Public Sociology: Working at the Interstices

The article examines recent debates surrounding public sociology in the context of a UK based Department of Applied Social Sciences. Three areas of work within the department form the focus of the article: violence against women and children; community-based oral history projects and health ethics teaching. The article draws on Micheal Burawoy’s typology comprising public, policy, professional and critical sociology, and argues that much of the work described in the case studies more often lies somewhere in between, in the interstices, rather than within one or other of the four types. The result is not without its tensions and dilemmas, some of which are identified and explored, notably those arising from attempts to appeal to diverse audiences and meet the sometimes conflicting expectations of each.     

Powerless Children—Powerful Systems

This article looks at the needs of children and families now that there is increasing inter-agency conflict. The situation is considered from the perspective of one agency, educational psychology and it is suggested that the pressures on one agency are common to all agencies. It is argued that the impact of the changes imposed upon agencies conspires to enhance the power of systems and diminish opportunities for children and families to be in control. Examples of effective inter-agency support and a model of working that facilitates positive outcomes for children and their families are discussed.     

Outsider and Insider Expertise: The Response of Residents of Deprived Neighbourhoods to an Academic Definition of Social Exclusion

The aim of this paper is to compare academic interpretations of the term social exclusion with the understanding of people with direct experience of the phenomenon. A preselected group of residents of deprived neighbourhoods were asked about various aspects of the concept and their responses compared with the definitions of social exclusion used by Burchardt, Le Grand and Piachaud in this Journal in 1999. In general, the residents' understanding of the term corresponded well with the more academic definitions; however, in one or two key areas there were significant differences, suggesting that it might be useful for more academic concepts to be tested against the views of those with experience of the phenomenon which the concept is trying to capture.     

Can't hear or won't hear? — the evidential experience of children with disabilities

Twin brothers aged 12 attended a special needs boarding school which had provision for children with emotional disturbances and other disabilities. While they were at home during the holidays, their mother overheard a conversation between them which led her to suspect abuse. She asked them several questions and decided to contact the police. An investigation began which also included interviewing several other boys, some of whom had been removed from the twins' school and were attending a school elsewhere. The evidence obtained from a number of the boys was considered to be strong enough for the Crown Prosecution Service to take the case forward. Almost a year after the mother's initial referral the committal hearing took place. Lobbying from a local voluntary organization resulted in screens being used in the courtroom which would otherwise not have been provided. The case was heard and transferred to the Crown Court for trial. The magistrate in the committal hearing made clear recommendations that the children's disabilities and the delay there had already been in bringing the case to court should determine that the subsequent trial needed to take place as soon as possible. However, more delays ensued and the final date was established almost a year later. The children each spent between 2 and 6 hours in the witness-box. The defence counsel frequently focused on their disabilities in questioning the validity of their evidence. The twins were expecting to give evidence by video-link, but the delays meant they were considered too old to be ‘vulnerable’ witnesses and had to speak in open court. The first twin's evidence was not completed in one day and the mother was told that she could not talk to either of them about the case, nor could they stay together that night. She was told that she had to choose which of her distressed sons to take home and that she had to make alternative arrangements for the other child. She was given no support in making the decision. In addition to this distress, during the day she had witnessed the defence counsel's attitude to her son, who had severe hearing difficulties. The defence counsel had laughed at the child's difficulty in hearing and said, ‘Can't hear or is it that you don't want to answer?’ One of the other children was humiliated by the defence counsel saying, ‘Who would want a smelly, shitty boy on their lap, no-one hugs smelly, shitty boys like you?’. The child was giving evidence on video-link and became so upset he was ‘switched off’ so that he was no longer visible to the court. Another child had epilepsy and counsel argued that he could not put questions to the child in case the child had a fit. In addition, an ‘expert’ witness who had seen some of the children 5 years previously stated categorically that ‘these children are born liars’. The outcome of this trial was that the headmaster was found guilty on several counts and received an 18-month prison sentence.     

Meeting Your Ghosts

This paper reports the perceptions of a group of social work students who undertook an introductory Family Therapy course which had a focus on families of origin. Perceptions of family of origin changed for 38 family therapy students who responded to pre and post course questionnaires. Their responses support the author's experience of the need to understand the source of emotional reactions arising within the therapist during sessions.     

Policeman or Friend? Dilemmas in Working with Homeless Young People in the United Kingdom

This qualitative, phenomenological study examined the relationships between residents and staff in hostels for homeless young people in the UK. Semi-structured interviews were conducted with 12 homeless youth (residents) and 10 hostel staff (keyworkers). The interviews focused on how participants perceived and experienced the keyworker relationship. Qualitative data analysis yielded three core themes, or dimensions, describing central features of the relationship: enforcement versus support, emotional involvement versus distance, and resident-centered versus staff-centered practice. The findings highlight some dilemmas and tensions experienced by both residents and staff, and point to effective ways of working with homeless youth. Issues arising in the relationship between keyworkers and homeless young people are considered in the context of other types of helping relationships .