Significant harm: making professional judgements

Judging whether a child is suffering or is likely to suffer significant harm has become a critical task for professionals working with children and their families in England and Wales. Yet little guidance is available about what the phrase means in its entirety and how it should be applied in practice. This study set out to examine how the phrase was used in practice by a selected sample of experienced health and social work staff. The evidence collected suggests flaws in the general approach adopted by professionals to identification and assessment in child protection cases. The data indicate a heavy concentration of attention on the weaknesses of families being assessed rather than their strengths and on parents rather than children. Problems are identified in responding effectively to long-term, chronic abuse such as emotional abuse and neglect. The study recommends changes in practice based on these findings which have been implemented by a wide range of practice agencies within the study area. © 1998 John Wiley & Sons, Ltd.     

Editorial

This paper questions whether it is possible that current policy and guidelines could ever effect a significant shift in education of social work students. There are several issues which need to be appreciated if social work education is to become anything more than an induction to a technical craft. These issues include debate on the nature of theory and reflective practice and on pedagogy and curriculum. Rather than understand theory and reflective practice in the applied technicist sense what is required is an understanding and appreciation of moral practical deliberation—what scholars of the virtues refer to as phronesis. Debate on pedagogy has stopped short of tackling important issues which find succour in technicist and managerialist accounts of practice. As such, any idea that practice experience will improve the practice of student social workers is questionable.     

Post-traumatic Stress Disorder in Childhood Sexual Abuse: A Synthesis and Analysis of Theoretical Models

The notion that post-traumatic stress disorder (PTSD) may be found in children who have experienced sexual abuse has become an important issue in research and clinical practice. To date however, there is a lack of consensus on what theoretical model(s), if any, best account for PTSD within this population. As a way of contributing to the existing body of literature pertaining to PTSD and its relationship to childhood sexual abuse, this paper synthesizes and presents a critical analysis of contemporary theoretical models.     

Trends in family therapy supervision: the past 25 years and into the future

This investigation repeats a survey of American Association for Marriage and Family Therapy (AAMFT) Approved Supervisors done in 1976 and 1986. Despite negative contemporary contextual influences, the AAMFT Approved Supervisor credential is still attractive to the same percentage of the AAMFT clinical membership as formerly and reflects in general the demographic characteristics of marriage and family therapists (MFTs) in clinical practice. Across the last quarter century there has been a steady increase in female AAMFT Approved Supervisors and those with terminal master's degrees. These and other trends are discussed with a view toward what supervision is becoming and what it needs to become.     

Viewpoint: A culture of despair: reflections on ‘post-modern’ architecture

The Modern Movement in architecture is dead: on this there is consensus from Right to Left. Anti-modernism, a cultural offshoot of anti-socialism, has become decidedly modish. There are, for us, two main strands to this ‘Post-Modern’ thinking – the populist and the patrician. Each, we argue, is a formalism, an elitist practice; above all, each is an avowed refusal of the emancipatory potential of modernism. Our critique of this resignation, this cultural despair, turns on an affirmation of early modernist practice; it turns on the proposition that the social content of design practice is the issue underpinning matters of aesthetic form.     

Creating offshore-ready it professionals: A global perspective and strong collaborative skills are needed

Outsourcing of IT functions has become a widespread corporate practice, which has naturally led to concerns among IT works about how this affects their jobs. The issue is complex, and many companies are bringing their IT functions back inhouse. In light of this complexity, what skills do IT workers need to be com-petitive? We address this question first by reviewing the literature and then by examining two corporate case studies that have dealt with outsourcing issues. Based on this view of outsourcing, we discuss the skills that can provide a com-petitive advantage in the current environment.     

International marriage migration: The predicament of culture and its negotiations

Marriage-led migration or migration-led marriage was rarely discussed in public or private realms just over two decades ago. However, international marriage migration (IMM) has become a norm in today's globalised world. While a substantial body of literature deals with this growing practice, existing literature does not adequately address the role that ethnicity plays in the context of IMM. The purpose of this study is to explore the question of ethnicity in IMM in Southeast Asian contexts. It focusses on what we have called the ‘predicament of ethnicity’ and the negotiations around ethnicity, culture and identity among couples where at least one partner migrated for the purpose of the marriage. The study is based on interviews with international couples selected using a snowball sampling method and demonstrates complex and intriguing patterns of cultural and ethnic identity negotiations between international Southeast Asian couples.     

Translating deconstruction

Abstract

This paper argues that insofar as the ‘translation’ of deconstruction in America has become a discourse on the sacred, it mis‐recognizes what Derrida calls the trace, and identifies it as the radical outside to thought, or as ‘God’. The ‘trace’ on Derrida's account is indeed unknowable, but it is not the radical outside of thought. Rather, it is a disruptive force that is internal to thought. Reconstructive analyses investigate (among other things) the way that thought is breached, and necessarily so, by what thought cannot think. This breach, this unsignifiable opening, is intolerable to philosophical undertakings because philosophy must totalize; this is what philosophy does. Following Walter Benjamin, I argue that translation is possible, precisely because of this breach. Thus, just because this breach or opening is intolerable to thought or to philosophy does not prevent it from happening. On Jacques Derrida's analysis, this opening has a name: it is deconstruction. To this extent, those variants of ‘deconstruction in America’ which misrecognize the trace as God, miss the very political force of deconstruction in the first place, which is to say, a philosophical undertaking which thematizes the intolerability of refusing what philosophy does and must do.

The breach in thought (or language) is precisely what Walter Benjamin suggests is untranslatable. It cannot be communicated by any sign. Notwithstanding the great difference between Benjamin and Hegel's political commitments, comparing Benjamin's work on the untranslatability of language's ‘languageness’ to Hegel's semiological theory (which requires that we forget’ this very uncommunicableness at the heart of language) is instructive. It establishes that both thinkers argue that the practice of language should be the practice of learning each word as though it were a proper name. Each argues in their own way that the practice of language should erase the trace. It is precisely this erasure — the identification of the trace as radically exterior to thought ‐ that covers over what is at stake, not simply philosophically, in an investigation into the breach of language, but what is at stake politically. What is at stake politically is what Derrida calls the ‘risk of absolute surprise’ which is nothing less than the risk of a political philosophy with no guarantee.     

The street-level delivery of activation policies: constraints and possibilities for a practice of citizenship

The debate on activation policies and challenges to social citizenship has to go beyond the level of formal policy and take into account also its operational and street-level dimension, which shapes what eventually arrives as policy on the ground. In this context, frontline practice plays a crucial role since it constitutes the very moment when activation policies encounter their target groups and real-world solutions have to be found. This article outlines a conceptual framework to approach frontline work within the context of activation and presents the main findings of a research project aimed at exploring the challenges, interpretations and reactions of frontline practitioners in Public Employment Services in the cities of Vienna (Austria) and Milan (Italy). The findings contribute to the debate on the constraints and possibilities for a practice of citizenship in a practice field whose challenges are often neglected both by social policy and social work research although it has become a central arena for welfare state intervention in which social citizenship, eventually, becomes manifest. Particular attention is paid to different framings of practice and to the questions whether and to what extent professionalising ‘activation work’ could counteract the precarious and highly individualised role of frontline practitioners in this ambiguous public domain.     

From Work as Sex to Sex as Work: Networks, ‘Others’ and Occupations in the Analysis of Work

While once upon a time the social science of work and organization neglected or marginalized gender and sexuality, we have now lost sight of what people actually do, that is to say the activity of work. Gender and sexuality have been identified as crucial to organizational dynamics and, notwithstanding different theoretical emphases, this paradigm has become increasingly influential. We argue (contrary to most of its protagonists) that — within this model — the significance of sex and gender for organization rests principally on their role in the production of identities rather than in what they can tell us about production or work in any wider sense. The article highlights parallels with the ways in which prostitution is now generally understood, whether the emphasis is on subordination or agency. This literature also emphasizes gender relations and identities, even where the focus is on re–writing ‘sex as work’. We argue that this focus neglects the wider networks in which all work, whether mainstream or otherwise, is embedded and that a full analysis must take due account of both these networks and the discursive production of identities. Examples — of work in the finance and sex industries — are used to substantiate this argument and a case is made for the importance of the Chicago School’s analysis of occupations.     

Lawful but awful: ‘Legal Corporate Crimes’

By concentrating on what is officially defined as illegal or criminal, a more serious threat to society is left out. This threat is caused by corporate practices that are within the letter of the law and yet have multiple adverse social consequences. Thus, just when more effective regulatory action and oversight is imperative, the global neo-liberal agenda and practice promotes de-regulation and a further reduction of the role of the state. Not only does this have criminogenic consequences of its own, it furthers types of misconduct undermining democratic processes and sustainable economic growth.     

Curtain Down on Act One: Practice Learning in the First Year of the New Social Work Award

The curtain has come down on the first year of the new social work degree in England. This paper presents the findings of a survey of social work educators in academic and practice settings to find out how practice learning in this year has been experienced and the shape of plans for the rest of the new degree. The paper reflects on the enormous diversity of arrangements for practice learning, in terms of patterns of delivery, assessment, funding, and service user and carer involvement. One pattern that is emerging strongly is a more experimental flavour to this first year, with new practice learning sites being developed, and the use of group arrangements to supervise and support students. However, there is also the potential for inconsistency in standards, especially in the ways that students are judged as ‘fit for practice learning’. There are concerns that the new partnerships are increasingly driven by universities and colleges, with some agency partners unclear about what is happening and why. There are also indications that the postgraduate programmes will have less room for experimentation than the three‐year undergraduate courses and this may become a source of divergence between the two routes.     

Gender,Work and Organization: A gender–work–organization analysis

This article, celebrating 25 year of Gender, Work and Organization, reflects on some of the events that led to establishing the journal. It proceeds to consider the three central elements that have inspired the journal ‐ gender, work and organization ‐ and how they have become more problematic, perhaps much more problematic, over the lifetime of the journal. Indeed, paradoxically, these shift have occurred at the same time as GWO and the field of which it is part have become more established. Just as the field of gender and organizations has become more legitimate area of study, the concept of ‘gender’ has become more complex, more contested, less certain. This also applies to the notion of ‘organization’, perhaps less so to ‘work’. The latter part of the article considers what happens when one views the GWO itself in terms of gender‐work‐organization analysis, and how such questions may develop in the future.     

How Rehabilitation Professionals Define the Concepts of Spirituality and Religion When Working with Individuals with Disabilities

ABSTRACT

Recently, some helping professionals have called for the inclusion of spirituality and religion in practice. This has created an important debate. As a result, it has become apparent that individual educators and practitioners are unclear about what is meant by these concepts as they relate to practice. This study utilized in-depth interviews to understand the essential meanings that fifteen rehabilitation professionals assigned to the concepts of spirituality and religion in their practices with individuals with disabilities. Two essential themes developed for spirituality, and three developed for religion. Implications for the future use of these concepts in practice are discussed.     

Older adults affected by polyvictimization: A review of early research

ABSTRACT

In contrast to work within the child-abuse field, polyvictimization of older adults did not become a focus of professional attention until this decade. Despite this lack of formal identification, a search of the research and practice literature revealed that prior research investigating single forms of or other elder abuse issues contained evidence of what was variously termed “multiple,” “multi-faceted,” “co-occurring,” or “hybrid” elder abuse. A wide range of victims (1.4%–89.7%) identified in existing elder abuse studies was found to have experienced what constitutes “polyvictimization.” This late-life polyvictimization evidence, the contexts in which victims are harmed, and information regarding the impact of multifaceted elder abuse are all presented and discussed in this article. Selected published cases illustrate the clinical dynamics operating in late-life polyvictimization situations.     

Demonstrating Professional Vision: The Work of Critique in Architectural Education

This study provides an account of how architectural competencies are made visible in the work of critique in architectural education. It shows how critics enact a set of disciplined visual practices through which architectural qualities of proposed buildings become available for competent remark. Particularly prominent among these practices is the seamless fusion of gestural elaborations of architecture's designed objects with the envisaged spaces of a hypothetically perceived built environment. Furthermore, critics topicalize the communicative and rhetorical organization of the presentation as a designed object in itself. In shifts between topicalizations of proposed buildings and the designed representations of those buildings, critics construe qualities of the buildings as simultaneously visible and invisible: visible to the critic, but invisible to potential other viewers. This practice subjects students' work to a variety of pedagogically configured gazes. The student's socialization into a specialized field of practice, in which objects are designed according to professional rationalities that go beyond what is readily visible or accessible to the nonarchitect, is thereby made accountable for the communicative demands of professional practice.     

Practice Learning and the Development of Professional Practice

The development of professional practice is based on practice learning, yet there is no consensus about its definition. The currently evolving use of the term ‘practice learning’ provides us with an opportunity to consider the nature of learning for professional practice at initial entry through to post qualifying stages of development. A number of streams of thought are influencing the understanding of practice learning and we aim to consider some of these and how they inform those involved in supporting and guiding practice learners at different stages of their professional development.

In presenting our conceptualisation of practice learning we argue against oversimplified dualities of classroom‐based academic learning concerned with theory and workplace‐based practice learning concerned with practice. Additionally we make explicit the career‐long nature of practice learning which is as embedded in continuing professional development as it is in the requirements for qualifying programmes.

Having established what we mean by ‘practice learning’ we consider the impact of organisational learning theory on the management of practice learning. The consideration of the characteristics of organisations which learn leads to a brief examination of approaches to teaching and learning which promote knowledge creation in a way which is meaningful to practitioners. We will argue that the development of understandings of organisational learning and knowledge creation should become part of the knowledge base for those supporting and guiding practice learners, in addition to the traditional knowledge base of adult learning theory.

Before exploring the nature of practice learning it would be helpful to consider briefly what we mean by professional practice for which practice learning is preparing people.

Professional practice in social work is a complex set of activities which involve direct work with service users, and their families, as well as work with other professionals and agencies. A range of knowledge and skills are used with a firm value base which recognises diversity and oppression as key elements in UK society.

Such professional practice is learned and developed in a range of ways over time through training, practice, understanding, analysis and reflection. However, the nature of just what practice learning is and where it occurs has become a focus of debate in the UK as a result of recent developments in initial professional education and training for social work.     

Changing Equality Cultures to Move Beyond ‘Women’s Problems’

Conventional equality measures have made a limited impact on women’s position in the workforce. This is not simply the result of measures being inadequately pursued. Instead, this paper argues, there is a more fundamental difficulty with the policy approach: that it focuses on women as having problems which need to be redressed rather than on changing organizations. As a result women are seen as inadequate and men become resentful of the ‘special treatment’ that follows. Changing these perceptions requires cultural change which cannot be achieved via conventional personnel-based equality initiatives. Many organizations are looking for new ways to present and pursue equality programmes such as a stress on providing a ‘business case’ or through a consideration of the value of workforce diversity. The paper assesses the ability of these initiatives to change the culture for equality. It argues that many organizations are merely pursuing a defensive approach which centres on language change and modified initiatives rather than new approaches to winning consent. In contrast it argues that culture change will only be achieved through a more pro-active approach. Various initiatives such as skills audits and training for men are discussed which indicate what can be done in practice.