Standing up to complexity: researching moral panics in social work

Moral panics are central to social work policy and practice. Voluntary agencies and statutory bodies (including governments) create and sustain moral panics in order to raise awareness of, and win support for, their own understandings of social issues and problems. This is not a neutral enterprise; on the contrary, moral panics often have consequences that are negative, whether intended or unintended. Far from leading to greater social justice and a more equal society, they may reinforce stereotypes and lead to fearful, risk-averse practice. This paper discusses one such moral panic in 2013 that centred on the story of ‘Maria’, a Bulgarian Roma child living in Greece. The paper explores the meaning and use of the concept of moral panic before unpacking this case-study example in more detail. We argue that the moral panic over ‘Maria’ has much to tell us about ideas of welfare and protection, institutional racism and children and childhood, as well as the connections between ‘private troubles’ and ‘public issues’. We conclude that social work as a profession must stand up to complexity, and in doing so, be aware of its own role in relation to moral panics.     

Navigating the gendered academy: women in social work academia

ABSTRACT

Women fare less well than men across all academic disciplines: they are less likely to be promoted, they earn less, and many more professors are men. There has, however, been little analysis to date of the experience of women in social work education, a discipline that has historically had higher representation of female staff and students. This study set out to explore women in the social work academy through a case-study of social work education in Scotland. A mixed-methods approach was used, including a review of relevant literature; an online survey of women and men academics in social work education; and semi-structured interviews with female social work leaders, past and present. The study found that women in the social work academy faced the same pressures as other women in higher education; some of these pressures were also shared by men. Most significant, however, was the extent to which women in social work academia experienced twin challenges, firstly, as female academics and secondly, as female social work academics in a discipline that struggles for recognition in the academy. We conclude that this makes for a contradictory and, at times, ambiguous experience for women as they navigate the gendered academy.     

Selecting social work students: lessons from research in Scotland

The issue of selection of students to social work programmes is one that remains highly contested. While it is clear that there is no single way of choosing the next generation of social work students, nevertheless, there are a number of strongly held beliefs about what ‘best practice’ means in this fraught field. These can be difficult to challenge, and even harder to shift, in spite of contrary evidence. This paper presents research conducted in Scotland in 2016 as part of the Scottish Government-sponsored Review of Social Work Education. The research set out to consider what selection processes were being used in Scotland and why; more fundamentally, it sought to explore the views of those involved in social work education alongside evidence about the outcomes of the selection processes (that is, data on student retention and success). The article concludes that while there is little evidence that one method of selection to social work programmes is intrinsically better than another, issues of fairness and transparency in selection, as well as diversity, remain pressing.     

Children in Need? Listening to Children whose Parent or Carer is HIV Positive

Correspondence to Kay Tisdall, University of Edinburgh School of Social and Political Studies, Adam Ferguson Building, George Square, Edinburgh EH8 9LL, UK. E-mail: K.Tisdall{at}ed.ac.uk Summary International attention is being brought to the global HIV/AIDS epidemic. In contrast, HIV and AIDS risk being forgottenissues for those living in Scotland. Yet in 2002, numbers ofreported infections have begun to rise. Children and young peopleare even more likely to be affected by parental HIV now, asparents live longer and are able to have more children. Verylittle is known in Scotland about affected children and whethercurrent service provision meets their needs. This research projectsought to address certain of these gaps, by gathering quantitativedata from service providers and qualitative data from interviewing28 affected children and young people. The research found adearth in policies and services, and a failure to audit need.HIV education in schools did not acknowledge that pupils mightbe living with parents who had HIV illness. Children and youngpeople tended to be very involved in the health care of theirparent but none of them received direct support from healthworkers. On the whole the children and young people did notenjoy support from statutory social workers but appreciatedthe support and activities provided by workers in the voluntarysector.     

From communication to co‐operation: Reconceptualizing social workers' engagement with children

Communicating and engaging with children is a foundational component of child care social work practice, but all too frequently, in the wake of serious incidents, it is the focus of criticism. Drawing on findings from a large‐scale ESRC‐funded research project conducted in the four U.K. nations, this paper explores, through a psychosocial analytic lens, how social workers anticipate, enact and reflect on their encounters with both children and their families. Close analysis of what social workers said about their practice alongside what they were observed to do in practice revealed perceptions, patterns and processes of communication that, first, minimize emotions and the complexity of the professional task and second, overly privilege verbal interaction. Drawing on Sennett's (2012) ideas this paper offers a reconceptualisation of this professional task, from a communicative to a co‐operative one. It affords and creates a space in which social workers can develop more attuned communicative practices that include rituals, gestures and the minimal use of force. The theoretical insights and evidence‐informed practice recommendations arising from this research have conceptual significance for the social work discipline and practical significance for the child care social work profession, across national and international contexts.     

Engaging with families in child protection: lessons from practitioner research in Scotland

This paper reports findings from practitioner-led research on engagement with families in the child protection system in Scotland. Engagement is here defined in a participative sense, to mean the involvement of family members in shaping social work processes. Key findings include the importance of workers building trusting relationships; the value of honest and clear communication, information, and explanation; and the potential for formal structures such as reports and meetings to hinder family engagement. These findings contribute to a growing critique of managerialism in social work.     

Worries and problems of young carers: issues for mental health

This paper reports on a research study which explored the worries and problems of young carers in Edinburgh. Sixty‐one young carers took part in the study, conducted between April and June 2002. Findings indicate that young carers identify significant worries and problems in relation to their well‐being, and that these come over and above any ‘normal’ adolescent difficulties. It is suggested that these findings may have important implications for young carers’ mental health, now and in the future, and contain important lessons for child and family social work in general.     

Innovation in Social Work Students' Assessment

It is always a challenge in social work education to set assessment tasks that will encourage learning. This paper, written collaboratively by a lecturer and team of students, describes one novel approach to assessment developed at the University of Edinburgh.