The Post- and the Anti-: Analysing Change and Changing Analyses in Social Work

Correspondence to Dr Liz Lloyd, School for Policy Studies, University of Bristol, 7 Priory Road, Bristol BS8 1UA Summary This article considers some of the issues raised by criticsof postmodern analyses of social work. It analyses the waysin which social services departments have changed to a ‘post-fordist’organizational form and considers the implications for equalitypolicies and anti-oppressive practice. It challenges the viewthat preserving a more professional approach to social workoffers greater opportunities for anti-oppressive practice thanthe more deprofessionalized approach currently being developedand argues that social workers committed to the principles ofanti-oppressive practice can develop new tactics appropriateto the changing organizational context It also argues that postmodernistanalyses offer new insights into experiences of power, oppressionand inequality. In particular, it stresses the importance ofunderstanding the linkages between broader, political and economictrends and the experiences of individual social workers andservice users. Drawing on research in Avon Social Services, it considers theways in which race equality strategies in community care continueto reduce issues of race and racism to culture and identity.Reflecting critically on anti-oppressive and anti-racist actionit argues that the limitations placed on anti-oppressive practiceunder the postfordist context of community care are unlikelyto differ greatly from those felt under previous organizationalregimes.     

Anti-Oppressive Research in Social Work: A Preliminary Definition

In comparison with other helping professions, social work claimsto embrace a very distinctive mission: to oppose the roots andeffects of social oppression. This article examines social workresearch from an anti-oppressive social work perspective. Itargues that in order to match the liberating mission of theprofession, social work research should defy the dominant traditionsof social science research. The paper first outlines a definitionof anti-oppressive research in social work and then suggestsa relevant set of criteria for assessing it. A case study isdescribed and analysed according to these criteria, followedby a discussion of some ethical and methodological issues involvedin the development of a more inclusive inquiry in social work.     

Did we do our assessment holistically,thoroughly, and continuously?

ABSTRACT

This paper presents assessment work and practice of the welfare workers in assessing their service users in various child welfare settings in Sarawak, Malaysia. It draws on a qualitative research based on in-depth interview with respondents selected through purposive sampling. Thematic analysis was one of the major methods of data analysis in the study besides narrative analysis. Findings revealed that assessment work and practice of welfare workers are not being done holistically, thoroughly, and continuously. Issues concerning their assessment work and practice show that the underlying challenges are due to lack of proper training/courses specifically in assessment work provided for them and no assessment framework available as a guideline for their assessment work.     

Carers of People with Learning Disabilities, and their Experience of the 1995 Carers Act

Summary This paper seeks to highlight the impact of the Carers (Recognitionand Services) Act of 1995 on carers of people with learningdisabilities. It draws on research conducted in the south westbetween 1997 and 1999, which examined the views and experiencesof carers who had an assessment of their needs, together withthose of the person they care for and the professional conductingthe assessment. It concludes that the Carers Act is not widelyused, or understood, by this group of carers. Recommendationsfor improving practice include changes to the current terminology,new triggers for a carer's needs assessment, and a greater inputfrom other agencies, especially health services. Although thecurrent paper focuses on the views and experiences of carers,an exploration of the Carers Act, and its effect on potentialconflicts of interest with the person with learning disabilities,is available elsewhere (Williams and Robinson, 2001).     

'Anti-oppressive practice': emancipation or appropriation?

Summary This article offers an initial critical discussion of the conceptof anti-oppressive practice - AOP - from the perspectives ofservice users. Whilst acknowledging the emancipatory aspirationsof anti-oppressive practice, it also considers its regressivepotential. AOP has become central in social work theory andpractice and indeed is sometimes presented as a key approachand theory of social work. This discussion highlights the failureso far significantly to involve service users and their organizationsin the development of anti-oppressive theory and practice. Itconsiders how the ideology and structures of anti-oppressivesocial work impact upon service users; the problems raised by'expert' appropriation of users' knowledges and experiencesand the issues raised by the failure so far to address the useof social work and social care services as an area of differenceand category of social division. Finally, the article examinesalternatives to existing notions of anti-oppressive practicebased on the equal involvement of service users.     

Connecting Anti-racist and Anti-oppressive Theory and Practice: Retrenchment or Reappraisal?

Correspondence to Charlotte Williams, Centre for Applied Community Studies, University of Wales, Bangor, Bangor LL57 2UW, UK. Summary In this paper the author offers a review of some of the majorcritiques of anti-racist theory and practice within social workand critically examines the trend towards anti-oppressive theoryand practice as the ‘way forward’. She argues thatthe uncritical acceptance of the move away from specificallyanti-racist perspectives towards the broader approach of anti-oppressivepractice may lead towards the retrenchment of all such criticalperspectives within social work rather than their regeneration.The author concludes that such a rigorous review will more fullyground the moves towards anti-oppressive practice as a paradigmfor social work.     

On Systematic Reviews in Social Work: Observations from Teaching, Learning and Assessment of Law in Social Work Education

This paper draws on the experience of completing a systematicreview of teaching, learning and assessment of law in socialwork education. It reviews core elements of the process andquestions whether systematic reviews as currently conceivedfor social work education and practice can realize the claimsadvanced on their behalf. The paper considers questions of evidence,quality, knowledge, dissemination and research use, and offersobservations on the potential of systematic review to provideknowledge for policy makers, practitioners, researchers andacademic tutors.     

Risk Assessment Using Psychological Profiling Techniques: An Evaluation of Possibilities

Correspondence to John Hopton, 64 Peveril Close, Whitefield, Manchester M45 6NR, UK. Summary In this paper the writer reviews the available literature onpsychological profiling, discusses the differences between thefacet approach to psychological profiling and other techniqueswhich have been labelled ‘psychological profiling’,and discusses the applications of the facet approach. This discussionis followed by a critical evaluation of the potential of thefacet approach as a means of assessing whether or not a personsuffering from mental distress should be regarded as a riskto herself/himself or to other people. Finally, there is a discussionof issues around anti-oppressive and and-discriminatory practice,and the writer concludes that, in the light of recent mentalhealth legislation and mental health policy decisions, the useof psychological profiling as a means of risk assessment couldreduce the number of mentally distressed persons subjected tointrusive surveillance and/or compulsorily admitted to secureaccommodation.     

The Vulnerabilities of Children whose Parents have been Sexually Abused in Childhood: Towards a New Framework

Correspondence to Carol-Ann Hooper, Department of Social Policy and Social Work, University of York, Heslington, York YO10 5DD, UK. E-mail: cah13{at}york.ac.uk Summary Concerns about the parenting capacity of adults with a historyof childhood sexual abuse have often been framed in individualizingand pathologizing ways. This paper draws on qualitative researchwith twenty-four women survivors of childhood sexual abuse todevelop a new framework for understanding the possible vulnerabilitiesof their children that may help inform anti-oppressive practice.The framework places the mother-child relationship in its broadercontext, taking account of the role of the immediate family,the extended family, the community and the state. Within eachlevel of context we identify the range of issues that couldcontribute to children’s vulnerability, elaborating theprocesses involved. Some issues recur within different contexts,for example the impacts of survivors’ issues around attachment,and others connect across contexts, such as the impact on childrenof deterioration in their mothers' mental health when appropriateservices are not available. All of these issues may affect survivors’well-being and access to social support and hence their abilityto care effectively for their children. Ways of supporting bothsurvivors and their children involving greater collective responsibilityfor children, effective collaboration between mental healthservices and child-care services, and professional responseswhich take account of contextual issues are identified.     

The perspectives of young children in care about their circumstances and implications for social work practice

Recent reviews of research regarding children in care have concluded that there remains little research which specifically focuses on young children. This paper presents the findings of research carried out with a sample of young children in care (aged 4–7 years) regarding their perspectives of their circumstances. The findings reveal that they have deeply held views regarding living with risk; removal from their families; unresolved feelings of guilt and loss; and not being listened to. This paper considers the implications of these findings for social work practice. It concludes by stressing the capacity of young children in care to express their perspectives, and the importance of practitioners seeking these views and incorporating them into assessment and decision‐making processes.     

A Critical Examination of Immigrant Acculturation: Toward an Anti-Oppressive Social Work Model with Immigrant Adults in a Pluralistic Society

Today, in North America, the idea of complete assimilation ofimmigrants no longer seems relevant. Under the commonly espousedideologies of multiculturalism and pluralism, the goal of socialwork with immigrants is now integration into the host society,whether that be economically, socially and/or psychologically(Li, 2003). However, critics argue that the traditional ideaof immigrant assimilation continues to lurk behind social policiesand social services for immigrants, in that the successful integrationof immigrants is prompted by their conformation to the dominantculture (Balgopal, 2000). While a growing body of literatureon social work with immigrants has resulted in an increasedunderstanding of this diverse population and its needs, theliterature still lacks coherent theoretical and ideologicalframeworks necessary to inform effective models of service delivery.Social work literature on immigrants also requires criticalinterrogation of the impact of social science theories, particularlyin terms of long-held assumptions of culture and acculturation.In this paper, a critical review of literature on acculturationand social work with immigrants will be followed by findingsof a qualitative study with skilled immigrants in Canada. Basedon the research findings, an anti-oppressive approach to socialwork with immigrants is proposed.     

'The Tip of the Ice Berg': Children's Complaints and Advocacy in Wales--An Insider View from Complaints Officers

This paper is based on findings of a Welsh Assembly Governmentfunded review of children’s independent advocacy servicesin Wales with reference to their involvement in complaints madeby children, or by their parents or carers on their behalf,about local authority social services. It draws, primarily,upon qualitative interviews with local authority children’scomplaints officers, whose task is to receive complaints orconcerns, field these to appropriate social services staff,maintain oversight of their progression and keep complainantsinformed of developments. The paper describes the challengesthat complaints officers perceive children encounter in movingcomplaints forward, especially in a context where independentadvocacy services are involved and where these services areviewed with some suspicion by social services staff. It suggeststhat complaints officers play a pivotal part in managing thesometimes contested and complex interface between service providerand child and may do so from a position of limited authorityand influence. The role of complaints officers in engaging withcomplainants and their advocates, and with those colleaguesimplicated in complaints, has rarely been the topic of research.This paper provides accounts from these key staff that helpilluminate the tensions and difficulties that can enter thechildren’s complaints process.     

Decision‐making tools and the development of expertise in child protection practitioners: are we ‘just breeding workers who are good at ticking boxes’?

Concern about the decision‐making abilities of practitioners in child protection has led to the development and implementation of increasingly structured assessment tools, many based on forms of risk assessment. The positive and negative effects of such tools on practice have been widely researched and debated. This paper presents the findings from ethnographic research about the use of a particular set of decision‐making tools that provide insights into how tools might affect the professional development of practitioners. The overall finding that the use of decision‐making tools may impair professional development draws attention to the importance of the process of implementation, in particular how tools are regarded within an organization in relation to practitioner expertise.     

Social workers, parents and stigma

This paper draws on an empirical study of stigma and child welfare services in the United Kingdom, the Netherlands, and Spain. It focuses exclusively on the findings relating to the United Kingdom and shows how stigma continues to be a part of the experience of using and delivering child welfare services, despite the positive determination of policies that this should not be so. More optimistically, however, it is also evident that the experience of stigma and exclusion can be reduced, and the paper concludes by outlining the implications for policy and practice together with those factors which would appear to be most significant in combating stigma.     

Constructivism in Social Work: Towards a Participative Practice Viability

Summary Social work has traditionally drawn upon an expansive rangeof social science research and theorizing as its claim upona ‘knowledge base’. Recent debates have exploredthe need for the profession to develop its own theory of socialwork knowledge arising from practice. This paper seeks to extendthe boundaries of these ideas through an operational and epistemologicalelaboration and critique of Sheppard's (1995a; 1998) notionof a practice paradigm. In an examination of the contributionof constructivism and the seminal work of George Kelly's (1955)Psychology of Personal Constructs, arguments are put forwardfor social work practice to focus upon the co-construction ofviable working relationships with service users as the basisfor an anti-oppressive and participative professionalism. Itargues that the sterile philosophical dichotomies between objectivism/realism-subjectivism/interpretivismand the equally unhelpful social work division between practice-theoryshould be integrated within a situated, participatory, constructivistapproach to knowledge creation in social work practice and continuingprofessional development.     

THE BOYS IN BLUE AND THE BAD BLUE BOYS: A CASE STUDY OF INTERACTIVE RELATIONS BETWEEN THE POLICE AND ETHNIC YOUTH IN WESTERN SYDNEY

The paper draws on ethnographic fieldwork undertaken with a group of young men known collectively as the Bad Blue Boys (BBB)¹. These young men use the supporting of a soccer team (Sydney United in the national league) as a means of parading nationalistic allegiance to their parent's homeland, Croatia. Given the history of crowd conflict at Australian soccer matches and the current trends within soccer officialdom to move the sport away from its traditional affiliation with ethnic communities, it is inevitable that the BBB have come into confrontation with agents of social authority, such as the police, during an afternoon at the football. The participant observation aspect of the research is used to discuss the interaction between the police and the BBB at soccer matches, while interviews with members of the BBB are recounted to reveal group attitudes held about the police. The paper is written to articulate with other academic contributions which have investigated the relationship between youth from non-English speaking backgrounds (NESB) and the police in contemporary Australian urban contexts. A leading contributor to such studies, Janet Chan, has commented, ‘Australian research specifically on police-ethnic youth relations [paints] a negative portrait’ (Chan 1994, p. 176). The portrait painted by the present study is intended for comparison with such research. At the outset it must be stressed that the findings are peculiar to the study and that no great claim is made for extrapolation. However, this is not to say that the study does not reflect trends in relations between NESB youth and police in Australian cities. On the contrary, a conclusion will be drawn which argues that ethnographic studies of particular ethnic youth groupings and subcultures facilitate a social mapping of police youth relations.     

The impact of ‘being assessed’ by a disabled children's team: a personal reflective account

The body of ‘service user’ literature confirms the value of parental perceptions of child and family social work and the insight parents and others can offer. This paper lends my voice to the literature regarding parental perceptions, inspired by the work of Pamela Davies, who provided a personal account of the impact of a child protection investigation. This paper draws upon my experiences of being a father of two ‘disabled children’ and undergoing an assessment of need. This paper seeks to draw attention to issues of choice, power imbalances and the role of expertise. My personal experience of undergoing an assessment was that it was an emotionally fraught process, for the duration of the assessment, our family stress increased and we had a sense of having to ‘battle’ for the support we needed. As such, my personal experience fits well with the wider body of literature, which highlights the increased stress of caring for children with additional needs, the challenges of ‘fitting’ disabled children into the frameworks used to assess all children and the difficulty for parents and professionals in distinguishing between ‘normal’ parenting responsibilities and the additional responsibilities of caring for a disabled child.     

Multi-level analysis of cultural phenomena: The role of ERPs approach to prejudice

Brain processes and social processes are not as separated as many of our Social Psychology and Neuroscience departments. This paper discusses the potential contribution of social neuroscience to the development of a multi-level, dynamic, and context-sensitive approach to prejudice. Specifically, the authors review research on event related potentials during social bias, stereotypes, and social attitudes measurements, showing that electrophysiological methods are powerful tools for analyzing the temporal fine-dynamics of psychological processes involved in implicit and explicit prejudice. Meta-theoretical implications are drawn regarding the social psychological modeling of social attitudes, and for the integration of social neuroscience into a multi-level account of cultural behavior.     

Use of Critical Consciousness in Anti-Oppressive Social Work Practice: Disentangling Power Dynamics at Personal and Structural Levels

One of the limitations of anti-oppressive perspectives (AOPs)in social work is its lack of focus at a micro and individuallevel. AOPs should entail the social worker’s addressingthe needs and assets of service users, challenging the oppressivesocial structure and, most importantly, critically challengingthe power dynamics in the service-provider/service-user relationship.Critical consciousness challenges social workers to be cognizantof power differentials and how these differentials may inadvertentlymake social-work practice an oppressive experience. The authorscontend that critical consciousness fills in some of the gapsof AOPs, and argue for a fuller integration of critical consciousnessinto teaching and practice of AOPs. The methods to work towardcritical consciousness, such as inter-group dialogues, agent–targetdistinctions and empowerment, are detailed.     

A children's space? Participation in multi‐agency early intervention

The common assessment framework provides a model of early intervention, which is familiar in local authorities throughout England, and asserts a participatory framework of child and family engagement. This article draws on data from a research project undertaken in 1 local authority in the Midlands of England, to explore the experiences of children, young people, and their families, who were engaged in the process of multi‐agency early intervention. The article considers the young people's involvement, including their accounts of attending common assessment framework meetings, and their engagement by practitioners. The research found that young people's participation was limited. The findings suggest that this is, in part, a response to disciplinary discourses around schooling and attendance. In addition, the narratives of parents and young people showed that under‐resourcing of work with young people meant that the time taken to build relationships and engage them in a process of self‐assessment, planning, and decision making was constrained and rationed. The article concludes that to achieve a participatory children's space, an active and more engaged model of childhood needs to be facilitated by practitioners and parents outside the school‐dominated space found in this study.