| Abstract: | Based on an ethnographic study, this paper seeks to examine some of the challenges presented by the delivery of the post‐qualifying child care award in one particular geographical area. This exploration will be placed within the context of the dynamics of ‘reflexivity’ and the different types of knowledge that are required for practice, and will draw on both attachment theory and an understanding of unconscious processes in organisations. Aspects of the teaching experience will be described together with an analysis of some of the dynamics that were generated. Barriers to the absorption of material will be considered and evidence will be presented of the institutionalised attack on thinking, reflection and systematic analysis that has taken place in child care social work over the last decade. It will be argued that unless organisational defences against knowledge and understanding are addressed and thinking space made for candidates to engage in such training, its aims will be sabotaged and child social workers will continue to feel undervalued and ill equipped to deal with the increasing complexity of their work. |
