A good fit: the contribution of action learning to supervision practice

This paper discusses the value of action learning for social work supervisors. Recent years have seen renewed focus on supervision as a reflective space and some indications that the tide may be turning in regard to the dominance of managerial priorities within the supervision of direct practice. It is less evident that a similar shift is taking place for supervisors themselves and, anecdotally, many describe their own supervision as having a business focus with limited scope for reflective dialogue. While the traditional functions of supervision need to adapt to fit the responsibilities of those in management positions, it remains true that these staff provide a vital containing role within the organisational hierarchy. For that to be sustained, it is important that supervisors have space and structure within which to process the emotional, intellectual and practical challenges of their work. The integration of action learning sets within post-qualifying courses for supervisors has demonstrated a useful dual function. Firstly, they provide an effective model for group supervision, facilitating in-depth reflection on complex practice issues. Secondly, they offer managers a peer supervision forum; a safe place to explore dilemmas and share the vulnerabilities which belong to management roles as well as practice.     

Young people and social networking sites: exploring the views and training opportunities of CAMHS social workers in Ireland

ABSTRACT

Social Networking Sites (SNS) (e.g. Facebook, Instagram) have become a fundamental part of the daily lives of many young people. SNS engagement has been associated with a number of risks and benefits, some of which are particularly relevant to young people who access child and adolescent mental health services (CAMHS). Consequently, understanding how and why young people engage with SNS, and the associated risks and benefits, may become an increasingly important part of CAMHS social work.

This small-scale study (n = 15) utilised an online survey to explore the importance that a sample of Irish CAMHS social workers attribute to maintaining an awareness of how young people use SNS, whether they, in their professional lives, have been offered the opportunity to learn about SNS engagement among young people, and whether they have taken it upon themselves to learn about this topic.

Findings suggest that participants consider an understanding of SNS to be an important part of CAMHS practice. However, participants report that they do not feel sufficiently aware of SNS trends among young people, suggesting that there is scope for SNS-focused training/learning opportunities among this sample of CAMHS social workers. Implications for practice and suggestions for future research are outlined.     

Restoring Meaning to Supervision Through a Peer Consultation Group in Rural Australia

The establishment of a cross-discipline peer consultation group in regional Australia is described. A research project, which explored the impact of the peer consultation on participants, using pre-group and post-group evaluation surveys along with data from an externally facilitated group evaluation session is discussed. Key findings reveal the value of access to varied modes of supervision; the importance of supervision not feeling like being subjected to surveillance; and the contribution that positive experiences of peer consultation have for our participants' well-being. The potential for improved connection and mutual benefits for practice and academia in sponsorship of professional peer consultation by regional universities also emerges from this research. The effectiveness of contemporary workplace counselling supervision arrangements, and of what, precisely, the enjoyment of engaging in case discussions in peer consultation groups is constituted are areas for more exploration.     

A therapeutic social work team in practice

In 1996, as a result of interagency collaboration between social services and health, Leeds Social Services Department brought together three groups of social workers undertaking therapeutic work into a centrally managed team. Continued inter-agency working together has ensured that the Therapeutic Social Work Team has become an established service for children and families. This paper describes the work of the team by focusing on four areas: the context of interagency collaboration, therapeutic work in the child protection process, managing different theoretical approaches in one team, and evaluating practice.     

Devils and deep blue seas: the social worker in-between

This paper examines the role of the approved social worker, as defined by s.114 of the Mental Health Act 1983, with particular regard to ethical dilemmas in crisis intervention. Issues of management accountability, health and safety are set against the approved social worker's statutory responsibility to assess people experiencing mental health problems and, where necessary, admit to psychiatric hospital under compulsion. Consideration is given to the impact of this work upon the worker, on whom extreme and sometimes conflicting demands are made. An attempt is made to integrate these viewpoints within a fundamentally psychodynamic perspective.     

Information and communication technologies in interventions of Czech social workers when dealing with vulnerable children and their families

ABSTRACT

The topic of informatization and digitization of social work is a new phenomenon bringing new challenges that need to be dealt with. However, in the Czech Republic, the processes of informatization, digitization and e-social work may still look like grey zones. This article presents the result of one of the first Czech studies whose aim was to find out how social workers interpret the impacts of the use of information and communication technologies on social work. The goal of the research was to find out how the ongoing process of informatization permeates the Czech social work aimed at the target group of vulnerable children and their families. The authors have applied a qualitative research strategy in this research project using semi-structured interviews as the technique of data collection. The utilization of this technique has enabled them to obtain information from 25 social workers. The interviews have been analysed using the procedures of situational analysis. When interpreting the results, the authors focused on the area of communication where information and communication technologies are used, which social workers considered crucial.     

Teaching social work is teaching to ask questions: an inter-subjective approach to social work practice

Abstract

This paper sets out to provide examples of how quotations from literature can come to and work on a therapist's mind when engaged with clients. A consideration of Sylvia Plath's poetry and writings provide a number of examples of how some knowledge and understanding of her material has contributed to and enhanced work with distressed and disturbed clients. Work with a woman who had made allegations of Satanist abuse is then discussed with particular reference to the relevance of Hamlet to the work. Examples from a therapeutic group are provided which illustrate how literature can function as a communicator of feeling at an unconscious level. Consideration is then given to the wider social and political relevance of subjective feeling with reference to the work of Franz Kafka. There is also acknowledgement of how recourse to literature could be used as a defence against painful material rather than contributing to an understanding of it. The paper concludes with an attempt to understand why it is that claims are made for the healing value of literature and the arts and how these healing processes can operate in the therapeutic encounter.     

Construction of Peer Support Groups in Child Protection Social Work: Negotiating Practicalities to Enhance the Professional Self

This paper reports on a research project that was developed between a cohort of child protection social workers in the Republic of Ireland and the authors. The focus of the research was on researching participants’ experiences of developing peer support groups (PSGs) in child protection social work. Eleven participants formed two PSGs; one group had six participants, the other had five. This qualitative research study involved focus groups with each of the peer groups at the beginning, middle and end of the 12-month period. Data from the focus groups were analysed using thematic analysis (Braun & Clarke, 2006). Findings from the research indicate that the organic development of a PSG involves negotiating a range of practicalities which, working together, help to promote reflective practice and to advance the development of the professional self. A number of important and interconnected subthemes emerged within the texts of the focus groups. These included: the establishment of PSGs as a work activity; consideration of logistical matters in forming PSGs; identification of the influence of group dynamics in structuring and negotiating PSGs; PSGs as a conduit for integrating personal and professional values and as a context for facilitating and enabling an increased consciousness of self in practice. Drawing on these findings, the authors consider the implications for integrating PSGs within child protection agency services.     

Training research-minded social workers: experience from Estonia*

ABSTRACT

Social work education in its modern sense started to develop after Estonia regained independence from the collapsing Soviet Union. The aim of this article is to introduce good practices of teaching research-mindedness, this being one of the main principles in teaching social workers-to-be in the University of Tartu in Estonia. We have been inspired by the academic tradition of university teaching in general, the new international definition of social work and, not least, the realisation of social workers in practice of not being able to apply academic knowledge to everyday social work practices. This article revisits the term research-mindedness and examines how it has been integrated into the university level teaching process. Our purpose is to discuss the methods students of bachelor’s and master’s programmes can learn to ‘translate’ social issues into research questions, critically appraise the findings and ‘translate’ them back as new research evidence for social work practice.     

Equine-assisted activities and therapies: enhancing the social worker’s armamentarium

Introduction: Equine-assisted activities and therapies (EAAT) have gained prominence as a viable therapeutic approach for a range of mental health and developmental problems, yet is not widely known and not conventionally provided within the social work educational curriculum. Thus, the purpose of this study is to provide a review of various certification bodies available to social workers in order to bring EAATs into their therapeutic work. Methods: A multi-stage process, including consultation with experts in the field and an online search was undertaken to locate certification programs for mental health professionals. Results: Seven certification organizations were identified; programs varied with respect to mental health pre-requisites, type of certification, training components, and cost. Discussion: There has been substantial growth in EAAT for children with mental health and developmental problems, and there are a range of certification types to select from. Factors to consider when choosing which type of certification to pursue, and barriers to certification are discussed.     

‘My work is exciting’ – social workers in Estonia compared to Norway

The article discusses the relationship between social policy and social work, focussing on how municipal social workers in Estonia and Norway describe their work situation as implementers of social policy. It is based on a series of individual and group interviews. Estonia is the main case, and Norway is included for comparative reasons. The relationship between aims and reality, external conditions and development of the profession are important subjects. Social workers represent a link between users and the various social policy institutions. Estonian and Norwegian social workers experience a gap between needs and resources. Representatives from both countries referred to the growing workload and complained about low status. At the same time they describe a positive development. A common feeling of having limited resources when confronted with the needs of the users is combined with a feeling that social work is challenging and exciting. In both countries networks and cooperation across professional borders are important. The authors conclude that social workers are important actors in implementing changes at the local level, but they seem to be more concerned about the daily encounter with the individual user than with the policy framework.     

Identity development among social workers,from training to practice: results from a three-year qualitative longitudinal study

During their training, social work students embark on a process of professional identity (PI) development which will continue to evolve even after graduation. While the literature has begun to point out factors that may facilitate PI development, research that documents the various processes and narratives of identity development is scarce, including in social work. Because PI is known to be influenced by many aspects pertaining to personal, educational and occupational contexts, and because those contexts can be varied, it becomes important to explore PI development from initial training to professional practice and map which aspects may be influencing the experience, and how they do so. Drawing on a longitudinal qualitative methodology, we explore the experience of six young social workers and map the development of their professional identities over the course of nearly three years. Meetings during their final year of undergraduate studies, and again after 6 and 18 months of employment, reveal some of the aspects that emerged as fundamental facilitators of or impediments to a strong PI. This article concludes by suggesting ways to foster a stronger sense of PI among social workers going forward.     

A fundamental rethink of practice learning in social work education

A common response to the need to place increasing numbers of social work students in field education or practice learning placements has been to broaden the range of organisations in which placements are sought. While this strategy has provided many beneficial learning opportunities for students, it has not been sufficient in tackling ongoing difficulties in locating work-integrated learning opportunities for social work students. We argue that new approaches to finding placement opportunities will require a fundamental rethink as to how student placements are understood. This paper introduces an innovative project which started with a consideration of learning opportunities and built a structure to facilitate these, rather than rely on organisational availability to host students on placements.     

The role of practice educators in initial and post qualifying social worker education

Doctoral research into competence for social work practice engaged with 17 participants who drew upon their experiences of being practice educators and registered social work practitioners and the analysis of data suggested they identified a difference between competence to pass a final placement and capability for social work practice. Baseline social work knowledge, skills and values will enable a student to pass a final placement however, research data suggest that the individual’s approach to learning, emotional intelligence and resilience give confidence that they are more likely to be able to cope in a social work role. Practice educators intuitively recognise these characteristics and this article argues that in addition to working with students, practice educators are ideally situated to support individuals throughout their post qualifying social work learning journey.     

How to Deal With Moral Tales: Constructions and Strategies of Single‐Parent Families

This study explored how normative understandings based on the nuclear family ideology are linked to constructions of single‐parent families and sheds light on the strategies single parents and their children adopt in dealing with negative accounts. Guided by social constructionist and configurational approaches, the in‐depth analysis is based on an Austrian qualitative study, comprising interviews with 50 ten‐year‐old children and their 71 parents, living in nuclear, reconstituted, and single‐parent families. The results showed that single‐parent families are constructed predominantly in terms of deficits and disadvantages, with the nuclear family serving as an ideological code along the dimensions of normalcy, complementarity, and stability. To deal with negative accounts, single parents and their children use three basic types of strategy: (a) imitation, (b) compensation, and (c) delimitation.     

No time to think: protecting the reflective space in children's services

Over the past few years, first line managers in child care have faced mounting pressure on their time from both the national performance management agenda and the professional demands associated with the Framework for the Assessment of Children in Need and their Families and Working Together to Safeguard Children: A Guide to Inter‐Agency Working to Safeguard and Promote the Welfare of Children. This paper briefly discusses the policy context surrounding this period of unprecedented change and focuses on the potential erosion of the reflective space in supervision as first line managers struggle to cope with the ever‐increasing expectations. An argument is made for the creative use of multi‐agency action learning/ research projects within the workplace to supplement individual supervision and promote reflective multi‐agency child care practice; some examples of successful projects are given. Copyright © 2003 John Wiley & Sons, Ltd.     

Ethical challenges in conducting research with hard to reach families

This paper reflects on some of the ethical challenges encountered by the authors whilst undertaking sensitive qualitative research with parents and children who are traditionally hard to reach. The research aimed to provide more holistic and in‐depth accounts of parenting on a low income in diverse social circumstances than already exist. The nature of the sample and the subject matter that was covered inevitably raised many familiar ethical dilemmas and some that are less often encountered in practice, particularly in relation to child protection. In this article we discuss our approach to ethics, some of the ethical challenges we encountered undertaking work with families and discuss the complexity of decision‐making around risk of harm to children. We conclude that a clear framework to avoid harm should be developed at the outset and a transparent approach to child protection issues should be used. Additional time and resources need to be incorporated at the planning stage of similar projects in order to develop appropriate methods, ensure effective decision‐making and support researchers. Copyright © 2008 John Wiley & Sons, Ltd.     

Participatory action research in local development: an opportunity for social work

Even if related to the seminal work of Kurt Lewin dating back to 1946, participatory approaches like action research still represent a relevant theoretical and practical set of methodologies for social work and research. In this article, after a brief overview of this methodological approach, the use of this paradigm in social work is explored, with a special focus on the development of symbolic and material resources within local communities. The processes and forms of involvement are examined with regard to the Italian experience of local development. An application of the participatory methodology stemming from a phenomenological approach proposed by Achille Ardigò, a well-known Italian sociologist, is employed. Following these premises, a procedural model enhancing the development of social groups is considered as the building block of community development. Short examples are provided. It is concluded that, in the process of local development, the symbolic and the immaterial dimensions need to be stimulated, as well as the material and the infrastructural ones. In order to achieve this, correct tools are needed.