Pub Date : 2023-12-11DOI: 10.1080/09503153.2023.2289824
Lisa O’Hehir
{"title":"Introducing Social Work (2nd edition),\u0000 Jonathan Parker, 2023\u0000 Introducing Social Work (2nd edition),\u0000 Jonathan Parker, 2023 Sage, £24.99","authors":"Lisa O’Hehir","doi":"10.1080/09503153.2023.2289824","DOIUrl":"https://doi.org/10.1080/09503153.2023.2289824","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":"26 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/09503153.2023.2275536
Mary Baginsky, Jill Manthorpe, Graham Ixer
This paper presents and discusses the findings of a small-scale longitudinal survey of trainees who embarked on one 14-month Step Up to Social Work (SUSW) qualifying programme in January 2020, just prior to the start of the COVID-19 pandemic’s restrictions in the United Kingdom (UK). It explores their responses to changes made to their placements during their training and the impact on their subsequent employment. Three surveys were administered to this cohort (n = 30; 25 of whom agreed to participate): just before trainees completed their training in May 2021 (n = 23), halfway through their Assessed and Supported Year in Employment (ASYE) in January 2022 (n = 19) and at the end of this in September 2022 (n = 15). Respondents felt at least adequately prepared for social work, despite having missed much direct work with children and families during placements. Online learning and consultations through lectures and supervision were acceptable modifications but face-to-face interactions and colleagues’ guidance were missed in placements and initial employment. The implications of this are discussed for this specific route to qualification and initial employment as social workers.
{"title":"Pivoting in the Pandemic: Reflections of Graduates of a UK Fast Track Social Work Programme","authors":"Mary Baginsky, Jill Manthorpe, Graham Ixer","doi":"10.1080/09503153.2023.2275536","DOIUrl":"https://doi.org/10.1080/09503153.2023.2275536","url":null,"abstract":"This paper presents and discusses the findings of a small-scale longitudinal survey of trainees who embarked on one 14-month Step Up to Social Work (SUSW) qualifying programme in January 2020, just prior to the start of the COVID-19 pandemic’s restrictions in the United Kingdom (UK). It explores their responses to changes made to their placements during their training and the impact on their subsequent employment. Three surveys were administered to this cohort (n = 30; 25 of whom agreed to participate): just before trainees completed their training in May 2021 (n = 23), halfway through their Assessed and Supported Year in Employment (ASYE) in January 2022 (n = 19) and at the end of this in September 2022 (n = 15). Respondents felt at least adequately prepared for social work, despite having missed much direct work with children and families during placements. Online learning and consultations through lectures and supervision were acceptable modifications but face-to-face interactions and colleagues’ guidance were missed in placements and initial employment. The implications of this are discussed for this specific route to qualification and initial employment as social workers.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"22 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-08DOI: 10.1080/09503153.2023.2267197
Stewart Collins
AbstractRecently social work scholars have been exploring the concept of love and social work. A focus on love takes social work back to its roots, reinforcing care for, sensitivity and responsiveness to, the feelings of service users and relationships between service users and practitioners. Some scholars see love operating not only at individual levels, but also with action elements at structural levels challenging power, inequality, and oppression. The recent work of various international writers about social work and love is summarised. However, the concept of love and social work raises important complex, critical questions which are tentatively considered in this article. The aims of the article are to explore the concept of love as applied to professional social work, to highlight its strengths and weaknesses and offer some critical perspectives. Other aims are to begin to explore linkages between love and some existing social work theories, concepts, and values and to consider the implications of love for social work practice in statutory contexts in the UK. The role of love in social work can offer ambitious and transformative possibilities, but ambivalence, contradictions and paradox are evident; there is a need for much more debate and research about its place in the discourses of social work.Keywords: lovecaresocial workrelationshipsorganisationsstructure Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsStewart CollinsStewart Collins was employed in probation work for ten years. He has worked on social work courses in Leeds, Glasgow, Bangor and with the Open University. Correspondence to: Stewart Collins Formerly Bangor University and the Open University 19, Milton Hill, Milton, Dumbarton G82 2TS. Email: stewartcollins@blueyonder.co.uk
{"title":"Love and Social Work in the UK: A Critical Evaluation","authors":"Stewart Collins","doi":"10.1080/09503153.2023.2267197","DOIUrl":"https://doi.org/10.1080/09503153.2023.2267197","url":null,"abstract":"AbstractRecently social work scholars have been exploring the concept of love and social work. A focus on love takes social work back to its roots, reinforcing care for, sensitivity and responsiveness to, the feelings of service users and relationships between service users and practitioners. Some scholars see love operating not only at individual levels, but also with action elements at structural levels challenging power, inequality, and oppression. The recent work of various international writers about social work and love is summarised. However, the concept of love and social work raises important complex, critical questions which are tentatively considered in this article. The aims of the article are to explore the concept of love as applied to professional social work, to highlight its strengths and weaknesses and offer some critical perspectives. Other aims are to begin to explore linkages between love and some existing social work theories, concepts, and values and to consider the implications of love for social work practice in statutory contexts in the UK. The role of love in social work can offer ambitious and transformative possibilities, but ambivalence, contradictions and paradox are evident; there is a need for much more debate and research about its place in the discourses of social work.Keywords: lovecaresocial workrelationshipsorganisationsstructure Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsStewart CollinsStewart Collins was employed in probation work for ten years. He has worked on social work courses in Leeds, Glasgow, Bangor and with the Open University. Correspondence to: Stewart Collins Formerly Bangor University and the Open University 19, Milton Hill, Milton, Dumbarton G82 2TS. Email: stewartcollins@blueyonder.co.uk","PeriodicalId":35184,"journal":{"name":"Practice","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135250864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/25783858.2023.2265291
Jo Finch, Sarah Corrie
A critical task for university based professional training programmes is ensuring that students are fit to practice. Yet, in comparison with other aspects of professional training such as curriculum development or assessment, the literature on fitness to practice procedures remains sparse. This article reports the findings of a preliminary, narrative review of the literature which aimed firstly to identify what research has been undertaken in the area of fitness to practice within university settings, and secondly, to explore the experiences of university staff who are involved. Eight themes were identified from the literature: the impact on individuals, criteria for referral, fitness to practice processes, analysis of fitness to practice outcomes, factors affecting outcomes, the emotional toil in failing students, racially minoritised students and criticisms of fitness to practice procedures. It was noteworthy that the review did not locate studies which directly explored the experiences of university staff who initiate, investigate or participate in fitness to practice procedures. This omission is important to address in order to ensure universities have effective procedures and that staff receive appropriate support. Recommendations are made for future research in this area.
{"title":"Student fitness to practice procedures on accredited and regulatory programmes: a narrative review of the literature","authors":"Jo Finch, Sarah Corrie","doi":"10.1080/25783858.2023.2265291","DOIUrl":"https://doi.org/10.1080/25783858.2023.2265291","url":null,"abstract":"A critical task for university based professional training programmes is ensuring that students are fit to practice. Yet, in comparison with other aspects of professional training such as curriculum development or assessment, the literature on fitness to practice procedures remains sparse. This article reports the findings of a preliminary, narrative review of the literature which aimed firstly to identify what research has been undertaken in the area of fitness to practice within university settings, and secondly, to explore the experiences of university staff who are involved. Eight themes were identified from the literature: the impact on individuals, criteria for referral, fitness to practice processes, analysis of fitness to practice outcomes, factors affecting outcomes, the emotional toil in failing students, racially minoritised students and criticisms of fitness to practice procedures. It was noteworthy that the review did not locate studies which directly explored the experiences of university staff who initiate, investigate or participate in fitness to practice procedures. This omission is important to address in order to ensure universities have effective procedures and that staff receive appropriate support. Recommendations are made for future research in this area.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1080/09503153.2023.2261148
David Wilkins
AbstractSupervision is widely regarded as an essential component of social work practice. Yet the gap between the ‘rhetoric’ of supervision (what it should be) and the ‘reality’ (what it is) is often significant. In this article, based on my own reflections on a decade spent researching the topic, I propose seven principles of effective supervision for child and family social work – (i) collaboration, (ii) thinking aloud, (iii) emotional reflection in relation to casework, (iv) explicit identification of need, risk, harm and strengths (v) a focus on parent and child-defined ideas of helping and outcomes, (vi) exploring multiple perspectives, and (vii) planning for the whys and hows of practice. The aim is to provide supervisors (and organisations) with a framework for thinking about how they provide supervision. These principles are not unique, and I did not ‘discover’ them. Yet I hope that by presenting them as a collective, they may offer a useful basis for reflecting on the provision of effective supervision in all the various contexts of statutory children’s services.Keywords: children and familiessocial worksupervisionoutcomestheory Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsDavid WilkinsDavid Wilkins is a Reader in the School of Social Sciences, Cardiff University. David’s primary research interests are focused on supervision, judgement and decision-making in child and family social work.
{"title":"Seven Principles of Effective Supervision for Child and Family Social Work","authors":"David Wilkins","doi":"10.1080/09503153.2023.2261148","DOIUrl":"https://doi.org/10.1080/09503153.2023.2261148","url":null,"abstract":"AbstractSupervision is widely regarded as an essential component of social work practice. Yet the gap between the ‘rhetoric’ of supervision (what it should be) and the ‘reality’ (what it is) is often significant. In this article, based on my own reflections on a decade spent researching the topic, I propose seven principles of effective supervision for child and family social work – (i) collaboration, (ii) thinking aloud, (iii) emotional reflection in relation to casework, (iv) explicit identification of need, risk, harm and strengths (v) a focus on parent and child-defined ideas of helping and outcomes, (vi) exploring multiple perspectives, and (vii) planning for the whys and hows of practice. The aim is to provide supervisors (and organisations) with a framework for thinking about how they provide supervision. These principles are not unique, and I did not ‘discover’ them. Yet I hope that by presenting them as a collective, they may offer a useful basis for reflecting on the provision of effective supervision in all the various contexts of statutory children’s services.Keywords: children and familiessocial worksupervisionoutcomestheory Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsDavid WilkinsDavid Wilkins is a Reader in the School of Social Sciences, Cardiff University. David’s primary research interests are focused on supervision, judgement and decision-making in child and family social work.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134961167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/09503153.2023.2261664
Emily Thomas, Mary Baginsky, Jill Manthorpe
The easements of the Care Act 2014, permitted by the Coronavirus Act 2020, were in place in very few English local authorities and then only for a short time, but they still rippled across the wider social care workforce. This paper reports findings from interviews with social workers in ten non-easement authorities and with other professionals in easement and non-easement authorities to explore their understandings of easements and their reflections on their use and impact on practice. The interview data are set in the context of a wider study that explored decision-making about the adoption of easements in local authorities. Frontline practitioners (N = 30) confirmed confusion about easements and suspicion that they were a retrograde step in people’s entitlements to care and support. These views were also set in a context of lack of pandemic preparedness in social care and reflections that the care system was already fragile after a sustained period of reductions to local authority budgets and rising need. Both a robust care infrastructure was needed, as well as better crisis or disaster preparedness and planning.
{"title":"The Views of Practitioners on Care Act Easements during the Covid-19 Pandemic","authors":"Emily Thomas, Mary Baginsky, Jill Manthorpe","doi":"10.1080/09503153.2023.2261664","DOIUrl":"https://doi.org/10.1080/09503153.2023.2261664","url":null,"abstract":"The easements of the Care Act 2014, permitted by the Coronavirus Act 2020, were in place in very few English local authorities and then only for a short time, but they still rippled across the wider social care workforce. This paper reports findings from interviews with social workers in ten non-easement authorities and with other professionals in easement and non-easement authorities to explore their understandings of easements and their reflections on their use and impact on practice. The interview data are set in the context of a wider study that explored decision-making about the adoption of easements in local authorities. Frontline practitioners (N = 30) confirmed confusion about easements and suspicion that they were a retrograde step in people’s entitlements to care and support. These views were also set in a context of lack of pandemic preparedness in social care and reflections that the care system was already fragile after a sustained period of reductions to local authority budgets and rising need. Both a robust care infrastructure was needed, as well as better crisis or disaster preparedness and planning.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135860702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/25783858.2023.2256649
Suzie Dick, Helen Burns
The Scottish Island Schools Network is a community of practice for leadership teams working in island schools in Scotland. This paper reflects on the emergence of the network within an island community context. The paper discusses how the emergence of an island network aligns with Biesta’s (2009) three educational domains of qualification, socialisation and subjectification. Drawing on the OECD (2019) report on rural education, this paper explores the professional learning needs of teachers in remote, Scottish communities, highlighting issues of rurality, benefits and challenges. It considers the role of identity and the tensions that can exist between the different ‘faces’ of a teacher living and working in an island community - as an islander, community member, teacher, and within a wider educational context. In an increasingly digital age, the paper explores the opportunities and limitations for those in less digitally connected rural areas to take part in professional learning opportunities, along with other practical considerations. Finally, the paper discusses the importance of preserving personal and social identities in a remote rural school, and how the unique experiences of rural educators may offer insights which are useful for the wider education population.
{"title":"Professional learning and an emergent community of practice on the Scottish islands as viewed through Biesta’s educational domains","authors":"Suzie Dick, Helen Burns","doi":"10.1080/25783858.2023.2256649","DOIUrl":"https://doi.org/10.1080/25783858.2023.2256649","url":null,"abstract":"The Scottish Island Schools Network is a community of practice for leadership teams working in island schools in Scotland. This paper reflects on the emergence of the network within an island community context. The paper discusses how the emergence of an island network aligns with Biesta’s (2009) three educational domains of qualification, socialisation and subjectification. Drawing on the OECD (2019) report on rural education, this paper explores the professional learning needs of teachers in remote, Scottish communities, highlighting issues of rurality, benefits and challenges. It considers the role of identity and the tensions that can exist between the different ‘faces’ of a teacher living and working in an island community - as an islander, community member, teacher, and within a wider educational context. In an increasingly digital age, the paper explores the opportunities and limitations for those in less digitally connected rural areas to take part in professional learning opportunities, along with other practical considerations. Finally, the paper discusses the importance of preserving personal and social identities in a remote rural school, and how the unique experiences of rural educators may offer insights which are useful for the wider education population.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-09DOI: 10.1080/09503153.2023.2250104
Shuli Greenstein
" Living a Good Life with Dementia. A Practitioner’s Guide, Liz Leach and Jayna Patel (eds.), St Albans: Critical Publishing, 2021, 289 pp., Price: £24.99 (Paperback), ISBN: 9 781914 171567." Practice, ahead-of-print(ahead-of-print), pp. 1–3
{"title":"Living a Good Life with Dementia. A Practitioner’s Guide, Liz Leach and Jayna Patel (eds.), St Albans: Critical Publishing, 2021, 289 pp., Price: £24.99 (Paperback), ISBN: 9 781914 171567","authors":"Shuli Greenstein","doi":"10.1080/09503153.2023.2250104","DOIUrl":"https://doi.org/10.1080/09503153.2023.2250104","url":null,"abstract":"\" Living a Good Life with Dementia. A Practitioner’s Guide, Liz Leach and Jayna Patel (eds.), St Albans: Critical Publishing, 2021, 289 pp., Price: £24.99 (Paperback), ISBN: 9 781914 171567.\" Practice, ahead-of-print(ahead-of-print), pp. 1–3","PeriodicalId":35184,"journal":{"name":"Practice","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136107794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/25783858.2023.2256644
Benjamin Dreer-Goethe
{"title":"Observing teacher well-being in the classroom: a feasibility study","authors":"Benjamin Dreer-Goethe","doi":"10.1080/25783858.2023.2256644","DOIUrl":"https://doi.org/10.1080/25783858.2023.2256644","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44641774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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