Changes in the Form of Knowledge in Social Work: From the 'Social' to the 'Informational'?

This paper examines the changing form of knowledge in socialwork over the past thirty years and its implications for theoryand practice. In particular, it considers the impact of newsystems related to a range of new information and communicationtechnologies (ICTs) and the shift from a narrative to a databaseway of thinking and operating. In doing so, it attempts to identifya series of key challenges and questions which need to be consideredin order to engage with the changes. In particular, it addresseshow far social work is still primarily concerned with subjectsand their social relationships and argues that social work nowoperates less on the terrain of the ‘social’ andmore on the terrain of the ‘informational’. Suchchanges have implications for the relationship between theoryand practice in social work and the nature of ‘social’work itself.     

Practitioners as Rule Using Analysts: A Further Development of Process Knowledge in Social Work

Correspondence to Professor Michael Sheppard, Department of Social Policy and Social Work, University of Plymouth, Drake Circus, Plymouth PL4 8AA, UK. E-mail M.Sheppard{at}plymouth.ac.uk Summary A new paradigm of ‘process knowledge’ has emergedin recent years, distinct from the dominant ‘product knowledge’paradigm in social work. While the latter refers to existentknowledge, which may be applied, the former refers to the developmentof knowledge about the ‘methodology of practice decisionmaking’, focusing on the processes by which judgementsare made. At its heart is the emerging idea of a reflexivityfor practice, but studies have been, until recently, theoretical.A very small number of empirical studies have begun to identifysome key elements of process knowledge. These have developeda range of concepts relating to critical appraisal, hypothesisdevelopment and hypothesis testing which characterize socialwork process knowledge. These include, for example, focusedattention, querying information, causal inferences, partialcase, procedural, and speculative hypotheses. A process of quasitriangulation is characteristic of social work practice methodology,together with a combination of inductive and deductive thinking.This paper seeks to develop our understanding by focusing onhow social workers develop and appraise hypotheses, and in particularhow the substantive content of hypotheses emerges (these enablesocial workers to make sense of, define, and respond to, situations).To understand this, the notion of rules is used, and socialworkers emerge as analysts employing three types of rules: substantive,application, and practice rules. A significant link betweenprocess knowledge and the content of product knowledge is identifiedin the form of technical language. The concept of ‘probabilisticcausation’ is identified as a key epistemological dimensionin the conduct of rigorous practice.     

Preventing Suicide: A Neglected Social Work Research Agenda

Social workers encounter suicidal clients; however, little isknown about social work’s empirical knowledge base forsuicide assessment and treatment. In the first comprehensivestudy of social work’s contribution to the suicide literature,the authors conducted systematic electronic and manual searchesfor suicide research published in peer-reviewed journals bysocial work investigators for the period 1980–2006, withthe purpose of ascertaining the state of clinical knowledgerelated to suicide risk factors and effective treatments. Thesefindings reveal that despite recent increases to the study ofsuicide by social work researchers, they have contributed limitedevidenced-based knowledge in the last twenty-six years on thetreatment or prevention of suicide or suicide-related behaviours.The article outlines the risk factors for suicide and discussesthe implications for clinical social work practice and research.     

An Unfinished Reflexive Journey: Social Work Students' Reflection on their Placement Experiences

The fieldwork placement is recognized as one of the major componentsof social work education and a major determinant of its quality.A key aspect of the learning process in the fieldwork placementis the exposition of practice encounters to the students’critical reflection. Given the importance of the process of‘reflection’ or ‘reflective learning’,a qualitative study based on the reflective logs of social workstudents was conducted to explore the meaning of social workfield education and the learning experiences of social workstudents during their placement. The study findings revealedthat disturbing events experienced by students in their fieldworkwere a catalyst to their reflective process. Meanwhile, theirundue concern with knowledge and skills application within acircumscribed knowledge frame suggests the dominant influenceof scientism and competence-based practice in social work, inwhich learning outcomes and instrumental and technical reasoningare highly emphasized. Discovery of ‘self’ was alsothe major premise in the students’ reflection logs, inwhich a majority of them took their prevailing self-identityas a constant state to be verified in interaction with othersin the fieldwork placement. Reflexivity is manifested in askingfundamental questions about assumptions generated by formaland practice theories; it addresses the multiple interrelationsbetween power and knowledge, and acknowledges the inclusionof self in the process of knowledge creation in social workpractice. Its realization in social work education requiresthe social work educators’ reflexive examination of thedynamics that influence the construction of curriculum, whichin turn construct our prospective social workers.     

'Reading' in Professional Practice: How Social Work Practice Assessors Access Knowledge and Information

This paper presents the results of a survey of the reading habitsof 184 social work practice teachers/assessors in 2005. Newtechnology has transformed the availability of information,but in the UK, social workers, from whom Practice Assessorsare drawn, have been found to have relatively poor access toelectronic resources. The literature also highlights deficitsin social workers’ reading, but suggests that there isa strong oral tradition which may compensate for this. The surveyaimed to show the choices this group of staff makes betweendifferent media and different types of knowledge. It was foundthat oral sources were the most used resource, but that habitsof internet use were also very well developed. Respondents’reading, and particularly their use of the internet, appearedto be strongly influenced by organizational priorities and statutoryroles. Clinical and therapeutic texts and specialist knowledgewere also important to respondents. Books and journals werehighly valued but cost was in many cases a barrier to access.Findings from this survey suggest that Practice Assessors area relatively well resourced group and that the internet is ofgreat importance as a source of information for them.     

Knowledge and Reasoning in Social Work: Educating for Humane Judgement

Much has been made of the uncertainties and contingencies ofpractice, and of the need for social workers to make more explicituse of formal knowledge in order to reduce this uncertainty.However, we argue that this focus on making certainty out ofuncertainty glosses over the ways in which both knowledge andpractice often propel practitioners towards early and certainjudgements when a position of ‘respectful uncertainty’might be more appropriate. Facilitating learning that will helpsocial workers to deal with uncertainty raises challenges forsocial work educators. If they are to equip social workers withthe skills to exercise ‘wise judgement under conditionsof uncertainty’, they will need to recognize the waysin which both theory and popular knowledge are invoked to makeunequivocal knowledge in case formulation. In this paper, wesuggest ways in which students can be helped to remain in uncertaintyand interrogate their knowledge and case reasoning.     

Comparative Hypothesis Assessment and Quasi Triangulation as Process Knowledge Assessment Strategies in Social Work Practice

Summary Despite a debate lasting some decades, there has been littleor no clear resolution about the way knowledge may be relatedto practice. To a considerable degree this is because of anassumption that knowledge is ‘knowledge as product’:given knowledge, researched and applied to practice. In recentyears, the concept of ‘knowledge as process’ hasemerged, focusing on knowledge of rigorous ways to think aboutpractice situations. This has generated a focus on hypothesisgeneration, testing and falsification, as well as lessons tobe learned from rigorous methods of qualitative analysis insocial research. Rigorous social workers, it has been suggested,would behave like ‘practical qualitative researchers ofthe individual instant’. However, there is little empiricalresearch on the matter. This paper evaluates process knowledgeforms used by social workers. It presents findings that socialworkers vary considerably in the extent to which they develophypotheses about the whole case, or aspects of it, in the depthwith which they analyse cases, and the systematic way they pursuean information gathering strategy. The paper concludes thatthere is clear evidence of social workers behaving as practicalqualitative researchers, but the rigour with which they do sovaries, with fundamental implications for the training process,and the extent to which rigorous strategies, along the linesof research methodology, should be taught.     

Risk, Mental Disorder and Social Work Practice: A Gendered Landscape

Whilst the importance of gender for social work practice, riskand mental health has been recognized theoretically for sometime, few attempts have been made to explore this area empirically.This paper presents findings from a mixed-methods study of socialwork practice in relation to mental health service users perceivedto be ‘high-risk’. Findings suggest, first, thatthe concept ‘high-risk’ was gendered because theprimary focus in social work practice was on the risks posedby male service users to others. Second, female social workersin the present study were found to have more female serviceusers from their caseloads who had been defined as ‘high-risk’compared with their male counterparts. The paper goes on toexplore this apparent congruence between female social workersand female service users and highlights how the management ofrisk could be considered gendered because it reflects a worker’s(perceived) capacity in cultural terms to ‘decode’the nature of the risks that their clients face as genderedsubjects. The paper demonstrates how the intersections betweenrisk, mental disorder and social work practice can thereforebe understood as a gendered landscape. It concludes by highlightingthe implications of these findings for social work practiceand research.     

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.     

Reflective Practice in Contemporary Child-care Social Work: The Role of Containment

In recent years, there has been growing interest in reflectivepractice as an approach that acknowledges the complexity anduncertainty inherent in contemporary social work practice. Whilstattention has been paid to how reflective practice is definedand understood, less consideration has been given to the conditionsthat facilitate its development. Drawing on recent doctoralresearch, this paper suggests that a particular type of reflectivepractice—holistic reflective practice—has the potentialto encourage thoughtful and creative practice capable of addressingthe challenges of contemporary child-care practice. Findingsfrom this research indicate that for holistic reflective practiceto be facilitated, the interdependence of the practitioner,team and organizational contexts needs to be recognized. Practitionersneed to work within safe containing contexts characterized by:clear organizational and professional boundaries; multifacetedreflective forums; collaborative and communicative working practices;and open and ‘contextually connected’ managers.Drawing on these findings and theorizing them in relation toBion’s concept of containment, the paper concludes byproposing a model of containment for the promotion of reflectivepractice.     

Emotional Intelligence, Emotion and Social Work: Context, Characteristics, Complications and Contribution

Emotional intelligence (EI) has become one of the new management‘buzz’ terms. It is suggested that this is the missingingredient that separates average from top management or performance.However, despite its potential relevance for social work practice,there has been little investigation and few reports about itsapplication in social work settings. This paper seeks to stimulatedebate about the role of EI in social work practice by consideringits development, definitions and problematics. Whilst the empiricalevidence supporting the existence of a separate and measurableEI is ambiguous and emergent, the role of emotion in the organizationof human behaviour is more firmly established. The paper examinesthe role of EI and emotion in relation to five core social worktasks: engagement of users; assessment and observation; decisionmaking; collaboration and co-operation; dealing with stress.The paper situates itself in the rapidly changing context ofsocial work: the merger of social services departments withlarger more powerful bureaucracies; the movement towards integratedservice delivery; and the new social work degree. It is arguedthat social work needs to identify its claims to professionalcompetence at a time of such change, one of which is the abilityto use relationships to address users’ needs. This requiresthe capacity to handle both one’s own and others’emotions effectively.     

Keyworkers Re-examined: Good practice, quality of care and empowerment in residential care of older people

Correspondence to Rosemary Bland, Department of Applied Social Science, University of Stirling, Stirling FK9 4LA, Scotland Summary Social work definitions of ‘good practice’ in residentialcare which were originally developed in work with children andyoung people have also been applied to residential settingsfor other user groups, including older people. However, anylink between such elements of practice and positive outcomesfor users has not always been demonstrated. The introductionof market principles and orientations into social welfare inthe 1980s re-defined the social work ‘client’ asa ‘consumer’ with the associated power to make choicesin the area of social care. The success with which such an approachcan be applied to services for people who are very often, notin a position to exercise much choice, is debatable. Alongsidethe notion of the ‘consumer’ or ‘user’of services has grown the ideology of ‘empowerment’of people who use social work services. Drawing on findingsfrom a recent study, this article explores the contributionof the keyworker role to good practice and the empowerment ofolder people living in residential homes. It concludes that,because their understanding of the concept and practice is largelyundeveloped, the role as currently interpreted is not consonantwith good practice and tends rather to reinforce the power ofstaff.     

Reflexivity, its Meanings and Relevance for Social Work: A Critical Review of the Literature

The concept of ‘reflexivity’ has become increasinglysignificant in social work literature in relation to socialwork education, theory and practice. However, our reading ofthe literature indicates that there is a lack of clarity aboutthe concept in terms of who is being exhorted to be ‘reflexive’,when and how. This article addresses these questions througha critical review of social work literature since the 1990sthat discusses the concept of ‘reflexivity’. Giventhat many authors seem to use the concepts of ‘reflexivity’and ‘(critical) reflection’ interchangeably, wealso apply this analysis to ‘reflection’ and ‘criticalreflection’. This article raises important questions abouthow the concepts of ‘reflexivity’, ‘criticalreflection’ and ‘reflectivity’ are definedand the different consequences such definitions might have forsocial work education, theory and practice.     

Recognizing But Not Acknowledging: On Using Research Information in Social Work with Elderly People Suffering from Dementia

The gap between theory and practice in social work continuesto be great, and research results seem to live a life of theirown, far from the field they were intended to improve. Thisarticle considers research information as a useful contributionto the practice of social work with elderly demented peopleand to qualitative methods used in the area of social scientificresearch. Arising out of a project aimed at studying the usefulnessof research information through an interactive exercise withinfocus groups, the author discusses how the results of researchcan be used to improve practice. When the researchers’theoretical- oriented perspectives meet with the practitioners’action-oriented perspectives, two different models enrich eachother in the process of developing integrated knowledge.     

An Inclusive Approach to Knowledge for Mental Health Social Work Practice and Policy

As the integration of health and social care services progressesin the mental health sector, there is concern that mental healthsocial workers are disadvantaged, relative to health professionals,because they cannot identify the knowledge base for their practice.This paper argues that this concern is partly the product ofassuming that the knowledge base has to be premised upon randomizedcontrolled trials. Instead, it proposes a non-hierarchical frameworkbased on that developed in health research in Canada by Upshurand colleagues that generates a typology of knowledge whichis congruent with the main forms of inquiry that are relevantto mental health social work practice. The framework recognizesthe contribution of randomized controlled trials to the knowledgebase but also validates knowledge drawn from qualitative, epidemiological,practitioner and user knowledge. It is argued that the frameworkprofiles a wider knowledge base than that promoted by conventionalevidence-based practice, and also could be a basis for futuredevelopment of the research agenda in mental health social work.     

Notes on Theory and Practice in Social Work: a Comparative View

Please address reprint requests to Robert van Krieken, Department of Social Work, University of Sydney, Sydney, New South Wales 2006, Australia. Summary There are still a number of problems surrounding the relationshipbetween theories of social work practice and that practice itself.This paper examines the factors underlying those problems andemphasises their roots in the failure to examine the diversityof social work theories and practices. We refer to one attemptto resolve the problems—the distinction between ‘practicetheory’ and ‘theory of practice’—pointout some difficulties with it and suggest an alternative, three-folddistinction within theorising: between (a) materialist socialtheory, (b) strategic practice theory and (c) working concepts. As an example of how those distinctions can be used, we thenbriefly discuss the work of Oskar Negt and its introductioninto the Dutch welfare context, as it was the issues raisedby that which stimulated the ideas in this paper. We concludeby arguing that only this kind of perspective on theorisingcan produce ideas which are of real use to progressive socialwork practitioners.     

从工具到范式：假设检验争议的知识社会学反思

统计工具的建构与运用不能脱离知识生产的情境脉络,其中渗透着建构者和运用者的个人主张与其所在学科的整体价值追求。原假设显著性检验是社会科学实证研究中最为常用的假设检验方法,其流行并非因为方法论本身的精确无误,而在于它虽存有争议并因此招致严厉批评,但仍简洁有效地满足了研究者追求知识的客观性与确定性、以期将自身所在的学科塑造为一门科学分支的主观期待。因此,这一方法就从一个普通的统计工具上升为一种学科范式,起到了收敛学科的精神指向、提供模式化的解题方法、从而实现学科内部知识较快发展的功能。     

Self-reflection in Reflective Practice: A Note of Caution

In reflective practice, social work students are encouragedto undergo self-reflection. It is a process of self-analysis,self-evaluation, self-dialogue and self-observation. Under appropriateconditions, social workers’ self-reflection can be veryconstructive, resulting in self-enhancement. However, underinappropriate conditions, social workers’ self-reflectionin reflective practice can be destructive and create problemsfor their professional and self-development.     

The Framework for the Assessment of Children in Need and their Families--A Basis for a 'Therapeutic' Encounter?

Does the Framework for the Assessment of Children in Need andtheir Families, implemented by local authorities in Englandin 2001, embody an ethos of bureaucratic regulation with stultifyingeffects on social work, or is there evidence, as was anticipatedin the official guidance accompanying the framework’sintroduction, that it has potential as a basis for therapeuticsocial work? These questions are considered in this paper, whichanalyses findings from a study of the use of the framework basedon interviews with service users and social workers. Some serviceusers found aspects of their assessment to be personally beneficial.This is discussed in detail, reaching the conclusion that usingthe framework can be therapeutic. Furthermore, it is arguedthat part of what some service users considered helpful wasrelated to the format of the new framework, and not only toits use in the hands of skilful and experienced practitioners.This point is pursued to suggest that carefully balanced analysisis particularly important in the discussion of developmentsin assessment practice that might seem too ‘bureaucratic’.