Leaving the door open for “tune ups”: Challenging notions of ending working relationships in family work

The working relationship is considered a central feature of direct practice with human services clients. There are many challenges when it comes time to end a working relationship, yet limited guidance for workers on successful relationship ending. This paper aims to increase understanding of the process of the ending phase of the working relationship for parents and workers working with families where child neglect is an issue. The paper draws on data from a small‐scale qualitative Australian study of perceptions of parents, family workers, and supervisors involved in eight parent‐worker relationships. Using semistructured interviews, participants were asked to explore how they experienced the relationship. The findings illuminate important aspects about the ending phase of the relationship; in particular, challenging the idea that parents' returning to services for support is a sign that the service has not provided a successful intervention. The paper challenges social workers to consider recurring parent–worker relationships similar to other professional relationships where there are episodes of service but the relationship is there to be reactivated where needed.     

The circular construction of “risk” for children of oppressed groups: Israeli social workers' perspectives on children of Ethiopian origin

This article presents the findings of a research project that explored the perceptions and constructions of Israeli social workers, serving families of Ethiopian origin in Israel, regarding “risk” vis‐à‐vis the children of this community. Thirty semistructured in‐depth interviews with social workers of Ethiopian and non‐Ethiopian origin were conducted and thematically analysed. The study findings indicate that the risk posed to children from the Ethiopian community, as conceived by the social workers charged with their treatment, tends to emerge in the interface between four main contexts: the societal, the neighbourhood, the education system, and the welfare system. Resembling the cycle of poverty, in which a cyclical set of forces trap people in perpetual poverty, children from minority groups are often caught in a cycle of risk. In each of these four contexts, a circular movement was observed in the construction of risk. Breaking the circularity of “risk” requires a context‐informed approach that adopts the perspectives of critical theories, which consider structural factors, power relations, and sociopolitical context when assessing “risk” for children in general, and for children of oppressed groups in particular.     

Multiculturalism and social cohesion: A Japanese community’s perceptions of “being Australian”

Based on a large‐scale survey conducted with parents from Japanese language schools in Sydney in 2015, this paper aims to review multiple dimensions of social cohesion in the Japanese ethnic community in Australia. Looking at several indices such as economic, political, and cultural integration, the paper describes the social profile of the Japanese ethnic community, questioning the generic perception of the community as a coherent body of middle‐class migrants in Australia. This was achieved through a comparative analysis with outcomes of a national survey of the Australian population on social cohesion and draws attention to the ways in which a particular sense of social cohesion with Australian society is constructed by Japanese migrants. The study found a differentiated sense of belonging to the local community, country of residence (Australia), and nation of origin (Japan). It found communal diversity in the Japanese community resulting from there being a majority of women migrants who were part of cross‐border marriages and their children living in multicultural family circumstances. It was concluded that this configuration within the community leads to advocacy related to a re‐identification as a possible ethnic group of migrants that should be recognized in an inclusive migration settlement policy in Australia.     

“Roll back the years”: A study of grandparent special guardians' experiences and implications for social work policy and practice in England

Growing numbers of grandparent special guardians (GSGs) are assuming responsibility for increasing numbers of children in the care system in England. Special guardianship arrangements are increasingly used as a permanency option as they allow children to remain in their kinship networks rather than in local authority care or be adopted; yet there is a scarcity of research on GSG carers' experiences. This paper reports a small qualitative research study where 10 sets of grandparents were interviewed to explore their journey to becoming GSGs and to theorize their subsequent experiences. Two themes emerge. First, experiences of the assessment process are elaborated, decisions often being made at a time of family crisis, impacting on GSGs: financial, employment, and relational. Second, GSGs' experiences of managing often challenging relationships and contact arrangements between the grandchildren and the parents reveal three main relationship management approaches emerging: containing‐flexible, containing‐controlled, and uncontained/defeated approaches. Anthropological concepts of affinity help theorize the GSGs' ambivalent responses to becoming carers in later life, enabling reconfigured kinship relationships in new family forms. Family policy and social work practice is critiqued as GSGs appear often left alone to “roll back the years,” to heal previous harms done to the grandchildren who end up in their care.     

“Nothing goes as planned”: Practitioners reflect on matching children and foster families

Matching children with foster carers is an important step in every nonkinship family foster care placement. Although guidelines for matching are provided in several studies, the case‐specific context of the decision can influence the practitioners' ability to adhere to these guidelines. Therefore, this study answers the following question: “How does the case‐specific context influence the practitioners' decision‐making process regarding matching in family foster care?” Using a qualitative design, 20 semistructured interviews were conducted with practitioners matching children with foster families. Three themes emerged representing different layers of practitioners' everyday decision‐making: matching as planned, matching being tailored, and matching being compromised. The results show that exceptions are part of practitioners' daily work, either due to the belief that it might benefit those involved or because of obstacles presented during the decision‐making process. When the decision is compromised, matching practitioners lower their standards, while at the same time safeguarding the quality of the match. This proves that matching in practice is more than choosing a family, and guidelines are needed to determine what “good‐enough” matching should entail.     

What is a family? Constructions of family and parenting after a custody transfer from birth parents to foster parents

The subject of stability for children in long‐term foster care is an emerging field within social work with vulnerable children. In Sweden, the adoption of foster children is not a common occurrence. Instead, when a child has been placed in foster care for 3 years, the local social welfare committee will consider whether the custody of the child should be transferred to the foster parents regardless of the circumstances of the birth parents, in order to secure stability and a sense of family belonging. Consequently, custody transfers raise questions such as “who is family?” and “who is a parent?” This qualitative interview study with custodians and young people who have experienced custody transfer highlights that who counts as family and as a parent is ambiguous. This article draws attention to how negotiations about family and parenthood revolve around biological, emotional, and relational dimensions. Furthermore, we show that stability for children in care has to be understood in terms of processes over time and not as the result of a single decision of custody transfer. Consequently, social workers need to take several aspects into account when they assess family belonging and stability for children in foster care.     

Optimizing the “demographic dividend” in young developing countries: The role of contractual savings and insurance for financing education

Many developing regions are facing a youth bulge, meaning that young people comprise the highest proportion of the population. These regions are at risk of losing what could be a tremendous opportunity for economic growth and development if they do not capitalize on this young and economically productive population, also referred to as the “demographic dividend,” defined as the increase in economic growth that tends to follow increases in the ratio of the working‐age population – essentially the labor force – to dependents. Nations undergoing this population transition have the opportunity to capitalize on the demographic dividend if the right social, economic, and human capital policies are in place. In particular, Sub‐Saharan Africa, the Middle East, and North Africa are at risk of losing the demographic dividend. These regions face high youth unemployment, low primary school completion, and low secondary school enrollment. This results in an undereducated and unskilled segment of the population. The prohibitive costs of education prevent young people from finishing school, thereby entering the labor market unprepared. This article presents a case for youth‐focused financial inclusion programs as one of the antidotes to the masses of poor, undereducated, and low‐skilled young people swelling the labor markets of poor developing countries.     

Engaging on the ‘front line’: exploring how family support teams construct meaning in their work with young mothers

This paper explores the provision of family support services for young mothers within a Sure Start Children's Centre, drawing on data collected within a larger study. It identifies how the family support team attempted to build supportive relationships with young mothers between the ages of 16 and 19 years. The findings presented here draw on narrative interviews (n = 10) and focus group interviews (n = 2) with the family support team that included early years workers, family support workers and their managers. The findings captured how the participants actively resisted the stigma (Goffman 1963) of teenage motherhood in order to support young mothers in gaining the necessary skills and knowledge to care for their child. Drawing on the findings, this paper argues that the building of a supportive relationship enables a young mother to construct positive counter‐narratives about her parenting experience. This suggests that the family \to offer informal early support to young mothers who are at risk of more formal intervention. However, the complexity of this task should not be underestimated because in doing this, the family support team must at all times ensure the well‐being and safety of the child.     

“Sense” and sensitivity: Informal apprenticeship among youth care workers in a residential treatment center for children

This article reports findings from a 13‐month ethnographic study of knowledge use and expertise among 78 workers in a U.S. residential treatment center for children. It investigates the question of how youth care workers developed expertise in an organization that did not require graduate professional education and provided little didactic training. It demonstrates how processes of informal apprenticeship allowed some workers to develop locally recognized expertise through working alongside more experienced peers. It analyzes the puzzling initial finding that workers simultaneously attributed expertise to innate “common sense” and reported that they developed this form of expertise through informal on‐the‐job apprenticeship. Taking a cultural perspective on learning, this article conceptualizes youth‐serving organizations as communities of practice in which informal apprenticeship contributes to the development of locally valued forms of expertise and addresses the question of why youth care workers appeared to differ in their ability to make use of opportunities for such learning. It explores implications of these findings for workforce development in youth residential treatment and for social work education in general, suggesting simple methods for maximizing opportunities for situated learning.     

“It's better than it used to be”: Perspectives of adolescent siblings of children with an autism spectrum condition

This article reports on the lived experiences of 11 adolescents who have a brother or a sister with a diagnosis of autism spectrum condition. Through semistructured, in‐depth, in‐person interviews, these adolescents shared their experiences and perceptions. These exploratory findings can be used to inform the practice of social workers and other health professionals, and future research. Implications for practice focus on the importance of exploring experiences and perceptions of siblings of children diagnosed with autism spectrum condition to enhance support services for these siblings.     

Social workers' reflexive understandings of their “everyday” communications with children

Over the past two decades, the use of ethnographic research methods, in combination with a range of discursive, conversational, and multimodal analytical approaches, have provided vivid accounts of the complex nature of social workers' everyday communication. This paper discusses the potential and the problems of combining a video‐stimulated recall methodology with an explicit theoretical framework, in order to generate critical reflexive “insider” accounts of social workers' direct encounters with children. The framework employed was based on an adaptation of Goffman's concepts of “framing” and “footing,” which were integrated into an analytical process designed to theorize social workers' critiques regarding the nature of their communication with children. Three detailed case exemplars are used to demonstrate the potential of this methodology to explore the “delicate” agency required by social workers in the practice of authentic communication in complex professional inquiries with children. The paper concludes with a brief discussion of the theoretical and practical issues associated with utilizing reflexive methodologies in professional contexts.     

Young people leaving care in Sweden

The transition from a placement in care to an independent life can be a problematic phase for young people. In Sweden, special care‐leaving services are almost non‐existent. What then happens to young people when they leave a placement in out‐of‐home care? This paper draws on the results of a study in which 16 young care leavers between the ages of 18 and 22 years were interviewed. Telephone interviews were also performed with the young care leavers' parents, social workers, foster carers and institutional staff. The aim of the study was to investigate how young care leavers perceive the transition from care to an independent life. The Swedish welfare model, the prolonged transition to adulthood and the family‐oriented welfare discourse have been used as analytical perspectives. The results show that young care leavers have a pronounced need for social, emotional, practical and financial support. Whilst such support is occasionally provided by foster carers and residential staff, it is seldom given by social services or biological parents. This group is at risk of facing severe problems in the transitional phase from care to independent life, a fact that is not acknowledged by the Swedish welfare system.     

“Strivers”, “doers”, and “seekers”: Social workers and their commitment to the job

Amid considerable interest in the experiences of early career professionals in social work in England and internationally, and the relationship between these and retention and progression, this article reports on the findings of one element of a larger evaluation. It reports the findings and analysis of interviews with 42 relative newcomers to social work, some 3 years following qualification, focusing on their current career orientations, and how these appear to affect their future intentions. We identified three distinct groups, designated as “strivers,” “doers,” and “seekers.” Each of these groups demonstrated a different kind and level of commitment to their social work role and identity: Strivers were oriented towards career progression and taking on senior roles; doers were committed practitioners who saw themselves as continuing in front line service delivery for the foreseeable future; and seekers, although still committed to social work in principle, tended to be more unsure about their future place in the profession. This typology appears to be reasonably robust on the basis of our investigation and has implications for career planning and supervision of social work professionals, especially at the early stages of their careers.     

“I wish someone would explain why I am in care”: The impact of children and young people's lack of understanding of why they are in out‐of‐home care on their well‐being and felt security

Having a good understanding of one's origins and history is known to be significant in identity development. Drawing on a large‐scale online survey of looked after children's subjective well‐being, this paper demonstrates that a significant number of children and young people (age 4–18 years) did not fully understand the reasons for their entry to care. The paper explores the effect of this lack of knowledge on children's well‐being and on their feelings of being settled in their current placement. The study reiterates the need for professionals to be honest and open with children in out‐of‐home care and the need to specifically address, perhaps repeatedly, why a child is not living with their birth family.     

Whose agenda? Issues of power and relationship when listening to looked‐after young people

Listening to children and young people is for social workers a legal requirement, it is also believed to lead to better outcomes and is increasingly promoted in policy. The practice of listening is, however, rarely straightforward, and this is particularly the case with socially excluded groups. As a result, the voices of the marginalized are less likely to be heard. In this paper the author draws on interview data from a research study into communication between social workers and looked‐after children for the light it sheds on why effective dialogue with disaffected young people can be hard to achieve. It is argued that much that appears unsuccessful in an interaction can be understood in terms of power plays, with young people resisting the adult's agenda and trying to impose their own. True listening to disaffected young people requires time, so that a trusting relationship can be developed. It also demands an acceptance that the adult agenda may be flawed and a willingness to consider alternative possibilities. This can challenge the preconceptions, not just of individual workers, but of agencies and of national policy‐makers.     

Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from ‘practice‐near’ social work research

This paper considers social and personal/individual approaches to researching identities of adolescents with severe learning disabilities; suggesting that vital components of emotionality and relatedness are largely missing from research and consequently from literature informing social care professionals. This leaves untapped, rich information and communication resources for research which may improve understandings of the experiences of a socially excluded group of young people. A psychosocial view of adolescent identity development, ‘subjectivation’, offers a way forward and a case study on ‘Billy’, drawn from a ‘practice‐near’ observational study, helps to illustrate this. Observation allows the researcher to be sensitive to the subtle ways in which identities of young people with severe learning disabilities are constructed, often with a sense of fragility and uncertainty. Continuities of experience between the young people and the rest of the adolescent community may be seen, but also the impact of living with impairment can be thought about in relation to the particular psychosocial circumstances of each young person. Knowledge of these processes enhances social work practice by encouraging workers to be sensitive to, and healthily curious about, the multiple ways in which identities of young people with severe learning disabilities are shaped in relationship with those around them and the wider social field.     

Job‐related stress,social support,and work–family conflict among Mexican workers in a multinational company: A case study of a Korean‐owned,US‐branded former “sweatshop” in Mexico

Due to globalization and outsourcing of commodity production, an estimated 60 million workers are employed in the garment industry by multinational corporations, yet relatively little is known about the work–family tensions experienced by these workers. Building on role stress and job demands–resources theories, this study employed mixed methods to examine job stressors, support, and work–family conflict (WFC) in a sample of 168 Mexican workers in a multinational factory, a rarely studied and underserved population. As hypothesized, results of hierarchical regression analyses indicated that workers experienced high job stress and WFC. Social support from spouses, family, and friends increased the positive association between job stress and WFC, suggesting that culturally relevant obligations increased WFC. This study highlights the need for multinational corporations to implement culturally adaptive, family‐friendly policies. Implications for social workers in multinational work organizations and for future research are discussed.     

“We felt completely left to ourselves.” Foster parents' views on placement disruption

The purpose of this paper is to explore the reasons for unintended placement disruptions in foster care. Based on a semistructured survey, the paper presents the views of 132 Norwegian foster parents who have experienced placement disruption between 2013 and 2015. Foster parents rated several relevant causes of placement disruption: the child's behaviour, the need for care, concern for the well‐being of their biological children, and lack of support from the Child Welfare Service (CWS). Although the child's behaviour was the cause most frequently reported in the quantitative data, CWS‐related factors such as poor collaboration, not being valued and listened to, insufficient support and follow‐up, and a mismatch between the child's needs and the foster carers' capacity were reported most frequently in the qualitative data. Placement disruption appears to be caused by the sum and interaction of several coexisting causes. It may not be the child's behaviour per se but rather the combination of challenging behaviour, concern for one's biological children, and insufficient support from CWS that lead to disruption. Good collaboration with the CWS in the form of respect, recognition, support, and follow‐up appears to be of the utmost importance in reducing the risk of placement disruption.     

Emotion in responses to the child with ‘additional needs’

The work that is done with children and young people by the practitioners of health, education or social care forms part of their experience of growing up, and can have a profound impact on their future outcomes. Children may find themselves ‘impotent at the hands of powerful others’, particularly where their behaviour causes concern. This paper reports on a key theme from the author's doctoral research, demonstrating the ways that the emotion‐laden interactions between practitioners in multi‐agency children's services, children and parents, affected the diagnosis, treatment, communication and outcomes for children's well‐being, as defined within Every Child Matters. Exploring the emotion within interactions permits a different perspective on ‘need’, and finally, the paper argues for a more careful and emotionally reflective practice from those who work with children.     

Emotional kinship care and neutral non‐kinship care — the struggle between discourses

In this paper, social workers' ideas of kinship care and non‐kinship care as foster placement alternatives for vulnerable children are analysed and discussed. The study is based on group interviews with Swedish social workers, using a discourse analytic approach. The interviews took two vignettes of children who needed an immediate and long‐term placement because one of the parents had killed the other parent, as their point of departure. Domestic violence is a common social problem across countries, and controversies about placement alternatives become even more apparent when discussing lethal violence. The analysis revealed three main discourses: ‘emotional kinship care’, ‘neutral non‐kinship care’ and ‘a real family’. The emotional kinship care discourse also revealed two competing sub‐discourses: ‘emotions as glue that binds’ and ‘emotions as obscuring a child perspective’, displaying a struggle concerning the advantages and risks that social workers connected to kinship care. In this paper, the results and their implications for vulnerable children are discussed.