Researching the history of social work: exposition of a history of the present approach

This paper provides an exposition of Michel Foucault's ‘history of the present’ in order to make the case for its relevance to the study of social work history. It sets out the general principles underpinning this practice and considers its application to a particular research question relating to history of child welfare and protection social work in the Republic of Ireland. The paper seeks to highlight the challenges involved in its use and illuminate its potential value as an approach for researching the history of social work. It is concluded that this exposition offers one appropriate approach that could be employed within the growing field of social work history research across Europe.     

The nature of child protection practices: an Irish case study

Child protection social work in Ireland has been expanding at a significant pace over the past decade, particularly since the implementation of the 1991 Child Care Act and the emergence of a number of child abuse 'scandals' since the early 1990s. One health board area in Ireland, itself subject to one of the most controversial child abuse inquiries, commissioned a research study into the nature of child protection practices in the area. The aim of the research was to evaluate the overall child protection system and to consider what impact, if any, new practice guidelines and procedures, implemented in the aftermath of the inquiry, had made on the service. This paper considers some of the key findings from the research and considers these in the context of the overall Irish child protection system. Three particular aspects of the research are focused on: the use of procedures and guidelines, the nature of interagency cooperation and the position of social workers within this, and the overall nature and direction of the child care system.     

Using a peer action learning approach in the implementation of communication and information technology in social work education

This paper reports on a peer group learning process developed within a School of Social Work to facilitate the implementation of intra-net sites to support all modules provided on a Masters Diploma in Social Work course. Based on principles of action learning, an exposition of the approach taken illuminates the value of using collective peer learning among a team of educators, especially when implementing teaching and learning methodologies which are relatively new and unfamiliar. Within the context of this demonstration, the importance of ongoing critical reflection about the use of C&IT resources to enhance learning and teaching is highlighted. The paper ends with a commentary on how learning from this process has enabled participants to become more advanced users of C&IT--advanced, not just in terms of the technical competence required to provide C&IT resources but also in terms of their ability to reflect critically on the pedagogical concerns. Possibilities for continuation and transferability of the learning process within social work education are considered.