Properties of a class of inequality measures: A proposal for a resistant version

Summary This note explores the robustness properties of a general class of ineqyality measures which includes the Bonferroni and the Gini indexes as special cases and proposes some modifications in order to make them outlier resistant.     

Re B‐S: a glass half full? An exploration of the implications of the Re B‐S judgment on practice in the family courts

The family courts in England and Wales are being significantly reformed in line with the coalition government's aim to speed up the process and increase the numbers of children being adopted from care. In September 2013, the Court of Appeal handed down a judgment, Re B‐S (Children) [2013] EWCA Civ 1146, that has wide‐ranging implications for professional practice and decision making in care proceedings. The judgment challenges the policy direction and provides guidance about what is required before courts can make orders separating children from their birth families, particularly in cases of non‐consensual adoption. In this paper, we outline the changes occurring in the family justice system, some key elements of Re B‐S, and examine the challenges for implementing practice consistent with the requirements of Re B‐S. It is argued that the standards set by Re B‐S are unlikely to be fully implemented without much further attention to the complexities posed by the policy and practice context of social work with children and their families involved in care proceedings.     

From the Mouths of Mothers: Can Drama Facilitate Reflective Learning for Social Workers?

This article explores and evaluates a cross-disciplinary small-scale project using applied theatre in social work education. The aim was to provide an ‘Affective Encounter’ where students could practice empathic engagement, understanding of the needs of children who have been sexually abused and their protective parents/carers and engage in the complexities of working with family members who may be resistant. The workshop took place five times over a period of three years and was attended by children and families social workers on a one year post-qualifying graduate diploma course. While the use of verbatim theatre does not offer a guarantee of factual truth, it provided the students with some performed moments of personal testimony which was taken word-for-word from mothers whose children had been sexually abused. This allowed the social workers to hear the marginalised narratives of the protective mothers and to practice without a negative impact on the service user. The evaluation identified from self-report the development of emotional and practical skills and knowledge of available resources. This paper focuses on the emotional skills reported and two emerging themes are discussed: learning for humane practice, and the use of this pedagogical approach to encourage affective reflection.