The role of service users in problem formulation and technical aspects of social research

The importance of the practitioner-researcher relationship in problem formulation derives from the need for relevance to the issues faced by practitioners. This paper argues that if research is to be relevant to the issues faced by service users, they too must be involved in problem formulation. There is a substantial literature on the moral case for user involvement in research but relatively little about the technical benefits. The paper sets out some distinctions in the meaning of user involvement in different models of social research, and, drawing on examples of user-led and user-controlled research, suggests not only that problem formulation benefits from user involvement but that several other key technical aspects of social research may also be improved.     

Gearing Up for Personalisation: Training Activities Commissioned in the English Pilot Individual Budgets Sites 2006–2008

The transformation of social care in England is taking place though changes affording greater choice and control for people using services. Individual budgets were one key element of these changes and were piloted in 13 local authorities in 2006–2008. This article reports on interviews with training leads in these local authorities that took place in 2008 as part of an independent evaluation of the individual budget pilots. The aims of the interviews were to explore the role of training as part of the processes of transformation, the use of resources and establishment of training strategies within the local authority. Participants revealed that the subject of training was acquiring higher profile within their authorities, although uncertainties remain about the extent of local authority responsibilities for training. Within local authorities, training resources were yet to be determined and models of training were not fully developed. The article concludes that training will remain a central issue when implementing personalised social care services and that models of training for such changes should be shared and evaluated over the long term.     

Migration of Professional Social Workers: Reflections on Challenges and Strategies for Education

International migration of social workers has had, in recent years, a substantial influence on the political agenda of different countries in the world, and is fraught with challenges. In some countries, recruitment of internationally qualified social workers has even become an important strategy to meet staffing demands and to fill shortages in the social work profession. This paper aims to promote debate on the key role of social work educators in assisting social work students and practitioners to practise within both a national and an international context, by reflecting on specific practice examples from Canada, England and South Africa. We explore challenges, as well as possible strategies for adaptation in new contexts, such as the facilitation of additional training, globally comparable social work programmes, and the development of a stronger professional identity, based on integrated social work values. We conclude that by enabling a stronger professional identity through the development of professional virtues, social workers will be empowered to become more confident practitioners and internationally more adaptable.     

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.     

Minding the Gap: Assisting the Transition from the Academy to the Profession

This contribution to Ideas in Action draws attention to the potential gap for social work graduates that exists between the end of teaching and employment in their chosen field. It discusses the possibilities of a role for faculty in increasing readiness to be employed, thus enabling an easier transition into the profession. An initiative to do just this is discussed together with some of the lessons learnt.     

Early savings for children's higher education: A comparison between savers and non-savers in a Child Development Account program

This study examined economic pressure, parenting stress, and personal mastery factors among N = 235 lower income parents who had the opportunity to save for their children's future higher education in a children's development account program. Bivariate analyses and structural equation modeling (SEM) were used to test the differences between early savers and non-savers. There were some sociodemographic differences between the groups; however, the overall SEM was invariant between the groups. Data suggest that specific case management services may be critical to help lower-income parents save for their children. Further research needs to identify institutional aspects and household characteristics that explain saving among this poorer households.     

Evaluation of a Distance Learning,Post Graduate Advanced Award in Social Work Programme for Child and Family Social Work Supervisors and Mentors

This paper discusses open and distance learning and supervision in child and family social work, and presents the results of an evaluation by students of a distance learning, post graduate certificate programme for first‐line managers and supervisors in child and family social work. The programme also leads to an Advanced Award in Social Work. Eighteen students returned a postal questionnaire designed to gain their experiences of studying on the programme and their views about its different elements and its outcomes for themselves, their work, their organisations and service users. Most respondents thought that there were more advantages than disadvantages to studying by distance learning and to studying part‐time while working full‐time, but that self‐discipline is required and that workload constraints and difficulties in taking study time away from work impinged on their studies. More than half rated as good or very good the support provided by their mentors. Reported outcomes of studying on the programme included increased self‐confidence, enhanced supervisory practice, greater involvement of service users in service provision, and increased attention to gaining service user feedback. Key messages regarding the organisation of distance learning programmes are outlined, and pedagogical issues in post qualifying social work education are discussed, including the role of the mentor and the training needs of experienced staff or those working in specialised roles.     

Intercultural consolidation: exploring the experiences of internationally qualified social workers and the English post-qualifying framework

The increasing movement of social workers from one country to another, especially with the expansion of the European Union, appears likely to pose a number of challenges to host countries in terms of receiving, supporting and developing social workers who trained in other countries. This paper explores the provision of a post-qualifying ‘consolidation’ module to a group of 15 internationally qualified social workers and evaluates both the student experience and the cultural challenges faced by individual social workers who came to practise in England after qualifying in their home countries. These social workers undertook the module at the University of Greenwich in London, England, and were selected for this as a part of a project with two London boroughs. Factors which have an important influence on successful ‘settlement’ into a new role and culture are discussed and analysed. It is argued that the provision of post-qualifying training can be a key part of the acculturation process but timing and other factors need to be considered. The paper explores what was learned from the project and its evaluation about the experiences and support needs of internationally qualified social workers. The project took place in 2007–2008 and was evaluated by students, the teaching team, stakeholders from services and service users.     

Practice Learning and the Development of Professional Practice

The development of professional practice is based on practice learning, yet there is no consensus about its definition. The currently evolving use of the term ‘practice learning’ provides us with an opportunity to consider the nature of learning for professional practice at initial entry through to post qualifying stages of development. A number of streams of thought are influencing the understanding of practice learning and we aim to consider some of these and how they inform those involved in supporting and guiding practice learners at different stages of their professional development.

In presenting our conceptualisation of practice learning we argue against oversimplified dualities of classroom‐based academic learning concerned with theory and workplace‐based practice learning concerned with practice. Additionally we make explicit the career‐long nature of practice learning which is as embedded in continuing professional development as it is in the requirements for qualifying programmes.

Having established what we mean by ‘practice learning’ we consider the impact of organisational learning theory on the management of practice learning. The consideration of the characteristics of organisations which learn leads to a brief examination of approaches to teaching and learning which promote knowledge creation in a way which is meaningful to practitioners. We will argue that the development of understandings of organisational learning and knowledge creation should become part of the knowledge base for those supporting and guiding practice learners, in addition to the traditional knowledge base of adult learning theory.

Before exploring the nature of practice learning it would be helpful to consider briefly what we mean by professional practice for which practice learning is preparing people.

Professional practice in social work is a complex set of activities which involve direct work with service users, and their families, as well as work with other professionals and agencies. A range of knowledge and skills are used with a firm value base which recognises diversity and oppression as key elements in UK society.

Such professional practice is learned and developed in a range of ways over time through training, practice, understanding, analysis and reflection. However, the nature of just what practice learning is and where it occurs has become a focus of debate in the UK as a result of recent developments in initial professional education and training for social work.     

The Right Tools for the Right Job: Social Work Students Learning Community Development

The place of community development within social work varies across nations and time. The tensions in the 1970s in the UK gave way to decades when social work has been dominated by issues relating to protecting and caring for individuals. We now have a resurgence of community development activity, bringing together varied disciplines such as urban planning and health promotion as well as social work. Within the UK there are now requirements for community development knowledge and skills within qualifying social work training. This paper reflects on experiences in promoting community development practice learning in social work qualifying placements within Health and Social Care Trusts in Northern Ireland. Issues are raised about the diversity and complexity of expectations on qualifying training, and the challenges that face universities, colleges and employing organisations in developing practice learning in this curriculum area. The prospects for improving community development learning within both qualifying and post qualifying education and training are considered particularly in the light of inter-professional and inter-organisational initiatives that put community development in the context of health promotion, housing, crime, poverty and other social issues that might be addressed at community level to improve the health and social well-being of citizens.     

Employment-Based Training on Alcohol and Other Drugs in England: Bridging the Gap

The first of its kind in England, this study explored the extent and nature of employer-based training on alcohol and other drugs for social workers working in children's and adults' services. A national survey of workforce development departments was undertaken to find out how social workers are being prepared by their employers for engaging with people who use alcohol and other drugs. Based on a response rate of 46%, the findings show that a majority of departments (82%) provided training on these issues in the year 2011–2012. However, most of this training was not mandatory. These courses are targeted most often at those working in children's services rather than those in adults' services. Most courses are offered at basic or intermediary level, and content of training is covered inconsistently. These findings suggest a need to increase the priority of alcohol and other drugs' training across adults' services in particular and to make this training mandatory, as well as ensuring that staff have adequate time and incentive to attend. Effectiveness of social care practice for all social care practitioners around alcohol and other drugs use could be improved with more focus on training practitioners how to talk to service users about their substance use.     

Placing the Horse in Front of the Wagon: Toward a Conceptual Understanding of the Development of Self-Esteem in Children and Adolescents

Existing research on self-esteem among children and adolescents has focused on defining self-esteem, measuring self-esteem, and indicating variables that influence self-esteem. However, limited research and thought has been given to explain conceptually how self-esteem is developed and maintained. This paper suggests that the existing literature lacks a theoretical conceptualization of how self-esteem is developed and provides a three-pronged conceptualization indicating that associations, activities, and aural support develop and maintain self-esteem. The conceptualization provided has research, policy, and programmatic implications.     

航运中心与城市协调发展的国际经验与上海策略

国际重要的经济中心城市大多同时也是重要的国际航运中心,如中国香港、新加坡、伦敦、纽约、鹿特丹等。＂十二五＂期间,上海处在一个发展的关键时期。＂创新驱动、转型发展＂成为上海建设国际航运中心的迫切要求,因此,处于城市经济转型时期的上海必须建设具有全球航运资源配置能力的国际航运中心,实现上海国际航运中心与上海城市的协调发展。本文结合世界主要国际航运中心的实际,分析国际航运中心与城市协调发展可供借鉴的经验,提出目前上海国际航运中心建设与城市发展之间面临的矛盾与问题,并从集疏运体系和港城一体化角度提出上海国际航运中心与城市实现协调发展的对策建议。     

Representations of Attachment to Father in the Narratives of Preschool Girls in Post-Divorce Families: Implications for Family Relationships and Social Development

This study used the Attachment Story Completion Task-Revised (ASCT-R) (Bretherton, Ridgeway, & Cassidy, 1990), a representational measure of attachment security, to examine characteristics of preschool-aged girls' narratives associated with portrayals of attachment to the father. The children's (n = 27) parents had been divorced or legally separated for at least 2 years, and they lived in the primary custody of their mothers. We had previously discovered that girls' responses to the ASCT-R differed from those of boys in unexpected ways. Whereas boys' representations of child-father attachment varied positively with teacher ratings of social behavior in child-care settings, the opposite was the case for girls. Girls who portrayed children's attachment to the father more frequently were rated lower in social competence, contrary to expectations. A more detailed analysis of responses to the ASCT-R suggests that girls' representational attachment behavior toward the father was associated with narrative representations of both parents as unavailable, family instability, and concerns for the father's well-being.     

Remarriage and Stepfamilies: Strategic Sites for Family Scholarship in the 21st Century

This article reviews areas of advancement over the past decade in our understanding of remarriage and stepfamilies and suggests promising new directions for future work. Profound shifts in the demographic context of family life motivate central themes in recent scholarship on remarriage and stepfamilies, including the diversity and complexity of stepfamily structures and processes, the consequences of multiple partnerships for adults and children, and potential selectivity in the characteristics of individuals entering remarried families and stepfamilies. Despite challenges to further progress, I argue that remarriage and stepfamilies offer strategic opportunities to investigate many core concerns of family scholars.     

Poverty,oil and corruption: the need for a Quad‐Sector Development Partnership (QSDP) in Nigeria's Niger Delta

This article starts by charting the conflicting position in Nigeria's Niger Delta between its petroleum wealth and the poverty of its inhabitants before observing how government corruption has hampered development agencies from rectifying this situation. It then examines trans‐national company (TNC) Corporate Social Responsibility (CSR) initiatives via a case study of the Shell Petroleum Development Company (SPDC). It concludes that, while there are useful projects, their success is felt at a micro level that cannot supplant wider government development. Finally, the article sets out why Quad‐Sector Development Partnerships (QSDP) between an international development agency, the state, TNCs and civil society will help to neutralise the national problem of corruption so that Niger‐Delta socioeconomic development can be improved.     

Kinship care for children in the UK: messages from research,lessons for policy and practice1

This article presents a comprehensive overview of kinship care, or as it is also known, family and friends care, paying particular attention to the UK child welfare, legal, policy/practice contexts. The aim of the article is to raise awareness, and provide information, about a hitherto largely invisible, yet expanding placement option being widely used in child welfare systems in the UK, in Europe and elsewhere. The article places kinship care within a UK and European child welfare legal context, including the European Convention on Human Rights 1998 [Articles 8 and 14] and European kinship care developments are also highlighted. It contains the main findings of a kinship care research study conducted by the author, based on interviews with children and young people living with kinship carers, as well as with the kinship carers. Following an examination of theoretical and policy issues, the article examines ways forward for developing and supporting kinship care. In the final section, and based on the research findings and literature review, a new paradigm for child welfare is introduced. It is argued that this new paradigm is necessary in order for kinship care practice and policy to develop within a supported and sustainable family support framework.