To die destitute today: What are the implications for social work?

The link between the public hospital and the destitute funeral has a long historical background with hospitals today continuing to retain their delegation over the fates of those who die destitute within them. This qualitative study evaluates the roles and skills of social workers when assessing the need for a destitute funeral in the public hospital system. Social workers located in two public hospitals within the same Area Health Service participated in interviews to evaluate the roles and responsibilities of social workers when working with destitute funeral recipients and their significant others. Emergent from these interviews are the social workers' candid perception of the importance of the destitute death. The analysis is structured according to the priority that the social workers themselves accorded: the importance of the destitute death to the organisation, the family and friends of the destitute person, the social workers themselves and to society as a whole. The implication for social work practice is that this study informs policy locally within the hospital social work department, and public health policy within the hospital system. In addition, it is a springboard for practice reflection and advanced clinical practice by social workers in the field of destitute funerals.     

Young bisexual people’s experiences of microaggression: Implications for social work

ABSTRACT

This article focuses on negative identity experiences reported by young bisexual people in a 28-day daily study, and the implications of these experiences for social work practice. Participants ranged in age from 18–30 years, had Internet access, could read and write in English, and identified as bisexual or felt the label applied to them. Participants who completed at least one diary entry (n = 91) included 49 women, 30 men, and seven genderqueer people. Using a constructivist grounded theory approach, data were organized according to the social ecological model. Erasure, stereotyping, and oppressive discourse microaggressions occurred at both the institutional and interpersonal levels. The majority of reported microaggressions occurred at the interpersonal level, with erasure and stereotyping being most common. Participants also reported three types of intrapersonal microaggressions: internalized oppressions, internalized stereotypes, and ambivalence about coming out. Findings can inform social workers’ efforts to increase their capacity to support bisexual people.     

Dynamics of adolescents’ life satisfaction and effect of class rank percentile: Evidence from Korean panel data

This study investigates the dynamics of adolescents’ life satisfaction and the effects of academic success on life satisfaction using the Korean Youth Panel Survey (KYPS) 2003–2007 data. Unlike previous studies, our dynamic ordered probit models allow for persistence in life satisfaction which is attributable both to unobserved individual heterogeneity and to state dependence. First, we find that strong state dependence exists in adolescents’ life satisfaction, that is, current life satisfaction is significantly affected by the previous state. Second, we show that academic success undoubtedly has a positive effect on adolescents’ life satisfaction even after controlling for state dependence. Finally, we present that there exists an interesting gender difference: boys show stronger persistence in the state of high life satisfaction, whereas girls have stronger persistence in dissatisfaction.     

Social Work Registration: What’s the Contention?

In the face of consistent lobbying for the national registration of social workers by the Australian Association of Social Workers (AASW), the Council of Health Minsters maintains the view that registration is not required, placing it at odds with comparable countries around the world. One factor that shapes this current decision is the view that social work does not pose a significant risk to the health of individuals to warrant the need for this level of regulation. In light of this ongoing debate, the following article provides an overview of the discussion to date, summarising the risks, harms, and the associated costs. Additional evidence of harm and cost are then posited, followed by suggestions for further steps that can be taken to support the Council of Health Ministers making an informed decision on whether or not to include the social work profession in the National Registration and Accreditation Scheme (NRAS).

IMPLICATIONS

• Registration of social work is an under-researched topic. Research will provide much needed evidence to help understand the impact and efficacy of registration in protecting the public.

• Research will inform the Australian Association of Social Workers strategy in pursuing mandatory registration and also support the federal government in its decision making.

• Research in this area may have broader implications for other professions and government policy both nationally and internationally.

     

‘Experiencing life for the first time’: the effects of a traumatic death course on social work student mindfulness and empathy

Mindfulness and empathy are protective factors for social workers and may also improve client outcomes. They may be especially important when dealing with clients experiencing grief and death-related challenges. This study replicated a previous study assessing empathy and mindfulness in social work students before and after an experiential death education course with a focus on traumatic grief. The Empathy Assessment Index and the Five Facet Mindfulness Questionnaire were used to measure changes in empathy and mindfulness in 111 primarily MSW-level social work students after the completion of the course. Results showed statistically significant improvements in overall empathy, on three of five empathy subscales, and on four of five mindfulness facets. A qualitative analysis of responses to an open-ended question asking about ways in which the course was meaningful to students found themes of increased awareness, a deepened sense of connection, and preparation for clinical practice.     

Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

ABSTRACT

Developing professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches and also for those experiencing the impact of rapid policy changes in their own countries.     

Collecting for the cabinet of freedom: the parliamentary history of Thomas Clarkson’s chest

This article discusses a wooden chest used by the abolitionist Thomas Clarkson, to display samples of African natural resources and artefacts. It explores the role played by the chest during the 1788–1789 Privy Council enquiry into the slave trade, and suggests that the box (which is usually thought of as travelling showcase employed by Clarkson in public lectures and meetings) was in fact firmly embedded in – and spoke directly to – the 1788–1789 enquiry process. Its initial purpose was to conjure alternate cargoes in the minds of those debating the slave trade; to enable Parliament to visualise an Africa filled not with potential slaves, but with alternate resources, having a multitude of domestic and commercial uses.     

Correction: What explains the gender gap in wealth? Evidence from administrative data

Review of Economics of the Household -     

Introduction: What does the future promise for work,employment and society?

In introducing this double Special Issue, the authors draw on the articles contained therein to highlight the main areas for consideration in research on the future of work. They present the fast‐paced changes affecting the world of work as offering an opportunity to move towards equality‐inducing growth, while warning of the dangers posed by mismanaged technological change, inequalities (highlighting the persistent and intersectional nature of gender inequality), global supply chains and opportunities for social dialogue. In this light, they also propose policy recommendations focusing on strengthening worker protection and representative institutions, rethinking regulatory frameworks and taxation systems, and ensuring just transitions.     

Comparative research in social work: methodological considerations using the ‘diachronic–synchronic’ distinction in linguistics

Although there has been a significant increase in the number of comparative studies in social work, there has, to date, been a deficit in terms of methodological discussion and development in this domain. In this article, a linked pair of methodological concepts (‘diachronic’–‘synchronic’), drawn from linguistics, and often used in comparative research studies in the humanities and social sciences, has been applied to the field of comparative research in social work. The use of this distinction in comparative research of social work contributes to the progress of social work as a research-based scientific discipline. The distinction also offers the potential for the development of research methodology in the field of comparative social work research.     

‘What shall I pack in my suitcase?’: the role of work-integrated learning in sustaining social work students’ professional identity

Interest in the reflective practitioner as a model of a ‘good professional’ has increased in several professional fields and is also valued within social work education as a key aspiration to address the uncertainties and challenges encountered in contemporary working environments. Reflecting on their own professional identity, as well as theories, values, and devices used in professional practice, can help practitioners deal with complex work demands and help students be better equipped to transition from university to work. Work-integrated learning (WIL) provides students with an opportunity to integrate academic learning with ‘real-world’ experiences to develop both valuable self-monitoring and professional self-constructive ability. This paper presents a case study in social work higher education in which WIL class-based teaching was combined with the use of reflective journals to explore the role of WIL in developing reflective practices for professional identity formation. 21 reflective journals by social work students are analysed. The findings suggest that teaching practices based on WIL enable professional identity formation by developing reflective practices, and that different learning conditions sustain specific dimensions of professional identity, i.e. professional expertise, membership to a professional community and sense of professional self.     

The stress of progression from school to work for adolescents with learning disabilities em leader What about life progress?

Four students with learning disabilities were interviewed about their experiences at work. Two students, one male and one female, were high school seniors and two students, one male and female, were freshmen at a community college. Individual student interviews ranged from 2 to 4 hours. Informal interviews were conducted with students' teachers and parents. At the time of the interview, students had part-time, unskilled jobs in which they had worked for at least 6 months prior to participation in the study. Themes that emerged from analysis of the data included students' reactions to entering the workforce, stress in learning the job tasks, overcoming difficulties by developing coping strategies, learning work values and parental influences. Student interviews underscored the importance of practice runs and real life learning to reduce stress prior to entering the work force.     

Levelling across the life‐span?: Tracing the face vowel in panel data from the North East of England

Apparent time analysis has revealed that the Tyneside face vowel is the site of two intersecting trends: levelling towards the supra‐northern monophthong as well as the gradual incursion of the southern standard closing diphthong. This article investigates the participation of individual speakers across their life‐span in these ongoing changes in the face vowel. We report on a small‐scale panel sample of six speakers who were recorded in 1971 and again, 42 years later, in 2013. The analysis probes the stability of individual speakers’ grammars, relying on longitudinal ethnographic analysis in the community as well as insights gleaned from sociolinguistic interviews about the speakers’ socio‐demographic trajectory and their presentations of self. The article contributes to the growing body of panel research that aims to determine the scope and the limits of linguistic malleability across speakers’ life histories.     

Winnicott’s “Potential Space” and the Jewish Study Hall for social work students,faculty and practitioners

Abstract

The article addresses the potential interface and dialogue between academic and quasi-academic spaces. In particular, it examines the space of the Jewish Study Hall (Beit Midrash) as facilitative of the professional as well as personal development of social work students and practitioners in an Israeli college. We examine how Winnicott’s potential space concept contributes to understanding the Study Hall’s uniqueness as an extracurricular learning space within the School of Social Work. Twenty participants in the Beit Midrash for Judaism and Social Work took part in the study. Thematic analysis of transcribed sessions revealed three themes: (1) The Beit Midrash as a peaceful, safe and inclusive physical space; (2) The Beit Midrash as a space for playing out different realities; and (3) The Beit Midrash as contributing to social work training. Findings indicate that potential spaces that embrace the metaphysical world can help students engaged in religion and spirituality to complement and expand their academic training. We conclude by recommending that Winnicottian potential spaces that embrace the metaphysical world be integrated in social work programmes.     

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.     

Strengths-based practice: social care’s latest Elixir or the next false dawn?

There has never been such a consensus that social care is in crisis in England. However, it cannot be assumed this will result in fundamental rethinking of the future. Social care continues to search for a miracle cure that will painlessly transform it into a system both personalised and will cost less. The current ‘elixir’ is ‘strengths based practice’. This article suggests, however, that the current depersonalising and wasteful practices which strengths based practice is meant to replace are a product of the system within which practitioners work. There is unlikely to be significant change until that system has changed. If the current sense of crisis translates only into short-term action to keep the system afloat, the elixir will most likely be the prelude to the next false dawn.     

Refocusing on the Parent: What are the social issues of concern for parents of disabled children?

A questionnaire was constructed to analyse the efficacy of service provision for disabled children from the parents' perspective, as well as the needs and issues pertinent to parents (Middleton, 1998, 1992). The familial and personal data identified deep parental concerns and fears regarding professional attitudes and dominance, neglect of parental knowledge, lack of counselling and therapy, coping in the future, support, and the child's aesthetics and body (Brown, 1998). Results indicate that professionals continue to control the parent-professional relationship, assuming the role of 'expert', rather than integrating and consulting parents in a negotiate decision-making process. Parental needs and issues are prescribed by professionals (Oliver & Barnes, 1998), thus marginalising and disempowering the parent (Appleton & Minchom 1991), and reducing opportunity for parental involvement and participation in an equitable 'partnership' relationship with professionals (Dale, 1996).