Towards best practice: combining evidence‐based research,structured assessment and professional judgement

Limitations of instruments adopting consensus and actuarial approaches are well documented when assessing risk of abusive behaviour. Whilst the consensus approach is flexible and useful for structuring information, it relies upon the practitioner's ability to combine information and apply knowledge of empirical research. The actuarial approach involves a graduated probability measure in the form of a score that determines the likelihood of a particular event occurring; however, this approach focuses upon static risk factors and tends to be inflexible given its necessary reliance on nomothetic factors. A third approach, structured professional judgement comprises evidence‐based risk factors and decision‐making guidelines to inform professional judgement and standardize assessments. Instruments focus upon dynamic risk factors that assist practitioners monitor risk levels and manage risk. This approach is useful for social work practice that commonly requires ongoing risk assessments and risk management. Structured professional judgement has not been meaningfully explored in Australian child protection practice despite it being used successfully for approximately two decades for assessing a range of offending and violent behaviour. Given the complexity of child protection cases, further research on approaches to risk assessment that combine evidence‐based research, structured assessment and clinical judgement, is warranted.     

Social work,poverty, and child welfare interventions

The relationship between children's material circumstances and child abuse and neglect raises a series of questions for policy, practice, and practitioners. Children and families in poverty are significantly more likely to be the subject of state intervention. This article, based on a unique mixed‐methods study of social work interventions and the influence of poverty, highlights a narrative from practitioners that argues that, as many poor families do not harm their children, it is stigmatizing to discuss a link between poverty and child abuse and neglect. The data reveal that poverty has become invisible in practice, in part justified by avoiding stigma but also because of a lack of up‐to‐date research knowledge and investment by some social workers in an “underclass” discourse. We argue, in light of the evidence that poverty is a contributory factor in the risk of harm, that it is vital that social work engages with the evidence and in critical reflection about intervening in the context of poverty. We identify the need for fresh approaches to the harms children and families face in order to support practices that engage confidently with the consequences of poverty and deprivation.     

Shared decision‐making: a voice for the Lakota people

Child welfare has long been a concern for American Indians, so much so that Congress passed the Indian Child Welfare Act (ICWA) in 1978. The ICWA was intended to address was the large number of children placed out of home as a result of abuse and/or neglect, and the corresponding lack of tribal and community input regarding their removal and placement. This paper focuses on one group of American Indian people, the Lakota, whose children are overrepresented in the child welfare system. As a promising practice, shared decision‐making will be offered as a culturally appropriate model to build dialogue and cooperation between social workers and their Lakota clients. Shared decision‐making holds promise to help address the important social justice issues identified by Congress and by the Lakota people in the 1970s and which remain largely unresolved some 40 years later.     

The continuing relevance of casework ideas to long-term child protection work

This paper is a personal reflection on how casework ideas have informed my own practice. Traditional social work is under threat. Casework, which was once a core method of working in social work, is particularly vulnerable because it has become a private, personal activity that is often misunderstood. It still has its followers but it is hard to find any modern accounts of casework practice. This paper attempts to remedy this by describing the application of casework ideas to work with families following registration of a child on the child protection register. The casework approach is described and illustrated using two case examples. This shows that casework with involuntary clients remains an important method of working but there are inherent constraints within the statutory role which limit what social workers can achieve in terms of therapy or in tackling poverty and inequality. This is followed by a discussion of contemporary social work practice and ideas for ways forward.     

Re‐conceptualising the link between research and practice in social work: A literature review on knowledge utilisation

Despite the recent movement towards greater research use in many areas of social work, criticisms persist that decision making in practice is seldom informed by sound research evidence. Discourse about the research‐to‐practice gap in social work has tended to focus on the feasibility of evidence‐based practice for the profession, but has rarely drawn from the broader knowledge utilisation literature. There are important understandings to be gained from the knowledge utilisation field, which spans more than six decades of interdisciplinary research.This article introduces the wider knowledge utilisation literature to a social work audience. It considers the potential of this body of literature to facilitate research use in social work, as well as conceptual issues that may be hindering it from informing improvements to research utilisation in practice.     

Raising awareness of transformative ecosocial work: Participatory action research with Australian practitioners

This article reports on Participatory Action Research with social work practitioners who collaboratively explored the effects on professional practice when practitioners raise their awareness of an ecosocial work approach. Although contemporary research in the profession has contributed to the ongoing development of ecosocial work, there is a notable lack of collaboration with social work practitioners. Using a transformative ecosocial work model of practice, researchers together with social workers from a range of practice contexts met as co‐inquirers to plan, implement and evaluate ecosocial work interventions. As part of a larger international study, this article reports on research outcomes within the Australian context. Overall, results indicate that practitioners incorporated interventions across personal, individual, group and organisational levels of practice, but were constrained by structural elements at broader levels. Continuing the development of ecosocial work requires further collaborative exploration with practitioners, which takes into consideration communities and broader social and political systems. Key Practitioner Messages: ? This research endeavours to contribute to the evidence‐base for progressing transformative ecosocial work in professional practice; ? Using Participatory Action Research (PAR), this research was done in collaboration with social work practitioners as co‐inquirers to develop ecosocial work interventions; ? A range of ecosocial work interventions were implemented at the personal, individual, group and organisational levels.     

The nature and culture of social work with children and families in long‐term casework: Findings from a qualitative longitudinal study

Social work in the United Kingdom is preoccupied with what social workers cannot do due to having limited time to spend with service users. Yet remarkably little research has examined what social workers actually do, especially in long‐term relationships. This paper draws from an ethnographic study of two social work departments in England that spent 15 months observing practice and organizational life. Our findings show that social work some of the time has a significant amount of involvement with some service users and the dominant view that relationship‐based practice is rarely achieved is in need of some revision. However, families at one research site received a much more substantial, reliable overall service due to the additional input of family support workers and having a stable workforce who had their own desks and were co‐located with managers in small team offices. This generated a much more supportive, reflective culture for social workers and service users than at the second site, a large open plan “hot‐desking” office. Drawing on relational, systemic, and complexity theories, the paper shows how the nature of what social workers do and culture of practice are shaped by the interaction between available services, office designs, and practitioners', managers', and service users' experiences of relating together.     

What does empathy sound like in social work communication? A mixed‐methods study of empathy in child protection social work practice

It is widely accepted that empathy is important for social work practice, yet there are multiple dimensions of empathy and comparatively few studies of empathy as a component of social work skill. To date, published studies have been quantitative, and as a result, we know little about how social workers demonstrate empathy in practice or what skilled empathic practice in child and family social work might sound like. This study contributes to the development of understanding of empathy as a social work skill through a mixed‐methods analysis of 110 audio recordings of meetings in a child protection service between workers and parents, applying a coding framework for analysis. Findings indicate that workers who demonstrate higher levels of empathy skill use more open questions and reflections in their communication with parents. Further, they demonstrate curiosity about and make efforts to understand parents' often difficult experiences, including a focus on emotions. That the majority of workers were found not to demonstrate a high level of empathy skill presents concerns to be considered by the social work profession. A deeper understanding of empathy presents an opportunity for an increased focus in organizations to enable workers to demonstrate empathy towards families they work with.     

What social workers do in performing child protection work: evidence from research into face‐to‐face practice

Little research has been done into what social workers do in everyday child protection practice. This paper outlines the broad findings from an ethnographic study of face‐to‐face encounters between social workers, children and families, especially on home visits. The social work practice was found to be deeply investigative. Children's bedrooms were routinely inspected and were the most common place where they were seen alone. A high proportion of children were not seen on their own because they were too young and the majority of the time was spent working with parents and children together. Small amounts of time were spent with children on their own and some first encounters were so rushed that social workers did not even introduce themselves to the child. This arose from two key factors: firstly, organisational pressures from high workloads and the short timescales that social workers were expected to adhere to by managers and Government; secondly, practitioners had varying levels of communication skills, playfulness and comfort with getting close to children and skills at family work. Where these skills and relational capacities were present, social workers were found to have developed deep and meaningful relationships with some children and families, for whom it was apparent that therapeutic change had occurred.     

Underpinning knowledge for child care practice: reconsidering child development theory

Child development theory has come to be regarded as essential underpinning knowledge for social work practice, a view reinforced by the current research‐minded agenda. Practitioners are enjoined to acquire a more in‐depth knowledge of child development but in this paper it is argued that this agenda requires more scrutiny if social workers are going to engage more meaningfully with the child development literature and use it in a critical and reflexive way in their practice. To this end some key messages drawn from critical approaches to developmental psychology, a literature to date largely unrecognized by social work, are examined for their relevance to practice.     

Better together? Learning lessons for group decision‐making practice from a study of secure accommodation in Scotland

This paper draws on the findings of a research study that examined the factors that influence local decision‐making in cases where a child or young person is being considered by residential workers, social workers and senior managers for placement in a secure unit. After outlining the research problem and case study approach taken, the paper focuses on explicating the findings of the study that relate to the impact of group membership, goals, roles and norms on group performance in such cases. The paper illustrates how attending to these four areas, and the way in which power relations impact on them, may help those developing and managing groups to improve decision‐making practice.     

Changing practice cultures in statutory child protection: Practitioners' perspectives

Many child protection systems struggle to implement effective models of frontline practice in the context of high caseloads, increasing costs, and compliance‐focused bureaucratic cultures. This article discusses changes brought about by “Practice First,” a framework for practice introduced to improve the quality and effectiveness of child protection work in New South Wales, Australia. Findings drawn from quantitative and qualitative research with practitioners show that the initiative was effective in changing cultures of practice. It enabled workers to spend more face‐to‐face time with families and build relationships and was perceived to improve the quality of decision‐making. At the same time, the article highlights difficulties in attempting to embed change in practice cultures when broader systemic challenges persist.     

From communication to co‐operation: Reconceptualizing social workers' engagement with children

Communicating and engaging with children is a foundational component of child care social work practice, but all too frequently, in the wake of serious incidents, it is the focus of criticism. Drawing on findings from a large‐scale ESRC‐funded research project conducted in the four U.K. nations, this paper explores, through a psychosocial analytic lens, how social workers anticipate, enact and reflect on their encounters with both children and their families. Close analysis of what social workers said about their practice alongside what they were observed to do in practice revealed perceptions, patterns and processes of communication that, first, minimize emotions and the complexity of the professional task and second, overly privilege verbal interaction. Drawing on Sennett's (2012) ideas this paper offers a reconceptualisation of this professional task, from a communicative to a co‐operative one. It affords and creates a space in which social workers can develop more attuned communicative practices that include rituals, gestures and the minimal use of force. The theoretical insights and evidence‐informed practice recommendations arising from this research have conceptual significance for the social work discipline and practical significance for the child care social work profession, across national and international contexts.     

Discourses of Decision Making in Child Protection: Condusting Comprehensive Assessments in Britain

Findings from a qualitative study of comprehensive assessments in child protection social work in the UK are discussed. The accounts of social workers in formal interviews, informal interactions and case files are analysed, examining their explanations and understandings of the process of decision making. Two discourses of decision making are discerned: scientific observation and reflective evaluation. Whilst most social workers understand their work, at different times, through both discourses, it is argued that the discourse of scientific observation becomes the dominant one when communicating with other agencies such as the court. The findings are discussed in relation to wider issues in contemporary social work including the bureaucratisation of social work and the nature of assessment.     

‘Street‐level Bureaucracy’ Revisited: The Changing Face of Frontline Discretion in Adult Social Care in England

This reassessment of the continuing significance of Lipsky's (1980 ) work on ‘street‐level bureaucracy’ for frontline decision making is based on a retrospective review of the author's research on assessment practice in adult social care in England. The studies span the past two decades during which time successive governments have restructured and modernized social services departments. When these were established in 1970, they represented the high watermark of bureau‐professionalism – a mode of administration which dominated social welfare at the time Lipsky was writing. The subsequent dismantling of bureau‐professionalism calls into question the validity of his findings, and the author draws on her own research to assess conflicting views about the impact of social care reforms on the discretion which social workers exercise as street‐level bureaucrats. She concludes that the distinct types of discretion to emerge from her findings, represented in a taxonomy, are shaped by the differing micro environments of frontline practice which, in turn, affect the relative force of managerialism, professionalism and user empowerment in countering the defensive exercise of discretion described by Lipsky. Whilst her analysis affirms the continuing significance of Lipsky's analysis, it also points to the need for some revision to accommodate major shifts in welfare administration since the publication of his work. She highlights the potential relevance of these insights for investigating the next planned transformation of adult social care, personalization, as well as for the implementation literature more widely.     

A comparison of social work education across South Africa and Japan in relation to the Global Standards for Social Work Education and Training

Sakaguchi H, Sewpaul V. A comparison of social work education across South Africa and Japan in relation to the Global Standards for Social Work Education and Training Int J Soc Welfare 2011: 20: 192–202 © 2009 The Author(s), International Journal of Social Welfare © 2009 Blackwell Publishing Ltd and the International Journal of Social Welfare. This article draws on a one‐year study visit to the University of KwaZulu‐Natal, South Africa, interviews with field supervisors and students in Japan and reviews of the national frameworks of education in Japan and in South Africa. In doing so, the authors identify the similarities and differences in social work education across the two countries and they explore some of the historical and socio‐cultural factors that might account for the differences. There are some identifiable peculiarities in social work education in Japan, especially with the coalescing of care work and social work education. The lack of differentiation between care work and social work makes it difficult to narrow the scope of social work education and practice. National social work standards have been approved in South Africa and regulatory frameworks for social work education and practice have been long accepted, thus rendering ‘social work’ a protected title and a profession that is more entrenched compared with social work in Japan. The codes of ethics in Japan and South Africa are discussed with specific reference to their control functions in South Africa. The article concludes by discussing these comparisons in relation to the Global Standards for Social Work Education.     

Shame and guilt in child protection social work: new interpretations and opportunities for practice

Shame is an underexplored and misunderstood emotion. It can be described as an acute awareness of one's flawed and unworthy self. It is the primary social emotion and one of our most intimate feelings developed within the context of our family of origin, which can have a devastating effect on an individual and their relationships. Social workers are routinely faced with issues of shame as an intrinsic consequence of the matters with which social work deals and also as a result of how both families and workers experience the child protection process. This paper outlines the research on shame and guilt to argue for a re‐evaluation of the key challenges faced by child protection social workers. It is argued that shame experienced by parents and carers potentially plays a significant role in these challenges, while it may be argued that ‘guilt’ has had a bad press and may potentially play an important role in the successes. An argument is made for a shame‐reducing child protection social work practice with some key themes for practitioners to consider in their attempt to improve the accuracy of assessments and intervention.     

Accomplishing irony: Socializing foster children into peer culture

Parents indirectly influence their children's peer interactions by implicit socialization and directly by interference. They influence their (young) children's doings by supervising their contacts with friends, monitoring where they go, and facilitating their meetings with friends at home. Adolescents' growing orientation to peers is often at the cost of direct contact with their parents. Potentially, conversations with adolescent children become significant moments for parents to collect information about their children's social lives, preparing them for the challenges of their preadult social life. We studied conversations between in state‐created family homes amongst foster parents (FPs) and out‐of‐home‐placed adolescents, to see how FPs prepare foster adolescents to deal with the dynamics of peer culture, specifically in mocking practices. We are interested in the pedagogical role of FPs in these practices. We find that peer culture behavior is expressed in the context of family homes. Rather than preparing adolescents for peer culture indirectly by discussing possible, or hypothetical, situations, FPs react directly to peer culture expressions at the dinner table. In their approach, FPs demonstrate that peer culture membership is not just an interactional competence but also a teachable issue.