Social Work with Homeless Families

Correspondence to John Stewart, Lecturer in Social Policy, Lancaster University, Department of Applied Social Science, Cartmel College, Lancaster LA1 4YL. Summary This article examines the inter-connections between social workand housing issues, agencies, and practice in the area of familyhomelessness. It is based on interviews with specialist practitionersat the beginning and end of the 1980s. Policy contexts are examinedto identify the expectations held of social services departmentswithin a corporate responsibility. Analysis of what social workersdo in working with homeless families highlights practical supportthrough the homelessness process and dilemmas over child protection.The guidance on the new children and community care legislationcontinues the marginalization of this specialism, which is variouslymisunderstood, misrepresented, or ignored from the housing policyand research side, whilst on the social services side, althoughformally ignored, it is in practice expected to discharge statutoryresponsibilities in an area fraught with conflicts.     

An Unacceptable Role for Social Work: Implementing Immigration Policy

Correspondence to Dr Beth Humphries, Department of Applied Social Science, Lancaster University, Cartmel College, Lancaster, LA1 4YL. E-mail: b.humphries{at}lancaster.ac.uk Summary Social work has always had a role in policing the boundariesof welfare, and under New Labour there has been a decisive shiftto an increasingly narrow and negative practice. This articletakes social work’s involvement in internal immigrationcontrols as an example of the profession’s complicityin implementing social policies that are degrading and inhuman.It argues that social work has adopted a reactionary and uncriticalview of policy, and asks whether there might be a more progressivefuture for the profession.     

Professionalism and the Adoption of Black Children

Correspondence to Paul Stubbs, Visiting Research Fellow, University of Lancaster, Department of Social Administration, Fylde College, Lancaster LA1 4YF. Summary This article poses certain issues about the effects of professionalismin policy and practice in the adoption of black children. Bylocating the practice in its historical context, recent debatesabout ‘bans’ on the adoption of black children bywhite families can be discussed more clearly. This is followed by case studies based on original researchin two London boroughs, examining professionalism in child careand adoption practice, before certain conclusions and alternativesare addressed.     

Community Social Work in a Market Environment: A British-American exchange of technologies and experience

Correspondence to Roger Hadley, Department of Applied Social Science, Cartmel College, Lancaster University, Lancaster LA1 4YL Summary Community social work, which flourished in Britain in the late1970s and through much of the 1980s, has been sidelined in recentyears by the combined development of market-oriented policiesand managerialism. However, certain recent initiatives in humanservices in the USA, a country which has moved far further towardsa contract culture than Britain, show that some American practitionersare increasingly critical of the perceived limitations of theirown system and are now seeking to borrow from earlier Britishexperience in making it more integrated, localized and community-oriented.This paper explores the example of an American county humanservices agency which has moved in this direction and considersits relevance for the survival and future development of communityoriented social work and social services in the quasi-marketenvironment which is emerging in Britain.     

The Cumbrian Reparation Scheme

Correspondence to David Smith, Lecturer in Social Work, Department of Social Administration, University of Lancaster, Fylde College, Bailrigg, Lancaster LA1 4YF Summary This paper discusses an experimental ‘reparation’scheme run by the probation service in Cumbria. A general contextis provided by an analysis of some varieties of mediation andreparation, and the scheme is then placed within its local organizationalcontext, which meant that it drew its work from juvenile liaisonpanels established by the police. The paper argues that thepanels suffered from the lack of a clear commitment to diversionfrom prosecution on the part of the police, and that the reparationscheme was used as part of the probation service's effort toincrease the use of cautions. The practice of reparation andthe experiences victims and offenders had of it are then reviewed.Offenders generally viewed the scheme more positively than victims,but some victims were glad of the opportunity to be involvedin something which might be helpful to young offenders. In conclusion,it is argued that despite the contradictions which were evidentin the practice of reparation in this setting, there may stillbe scope for innovative work by social work agencies in relationto victims of crime.     

Organization and Professionalism: The Social Work Agenda in the 1990s

Dr R. Hugman. Dept. of Applied Social Science. Cartmel College. Lancaster University. Lancaster LAI 4YL. Summary The professionalization of social work in the UK during thiscentury has led to an occupational unity, but one in which therehas been continued struggle over the form and content of professionalism.This paper summarizes the key points of developments in thelast two decades, in which debates between professionalism andanti-professionalism and between specialization and localizationcan be discerned. Further changes in the welfare state haveprovided the impetus for continuing developments which, it isargued, integrate aspects from opposing sides of the previousdebates. The failure of social work to address issues of genderand of racism is considered, and related to the possibilitiesof greater service user participation. The implications forsocial work professionalism are outlined.     

The Limits of Positivism in Social Work Research

Correspondence to David Smith, Leaturer in Social Work, Department of Social Administration, Fylde College University of Lancaster, Bailrigg, Lancaster LA1 4LX. Summary This paper considers the argument that research on social workshould be more rigorously scientific in its methods, using thework of Brian Sheldon as representative of this position. Itis argued that a wholly positivist approach is inadequate onepistemological grounds, and that the procedures characteristicof this approach, particularly the experimental method, areunlikely to prove generally feasible or useful. Evaluation researchin other fields is used to illustrate this argument, and itis suggested that social work is far from unique in its under-useof research findings. A possible alternative, that social workshould be evaluated by artistic criteria, is briefly examinedand found to be problematic. The paper concludes with an argumentthat research in future should be more concerned with process,and more open, participative and pragmatic in style.     

A Comparative Study of the Management of Cases of Deliberate Self-Harm in a District General Hospital

Correspondence to Michael Bateson, Senior Psychiatric Social Worker, Lancaster Moor Hospital, Lancaster, Lanes. Summary A controlled study was undertaken of two services assessingand managing cases of deliberate self-harm admitted to a casualtydepartment. The first service featured psychiatrists only andthe second included psychiatric social workers as well as psychiatrists. A combination of standardized instruments, a structured questionnaire,a twelve month diary and medical and social work files wereused to collect information. Demographic factors, repetitionrates, types of help offered, client satisfaction, social circumstancesand general health were investigated. Few significant differences were found to have existed betweenthe client populations of the two services at initial assessment.Also, there were no apparent differences in factors interveningbetween initial assessment and follow-up. However, the analysisof outcome measures indicates that clients benefited substantiallyfrom the addition of a psychiatric social worker in the followingareas: help offered, client satisfaction, social circumstancesand general health. These results are discussed.     

Value Bases in Social Work Education

Correspondence to Elisabeth Lynn, Lecturer in Social Work, Centre for Applied Social Studies, 9th Floor, Chemistry Tower, University of Wales Bangor, Bangor, Gwynedd LL57 2UW, UK. Summary In this paper the two values of social justice and personalcaring are identified as key ideologies within social work education.Their presence is traced within a historical ebb and flow oftheory and practice and it is argued that this dialectic isembedded in social and individual systems. Based on fieldworkresearch with social work lecturers and practice teachers, itis argued that anti-oppressive social work needs a reflexivetheory/practice model to provide an understanding of how structuralpower affects all aspects of an individual. This demands a workingsynthesis of the two values of Personal Canng and Social Justicewithin an understanding of a multiple approach.     

Social Work, the State and the University

Summary Some aspects of the triangular relationship between the state,the university and social work are explored. Is it appropriatefor social work to be taught in a university? What are the implicationsof the fact that well over 90% of social workers are employedby the state? And what above all, is the nature of the relationshipbetween critical analysis as the corner-stone of scholarshipand the need to prepare the social work student to functioneffectively in the real world? It is argued that the respectiveattitudes of higher education and government towards socialwork are influenced by the nature of social work's relationshipwith sociology, but that this in turn has not been fruitfulfor practice development.     

An Approach to Fieldwork Assessment

Summary Criticism has recently been made of the assessment of practicein social work education. Whilst acknowledging that some ofthis may be well deserved, the writers of this article describean attempt by staff at Leicester University's School of SocialWork to make the assessment of fieldwork practice more rigorous.     

Some Implications of an Integrated Model of Social Work for Theory and Practice

Summary This paper is an attempt to assess the significance of the introductioninto this country of an ‘integrated’ or ‘unitary’approach to social work. An attempt is made to clarify the relationshipbetween paradigms, theories and models. The author claims thatan integrated approach to social work may represent a shiftfrom a predominantly individualistic conceptual model of practiceto an interactionist one. These conceptual models are comparedand critiques of the integrated model are examined. The questionis posed: is it possible to have an integrated model of practicewithout an integrated theory? Some suggestions are made concerningthe essential characteristics of such a theory and the possiblecontribution of sociology to its development Finally, some implicationsof the model for practice and for social work education arediscussed.     

The place of research in social work education

Summary This paper argues for a stronger emphasis on research in socialwork education and the recognition of a triangular and dynamicrelationship between social work research, education and practice.The focus here is on the particular relationship between thefirst two of this triad. The paper locates the discussion inan examination of the literature on the nature of knowledgeand ideas about professional education, and proceeds to a considerationof the place of research in disciplinary development. This includesa brief mention of changing paradigms reflected in social workresearch in the past century. Empirical data from research carriedout in the mid-1990s is used to illustrate the place of researchin social work education currently, and to support the argumentthat social work educators have responsibility for knowledgecreation (through research), as well as using research in theirteaching, and in devising curricula which develop knowledgeabout and skills in research among social workers at differentstages of training. Developing the research and knowledge baseis seen as an essential role for social work academics, in theface of uncertainties about future directions for professionaltraining and the complexity of the task for which social workersare being educated.     

The State of Welfare

Summary The word ‘welfare’ is difficult to define becauseit combines within it a range of ideologies and actions. Twoconclusions are drawn from this: first, that social servicesshould be regarded as contributors to, but not providers ofwelfare; second, that the study of social work and social administrationshould be concerned not only with the relationship of ‘service’to ‘need’ but also with societal movements and pressureswhich determine the emergence of both. The article reviews theprofessed values of the welfare state, particularly ‘socialequality’ and the problems associated with its achievement,namely public attitudes, and the discontinuity between intentionand practice in the welfare services. The implications for socialwork education and practice are considered.     

The Client Group Preferences of Diploma in Social Work Students: What are they, do they change during programmes and what variables affect them?

Correspondence to Dr Raymond Jack, Reader in Social Work, Anglia Polytechnic University, East Road, Cambridge CB1 1PT Summary Social work is undergoing fundamental changes in terms of theway it is organized and how it is practised. If, in this shiftingscenario of occupational deconstruction, the output of socialwork education is to be relevant to the workforce needs of welfareagencies—no matter how organized—it is importantto know more about the client group preferences of social workstudents and what factors influence them. This longitudinalstudy inquired into student preferences at the beginning andend of three Diploma in Social Work programmes and its findingssuggest that the sociodemographic characteristics of studentsare less demonstrably influential than previous experience andplacement experience whilst on the programmes. In addition,students attribute far less influence to lectures and tutorialsas change agents than they do to placements, service users orother students. The implications of this for social work educationare discussed.     

A Case for Social Work Evaluation of Social Work Education

Correspondence to Imogen Taylor, Research Fellow, Department of Social Work, University of Bristol, 8 Woodland Road, Bristol BS8 1TN Summary This paper discusses the importance of evaluation of socialwork education by social work researchers, particularly giventhe increasing demands from different interest groups for socialwork courses to demonstrate effectiveness. It is noted that educational researchers are dominating thefield of educational evaluation, yet it is crucial for the survivalof social work that social work education be evaluated by socialwork researchers. Both the tools and the outcome of such evaluationwill shape the future of social work education and social workitself. Recognizing that cross fertilization of ideas between disciplinesis essential, a model for social work evaluation is proposedwhich is derived from models developed by other disciplinesand integrated with social work practice theory. The resultingresearch model draws a number of parallels between researchand practice, bringing together two groups which are often distantand distinct. The model also brings researcher and user closertogether. The model is analysed in light of its applicationto the evaluation of Enquiry and Action Learning, an innovativeapproach to social work education implemented by the Departmentof Social Work, University of Bristol. Central government funding must be available to ensure systematicand rigorous evaluation of social work education rather thanthe piecemeal research possible so far.     

Cautionary Tales From Beginning Practitioners: The Fate of Personal Models of Social Work in Beginning Practice

Summary The relationship between professional education and beginningpractice is examined by considering whether the personal modelsof social work developed and reviewed by the individual duringsocial work education survived the transition from student toautonomous practitioner. Fifteen University of Queensland socialwork graduates were engaged in a task of making explicit theirpersonal models of social work, by way of repertory grid technique,in their first eight months of employment. The repertory gridwas used as a conversational tool to monitor the developmentof and changes in their personal models of social work. Thesocial workers were thus engaged in a process consciously reflectingon the meaning of, and the reasons for, these developments andchanges. Whilst the study found that personal models do survivethe transition to social work practice, it also highlightedareas of concern. On the whole graduates did not feel preparedfor work, and the initial period of practice was one of considerabledifficulty. Many experienced considerable difficulty in subsumingthe organizational context within their personal model of socialwork.     

Theory and Practice in Long Term Social Work: a Case-Study of Practice with Social Services Department Clients

Summary This study is based on empirical research into the practiceof 14 social services department social workers with 42 of theirlong term clients. The findings suggest that, contrary to expectation,this type of social work practice is not characterised by aproblem solving approach, but rather by a concern for the containmentof problems and the maintenance of stability. This leads toa restricted form of social work practice which is not linkedto any particular method of intervention. Reasons for this theory-practicehiatus are suggested along with a discussion of the issues surroundingtraining for long term social work of this kind in the future.     

Research Note: Education and Training in Genetics in Social Work Programmes Across the United Kingdom

Correspondence to Rachel Iredale, Welsh Institute for Health and Social Care, University of Glamorgan, Pontypridd CF37 1DL. E-mail: riredale{at}glam.ac.uk Summary Genetics is an issue which has only recently come on to theagenda, but it is one that will rapidly assume great significanceas the twenty-first century approaches. This article describesa survey of social work course directors in the UK, undertakento assess their opinions of the likely impact of the new geneticson future social work practice. The results provide baselinedata on education and training on genetics in social work programmesin the UK. Only a small proportion of colleges in the UK currentlyteach genetics, partly because of full curricula, and partlybecause genetics is not perceived to be relevant to contemporarysocial work practice. Other attitudes of social work coursedirectors to the new genetics are also described.