Consumer‐directed personal assistance and ‘care’: perspectives of workers and ventilator users

‘Consumer‐directed personal assistance’ has been a central tenet of the North American Independent Living Movement since its inception. There is, however, surprisingly little research that explores how consumer‐directed assistance gets played out in practice. We conducted a qualitative study that explored the relationships between disabled ventilator users and their personal support workers (PSWs) in supportive housing environments in Ontario, Canada. The results show that while all participants agreed that they adhered to the philosophies of ‘independent living’ embedded in ‘consumer‐directed personal assistance’, how this was understood and enacted varied considerably. Narrow interpretations focused on the task‐oriented aspects of PSWs’ work, while broader interpretations included interpersonal aspects of care, respect and mutuality. We discuss how a conceptualization of consumer‐directed personal assistance can be elaborated to accommodate a notion of ‘care’ while retaining the core tenets of the independent living philosophy.     

‘Listen: This Really Happened’: Making Sense of Social Work Through Story‐telling

The use of guided critical reflection and analysis is increasingly popular in the education and training of social workers, especially when students embark on their practice learning opportunities. This paper explores the use of structured story‐telling in tutorials as a way of helping students make sense of social work practice. By focusing on a narrative shared with a tutor group, the argument will be made that tutorials are important places to ‘monitor’ the self (and others) in social contexts, and are helpful places for students to identify their personal values and how these might link with their future professional selves.     

Family Therapy for Kids Without Families: Working Systemically With Children and Young People in Residential Care

A significant proportion (4%, Australian Institute of Health and Welfare, 2008) of children and young people in Australia live in some form of residential care, usually in small group‐homes staffed by residential care workers in shifts. However, as Hawkins‐Rodgers (2007) points out, these placements are often not resourced to heal the effects of trauma and multiple attachment disruptions in their residents. The lack of an archetypal ‘family’ has led in the past to family therapists considering that there is little work to be done with such clients. This leaves such placements to be supported most frequently by clinicians who specialise in behaviour management and other linearly founded models of practice. The Alternate Care Clinic (ACC) is the first mental health service in New South Wales dedicated entirely to children and young people in out of home care with a high level of complex needs. This article examines the systemic therapeutic model the clinic has developed in the last two years. In particular, the article seeks to explore the importance of ‘meaning making’ in a diffuse parental system, particularly with regards to the term ‘family’. The complexities of working in this area and possible ways forward are illustrated with a closely worked case study.     

Practising family history: ‘identity’ as a category of social practice

Research on family history argues it performs the task of anchoring a sense of ‘self’ through tracing ancestral connection and cultural belonging, seeing it as a form of storied ‘identity‐work’. This paper draws on a small‐scale qualitative study to think further on the identity‐work of family history. Using practice theory, and a disaggregated notion of ‘identity’, it explores how the storying of family histories relates to genealogy as a leisure hobby, a form of historical research, and an information‐processing activity; and examines the social organization of that narrativity, where various practical engagements render certain kinds of genealogical information more, or less, ‘storyable’. Key features of ‘identity‐work’ in family history, such as the construction of genealogy as a personal journey of discovery and identification with particular ancestors, emerge as a consequence of the procedures of family history, organized as a set of practical tasks. The paper explores ‘identity‐work’ as a consequence of people's engagement in specific social practices which provide an internal logic to their actions, with various components of ‘identity’ emerging as categories of practice shaped within, and for, use. Focusing on ‘identity’ as something produced when we are engaged in doing other things, the paper examines how the practical organization of ‘doing other things’ helps produce ‘identity’ in particular ways.     

Reviews

The article discusses language as a form of social differentiation and the importance of its recognition as such within social work. Structural and ideological barriers to the recognition of linguistic identity within the UK context are explored, before focusing on additional language tuition and the benefits of its use as an awareness raising tool, drawing from socio‐linguistics literature and applying it to social work education.

Research points to the necessity of the development of a ‘third place’ between a native and target linguistic culture to permit a greater depth of understanding of multicultural and multilingual contexts. It is argued that culturally competent language tuition, when used beyond an exercise in communicative competence or bilingual resource development, has great potential in terms of developing anti‐discriminatory practice past a monolingual framework, and allowing monolingual practitioners to discover their own linguistic identities, and reach their own ‘third place’.     

Collaborative Influence

Collaborative therapists acknowledge their role in influencing clients and the outcomes of therapy. But the word ‘influence’, for many new to the collaborative therapies, can be mistakenly connoted as an undue exercise of therapist power. From a dialogic and social constructionist perspective, this article reflects on how therapists can be influential in collaborative ways. Negotiating ‘shared intentionalities’ with clients, while privileging their preferences in meaning‐making and change—as part of respecting their primary authorship over their lives—assists therapists to employ their influence in ways that stay collaborative. Furthermore, by regarding client ‘resistance’ and misunderstanding as instructive, therapists can enhance their efforts to stay collaborative.     

What It Feels Like for a Whore: The Body Politics of Women Performing Erotic Labour in Hong Kong

This article seeks to investigate the complexity of the working experiences of female prostitutes in Hong Kong, using an oral history approach. Based on 13 in‐depth interviews, I depict my respondents as performing the skilled emotional labour of sex in exchange for their clients’ money. Looking at the ways in which the women manage the job, the self and the business, I argue that their major problem is not with the commercial transaction (that is, the content of the work itself), nor with the ‘conflict’ between their personal and work selves, but with the social stigma, surveillance and dangers at their workplaces. Inspired by a post‐structuralist conception of power and identity formation, I propose a women‐centred lived‐experience feminist approach in the hope of filling the gap between the bipolar imageries of ‘sexual slavery’ or ‘sex radical’ that have been thrown up in the feminist debate over the meaning of prostitution. This approach emphasizes the inter‐relationships among women’s lived experiences, the micro‐sites of social surveillance and the macro‐condition of wider society. Although Hong Kong female prostitutes are not ‘political’ in fighting for their rights and benefits, they have tended to take the path of micro‐resistance in combating societal domination. They negotiate an identity of the ‘prostitute’ that is sensitive and flexible to different institutional areas that seems to jeopardize the neat binaries of madonna/whore, good girl/bad girl, victim/warrior, conformist/radical. This allows them to create their own space to work and survive.     

Promoting Creative Practice through Social Work Education

It has been suggested that the essence of professional work lies in the balance between the performance of technical tasks and the exercise of judgement and discretion—the ‘technicality/indeterminacy’ debate. A skilled social worker must be capable of applying a range of knowledge, skills and values in a variety of practice circumstances, the precise nature of which cannot always be predicted. This presents a challenge for social work education, previously governed by a reductive notion of ‘competence’ in its planning and delivery. This paper will explore the nature of judgement and creativity in practice, identifying why such concepts are essential in contemporary social work. Accepting that qualified social workers must be capable of acting independently and autonomously, it will then examine the task that this presents for social work education—the need to prepare students (at both qualifying and post‐qualifying levels) to exercise judgement and discretion in professional practice. The paper will argue that the development of innovative forms of social work will depend upon the existence of forms of education that can foster and enhance students' ability to work creatively, and present ways in which this can be managed within both academic and practice curricula.     

'Inquiries of every imaginable kind': ethnomethodology, practical action and the new socially situated learning theory

This paper examines the increasing interest in practice‐based theorising in the new social learning theory. It argues that this body of work does not pay sufficient attention to ethnomethodology's understanding of practical action. The paper then illustrates ethnomethodology's approach to understanding practical action, highlighting the concepts of ‘inquiry’ and ‘work’, and drawing upon examples from two phases in Garfinkel's work. Potential implications are then discussed for the new practice‐based social learning theory and conclusions are drawn.     

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.     

Symbolic Interactions and the Development of Women Leaders in Higher Education

The under‐representation of women in higher education (HE) leadership is a persistent global phenomenon. The purpose of this research is to re‐examine this issue through symbolic interactionism (SI). Eight women aspiring to leadership were invited to participate in semi‐structured interviews after attending a leadership programme specifically designed to enhance their leadership prospects. Analysis indicated ambiguities and contradictions that surround notions of leadership, in particular how the participants position themselves and are positioned in their workplace. This was evidenced by the meaning they attributed to: recognizing a leader; interactions with existing leadership; and speculation regarding their leadership capacity. Gendered notions were apparent in their constructed meanings. Similarity attraction was also evident, with men being observed as ‘paying it forward’, therefore facilitating promotion. Formal leadership training was advocated rather than experiential processes.     

Intimate circuits: modernity,migration and marriage among post‐Soviet women in Turkey

The study of migration too often ignores the ways that labour migrants' emotional entanglements and complicated personal relationships factor into their experiences of being people on the move. In examining post‐Soviet migrant women's relationships with Turkish men and the ways these are regulated in Turkey, in this article I consider how intimate practices of marriage and performances of ‘love’ have emerged as key aspects of transnational mobility. These intimate practices both enable long‐term transnational circuits between post‐Soviet homelands and Turkey, and attest to the way global capitalism is redefining personal lives.     

Men in Non‐Traditional Occupations: Career Entry,Career Orientation and Experience of Role Strain

This article explores the experiences of men in non‐traditional occupations. In particular it focuses on the dynamics of career entry, career orientation (namely, a preference for intrinsic or extrinsic rewards) and the possible existence, nature and consequences of role strain. Four occupational groups are examined: nurses, cabin crew, librarians and primary school teachers. The results suggest that men fall into three main categories: seekers (who actively chose the ‘female’ occupation), ‘finders’ (who did not actively seek a non‐traditional career but who found the occupation in the process of making general career decisions) and settlers (who actively chose the occupation, often as a result of dissatisfaction with a more ‘masculine’ job, and who then settled in their non‐traditional career). Settlers, in particular, are associated with a more intrinsic career orientation and express a desire to remain close to occupational and professional practice. Role strain is prevalent in men's experiences in their non‐traditional career. The potential sources of such role strain and the implications for career aspirations and career choices are explored.     

‘Cleaning Your Glasses’: A Prerequisite for ‘Catching Your Child Being Good’

Used widely throughout the parenting literature, the phrase ‘Catch them being good’ encapsulates much of current practice that has been shown to be effective in reducing instances of non‐compliance in children with complex and challenging behaviours. ‘Catching your child being good’ is obviously in line with the strategies of praise, encouragement and positive reinforcement. But for some parents, ‘Catching their child being good’ after long periods of defiance becomes almost an impossible task. Metaphorically speaking, ‘Cleaning your glasses' is a necessary prerequisite for effectively ‘catching your child being good’. This metaphor and an associated six‐phase therapeutic intervention seek to enhance a parent's ability to ‘Catch their child being good’, by working through parental distortions, restraints and negativity. This paper introduces the metaphor's origin and use; describes keys concepts; and gives a detailed case example to highlight the advantages and limitations of the intervention.     

JUMPING ON SHADOWS: CATCHING THE UNCONSCIOUS IN THE CLASSROOM

This article discusses case material from a psychoanalytically informed ethnographic research project where the author had a dual role as a teaching practitioner and researcher in an infant school. It suggests that practitioner researchers can deepen a concern with reflexivity in the research process by transferring elements of the practice of the psychoanalytic clinician — specifically, attention to ‘counter‐transference’ — to their research practice. The article reviews the concept of counter‐transference. It suggests that working out the difference between transference and counter‐transference may be connected unconsciously to working out the distinctions between ego and superego. The article then goes on to provide an illustration of the way in which the author attempted to use her own counter‐transference to inform her research into young children's learning, specifically in relation to her experience of being a teacher. The discussion connects this to the teacher's transferential place as a parental and ‘superego’ figure for pupils. Observational extracts are drawn from the case study of ‘Lutfa’, a Bengali girl placed at the lower end of the ability group range. The article concludes by suggesting that attention to counter‐transference dynamics as a form of reflexivity can provide the practitioner‐researcher with valuable information about the research subjects and about dynamics in the setting, particularly the participants' relationships to ‘superego’ figures.     

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.     

Goodbye to the golden cage: Transformations in gender norms and family morality for working‐class women in occupations considered masculine in Mexico

This article seeks to contribute to the debate, within the feminist sociological theory and gender studies, about the possibility of ‘undoing gender’ in different social fields, mainly family relations. It is based on the premise that as women's objective dependency in the social structure decreases, the unstable character of what Bourdieu called ‘submissive dispositions’ becomes visible, and that women act reflectively, both to adapt to the challenges posed by their participation in different social fields and to gain personal liberties. The results of qualitative research, based on discussion groups and narrative interviews in which 109 women in working‐class sectors in Mexico City participated, are presented. Conflicts around breadwinning, housework distribution and personal liberties demonstrate a displacement of gender norms, parallel to efforts to maintain certain assurances regarding the traditional family model within the context of economic precariousness.     

British Muslims and the UK government's ‘war on terror’ within: evidence of a clash of civilizations or emergent de‐civilizing processes?

In the immediate aftermath of the September 2001 attacks on America, defending civilization was quickly established at the core of the ‘war on terror’. Unintentionally or otherwise this incorporation of civilization connected with Samuel Huntington's ‘Clash of Civilizations’ thesis. Within the ‘war on terror’ the dark side of counterterrorism has become apparent through international practices like extrajudicial killing, extraordinary rendition and torture. The impact of Western governments' policies upon their indigenous Muslim populations has also been problematic but social and political analysis has been relatively limited. This paper seeks to help address the scarcity of sociological contributions. Hidden costs of the UK government's attempts to utilize violence and enhance social constraints within the nation‐state are identified. It is argued that although counterterrorism strategies are contributing to a self‐fulfilling spiral of hatred that could be considered evidence in support of the ‘Clash of Civilizations’, the thesis is unhelpful when trying to grasp the underlying processes. Instead the paper draws upon Norbert Elias's application of the concepts of ‘civilizing’ and ‘de‐civilizing’ to help improve levels of understanding about the processes and consequences of particular Muslim communities being targeted by security forces. The paper concludes with an exploration of the majority of the population's acquiescence and willingness to accept restraints upon Muslims in order to safeguard their own security.     

Coming out of the Shed: Reflections on Men and Fathers

This paper is based upon a keynote address I delivered to the 2000 Australian Family Therapy Conference. The address invited conference participants to reflect on the functional or ‘provider’ roles so often assigned to men as partners and fathers. I link socio‐historical observations about the construction of gender‐based roles, with personal experiences of three generations of men from my own family of origin. I suggest that a continuing division of roles along gendered lines is not serving men well. Nor does it offer many benefits to men's female partners or their children. Practices within family law provide one illustration of persistent gender‐laden attitudes that, in the light of solid experimental evidence on men and fathering over the past twenty years, need to be challenged. Therapists, too, are challenged to reflect on how to engage men in ways that avoid the reinforcement of gender stereotypes.     

Observing the Rites of Autonomy,Distancing the Prospects for ‘The Spiritual’

We are acculturated to believe each healthy person is a firmly bordered republic, a kind of self‐sufficient island. With its associated values entitlement and self‐determination, this assumption has become an internalised schema within which individuals — and many therapists — evaluate personal competence and adjustment. Whilst acknowledging that an expectation of autonomy might encourage ambition and empowerment, the injunction ‘be autonomous’ may also bring with it a number of unintended consequences. These include the promotion of experiences of isolation and incompleteness, experiences that many find uncomfortable and which may come to be associated with an emerging desire for what might be called ‘the spiritual’. A question then arises: might an expectation of personal autonomy on the one hand prompt a yearning for spiritual experience yet, on the other, diminish the prospects of such an experience by marginalising the possibilities of personal and interpersonal connectedness? After developing this argument, I offer preliminary ideas to assist practitioners to envisage how the ‘secularly spiritual’ might be imagined and invoked within everyday therapeutic practice.