Teaching Note—Social Work Serial: Using Video-Recorded Simulated Client Sessions to Teach Social Work Practice

Simulation, the use of trained actors as simulated clients, has gained empirical support as an effective teaching and assessment method in social work education. The associated costs involving the use of live simulation, however, often pose a barrier and prevent less resourced schools from implementing this pedagogical approach in the classroom. Social Work Serial is a pedagogical project that used video-recorded simulated client sessions as an alternative to live simulation. In this teaching note, we will describe step-by-step production and implementation processes involving the project and discuss the implications of video-based simulation for social work education.     

Aging in America: Limits to life span and elderly care options

Expanding longevity among the elderly and fertility decline are contributing to an aging US population. The number of persons 65 years or older is projected to double from about 32 million in 1990 to 66 million by 2030; the elderly proportion is expected to increase from 13 to 22 percent over the same period. Chronic illness and functional disability afflicts a significant proportion of older persons. An estimated 80–85 percent of people over age 65 have at least one chronic illness, and nearly one-half of older people report that chronic illness limits their activity to some degree. Altogether, about one-third of the population over 65 may need some kind of medical or social assistance. This paper discusses the three primary modes of care available to older persons: (1) the informal network of the family, (2) the more formal arrangements of home and community care, and (3) the institutionalized care of nursing homes. Of particular policy interest are the questions: Who provides the care? What type of care is available? Who receives the care? How much does each type of care cost? and Who pays? The current patterns and costs especially of long-term care provide a framework for planning future options. A discussion of research and policy recommendations concludes the paper.     

An investigation of social class inequalities in general cognitive ability in two British birth cohorts

The ‘Flynn effect’ describes the substantial and long‐standing increase in average cognitive ability test scores, which has been observed in numerous psychological studies. Flynn makes an appeal for researchers to move beyond psychology's standard disciplinary boundaries and to consider sociological contexts, in order to develop a more comprehensive understanding of cognitive inequalities. In this article we respond to this appeal and investigate social class inequalities in general cognitive ability test scores over time. We analyse data from the National Child Development Study (1958) and the British Cohort Study (1970). These two British birth cohorts are suitable nationally representative large‐scale data resources for studying inequalities in general cognitive ability. We observe a large parental social class effect, net of parental education and gender in both cohorts. The overall finding is that large social class divisions in cognitive ability can be observed when children are still at primary school, and similar patterns are observed in each cohort. Notably, pupils with fathers at the lower end of the class structure are at a distinct disadvantage. This is a disturbing finding and it is especially important because cognitive ability is known to influence individuals later in the lifecourse.     

Just one of the guys until shower time: How symbolic embodiment threatens women's inclusion in the US military

The military constitutes a complex occupational field for women — one in which embodied masculinity is legitimized and rewarded, and women's bodies are often perceived as problems to the extent that they deviate from this masculine standard. Drawing from 33 in‐depth interviews with men and women who served on active duty in the US military between 2005 and 2015, we ask: How does female embodiment raise barriers to the full incorporation of women as equal workers in a total institution? Our analysis focuses on three primary aspects of what we call symbolic embodiment (female bodies as physically weak, as leaky/unclean and as sexually distracting), as they are rooted in the cultural imagination more than in any biological or experiential reality. We show how the symbolic embodiment of female workers effectively undermines individual claims of honorary masculinity by reasserting the pre‐eminence of naturalized capacities over individual performance and experience, and constructs women as second‐class workers within the masculine culture of the military. Our results extend the literature on the embodied self at work and reveal potential limits to Bourdieu's theory of the gendered habitus.     

Key Systemic Ideas as Seen Through the Eyes of First‐Year Trainees

This article offers an introduction to key systemic ideas as seen through the eyes of first‐year trainees in a postgraduate systemic therapy course. Our aim is to present these ideas in user‐friendly, accessible language, with examples to illustrate their use. The article is organised around three main themes: how a family system gets organised; how systemic work helps to effect change in families; and how a systemic therapist creates a context for change. Ideas covered include circular patterns, processes and questions, feedback loops, the importance of context, the interdependence of meaning and action, taking a meta‐perspective, systemic hypothesising, neutrality, curiosity, second‐order change, use of language and the position of the therapist. The article may be of particular interest to those who are new to systemic ideas, as well as for those involved in providing training in systemic practice.     

Caught between the orientalist–occidentalist polemic: gender mainstreaming as feminist transformation or neocolonial subversion?*

Here we provide a critical reading of gender mainstreaming as a potential emancipatory force that has been co-opted within orientalist–occidentalist polemics. This remains a critical period in the “mainstreaming” debate, where feminist reappropriation is necessary to repoliticize the concept and reorient development sector focus from tokenistic inclusivity to social transformation. We consider two sides of the debate. In the first scenario, the requirement for gender mainstreaming in international development discourse has not only failed to address its original feminist goals, but has become (or remained) an extension of orientalist, neocolonial projects to control and “civilize” developing economies. Here, a putative concern for gender equality in development is used as a means to distinguish between the modern, civilized One and the colonial, traditional Other. In the second scenario, gender mainstreaming is held up as all that these “othered” occidentalist forces stand against; an exemplar of the inappropriate imposition of “western” moralistic paradigms in non-western contexts. Ultimately, the co-optation of gendered discourses in development through these orientalist–occidentalist polemics serves to obfuscate the continued depoliticization of mainstreaming. A critical question remains: can gender mainstreaming ever transcend this discursive impasse and reassert its feminist transformatory potential?