Book reviews

This article reviews the development of an experiential learning exercise at Kingston University, designed to involve service users and carers in assessing students' readiness to practise. The new social work degree places increased emphasis on practice learning and equipping social workers with the knowledge, skills and tools for the job. This article draws out some of the strengths and advantages of involving ‘experts by experience’ in helping students to develop awareness of self, their impact on others and effective communication skills, ultimately promoting an understanding of reflective practice early in their training. It also acknowledges some of the problems and dilemmas in providing an equitable experience for all students. The students are provided with this learning/assessment experience as part of a module in the first year of the undergraduate social work degree programme and have to pass this element of the module, in addition to the academic component, in order to progress to level two.

The terms ‘service users’ and ‘carers’ and ‘experts by experience’ are used interchangeably in this article. The Steering Group at Kingston University, involved in the development of the exercise discussed, are aware of the power and impact of language and have expressed preference to being referred to as ‘experts by experience’.     

Experiencing parenthood,care and spaces of hospitality

Drawing on research conducted in Australia and the United Kingdom, this paper explores how parenting and care provision is entangled with, and thus produced through, consumption in hospitality venues. We examine how the socio‐material practices of hospitality provision shape the enactment of parenting, alongside the way child‐parent/consumer‐provider interactions impact upon experiences of hospitality spaces. We argue that venues provide contexts for care provision, acting as spaces of sociality, informing children's socialization and offering temporary relief from the work of parenting. However, the data also highlight various practices of exclusion and multiple forms of emotional and physical labour required from care‐providers. The data illustrate children's ability to exercise power and the ways in which parents’/carers’ experiences of hospitality spaces are shaped by their enactment of discourses of ‘good parenting’. Finally, we consider parents’/carers’ coping behaviours as they manage social and psychological risks associated with consumption in such public spaces of leisure.     

Saying the ‘F word … in the nicest possible way’: augmentative communication and discourses of disability

This paper examines a case study of a severely physically disabled man, Ralph, in terms of his interaction with his carers. He communicates using various systems of augmentative and alternative communication (AAC, such as symbol boards and high-tech devices), the vocabulary for which has mostly been selected for him by others. The starting point of the paper is the assumption that disabled people have traditionally held a disempowered position in society (relative to non-disabled people), and the question asked is to what extent is Ralph further disempowered by the limited vocabulary available to him in his AAC systems, and in the way others interact with him. The paper draws on the work of Bourdieu, according to whom ‘Language is not only an instrument of communication or even of knowledge, but also an instrument of power’ (1977, 648). I consider the tensions between the drive towards the empowerment of disabled individuals, as exemplified by the provision of AAC, and opposition to allowing access to certain types of vocabulary (especially expletives such as ‘the F word’), unless it is expressed in ‘the nicest possible way’.     

Constructing ‘normal childhoods’: young people talk about young carers

There has been a great deal of attention paid to young carers in recent research, social policy and service provision. In this paper we report on a survey and interview study of 46 young people aged 15 to 18, nine of whom had experience as young carers, to explore the ways in which young people construct the young carer and their disabled parent. A key theme arising from the interview data analysis is the construction of a series of normative assumptions about ‘normal’ childhood through which young carers and their disabled parent are viewed as non‐normative and deficient. The predominantly negative construction of both parent and child/carer is critically analyzed and alternatives suggested in the discussion of these findings.     

Who Cares Wins? Women,Caring and Disability

This article is an attempt to open up some of the unexplored issues in the 'carer's debate'. The interest in carers started receiving Government funding in the early 1970s as a response to community care policies. It also received interest from carers themselves and from feminist researchers concerned with the position of women in the family and the labour market. However, in wanting to show the difficult and often unrecognised work of the carer, the debate, in both academic and popular presentation, has often emphasised the public's perception of disabled people as passive, helpless and demanding. Feminist research on carers, it is argued, has ignored women who may need care and the principle of the 'personal is political' has failed to identify with the lives of disabled people. It is both unhelpful and unproductive to polarise the needs of disabled people and their carers and treat them as if they are mutually exclusive. We need research which does not alienate disabled people by defining concepts like rights, independence and power in ways which exclude, making disabled people the problem rather than the focus of the research. We need to move forward in the debate, making sure that we give a voice to all those involved in the giving and receiving of personal care. The concept of citizenship with its association with universal human rights may be a way to look concurrently at these needs.     

The Fount of All Knowledge: Training Required to Involve Service Users and Carers in Health and Social Care Education and Training

A modified Delphi study was carried out in order to obtain consensus regarding the content of a university training course to involve service users and carers at all stages of the health and social care educational process within a higher education environment. Telephone interviews were carried out with service users and carers, educationalists and leaders in the field of service user and carer involvement to generate curriculum ideas. A questionnaire was developed from their responses and sent to a purposive sample of 65 people (24 service users and carers, 28 health and social care educationalists and 13 leaders in the field of service user and carer involvement). Fifty‐five statements were generated with consensus being reached on 46 (84%) statements. Mismatches between service users and carers, educationalists and leaders in the field were explored. Key themes to be included in the curriculum were identified. This paper demonstrates that the best training is not imposed upon service users and carers by academics or others who think they know best; rather, that service users and carers themselves can play a leading role in identifying their training needs and devising strategies to ensure these needs are effectively met.     

Power at a distance: Organizational power across boundaries

Organizational approaches can help to make sense of social phenomena, including inequality, politics, and culture. This is partly because large organizations exercise great power, both over employees and in their external environments. Revising Charles Perrow's classic account of the “society of organizations” in the 20th century, we argue that the organizational landscape has changed. There has been a dis‐embedding of individuals from organizations that contrasts with Perrow's idea of individuals being “absorbed” by organizations. Despite this hollowing out, there is a persistence of concentrated economic power or “concentration without centralization.” Organizational power in this landscape is increasingly exercised at a distance, not only geographically but also in the sense of moving across organizational boundaries and through technologies of valuation. Three bodies of research exemplify different types of power at a distance. (a) Research on global production networks shows how power travels across geographic and network distances. (b) Research on financialization and its consequences shows how power is mediated by frames and metrics. (c) Emerging research on big data and Artificial Intelligence shows how power is encoded into seemingly neutral technologies and made to seem inevitable. This work helps to update the sociology of organizations and opens up new research questions.     

Configuring Action in Objects: From Mutual Space to Media Space

It has long been recognized that the material environment is an essential feature of the organization of social action and interaction. It is only recently, however, that we have witnessed a burgeoning body of empirical studies, from within both the social and cognitive sciences, that has begun to delineate the ways in which objects are socially constructed and feature in social relations and activities. Despite this growing interest in the object in social life, there remains a paucity of research concerned with how objects are reflexively constituted in and through social interaction. In this article, we consider how aspects of the material environment are rendered momentarily intelligible in and through interaction and the ways in which objects provide a resource for the recognition of the actions and activities of others. We examine interaction in both conventional working environments and new experimental spaces created through advanced telecommunication and communication technologies to reveal the ways in which the sense and significance of social actions and activities are embedded in, and inseparable from, the local ecology.     

Permanence for disabled children and young people through foster care and adoption: A selective review of international literature

Children who have been removed from their parents need stability and permanence; this is as true for disabled children as it is for others. Yet many children are subject to extended periods of uncertainty and instability. Growing attention has been paid to the need to achieve permanence within a timescale which meets children's needs. As disabled children are over-represented in looked after (in care) populations it is especially important that their needs are considered when formulating policy and practice in this area.This review of literature covers international material related to stability and permanence for disabled children, in particular permanence achieved through fostering and adoption. A scoping method was used to identify and analyse a broad range of material. Ninety texts were included in the review, including material from the US, the UK, Canada, Australia, China and the Netherlands. Empirical research included quantitative, mixed methods and qualitative studies. Other sources included literature reviews and a small number of research-based ‘think pieces’ and briefings.Disabled children often have permanence outcomes and experiences which differ from those of other children; most often they are disadvantaged by systematic features of services and by the latent disablism of decision-makers, professionals, carers and potential carers. The findings also show that disabled children are not a homogenous group and that characteristics such as age, gender, ethnicity and impairment type show complex relationships with permanence through adoption and foster care.Important gaps in current knowledge are identified, including disabled children's views and experiences in relation to achieving permanence. Several areas of policy and practice are highlighted where effort to improve permanence needs to be made. These range from tackling negative professional attitudes about the prospects of placing disabled children to further development of non-traditional approaches to the recruitment of foster carers and adopters.     

Stereotypes about caregiving and lessons from the Swedish panorama of care

This article analyzes the panorama of care provision in Sweden from the informal carers' perspective. We consider informal care, publicly financed services, for-profit agencies and voluntary organizations, using a survey conducted in 2009. Most cared-for persons with minor needs living in a separate household are helped also by others, but only a tenth use public services or other providers. About half of cared-for persons with major needs living in a separate household receive care also from other informal carers as well as public services. Only 1 in 10 of them relied on no one else beyond the carer interviewed. Among intra household carers—a minority of all persons cared for—it was common that the carer was alone in his/her commitment, without any contributions from public services or others. For the large majority of informal carers it is not a solitary undertaking as the commitment is often shared with family members and others and/or public services. The results suggest that ideal types about complementarity and substitution may understate the complex interplay between informal care and the public services (and potential other providers). The findings may suggest a need for more empirical research about ‘Care Cultures’ and expose simplistic representations of welfare societies; informal care plays a major—and increasing—role also in Sweden, a country with extensive public services.     

The concept of reflection: is it skill based or values?

Reflection, reflectivity, reflective practice, reflective praxis and critical reflection are all dialogical terms used interchangeably to mean different things. It is timely to take time out and pause on this important concept to consider the wider implications of its use. Whatever reflection is, we know there are difficulties in identifying this complex idea writers, practitioners and scholars constantly engage with reflection in new debates about ‘how to do it better’ assuming the ‘it’ is something assessed and understood. More worryingly a student’s ability to reflect is assessed assuming the idea of reflective practice is a measureable phenomenon. Some have identified problems of assessing reflection. There is limited empirical evidence of what is reflection. In the substantial literature on reflection we have failed to ask the question – ‘What is reflection it if doesn’t exist that I might be able to perform it better and others can measure?’ The problem of reflection is more complicated when presenting reflective performance through language, which will also be explored. This article presents a challenge to contemporary ideas of the way in which reflection is conceptualised and understood. The article concludes with insights and a way forward for a new argument on reflection and how it might be linked to virtue ethics rather than it being viewed as a skill that can be taught.     

Spanish version of the Generalized Sense of Power Scale / Versión española de la Escala de Sensación de Poder General

In this paper we present the development of the Spanish version of the Generalized Sense of Power Scale — individuals’ perception about their ability to influence others. After examining evidence of content validity, in two studies we investigated the psychometric properties of the Generalized Sense of Power Scale (GSPS) and its relationship with other theoretically related variables. In Study 1, we found through an exploratory factor analysis that the factorial structure of the GSPS presents two differentiated factors: sense of soft power and sense of harsh power. In Study 2, a confirmatory factor analysis replicated this finding, and we also found the expected correlations between these two factors and other theoretically related variables. Furthermore, we found that these two factors showed adequate internal consistency in both studies. All in all, our results suggest that the Spanish version of the GSPS is an instrument that is able to measure the generalized sense of power.     

Managing care in the community: Analysis of a training workshop

Summary

Managing mental illness in the community is an anxiety provoking business. Yet the legislative emphasis on business management and rapid re-structuring both creates anxiety in workers and carers and appears to devalue those traditional psychotherapeutic skills which facilitate the containment of anxiety. Anxieties that are put out of mind (not contained) have damaging and dangerous consequences for carers, users and members of the public.

This paper is about a ten-week workshop with the task of providing a safe, constructive setting where the anxieties generated by community care of the adult mentally ill could be identified, addressed and thought about. The developments within the workshop are analysed as the process shifts back and forth between paranoid-schizoid and depressive position modes of functioning gradually progressing towards the latter. Members gradually found the ability to combine therapeutic and business management skills so that they could regain their authority in relation to the work while retaining an openness to mental disturbance in others and in themselves. This emerged through a greater appreciation of the complex relationships that exist within communities. In this way the workshop also offered members a model of containment that could be internalised.     

Voting and the Scottish referendum: perspectives of people with intellectual disabilities and their family and paid carers

Voting is a human right for every citizen yet many people with intellectual disabilities do not vote or have little support to exercise their right to vote. This article explores views on the wider aspects of voting against the backdrop of the Scottish referendum using focus groups involving people with intellectual disabilities (n = 12), family carers (n = 7) and paid carers (n = 5). Findings revealed that people with intellectual disabilities had similar concerns to the general population about the referendum. Regarding voting, all groups identified the need to discuss issues and for practical support and accessible information to ensure informed choices were made when voting.     

Mall walking and urban sociability

In this article we examine a relatively new social activity: mall walking: This is a low‐impact, aerobic workout in which participants walk for exercise in the climate‐controlled, safe environment of the shopping mall before it is officially open to the public. Participants mall walk for various reasons and display differing levels of commitment. However, through their sociability and interaction, a shared environment of mall walking has been constructed and maintained. In sum, mall walkers have transformed the physical setting of the mall into one where, in conjunction with exercise, the quest for sociability can be somewhat satisfied.     

Making Direct Payments a Choice: a report on the research findings

We describe research done in the London Borough of Tower Hamlets under the supervision of the local Coalition of Disabled People. It involved three different client groups-people with learning difficulties, mental health service users and those with physical disabilities. Few of these service users, their carers and staff had any experience or knowledge of people with disabilities receiving cash to purchase their own support. The study focused on several issues: how to provide effective information; what sorts of support could direct payments purchase; how could it be accessed; how could users handle the money; how could it all be evaluated? Most carers, staff and users considered this radical idea favourably, but were suspicious of their own local authority and would want independent systems of supervision and monitoring, accountable to other users, rather than professionals.     

Involving Service Users in Social Work Management Education: What Makes it Meaningful According to the ‘Experts’?

Course leaders have adopted a relatively cautious approach to involving service users and carers in Post-Qualifying (PQ) social work management education programmes in the UK, looking for opportunities in which it ‘makes sense’ for them to be included. Whilst there is, to a certain extent, the belief that involving service users and carers in PQ social work education is ‘a good thing’, it has proved challenging to implement. This research study sought to explore, through interviews with ‘experts’ in the field, why this process had proved so challenging. A term which emerged during the research was the importance of ‘meaningful involvement’. The research explored what ‘meaningful involvement’ might mean for managers, for academics and also for service users and carers; what it looks like and how might it take forward the understanding of and the preparation for PQ social work management education.     

Developing understanding of the idea of communities of learners

The idea of a community of learners is based on the premise that learning occurs as people participate in shared endeavors with others, with all playing active but often asymmetrical roles in sociocultural activity. This contrasts with models of learning that are based on one‐sided notions of learning— either that it occurs through transmission of knowledge from experts or acquisition of knowledge by novices, with the learner or the others (respectively) in a passive role. In this paper, I develop the distinction between the community of learners and one‐sided approaches from the perspective of a theory of learning as participation, and use two lines of research to illustrate the transitions in perspective necessary to understand the idea of communities of learners. One line of research examines differing models of teaching and learning employed by caregivers and toddlers from Guatemalan Mayan and middle‐class European‐American families; the other line of research involves a study of how middle‐class parents make a transition from their own schooling background to participate in instruction in a public US elementary school.