‘Only Connect’: Unifying the social in social work and social media

‘Only Connect…live in fragments no longer’

(E.M. Forster, Howards End).

This paper utilises ‘Only Connect’, the epigraph from Forster’s novel ‘Howards End’ as the starting point for exploring the challenges and opportunities of integrating social networking with relationship based social work practice. The paper discusses the more deleterious implications of social networking, whilst assuming a deliberately optimistic stance to uncover ways in which the opportunities afforded by online space can be utilised effectively within social work education and practice. Whilst recognising that social networking platforms are transforming constantly, the paper adopts Kaplan’s definition of social media as a ‘group of internet based applications that build on the ideological and technological foundations of Web 2.0’. Whilst much of the discussion within the paper relates to Twitter and Facebook, two of the most endemic international social networking platforms, it is also applicable to myriad forms of social networking. The paper begins with a discussion of UK professional conduct cases and explores these both within Klein’s concept of splitting and historical attitudes to new technologies. Drawing from emerging research data and other examples, the positive relational practices educed by social media within social work education and practice are emphasised and discussed. The paper concludes by highlighting Forster’s plea for connection and recommending that social work embraces the renewed opportunities provided by online networking.     

Educating for social work in Poland—challenges of the transformation period

This article discusses the changing approach to social welfare staff education against a background of political and social transformation in Poland: new social processes, growth of social problems—especially crime and unemployment, a widening poverty sphere, but at the same time new possibilities created by the development of democratic structures, requiring new qualifications. The change in professional profile of social workers and an updated curriculum were natural consequences of that demand. Both internal reforms as well as an increase in international contacts have had a great impact on the curriculum, making it modern in regard to its content and the approach to the process of education. Important virtues of the curriculum are: due consideration for the international context of the material presented and teaching goals defined in such way that they meet the transformation period requirements without introducing only provisional solutions. Professional improvement training and post-diploma courses have also been mentioned as an important factor of successful welfare sector operations. This kind of education equips welfare staff with necessary qualifications and prevents burnout syndrome. The article briefly discusses new conditions for social education development and identifies the remaining stumbling blocks.     

Concept of ‘personality disorder’ and its relationship to social work

Abstract

Inherently difficult to define and apply in a valid and reliable way, the concept of ‘personality disorder’ is, nonetheless, a very important psychological construct in the assessment and treatment of clients. This paper discusses the nature and limitations of personality disorder diagnoses. It also refers to data suggesting a paucity of formal training and research on personality disorders, and mental health in general, within Australian social work. The authors call for greater research, analysis and debate by social work educators and the profession on these issues.     

Cracks in a policy paradigm – poverty reduction and social security: the case of Belgium

Poverty reduction rests on the mechanisms of horizontal and vertical solidarity and on prevention and repair of social risks. In this contribution, we argue that in contemporary welfare states the poverty-reducing capacity of existing social security systems has inherent limitations. Focusing on Belgium, we present and discuss empirical indications of a persistent (over a period of at least 30 years) decline in poverty reduction through social transfers, particularly among households who are highly dependent on such transfers. Firstly, we show that prevention and repair have failed to contribute to a reduction in the proportion of work-poor households who are highly dependent upon social security and face a high (rising even) poverty risk. Secondly, we find that given the fragmentation of social risks – in terms of both ex post poverty outcomes and ex ante social stratification – horizontal redistributive mechanisms through risk pooling have become less obvious, especially in respect of unemployment. Thirdly, it appears that the mechanisms of vertical solidarity also face inherent limitations. In a final section we summarise some important research questions for the future and potentially worthwhile policy avenues to resolve the question of how social policy-making might succeed in the future where it has failed in the past.     

European policy developments and their impact on social work†

ABSTRACT

Europe, in the throes of global trends, dissolves and yet re-establishes boundaries, both on its external perimeter and in terms of its internal social and political structures in a process reminiscent of the early period after the industrial revolutions. Once again it poses a fundamental question for social work: is the profession’s mandate limited to containing the effects of this process at the level of its individual victims or can it play a role in shaping European social policies which would deal with structural issues and further the cause of European integration? By examining the spaces created by the EU’s ambiguous initiatives on social issues – in areas like child welfare, poverty or migration – it will be shown that social ‘rescue’ attempts might only serve to legitimate exclusion and to further the decline of social solidarity within European states – and ultimately the disintegration of the European Union itself. The alternative lies in taking a wider political perspective and practising ‘relational citizenship’, giving people rights to belong and to participate.     

W(h)ither the academy? An exploration of the role of university social work in shaping the future of social work in Europe

A controversial proposal to pilot the training of child protection social workers through an intensive work-based route in England is being supported and funded by the UK Government. Frontline, the brainchild of a former teacher, locates social work training within local authorities (‘the agency’) rather than university social work departments (‘the academy’) and has stimulated debate amongst social work academics about their role in shaping the direction of the profession. As a contribution to this debate, this paper explores the duality of social work education, which derives its knowledge from both the academic social sciences and the experience of practice within social work agencies. While social work education has traditionally been delivered by the academy, this paper also explores whether the delivery of training in the allied professions of probation and nursing by ‘the agency’ is equally effective. Finally, this paper explores the Helsinki model which achieves a synergy of ‘academy’ and ‘agency’. It suggests that there are alternative models of social work education, practice and research which avoid dichotomies between the ‘academy’ and the ‘agency’ and enable the profession to be shaped by both social work academics and practitioners.     

Freedom as self-transgression: transformations in the ‘governmentality’ of social work

This article takes as its starting point the growing prominence of what might be called ‘neo-philanthropic’ forms of knowledge in social work during recent years. Inspired by Foucault's concepts of genealogy and governmentality, the article presents an historical analysis including eighteenth century poor policies, philanthropy in the late nineteenth century, welfare planning in the 1960s and the emergence of neo-philanthropic social work from the 1980s onwards. The article argues that the recent rediscovery of concepts and techniques invented by late nineteenth-century philanthropy breaks with traditional welfarist forms of knowledge and practices of social work. As a result, it seems that social work is now to foster new kinds of subjects and create new types of communities. This development indicates that a more profound transformation of the welfare state and its conception of citizenship might be taking place.

The article draws upon the PhD thesis entitled The Genealogy of Social Work: The Struggle to Turn the Poor and Marginalized into Free Persons by the author.     

Practices and rhetoric of migrants’ social exclusion in Italy: intermarriage,work and citizenship as devices for the production of social inequalities

The article aims to investigate the intersection of legislative dimensions, economic conditions and intimate life contributing to racialising and marginalising the poorest non-European migrants. First, this article focuses on the central role played by the private life in claiming citizenship rights and in building a sense of belonging within migratory contexts. As a result, mixed couples become a border zone through which the state disciplines immigrants according to their class, nationality and gender. On the other side, mixed couples and their intimate lives define resistance against the state’s biopolitical power to control people and become the space of intimate citizenship. Second, the article analyses the matrix for immigrants’ exclusion and differentiation embodied within the institutional and legislative system through immigration and citizenship laws. Therefore, the ‘coloniality power matrix’ becomes an active component of the naturalisation system of social differences at an institutional level.     

Do your duty—demand your right: a theoretical discussion of the norm of reciprocity in social work

This article presents a literature-based critique of the principle of reciprocity in welfare and social work. The norm of reciprocity is in principle an ethical, universal norm related to the whole scope of human interaction. In this article the scope has been delimited to social work and the implementation of a policy of workfare in Norway. Emphasis is given to exploring mechanisms that may explain important characteristics of implementation practices that are not always clearly visible. The discussion includes the dialectics between overarching institutional relationships such as the body of laws and existing policies, institutional practices and the practice of social workers. The norm of reciprocity is analysed as a generative mechanism that sometimes implies problematic aspects requiring critical examination and discussion. By viewing reciprocity as a generative mechanism and as a ‘starting mechanism’, problematic aspects of implementation practices may be better understood.     

The fall and rise of ‘use of self’? An exploration of the positioning of use of self in social work education

‘Use of self’ was a central concept in social work in the middle of the twentieth century. Since then its emphasis in social work education has declined as more managerial, procedural and task-focused approaches have prevailed. A review of the degree and postgraduate diploma in social work in Scotland, initiated in 2014, incorporated a comparative content analysis of past and present UK National Occupational Standards (NOS) for social work. The analysis revealed many shifts in thinking and practice, including increased emphasis on ‘use of self’ in the 2013 Standards. This paper reports on this finding in the context of the fluctuating positioning of use of self in social work education, and the potential impact of these changes on qualified practice. It concludes that the changing standards reflect increasing interest in social workers’ ability to draw reflectively on ‘self’ in their day to day practice. Some of the drivers and challenges for a renewed focus on relationship-based practice and use of self are identified, as well as the opportunities presented by this review of the degree for evaluating the impact of changing educational policy on day to day social work practice.     

Reimagining social work case studies: a social work—creative writing collaboration

This paper describes a joint social work and creative writing project which analysed case studies from textbooks on reading lists for the Bachelor of Social Work course at Edith Cowan University. The textbook case studies were analysed from the perspectives of both social work and literary craft and it was found that they presented simplified scenarios which were limited in terms of diversity and rarely portrayed depth or complexity. The case studies were also often bereft of information about social workers’ or service users’ human qualities and frequently portrayed service users in terms of the problems they presented to the social worker. The authors argue that depicting social workers and service users in this way can create the impression that social work is a distanced procedural activity and can also serve to distance service users’ lives and experiences from social work students. Drawing on research in creative writing craft, as well as analysis of the textbook case studies, principles for writing engaging text-book case studies were developed and the paper concludes by arguing for the use of these principles when crafting social work case studies.     

‘Building the boat while sailing’: The first year of an employment based diploma in social work

The Stockport Diploma in Social Work (DSW) has developed an employment-based route, which derives from the experience of operating the Greater Manchester Certificate in Social Service since 1975. The article describes some of the key issues which have been faced by the programme partnership in its first year of operation. These include organising the direct observation of students' practice, recognising the role change and demands made of practice teachers, and promoting the involvement of job supervisors in the assessment process, within the framework of CCETSW Paper 30. Difficulties in devising an effective means of assessing students' competency are explored, together with the underlying resourcing constraints which now face DSW partnerships. Some of the unresolved issues still facing the programme are acknowledged as requiring further discussion and a collaborative approach by all DSW programmes.     

Reclaiming civil society: the future of global social work?

The topic of global social work has become a controversial one in the European Journal of Social Work, as the March 2004 edition acknowledges in an editorial statement. This statement was prompted by a pungent critique from Stephen Webb, in an earlier edition of the journal. Webb (2003), p. 191) dismissed the topic as being of marginal interest: ‘?… social work has at best a minimal role to play with any global social order, should such an order exist’, adding that ‘a global or transnational social work is little more than a vanity’. Lest the reader should still harbour doubts, Webb (2003), p. 196) added with powerful political import: ‘these writers on globalisation and social work posit what is tantamount to ethical welfare imperialism’. Strong words! We beg to differ and offer an alternative vision of the relationship between globalisation and social work that connects it to the vital democratic force of civil society.     

Psychoanalytic insights and empowerment in social work practice: evaluating the effectiveness of the ‘transference interpretation to the setting’ technique

This study evaluates the effectiveness of the ‘transference interpretation to the setting’ technique in psychodynamic social work practice. Aiming to establish the therapeutic relationship, the practitioner-researcher interprets client negative emotions towards him and the institution as a by-product of the ‘here-and-now’ situation rather than as a repetition of emotions rooted in primary relationships. Adopting the multiple case study method, this study provides an in-depth analysis of the process and the effectiveness of the ‘transference interpretation to the setting’ in clinical practice with six parental couples whose children exhibited separation anxiety disorder. The technique effectively dealt with parental resistance to bring the child for assessment, parental resistance to use the clinician's advice, couple relationship problems and emotional problems of the parents. The empowerment effects of the technique on the parents, and indirectly children, are demonstrated through parent and practitioner narratives. The study concludes that ‘transference interpretation to the setting’ is an effective intervention tool for the social work practitioner.     

Putting practice at the heart of social work education: can practice skills be reliably graded by different markers in child and family social work contexts?

The Frontline programme is a social work qualification route, in England, which began in 2014. Students are based in statutory child and family contexts supported by an academic staff member and practice educator. The assessment strategy on the programme includes seven graded observations of students engaging in social work, marked by both staff. This paper investigates reliability of grading of direct practice between different markers on the programme. It reports findings for 30 recordings of direct observations of practice that were graded during the first cohort. These included observations graded by an academic and by a practice educator. Each was independently then graded by an academic, blind to the original score or who marked it. An acceptable level of reliability was found between the independent grader and the first mark (r = .621). In general the level of agreement was higher between the independent grader (a social work academic) and academics. In comparison, practice educators tended to give higher grades to students. Nonetheless, overall the reliability of marking suggests it is possible to agree on marks for students, which points to the potential for grading of practice to be more widely used in social work education.     

Gender and the blurring boundaries of work in the era of telework—A longitudinal study

This longitudinal study analyses gender and the blurring boundaries of work during prolonged telework, utilising data gathered during the different phases of the COVID-19 pandemic. The pandemic caused a major change in the knowledge work sector, which has characteristically been more prone to work leaking into other parts of life. The study examines the blurring boundaries of telework: between time and place, care and housework, and emotional, social, spiritual and aesthetic labour. The experiences of different genders regarding the blurring boundaries of work during long-term telework are scrutinised using a mixed methods approach, analysing two surveys (Autumn 2020: N = 87, and Autumn 2021: N = 94) conducted longitudinally in a consulting company operating in Finland. There were several gendered differences in the reported forms of labour, which contribute to the blurring boundaries of work. Some boundary blurring remained the same during the study, while some fluctuated. The study also showed how the gendered practices around the blurring boundaries of work transformed during prolonged telework. Blurring boundaries of work and attempts to establish boundaries became partially gendered, as gender and life situation were reflected in knowledge workers' experiences of teleworking.