Concept of ‘personality disorder’ and its relationship to social work

Abstract

Inherently difficult to define and apply in a valid and reliable way, the concept of ‘personality disorder’ is, nonetheless, a very important psychological construct in the assessment and treatment of clients. This paper discusses the nature and limitations of personality disorder diagnoses. It also refers to data suggesting a paucity of formal training and research on personality disorders, and mental health in general, within Australian social work. The authors call for greater research, analysis and debate by social work educators and the profession on these issues.     

Assessing social work and nursing students’ intentions to work with dying patients

This study assessed social work and nursing students’ intentions to provide end-of-life care, based on the Theory of Planned Behavior. A total of 181 social work and nursing students completed a questionnaire examining intentions to provide end-of-life care, attitudes, subjective norms, perceived control, death anxiety, subjective knowledge, and sociodemographic characteristics. Students manifested a moderate level of intentions to provide end-of-life care, with nursing students indicating higher levels of intentions than social work students. Multiple regression analyses revealed that attitudes, subjective norms, and previous experience were the main predictors of intentions to provide end-of-life care. Recommendations for academic programs are discussed.     

‘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.     

Are social movements truly social? The prosocial and antisocial outcomes of social movements

A growing body of research demonstrates that U.S. politics has become increasingly polarized over the past few decades. In these polarized times, what potential roles might social movements play in bridging divides between, or perhaps further dividing, people across a variety of political and social groups? In this article, we propose a research agenda for social movement studies focused on the prosocial and antisocial outcomes of social movements. Although scholars commonly frame their work on the consequences of social movements in terms of social movements' political, economic, cultural, and biographical outcomes, we suggest a focus on two categories of social movement outcomes (prosocial and antisocial outcomes) that cut across prior theoretical categories, and we show how an emerging body of scholarship has documented such outcomes at micro, meso, and macro levels of analysis. We also consider how emerging scholarship has addressed the sociological question about the conditions under which social movements produce prosocial versus antisocial outcomes. As we argue, attention to prosocial and antisocial outcomes of social movements holds both theoretical implications for social movement research and practical implications for social movements navigating the United States' political and social divides.     

Community-based accompaniment & social work—A complementary approach to social action

Accompaniment, or the intentional practice of presence, emphasizes processes and relationships over outcomes, with the ultimate goal of leveraging privilege and collectively changing destructive systems. Though not widely recognized in social work, accompaniment has been applied globally. Here, we outline an overview of accompaniment, including how it has been applied in social work literature and practice. We then propose community-based accompaniment as an approach to complement traditional models of social action as a necessary, yet accessible way to further advance community organizing in social work education and practice, and ultimately promote transformative social change.     

Prejudices,social competencies and political orientations in relation to schools’ hidden curriculum

In the framework of a one-and-a-half year long research and development project implemented by the Kurt Lewin Foundation, we studied the relationships between organizational culture and the hidden curriculum of schools, as well as how students’ knowledge, opinions, and attitudes are connected to active citizenship, democratic values, social and political issues, and questions related to minorities. We were interested to discover whether we could find any connections between school life, teaching competencies, teachers’ knowledge and students’ extreme right sentiments, and political attitudes. According to our hypothesis, students in a more democratic school should hold more democratic views, and should be more open towards minorities, demonstrating more support for human rights and the rule of law. Our research – focusing on graduating student cohorts, studying in secondary schools located in Eastern Hungary – only partly confirmed our hypothesis: the schools involved in the project influenced students’ knowledge, opinions, and attitudes regarding issues within schools. However, with respect to most questions, there was a limited relationship between school environment and student attitudes regarding social-political issues outside the schools. Our research also explored the underlying reasons behind the results and – connected to that – possible ways to ameliorate attitudes, from the school management level to educational policy-making.

A Kurt Lewin Alapítvány másféléves kutatási-fejlesztési programja során megvizsgáltuk, hogy milyen kapcsolat van az iskolák szervezeti kultúrája, rejtett tanterve és a diákok aktív állampolgársággal, demokratikus értékekkel, szociális és politikai kérdésekkel, valamint kisebbségekkel kapcsolatos tudása, vélekedése és attit?dje között. Arra voltunk kíváncsiak, hogy található-e kapcsolat az iskolai élet, a tanítás és a tanárok ismeretei, kompetenciái és attit?dje, valamint a diákok széls?jobboldalhoz kapcsolódó érzelmei és politikai attit?dje között. Hipotézisünk szerint a demokratikusabb iskolák diákjai maguk is inkább demokratikusak, nyitottabbak a kisebbségek felé, jobban támogatják az emberi jogokat és a jogállami kereteket. Kutatásunk, melyben kelet-magyarországi középiskolák végz?s diákjai vettek rész, csak részben igazolta feltevésünket: a programba bevont iskolák a diákok iskolán belüli életére vonatkozóan bírnak befolyásoló hatással a diákok tudására, véleményére és attit?djeire. Mindazonáltal a legtöbb kérdés esetében az iskola falain kívüli élet társadalmi-politikai ügyeit illet?en nincsenek jelent?s hatással. Kutatásunk annak is utána járt, hogy milyen magyarázatok találhatók az eredményekre és - ehhez kapcsolódóan - milyen fejlesztési lehet?ségek állnak rendelkezésre az iskolaigazgatási szintt?l egészen az oktatáspolitikai döntéshozásig. Jelen cikkünkben a diákok adott társadalmi-politikai kérdéseket illet? attit?djeire vonatkozó eredményeket és a releváns fejlesztési javaslatokat ismertetjük.     

Gendered expectations of the biographical and social future: young adults’ approaches to short and long-term thinking

Numerous studies have found that although young adults are arguably less constrained by gendered norms and expectations than previous generations, they have nevertheless continued to imagine their biographical futures in highly gendered ways. In this paper I draw on an analysis of 28 in-depth interviews in which 16 women and 12 men (aged 18–34) were asked to discuss their expectations for both the biographical and social future. The results of this study largely confirm the findings of previous scholarship, with young women often viewing childbearing and caring responsibilities as compulsory, while young men largely viewed these commitments as complementary to their chosen careers. This paper extends existing findings in this area by examining, firstly, whether these perceptions of the biographical future are mirrored in the participants’ views of the long-term, social future, and secondly, what implications such views may have when they are extended into this register. In so doing it ultimately finds that the gender norms that shape young adults’ expectations for their own futures are echoed in their outlooks upon the social future.     

The circle of social reform: the relationship social work—social policy in Addams and Richmond

This article presents some results of a broader purpose of research on the thought and work of Addams and Richmond, particularly about the relationship between social work and social policy. First, we aim to contribute to deeper knowledge on the thought of these two pioneers on this relevant subject for social work nowadays and, particularly, to remove a relative veil of ignorance Richmond's involvement in social reform activities and elaboration on social reform in the context of the public and social policies process. Second, our proposal is to support a revision of the orthodox account on the antagonistic or irreconcilable nature of the two major traditions—social casework (or psychosocial approach) and social reform (or socio-political approach)—founded by two of the most influential figures of social work. Based on secondary and primary sources, the article focuses on the inseparable relationship between social policy and social work, clearly present in the thought and intervention of these seminal authors, and sheds new light on on-going debates and the disputed role of social policy perspectives within professionalised social work and the articulation between direct intervention with individuals, groups and communities and policy practice.     

Family concepts—a social pedagogic approach to understanding family development and working with families

Drawing upon insights from family research, this article argues that in modern Western societies the reflection of individual notions of family as well as the development of concepts of a fulfilling everyday family life has turned into a recurrent challenge throughout the life course, a challenge particularly relevant during family transitions. Professionals in the field of social work with families are increasingly faced with the task of supporting such processes of reflection and development. At the same time, there is little knowledge about how these processes look like. Building upon results of a pilot study and merging recent theoretical developments in family research with the (German) tradition of social pedagogy, a conceptual framework to study family concepts theoretically and empirically is developed. The potential as well as the limitations of this research approach are discussed drawing upon a case example taken from an ongoing longitudinal study. This study aims at revealing family concept-related processes of informal learning and thus provides an understanding of family development from a social pedagogic point of view. Finally, an outline will be given of how this research could contribute to develop an intervention method standing in the tradition of social pedagogy.     

Language,structure and agency: What can realist social theory offer to sociolinguistics?

The sociolinguistic enterprise raises fundamental questions about the nature of the relationships between social phenomena (such as social class or gender) and linguistic variation, while within social theory a persistent concern is the nature of the relationship between structure and agency. Sociolinguistics can draw on social theory for analysis of the relationship between speaker and system, the role of language in the creation, maintenance and change of social institutions, and the role of human agency in sociolinguistic phenomena. This article summarises the key tenets of a sociological realism, based on the recent work of Margaret Archer (in particular her exploration of analytical dualism) and of Derek Layder (specifically his theory of ‘social domains’). It relates these ideas to sociolinguistics, arguing that language can be seen to have a different significance, depending on which domain is the focus of the researcher's interest. The article considers the distinctiveness of this approach, contrasting it with structuralist and social constructionist accounts and with structuration. It concludes by identifying some methodological implications, suggesting that sociological realism offers a productive theoretical framework for sociolinguistics in dealing with questions of language, structure and agency.     

A longitudinal qualitative evaluation of an economic and social empowerment intervention to reduce girls’ vulnerability to HIV in rural Mozambique

PurposeAn intervention including business training and health education was implemented in Mozambique, where girls are at elevated risk for acquiring HIV. As part of a mixed-methods evaluation, we describe perceived effects of the intervention on girls’ sexual behavior and school attendance.MethodsWe conducted 49 in-depth interviews (IDIs) with girl intervention participants (ages 13–19), 24 IDIs with heads of girls’ households, 36 IDIs with influential males identified by girls, and 12 focus group discussions with community members after the intervention ended and one year later.ResultsInformants said the primary intervention benefit was realized when girls had money to stay in or return to school and/or to buy necessities for themselves and their households—reducing their need for transactional or intergenerational sex. However, some girls did not make a profit and some businesses were not sustainable. Sometimes the intervention appeared to be implemented in a way to reinforce inequitable gender norms resulting in some girls feeling shame when they reengaged in risky sex after their businesses failed.ConclusionsEarning money enabled girls to potentially reduce their vulnerability to HIV. We offer recommendations for future multi-sector interventions, including the need to address potential harms in programs serving vulnerable girls.     

Personalization,gender, and social media: gubernatorial candidates’ social media strategies

This study focuses on the ‘self-personalization’ of campaign politics, marked by candidates highlighting their personal lives over their policy positions. The rise of social media may be accelerating this shift. Applying Strategic Stereotype Theory [Fridkin, K. L., &; Kenney, P. J. (2014 Fridkin, K. L., &; Kenney, P. J. (2014). The changing face of representation: The gender of U.S. senators and constituent communications. Ann Arbor: University of Michigan Press.[Crossref] , [Google Scholar]). The changing face of representation: The gender of U.S. senators and constituent communications. Ann Arbor: University of Michigan Press.], which holds that women politicians try to deactivate stereotypes that associate men with agentic leadership traits while capitalizing on stereotypes that associate them with warmth, we assess what role gender plays in candidate self-personalization on social media. A large-scale computerized content analysis of social media posts by gubernatorial candidates in 2014 suggests that male candidates may see more and female candidates see less strategic benefits in personalizing, but this effect does not persist in the face of electoral contextual variables like competitiveness. We also find qualitative differences in the ways male versus female candidates personalize through social media.     

Parents’ perspectives of social support and social cohesion in urban contexts of diversity

Although provisions for young children are increasingly considered as ideal places to foster an inclusive and socially just society by embracing issues of social support and social cohesion, there is no in-depth understanding of the role these provisions can play in enabling supportive and cohesive encounters in contexts of diversity. Even more striking is the absence of parents’ voices in this discussion. Based on an analysis of qualitative interviews with 18 parents who use childcare services in urban contexts of diversity, our findings show the relevance of ephemeral contacts with diverse people that could offer bridging opportunities in terms of social connectedness to familiarise within diversity while decoding the other in urban contexts of diversity. However, neither bonding nor bridging contacts appear as self-evident. Our research shows that the role of childcare services might be vital in creating light and temporal communities as the prerequisite for social cohesion to flourish, in both individual as well as collective dimensions.     

A comparative analysis of Norwegian and American social workers’ views about inclusion of religion and spirituality in social work

ABSTRACT

This article presents results from a comparative analysis of national surveys of Norwegian and American social workers’ views and practice with regard to inclusion of religion and spirituality in their professional work with clients. Findings include views about professional values, educational preparation, raising the topics of religion and spirituality with clients experiencing oppression, and use of related interventions. Overall, American social workers are more likely to address religion and spirituality than Norwegians. International comparative statistical and conceptual analyses consider influences of differences in practice settings, respondents’ age and length of experience, and cultural contexts.     

What makes it so hard to look and to listen? Exploring the use of the Cognitive and Affective Supervisory Approach with children’s social work managers

ABSTRACT

This paper reports on the findings of an ESRC-funded Knowledge Exchange project designed to explore the contribution of an innovative approach to supervision to social work practitioners’ assessment and decision-making practices. The Cognitive and Affective Supervisory Approach (CASA) is informed by cognitive interviewing techniques originally designed to elicit best evidence from witnesses and victims of crime. Adapted here for use in childcare social work supervision contexts, this model is designed to enhance the quantity and quality of information available for decision-making. Facilitating the reporting of both ‘event information’ and ‘emotion information’, it allows a more detailed picture to emerge of events, as recalled by the individual involved, and the meaning they give to them. Practice supervisors from Children’s Services in two local authorities undertook to introduce the CASA into supervision sessions and were supported in this through the provision of regular reflective group discussions. The project findings highlight the challenges for practitioners of ‘detailed looking’ and for supervisors of ‘active listening’. The paper concludes by acknowledging that the CASA’s successful contribution to decision-making is contingent on both the motivation and confidence of supervisors to develop their skills and an organisational commitment to, and resourcing of, reflective supervisory practices and spaces.     

Intersectionality and coalitions in social movement research—A survey and outlook

Over the last 30 years, intersectionality has become a prominent concept, but in social movement scholarship, its adoption has yet been limited. So far, the concept is primarily employed to analyze the mobilization of women of color and other gendered mobilizations. In this article, I argue that intersectionality matters for all social movements—both as an analytic and as a political strategy. It is important to understand that all social movements and movement organizations are shaped by multiple axes of privilege and discrimination, which influence who participates in these movements and how, what demands are pursued and which are neglected, and how the issues of the movements and movement organizations are framed. My review starts out with defining and distinguishing between structural intersectionality and political intersectionality. Then, I survey a range of social movements from an intersectional perspective. This is followed by a discussion of coalitions and other strategies to achieve political intersectionality. The article concludes with an outlook on future directions for intersectional analyses in social movement scholarship.     

Organizing local social service measures to counteract long-term social assistance receipt. What works? Experiences from Sweden

Active labour market policies and programs (ALMPs) have over the last decades been established as main instruments to promote the transition from welfare to work. In this article we study strategies employed by Swedish municipalities to help recipients ending spells of social assistance take-up. By using a combination of quantitative and qualitative data we try to identify which approaches stand out as more successful than others with respect to social assistance duration. We have formed pairs of municipalities similar in important respects, but with different social assistance exit rates as predicted by a statistical model. Then we conducted case studies in the selected municipalities’ social assistance units, gathering information on how work is carried out and organized. Information was collected by semi-structured interviews with department managers and front-line social workers. In the interviews we identified various elements of practice that emerged as relevant, suggesting that shorter spells follow from activation with a focus on human resource development, programmes targeted at young adults, well-functioning collaboration, and use of sanctions or an overall approach characterized by systemized efforts.     

‘Another Europe is possible’? Labour and social movements at the European social forum

The first European Social Forum (ESF) held in Florence, Italy from 6 to 10 November 2002 brought together a diverse array of so-called ‘anti-capitalist’ movements including trade unions, new, radical unions and social movements to contest the agenda of neoliberalism as it is presented within and beyond processes of European integration. This article evaluates the ESF and the possibilities for cooperation between labour and social movements in forming joint strategies against neoliberalism. It is often assumed—rather than demonstrated—that established trade unions are an obstacle to more radical contestatory practices of direct-action social movement resistance. With detailed empirical analysis, the article assesses whether there was a continuation of reformist practices within unionist activities at the ESF allied with a focus on the often-contrary sensibilities of social movement opposition. The activities and joint strategies of labour and social movements at the ESF are therefore examined, not least their resistance to both neoliberalism and its ultimate extra-economic enforcement through military power as evidenced by the war on Iraq. Whilst conclusions about the efficacy of future cooperation are cautious it appears that the horizons of resistance are expanding not only within Europe but also at the global level.     

Conquering with capital: social,cultural, and economic capital’s role in combating socioeconomic disadvantage and contributing to educational attainment

While socioeconomic barriers to learning have been well-documented by education, sociology, and social policy scholars, further research is needed to understand how students with low-socioeconomic status excel in high-performing schools. The collection and analysis of 20 in-depth interviews with female college students from different racial and socioeconomic backgrounds provide rich insights into the stark differences between the educational practices of low and high-SES students. Building on Bourdieu’s conceptualization of how habitus and capital influence practices in the field of education exposes unique, strategic practices that low-SES students use to attain educational success within a system of reproduction and power. While entering a high-performing school is often perceived as a definitive step for accessing high-quality educational resources, my findings illustrate how it is actually an important intermediary step within a more complex process. Increasing educational opportunity and attainment for low-SES students requires improving their access to social, cultural, and economic capital through knowledgeable mentors who contribute to a habitus and portfolio of capital which enable practices to successfully navigate and challenge the educational system.