Building an Institution Second to None: Dr. Inabel Burns Lindsay—A Social Work Leader in the Academy

ABSTRACT

This article describes Dr. Inabel Burns Lindsay's leadership as the founding dean at Howard University School of Social Work during her 30 years of service from 1937 to 1967. It chronicles her efforts to build the School as well as her efforts to highlight social injustices of the time. Her lifelong efforts promoted the inclusion of African American social workers in the workforce and the need to understand sociocultural factors in working with different ethnic and racial groups. As a female dean, Dr. Lindsay was an avid promoter of social justice and a prolific writer and speaker on the topic. This article introduces the reader to this under-recognized social work pioneer, with emphases on the challenges of her time and her leadership style.     

Substance Use Training Experiences and Needs: Findings From a National Survey of Social Care Professionals in England

For more than 30 years there have been calls in the UK to improve training for social workers in relation to substance use. Yet very little research has explored what training practitioners have received or what their training needs are. This study sought to establish practitioners' experiences of previous training in substance use and identify their current training needs. An online survey was disseminated to 3,164 practitioners in adults' (AS) and children's (CS) social care and 12 vignette-based focus groups were also held. Of the final sample of 597, more than a third of social workers had not received any training and a further fifth only received between one and four hours. Other social care staff fared worse. Overwhelmingly, respondents said that substance use knowledge and skills were very important to their practice but their professional education had not prepared them well. They identified a number of training needs including ‘how to talk to people about substance use’ and ‘the types of intervention and treatment available’. Most social care professionals report not being adequately prepared for working with substance use, particularly basic knowledge and skills which would help them to conduct assessments and signpost people to specialist substance services.     

A Passion for Prevention: An Interview with Anne Sved‐Williams

Anne Sved Williams is a perinatal and infant psychiatrist, who was trained in family therapy at the Ackerman Family Institute in New York, in 1976–77. In 1979, she was one of two women (the late Eleanor Wertheim being the other) invited to join the original Editorial Board of this journal. She is Director of Helen Mayo House and Psychiatric Services to the Women's and Babies Division, Women's and Children's Hospital Adelaide. She is a Clinical Senior Lecturer, University of Adelaide. In speaking with Colin MacKenzie, she recalls her introduction to family therapy, her training, her decision to move away from repair work with parents needing help in parenting adolescent children, in order to start ‘at the beginning’ with the parents of infants. She speaks of her pride in the ANZJFT's continuing tradition of Education Update, originally Anne's own initiative.     

JUMPING ON SHADOWS: CATCHING THE UNCONSCIOUS IN THE CLASSROOM

This article discusses case material from a psychoanalytically informed ethnographic research project where the author had a dual role as a teaching practitioner and researcher in an infant school. It suggests that practitioner researchers can deepen a concern with reflexivity in the research process by transferring elements of the practice of the psychoanalytic clinician — specifically, attention to ‘counter‐transference’ — to their research practice. The article reviews the concept of counter‐transference. It suggests that working out the difference between transference and counter‐transference may be connected unconsciously to working out the distinctions between ego and superego. The article then goes on to provide an illustration of the way in which the author attempted to use her own counter‐transference to inform her research into young children's learning, specifically in relation to her experience of being a teacher. The discussion connects this to the teacher's transferential place as a parental and ‘superego’ figure for pupils. Observational extracts are drawn from the case study of ‘Lutfa’, a Bengali girl placed at the lower end of the ability group range. The article concludes by suggesting that attention to counter‐transference dynamics as a form of reflexivity can provide the practitioner‐researcher with valuable information about the research subjects and about dynamics in the setting, particularly the participants' relationships to ‘superego’ figures.     

Falling in love again and again: Marlene Dietrich and the iconization of non‐native English1

Icons are those stars who have become widely established and circulated as enduring international cult figures. Numbered among these is Marlene Dietrich, one of a class of international performers who present in English although not native speakers. Her performances can be theorized as Referee Design, by which speakers target linguistic codes other than their own. Dietrich came to stardom in the 1930 German‐made film, The Blue Angel, which provided her career‐long signature tune, ‘Falling in love again’. Analysis of her pronunciation shows her English as markedly non‐native. Her subsequent Hollywood films crafted Dietrich's image, enregistering her non‐native accent and baritone quality as the first and lasting voice of the femme fatale. For three decades from the 1940s Dietrich toured a live show renowned for her stunning costumes. Comparison of a 1964 stage performance of ‘Falling in love again’ reveals her English as much more native but still retaining a hearably different accent, which is now valorized as her distinctive voice. Dietrich's decades of repeated performances established her iconicity, and her appearance and vocal style – both its timbre and pronunciation – were widely circulated, referenced, imitated, and occasionally parodied. Living the femme fatale persona in her own life, and cultivating her image with extreme reflexivity, Marlene Dietrich achieved the ultimate ingroup identification. In language and appearance, she became her own referee. Ikonen sind jene Stars, die sich als bleibende internationale Kultfiguren etabliert haben. Zu diesen zählt Marlene Dietrich, eine derjenigen internationalen Darsteller, die in englischer Sprache auftreten, obgleich es nicht ihre Muttersprache ist. Ihre Darbietungen können als ,Referee Design‘ bezeichnet werden, wobei sich Sprecher eines Codes bedienen, der nicht ihr Eigener ist. Dietrich wurde durch den 1930 produzierten Film Der Blaue Engel zum Star. Diesem entstammt auch der Titel ,Ich bin von Kopf bis Fuß‘, welcher zu ihrem Markenzeichen wurde. Die Analyse ihrer Englischaussprache weist sie zu dieser Zeit als Nicht‐Muttersprachlerin aus. Ihre späteren Hollywoodfilme festigten Dietrichs Image. Ihre einzigartige Aussprache und baritonartige Sprechweise wurden zum Sinnbild der .Femme Fatale‘. Ab den 40er Jahren trat Dietrich drei Jahrzehnte lang in einer für ihre atemberaubenden Kostüme bekannten Bühnenaufführung auf. Ein Vergleich mit einer Aufführung von ,Ich bin von Kopf bis Fuß‘ aus dem Jahre 1964 zeigt, dass ihre englische Aussprache seither muttersprachlicher geworden ist, aber noch immer einen hörbaren Akzent aufweist, der bereits als ihr Erkennungsmerkmal betrachtet wird. Durch jahrzehntelang wiederholte Aufführungen hat sich Dietrich als Ikone durchgesetzt. Ihr Aussehen und ihre Sprechweise – Klangfarbe sowie Aussprache – waren weit verbreitet und wurden ein Vielfaches nachgeahmt und manchmal sogar parodiert. Dietrich hat die Femme Fatale auch im Privaten gelebt, ihr Image mit höchster Selbstreflexion kultiviert und erreichte dadurch die Spitze der Ingroup‐Identifikation: in Sprache und Aussehen wurde sie ihr eigener ,Referee’. [German]     

The Phenomenon Of The Public Wife: An Exercise In Goffman's Impression Management*

Approaching the topic of American leader-image from the perspective of politics-as-theater (political communication as exchange of symbols), this paper examines a taken-for-granted visual symbol which a national political leader is invariably expected to present: a wife. Her contributions to her husband's “impression management” techniques (Goffman, 1959) are studied in Goffman's “defensive” categories of dramaturgical loyalty, dramaturgical discipline, and dramaturgical circumspection. This analysis suggests that the visible presence of a wife in public leadership rituals offers the public voter or viewer important reassurances or symbolic guarantees about her husband's “morality”—and, therefore, his appropriateness for public trust. She has become a necessary partof his public performance because of our everyday need for “cultural absolutes” (Furay, 1977) in the image of our leadership figures.     

Feminism and Beyond: Interview with Carolyn Quadrio

In interview with Kasia Kozlowska, Melbourne‐born psychiatrist Carolyn Quadrio describes the impact of growing up in a Greek migrant family, the significant influences on her choice of profession, and the ways in which she gradually developed a feminist position simultaneously with embracing a systemic perspective on ‘depression’ and other diagnostic categories. Quadrio talks frankly about her challenges to the male‐dominated psychiatric establishment, her struggles to get her critique of it published, her excitement about the family therapy field, and her later disillusionment with it. Her current work is in the area of forensic psychiatry.     

From knowing to doing: Reflexivity,leadership and public relations

This article argues that little is known in public relations (PR) about the experience of leadership and, more specifically, the challenges associated with enacting desired leadership behaviours in the work place. The study focusses on the personal experiences of PR leaders and considers how exploring the interplay between a leader and their context enhances understanding of the conditions under which knowledge is enacted, or rather not enacted, in different leadership situations. The discussion is informed by perspectives from organization and leadership studies which highlight the importance of reflexivity to leadership learning. In addition to applying a reflexive lens to leadership practice in public relations, the study addresses a lack of empirical research focussing on the situated experiences of PR leaders. It considers the reflexive potential of a programme of interviews with PR practitioners providing examples to illustrate the role this form of research can play in leadership studies. The context investigated concerns the work place experiences of senior PR executives who claim to be ‘empowering leaders’. The discussion of the findings focuses on how organizational power relations distort the practitioners’ espoused leadership values and engages in a process of problematization designed to challenge the uncritical promotion of normative and decontextualised approaches to leadership. The article highlights the benefits of a reflexive orientation to PR leadership research and pedagogy, while calling for the promotion of a particular form of contextual intelligence to help practitioners confront the organizational conditions which specifically impact on their ability to lead others.     

Therapeutic Responses to Domestic Violence in Australia: A History of Controversies

This paper reviews controversies about domestic violence occurring in heterosexual relationships discussed in the Australian context by practitioners and academics and published in the Australian & New Zealand Journal of Family Therapy over the past three decades. Controversies arose in relation to the provision of therapeutic interventions for domestic violence, primarily in individual and couple counselling and group programs. After a literature review, the following controversial issues are identified: (1) the role of patriarchy: Is a patriarchal culture the main cause of domestic violence? (2) Systemic family therapy and gendered violence: Does systemic family therapy hide men's responsibility for domestic violence? (3) Therapeutic and educational interventions for domestic violence: Does therapy turn a ‘crime’ into a ‘psychological problem’? (4) Men as victims: Do both men and women perpetrate domestic violence in equal measure? (5) It takes two to tango: What part do women play in eliciting men's violence?     

Cultural workers,pedagogy and the politics of difference: Beyond cultural conservatism

‘Odor di Femina: Though you may not see her, you can certainly smell her’, articulates the primacy of visualism in the history of psychoanalysis. In the first half of the study Mavor reveals how both the photographs of mentally ill women made under the direction of Freud's teacher Jean-Martin Charcot and the use of the visualist rhetoric in the writings of Charcot and Freud were regarded as proof of an always already diagnosed and conceptualized vision of sexual difference. Charcot's and most emphatically Freud's conception of the senses conventionally marked vision as masculine and the others (touch, hearing and especially smell) as feminine. Mavor then turns to Lacan to undo this historically gendered, power-hungry split between sight and the othered senses through his theory of the gaze as objet petit a, which reticulates the gaze and its conventional singular authority. Taking a cue from Lacan's provocative claim that ‘a wild odour emanates’ from the‘function of seeingness’, Mavor pushes Lacan's theory of the gaze (which, she argues, has often been sorely misrepresented in feminist film theory and art history) towards an expanded constellation of the senses. Her excavation of Lacan loosens the gaze's hold on the site of seer/seen, subject/object and, especially, sight/smell. As a result, sight loses its historical pride of place among the senses.     

Re-casting shakespeare: gendered performances and performativity of leadership

The executive development courses offered jointly by the Praxis Centre of Cranfield University's School of Management and Shakespeare's Globe Theatre in the summer of 1999 and 2000 were the impulse for this article. I respond to the gendered implications of re-presenting and performing Shakespearean roles as a training guide to leadership and business success. My critical analysis adapts Lyotard's (1984) market performativity and Butler's (1990) gender performativity to pose the promise and perils of performing leadership roles based on Shakespeare's characters. This paper re-presents a performative instance of resistance to the dominant masculine metaphors that management education draws out of Shakespeare. I interrupt the play and re-cast the organizational leader and performance consultant as a moral agent who performs the service discourse of the feminine-in-management based on ‘the Other’ in Shakespeare.     

Understanding youth transition system in Poland through the analysis of partnerships between vocational upper secondary schools and industry

This paper examines the current youth transition system in Poland focusing on the role of industry partnerships with vocational upper secondary schools. On the example of the aviation cluster in the south-eastern Poland, this paper assesses the strong industry-led partnership established in 2007 with local schools and authorities in delivery of aviation-specific programmes, and its impact of local youth transitions to labour market. In contrast to Poland's national trend towards weak cooperation between industry and the vocational education sector, three major dynamics regarding the aviation cluster's influence on vocational education are observable. The region benefits from: strong leadership from local industry in influencing the supply of particular skills by local vocational education and training (VET) schools and universities; a high level of willingness of local government authorities at the mayor's and municipality's offices to support the aviation cluster's influence on VET; and a free-market model of student choice influencing the practice of local VET schools and training centres. Such cooperation is valuable for businesses and local institutes of education. However, these processes affect the equal chances of successful school-to-work transitions for graduates stratified in different educational pathways, and successful transitions are still constrained by the structure of Poland's system, which is increasingly assuming ‘education logic’.     

Martha Stewart behaving Badly: Parody and the symbolic meaning of style1

This study addresses the issue of how to correlate social meaning with linguistic style through an investigation of the parodic speech genre. The analysis examines two parodies of lifestyle entrepreneur Martha Stewart and compares linguistic strategies used in parodies of Stewart to her own linguistic performance on her talk show. Features considered include phonological characteristics, lexical items, politeness strategies, and voice quality. A comparative quantitative analysis of aspirated and released /t/ as employed by Stewart and her parodist reveals that a variable feature of Stewart's style is rendered categorical in the parody. It is demonstrated that both parodies exploit elements associated with Stewart's ‘Good Woman’ image in order to expose Stewart as a ‘Bad Woman’, a reputation she earned for her 2003 insider trading conviction. This study suggests that parodic performance may serve to strengthen and even iconize indexical connections between stylistic variants and their social meaning in particular contexts.     

Transformational leadership and job satisfaction of police officers (carabineros) in Chile: the mediating effects of group identification and work engagement / Liderazgo transformacional y satisfacción laboral en carabineros de Chile: los efectos mediadores de la identificación con el grupo y el work engagement

Abstract

The aim of this paper is to examine the relationship between transformational leadership and work satisfaction, as well as to analyse the mediating role of group identification and work engagement in a police training process at a Chilean professional military institution. The sample was made up of 985 candidates representing all the candidates that joined the units of the country in the different locations. Officers and non-commissioned officers acting as instructors were considered ‘leaders’, while their ‘followers’ were the young candidates in the training period. It was found that all the relevant variables were positively and significantly interrelated, and a model of structural equations revealed that both work engagement and group identification played a mediating role in the relationship between transformational leadership and work satisfaction.     

The price of youth: commodification of young people through malleable risk practices

Risk has become a dominant part of theory and practice in young people's services over the past 30 years [Kemshall, H. 2008. “Risk, Rights and Justice: Understanding and Responding to Youth Risk.” Youth Justice 8 (1): 21–37; Goldson, G. 2000. “Children in Need’ or ‘Young Offenders’? Hardening ideology, organizational change and new challenges for social work with children in trouble.” Child and Family Social Work 5 (3): 255–265]. Young people are simultaneously described as ‘at-risk’ and risky, ‘permanent suspects’ [Mcara, L., and S. Mcvie. 2005. “The usual suspects? Street-life, young people and the police.” Criminal Justice 5 (1): 5–36] with the potential for committing crime, using drugs, being sexually promiscuous or under-performing in the socio-economic climate [Turnbull, G., and J. Spence. 2011. “What's at risk? The proliferation of risk across child and youth policy in England.” Journal of Youth Studies 14 (8): 939–959]. This paper reports on a UK study of youth practitioners’ perceptions of young people in relation to ‘risk’ and how this affects practice. Findings identify a context where practitioners engage with notions of young people as at-risk or risky, managing tensions between external constructions and the ‘real’ individual on an on-going basis. ‘Risk’ becomes malleable, with young people's risk biographies being amplified or attenuated on the basis of the practitioner's view of needs, resource allocations, contracts, targets, practitioner or organisational fears, risk management processes, and the desire to get the best for the young person. Whilst of short-term benefit, this commodification of young people is counter-productive, magnifying the construction of youth as risky others. The paper calls for new approaches to challenge the continued dominance of the youth risk paradigm in practice, policy and the academic youth studies field.     

Ultimate concerns in late modernity: Archer,Bourdieu and reflexivity

Through a critique of Margaret Archer's theory of reflexivity, this paper explores the theoretical contribution of a Bourdieusian sociology of the subject for understanding social change. Archer's theory of reflexivity holds that conscious ‘internal conversations’ are the motor of society, central both to human subjectivity and to the ‘reflexive imperative’ of late modernity. This is established through critiques of Bourdieu, who is held to erase creativity and meaningful personal investments from subjectivity, and late modernity is depicted as a time when a ‘situational logic of opportunity’ renders embodied dispositions and the reproduction of symbolic advantages obsolete. Maintaining Archer's focus on ‘ultimate concerns’ in a context of social change, this paper argues that her theory of reflexivity is established through a narrow misreading and rejection of Bourdieu's work, which ultimately creates problems for her own approach. Archer's rejection of any pre‐reflexive dimensions to subjectivity and social action leaves her unable to sociologically explain the genesis of ‘ultimate concerns’, and creates an empirically dubious narrative of the consequences of social change. Through a focus on Archer's concept of ‘fractured reflexivity’, the paper explores the theoretical necessity of habitus and illusio for understanding the social changes that Archer is grappling with. In late modernity, reflexivity is valorized just as the conditions for its successful operation are increasingly foreclosed, creating ‘fractured reflexivity’ emblematic of the complex contemporary interaction between habitus, illusio, and accelerating social change.     

Re‐framing the Analysis: A 3‐dimensional Perspective of Prisoners’ Children's Well‐being

This article highlights three dimensions to understanding children's well‐being during and after parental imprisonment which have not been fully explored in current research. A consideration of ‘time’ reveals the importance of children's past experiences and their anticipated futures. A focus on ‘space’ highlights the impact of new or altered environmental dynamics. A study of ‘agency’ illuminates how children cope within structural, material and social confines which intensify vulnerability and dependency. This integrated perspective reveals important differences in individual children's experiences and commonalities in broader systemic and social constraints on prisoners’ children. The paper analyses data from a prospective longitudinal study of 35 prisoners’ children during and after their (step) father's imprisonment to illustrate the arguments.     

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.     

Insurrectional Arts: Restoring a Politics and Ethics of Attention

Abstract

This chapter is inspired by contrasting passages in two stories. The first is in Jamaica Kincaid's story, ‘The Embassy of Cambodia'. Her narrator, who is following a transversality between two forms of atrocity: those practiced by states, as in the case of Cambodia's Khmer Rouge exterminism and that inflicted on abused migrant domestic workers from third world countries. The narrator notes that people in her village are too distracted to heed peoples’ afflictions: ‘The fact is if we followed the history of every little country in this world?…?we would have no space left in which to live our own lives or to apply ourselves to necessary tasks?…?’. In contrast, in Daniel Alarcon's story, ‘Collectors', a seasoned convict is explaining to his new cell mate how to survive by reading signs as you watch the men in the prison yard:

Did they have their arms at their sides, or crossed in front of them? How widely did they open their mouths when they talked? Could you see their teeth were their eyes moving quickly, side to side? Or slowly, as if taking in every detail?