Corporate Strategy and Gendered Professional Identities: Reorganization and the Struggle for Recognition and Positions

Will decentralization of responsibilities in services give women service workers at the lower levels of the organization better and more ‘professional’ jobs and a recognition of their importance in the organization? This article looks at the valuation of so‐called women's skills in services in reorganization processes involving dehierarchization and decentralization of responsibilities. Through four cases of reorganized private and public services in Norway it is shown that more focus on customers and decentralization of responsibilities for the services may lead to recognition of gendered skills and an improved position for women service workers at the lowest levels of the organization. When the tasks of the workers are closely linked to the core function of the organization and not dominated by the organization's ‘dirty work’, the women at the lowest levels may obtain a more ‘professional’ work role and their work be recognized as important for the organization.     

Professional Relationship Boundaries: A Social Work Teaching Module

Social workers are often challenged by the complex and ever‐changing dynamics within their relationships with clients, and struggle to find ethical responses within professional boundary grey zones where boundaries with clients can be difficult to identify, yet easy to cross. Social work educators attempt to prepare students for these complex situations, yet in the United States research reveals rates of social work boundary violations that lead one to question the efficacy of social work ethics education. This article describes the educational competencies and instructional strategies that comprise an adaptable course module which was developed in response to this challenge, and intended to increase students' self‐awareness, motivation and professional judgment‐making abilities related to their professional boundaries. The educational competencies for this course include the abilities to: identify boundary violations, apply critical thinking skills to complex professional relationship contexts, increase awareness of self and other, and initiate prevention strategies. In contrast to traditional approaches to education, this article describes instructional strategies that are based on adult‐learning principles, which have the purpose of effectively and creatively teaching topic areas in such a way as to produce behavioural change. These course topic areas include a ‘Professional Relationship Boundaries Continuum’ conceptual framework, boundary violation impacts, personal boundary vulnerabilities, blurring boundary indicators, and risk‐minimizing strategies.     

How do study satisfaction and academic performance interrelate? An investigation with students of Social Work programs

An investigation of study satisfaction and academic performance in the study of Social Work is reported (N=514). The results show that satisfaction (a scale based on 13 items) and performance (undergraduate course marks) hardly correlate with each other (r=?0.05) and are influenced by different variables. Whereas study satisfaction is determined by ‘noncognitive’ factors such as motivation and course organization, academic performance is influenced by ‘cognitive' factors such as final school grade and students' learning behavior. Satisfied and/or successful students are more motivated to complete their course of study within the regular period and to work later as social workers. Vocational training or a university degree before studying Social Work does not affect satisfaction or performance. The findings are discussed in relation to optimal study management and selection criteria.     

Organizations and Learning: A Critical Appraisal

Discussions about organizations and learning continue to attract critical interest. Since the emergence in the 1970s of the notion of the “learning organization,” notions of systems’ learning, knowledge management and lifelong learning have progressively entered into the debates. Earlier debates, which drew on education and psychology fields as well as organization and management studies, frequently explored plural objectives for learning occurring within organizational and workplace arenas. They included emphasis on workers’ as well as managerial interests in various forms and objectives of learning. Latter debates on organizational learning appear predominantly shaped by a distinctive economic rationality and management interest. This article, from a sociological vantage point, reviews key thematic issues and critically explores some current questions in regard to organizations and learning. It proposes that a prevailing economic model in accordance with generalized policy objectives evident across the advanced economies for a neo‐liberalized “knowledge‐based economy” and “learning society” poses a particular set of contemporary issues and problems. The current juncture may, however, stimulate further innovation in models of learning organizations that widen agenda and prospects for learning.     

A Case-based Collaborative Learning Model for Teaching Advocacy

Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called ‘Advocacy Week’, which prepares students for a statewide NASW-sponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.     

Self-Care Practice in Social Work Education: A Systematic Review of Interventions

Social work is a demanding profession as practitioners routinely face difficult situations that affect their well-being. The National Association of Social Workers strongly supports self-care practice as an approved mechanism to offset these challenges, yet practitioners report not learning techniques necessary to perform self-care. In this study, a systematic review compliant with Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards was conducted to identify evidence-based interventions used to improve student self-care practice in social work education. In the four studies meeting inclusion criteria, mindfulness practice was the only empirically evaluated self-care strategy reported—and with mixed results. Mindfulness activities enable social workers to sustain their well-being and is critical to modeling and providing effective service delivery to clients. Areas for further research are indicated.     

Promoting Deep Learning: A Teaching,Learning and Assessment Endeavour

The need for social workers to develop expertise in critical reflection is now a dominant theme in the literature. How this expertise is achieved, however, remains under‐explored in an environment increasingly focused on outcomes, evidence of performance and teachers' preoccupations with curriculum content and assessment. Students' understanding of critical reflection and how, if at all, their social work education assists in developing this capacity, continue to be under‐represented.

Applying a ‘deep‐learning’ framework, this article outlines an attempt to engage final year social work students in a teaching, learning and assessment exchange that promotes critical reflexivity. It presents the thinking behind the evolution of a unit focused on social work in public welfare and health settings. Using their final assessment exercise in which they are asked to review their learning, it then offers students' responses to that unit. In particular, the paper highlights the personalised practice visions offered by students as they seek to locate themselves, personally and professionally, before making the identity‐challenging transition from student to qualified practitioner.     

Captured by the Game: Might a Focus on the ‘Therapeutic Relationship’ Diminish the Attention We Give to the Client's Intimate Network?

A recent project sought to clarify how psychotherapists and mental health workers understand psychosocial health and pathology. In this enquiry, I paid particular attention to the client's interpersonal networks: did the professionals actively consider, and if so to what extent, ‘intimate social and family relationships’ in constructing their understanding of the presenting problem and in the process they used for goal setting. Twenty‐two semi‐structured interviews were undertaken, eleven with psychotherapists and eleven with mental health workers. Across both groups, interviewees tended not to see their clients as embedded, relational entities, but primarily, often quite exclusively, as autonomous beings. Second, interviewees accorded a high value to the importance of ‘the therapeutic relationship’. Is it possible that the emphasis practitioners place on ‘the therapeutic relationship’ has the effect of marginalising the attention that is given to the client's significant‐other network?     

Five-Way Experiential Learning Model for Social Work Education

Social workers exercise their practice skills by helping clients find strengths and solutions. In order to comprehensively practice skills for diverse client situations, it is crucial to practice and fine-tune the applications of various therapeutic approaches through clinical drills. This paper presents an experiential learning model, expanded from Kolb's Learning Cycle, which fits the dynamic pedagogical needs of the social work profession. It examines the implementation of the use of the ‘Five-Way Experiential Learning Model’ based on practice learning through personal reflections and professional evaluations. This practice learning study helped 79 MSW students define their ‘five-way learning’ and to analyze its impact on their acquisition of social work skills and clinical practice competencies. This process demonstrates the importance of the transtheoretical connection to achieve a better understanding of clients' situations through the process of change and peer input. Discussions will focus on the model elements, results on experiential learning, and ethical considerations.     

Between Endless Needs and Limited Resources: The Gendered Construction of a Greedy Organization

One of the strategies of the modernization of public services is the decentralization of responsibilities and organizing work in autonomous co‐ operative teams with varied tasks. The empowerment of the public service workers in the front line is therefore a strategy in local government in Norway today. Under the assumption that women have ‘natural’ skills in caring, workers on the lowest levels are given responsibility for care and nursing. A study of the decentralization of public care for the elderly in their homes showed that being given interesting tasks and increased responsibility mobilized the efforts of the care workers. However, since the power of resources has been centralized, this has led to an intensification of work. In gendering the relevant discourses by explaining women's experiences of an over‐heavy workload as a result of their ‘mothering’ and their inability to set limits, women care workers were constructed by their managers as unprofessional and not to be taken seriously. This has made the public care organization a greedy organization for the women care workers.     

Practitioners’ Experiences of Social Media in Career Services

This article reports findings from a phenomenographic investigation into career practitioners’ ways of experiencing social media in career services. Focus‐group interviews were conducted with 16 Danish and Finnish career practitioners with experience using social media in career services. Four qualitatively different ways of experiencing social media in career services were identified. Social media in career services was experienced as (a) a means for delivering information, (b) a medium for 1‐to‐1 communication, (c) an interactive working space, and (d) an impetus for paradigm change and reform. The results suggest that models of career intervention and ways of experiencing social media appear to be intertwined. The hierarchical structure of the findings may serve as a tool that enables career practitioners to deepen their ways of experiencing and understanding social media in career services by using the critical aspects that were identified.     

The restructuring of career paths in large service sector organizations:'delayering', upskilling and polarisation1

Drawing on detailed case studies of four large service sector organizations this paper finds little evidence of training provision that links skills development with incremental career progression. Past policies of ‘delayering’ have opened up a ‘gap’ in the job ladder and this has both increased the organizational costs of formal training and reduced the likelihood of informal on‐the‐job training being seen as the basis for promotion to the next level. Managers are thus faced with the challenge of how to establish a new set of premises upon which to strengthen the workforce's loyalty and commitment to the organization, in the context of problems of high staff turnover and low job satisfaction. What we find is a greater emphasis on certificated training provision. However, in the absence of a transparent career path employers rely on more intensive techniques of appraisal and selection of workers for a ‘winner‐takes‐all’ career path. Given the importance of skills acquisition as an important building block of the ‘learning society’, our findings suggest that policymakers in Britain cannot rely solely upon the employer to bridge the skill gap evident in large service sector organizations.     

‘My profession is gone’: how social workers experience de-professionalization in the Netherlands

Recently social work in the Netherlands underwent two major changes. Specialized agencies were replaced by one-stop shops (district teams) and the welfare state was replaced by a ‘participation society’, in which vulnerable groups have to rely on their social network rather than resort to professional care. The first change is termed ‘de-specialization’; the second ‘basic de-professionalization’. The research question in this article is: how do Dutch social workers experience and evaluate these two developments? Qualitative interviews with 29 experienced social workers show that most of them endorse de-specialization, as this type of aid is deemed better for clients with complex problems. Moreover, many social workers like to take on new tasks. Basic de-professionalization is met with more reserve. Social workers observe that many clients do not have a suitable network and need professional help. In addition, they feel that their profession is being degraded as lay people and volunteers take over (part of) their work. However, they feel unable to resist this development, because resistance might get them sacked. Some social workers even enhance basic de-professionalization because of their willingness to continue working as (retired) volunteers. Social workers and theorists need to address and counter the move towards basic de-professionalization.     

Dating and Sexuality among Minority Adolescents with Disabilities: An Application of Sociocultural Theory

Adolescents with disabilities, American Indians, Hispanics, and African Americans are more likely to experience victimization and pregnancy as teens. This study explored ethnic and racial minority youth with disabilities’ dating and sexual experiences from the perspectives of social workers using Vygotsky’s sociocultural theory. Thirteen in-depth interviews were conducted with master’s degree–holding high school social work practitioners. Social workers described family beliefs and practices, socioeconomic status, special education, historical influences, and resiliency as aspects of adolescents’ lives that impacted their dating and sexuality. Social workers’ dialogue concerning family beliefs and attitudes toward abusive relationships were interpreted as internally oriented signs used by adolescents with disabilities to navigate their dating and sexuality. Socioeconomic status, family practices, and special education were interpreted as externally oriented meditational tools. Social workers reported that many adolescents experienced a history of violence, but that some adolescents adapted their cultural heritage by creating new values for themselves and engaged in healthier dating and sexual behaviors than their peers. Finally, although social workers were a source of support to adolescents with disabilities, they were also at times a portal for ethnocentric discourse.     

Workers with disabilities and the challenges of emotional labour

This paper explores the implications of emotional labour for workers with disabilities, drawing on qualitative data from interviews with 59 respondents who had disabilities and who worked in service sector occupations. The analysis illustrates that employer demands for emotional labour may prove difficult for workers with a range of disabilities, including psychiatric diagnoses, learning difficulties and physical impairments. Analysis also points to the ways in which the non‐accommodating nature of many workplaces often forces workers with disabilities to engage in ‘extra’ emotion work in the interests of fitting in and concealing/ downplaying their impairments.     

Practising for Social Work Practice: Integrating Knowledge and Skills for Social Work with Children and Families

The UK Government has categorically stated in its Knowledge and Skills Statement for Children and Family Social Work what social workers need to know and be able to do when responding to concerns about children. The Hope for Children and Families modular systemic interventions programme provides evidence informed responses for targeting harmful parenting and the associated impairment of children. The training resources, developed by Bentovim et al., apply the ‘common elements approach’ and are aimed at qualified practitioners. However, there also appears to be scope for their use in social work qualifying programmes. This paper will review the development of an undergraduate children and families module using the materials. It discusses how these resources were incorporated into a learning, teaching and assessment strategy which aims to develop and test the interpersonal components of knowledge and skills alongside technical/procedural knowledge. The outcomes indicate that these resources have contributed significantly in closing the gap between study and practice by providing an applied starting point from which learners can critically engage in the complexities of what they need to know and be able to do to be effective practitioners. Further use of these resources across programmes is recommended.     

Transitioning from ‘outside observer’ to ‘inside player’ in social work: practitioner and student perspectives on developing expertise in decision-making

ABSTRACT

This paper reports on a six-year qualitative study of social workers’ perspectives on factors influencing decision-making in children and families social work in England. Data collected between 2010 and 2016 reflect frontline practice during a period of substantial change and reform in UK social work. This paper builds on an earlier analysis with data from all three stages of the study capturing the lived experiences of practitioners ranging from student social workers to qualified advanced practitioners in management roles. Data from 9 focus groups comprising 51 participants were analysed using grounded theory. Data analysis generated four representative categories: developing agency in the social work role; troubling emotions; transitions in the development of expertise and the impact of organisational cultures in children and families social work services. An emerging theoretical framework is presented. This identifies the significance of transitions and threshold concepts in the development of the social work professional from the role of students as ‘outside players looking in’ through to the expertise of qualified practitioners as ‘inside players’ within organisations. Recognising periods of liminality, transitional learning and uncertainties in developing decision-making expertise may be of significant benefit to social work education and the profession.     

Developing Wellbeing as a Critical Tool in Social Work Education: An Example from the Field of Learning Disability

This paper will explore how ‘wellbeing’ is used in social work education to develop a critical understanding of the current English personalisation agenda, in relation to people with ‘moderate to severe’ learning disabilities. Drawing upon a short thematic analysis of policy for Learning Disability and Social Work Education, the paper will develop the argument that social wellbeing is an important factor for critical engagement and practice with this service-user group. Based upon teaching – incorporating service user and care views, as well as current research-in-progress, Schalock's (2004) taxonomy of wellbeing is developed to focus upon three themes: friendships and relationships; community engagement and structural factors. The importance for social workers of exploring aspects of community, in its widest sense, is emphasised, contrasting with a narrower view presented in policy implementation. The application of wellbeing as a practice and analytical concept therefore provides a framework for a critically reflective and engaged practice.