostalgia as an inherently sterile and reactionary impulse.     

Foucault's Inheritance/Inheriting Foucault

This paper outlines a set of considerations on the politics of reading by suggesting a concept of inheritance to think about the reception of Michel Foucault in organization studies. On the one hand we consider what Foucault inherited from others, the interpretations and decisions he made in relation to an earlier tradition, while on the other hand we consider how Foucault s work has been inherited as it has moved into organization studies. We read Foucault with the assistance of concepts of reading and inheritance that we, in turn, have appropriated from Jacques Derrida, which offer potential ways of considering relations between writers and the way that inheritances are instituted in practices of reading. This involves insisting on the necessity of engaging with a number of complexities, contradictions and double-binds in the texts of Foucault (and others).     

Exploring provocation as a research method in the social sciences

Abstract

This paper explores provocation as an approach towards social science research. While routinely used in natural science and arts research, this paper argues provocation might enable the social science researcher to initiate critical reflection amongst participants on issues that are often otherwise overlooked, obscured or accepted as naturalised practice. By assuming the role of provocateur, stimulator and/or agitator, the social science researcher can interrupt the flow of everyday life in order to illuminate and draw attention to complex social issues. Using research interventions that embrace, rather than deny, the socially constructed nature of the research process, provocation provides an alternative to largely non-obtrusive methods favoured in much social science research. This paper concludes by outlining the practical and methodological issues associated with this approach – in particular the complicated ethics of provoking reflection on topics that might not have otherwise come to the participant’s attention.     

Using creative methods to research across difference. An introduction to the special issue

ABSTRACT

This special issue explores some of the methodological challenges that are brought into play when scholars deploy creative methods to research across difference. This introductory article defines what we mean by ‘creative methods’ and discusses some of the strengths and weaknesses of using this approach within social science research. It then outlines how creative methods can be used to research across difference, specifically, and introduces the seven articles that make up the special issue.     

Paradigm wars: Some thoughts on a personal and public trajectory

It is often said that research methods are a matter of rational choice: it is the research question, or problem, which ought to dictate the method to be used. This may be true to some extent, but there are other more powerful reasons why social scientists choose the research methods they do. Underlying philosophies of social science and long-held and much cherished tenets about epistemology are prime among these. Moreover, such an interplay between epistemological position and methodological decision is enormously affected by social context. We pay attention to what other social scientists are doing, to fashions in both methodology and topic - the things it is considered proper for social scientists to study; we are affected by research funding and publishing opportunities, by the material resources available to support our work, by intraprofessional rivalries and difference, and by politics - both in its commonly understood sense and as applied to power relations between academics and those who take part in research. Apart from what we do, there is the whole issue of how others construct our work. And this is only some of what goes on. In short, it is a very complicated business.     

Plagiarism or Russian Symbolist Intertextuality? Hawthorne's 'the Snow Image' and Sologub's 'snegurochka'

Abstract

In early 1909, the Russian symbolist Fedor Sologub was accused of plagiarizing his short story 'Snegurochka' from Nathaniel Hawthorne's 'The Snow Image'. For several months this case and others were discussed in the Russian press. A comparison of the two texts reveals that, while the plots are almost identical, Sologub's text contains a host of alterations that make it a truly 'Symbolist' work and, given the context in which it was created, make a charge of plagiarism difficult to prove.

For several centuries the concept of 'plagiarism' has been debated; many great authors — including several who influenced Sologub — have been accused of it, yet no definitive definition of his 'literary crime' has been reached. The Russian Symbolists were among the many who rejected traditional notions of originality; they instead actively engaged the literary past in various ways. Sologub perhaps was more active than most and made daring use of others' texts a cornerstone of his carefully crafted literary persona. While determining 'guilt' is most likely impossible, this episode does reveal much about Sologub and his literary methods.     

Snippets and silences: Ethics and reflexivity in narratives of sistering

This paper considers two aspects of feminist orthodoxy regarding ethics and reflexivity during data analysis in qualitative research. These methodological issues surfaced in an exploratory study of how discourses of sistering socially construct and produce feminine subjectivity. Research was carried out with 37 women aged between 6 and 50 from different class and ethnic backgrounds living in the UK. Auto/biographical work in sociology influenced the design of the qualitative methods and the use of a grounded theory and case study approach to the analysis of the interview narratives. The discussion of methodological dilemmas-how to analyse multiple perspectives of relationships with varying degrees of disclosure among participants-is located within both feminist standpoint and poststructuralist theory. A case is made for guaranteeing anonymity rather than confidentiality, and offering selective reciprocity rather than an equal exchange between researcher and participants. The challenge of working with feminist reflexivity is considered through the notion of bounded privacy and a silenced 'I'.     

‘Making narrative portraits: a methodological approach to analysing qualitative data’

ABSTRACT

This paper proposes the method of ‘narrative portraiture’, which, located within the wider field of narrative studies, offers an analytical tool to narrative data. Two research projects, one on disability and one on identity, are used to illustrate how the method can be applied. While the paper will focus on the methodological benefits and limitations of the approach, throughout the article we also highlight the ethical concern of representation. We suggest that through ‘narrative portraiture’ research findings can be contextualised in broader social narratives without losing sight of the unique personal qualities of the research encounter. Thus, we argue for the importance of bringing the participant and their everyday life experience into focus, highlighting that a portrayal of a sole story can be, not only a medium to understand a research phenomenon, but also a valuable research output in itself.     

Social Work Education without Walls: Ethnography as a Lens for Transformative Learning

A call for innovation in social work has been put forth to address our society’s greatest problems. This call applies to social work education, which encompasses multiple functions including teaching, research, and practice. Yet, innovation in social work is constrained by the limits of current social work approaches and methods. Increasing social work’s impact in the real world requires illuminating the complexities of reciprocal forces between human lives and the environment. Understanding such complexities incorporates spatial and interdisciplinary approaches, such as ethnography. Ethnography, as method and metaphor, is a lens for transformative learning in social work education: It is the message. Ethnography illuminates real-world complexities and deepens social work education through its core contributions: methodological holism, methodological engagement, and methodological comparison. In deepening social work education, ethnography renders visible salient links in social work’s field of dialectics, invoking the systems perspective. Yet, ethnography extends beyond and expands on the systems perspective, emphasizing engaged integration. Engaged integration of social work’s dialectics forwards the discourse about the profession’s identity. Thus, ethnography is a tool for advancing knowledge and promoting transformative learning in social work education.     

Reinvestigating Remarriage: Another Decade of Progress

The body of stepfamily research published this decade exceeded the entire output of the previous 90 years of the century. The complexity and quality of the scholarly work in this decade improved as well—better samples were obtained, methods were more sensitive to stepfamily complexity, longitudinal designs were more frequently employed, and other important methodological gains were made. Unfortunately, many unknowns regarding remarriages and stepfamilies remain. We present an overview of trends regarding topics, research methods, and theories; we critique research methods that have not been productive; and we identify scholarly advances. Finally, new conceptual, methodological, and theoretical directions for future scholarship on remarriages and stepfamilies are proposed.     

Decolonizing my hair,unshackling my curls: an autoethnography on what makes my natural hair journey a Black feminist statement

ABSTRACT

There is unquestionably a buzz in US Black women’s communities about a trending “natural” phenomenon. Sales of chemical relaxers (sometimes dubbed “creamy crack” among the US Black community) have dropped 34 percent since 2009, while sales of “natural” hair care products that promise to non-chemically enhance or beautify “natural” curls are up exponentially. Corresponding to the rise in sales of “natural” hair care products are beauty blogs, YouTube instructional videos and supportive social groups—such as “natural hair” meet-ups, which have organically emerged for, and been mostly created by, Black women as a tool to support and nurture women as they take this journey. In this article, I use Black feminist P.H. Collins’s work because her understanding of the relationship between knowledge, consciousness and empowerment provides a framework or point of departure for grasping my own lived experience of going “natural” with regards to modes of oppression and methods of resistance.