Hostile relationships in social work practice:Anxiety, hate and conflict in long-term work with involuntary service users

While recognition that some service users do not want social work involvement has grown in recent years, little research has explored what relationships between social workers and ‘involuntary clients’ look and feel like in practice and how they are conducted in real time. This paper draws from research that observed long-term social work practice in child protection and shows how relationships based on mutual suspicion and even hate were sustained over the course of a year, or broke down. Drawing on a range of psycho-social theories, the paper adds to the literature on relationship-based practice by developing the concept of a ‘hostile relationship’. The findings show how hostile relationships were enacted through conflict and resistance–especially on home visits–and how anxiety and other intense feelings were often avoided by individuals and organisations. Much more needs to be done to help social workers recognise and tolerate hostility and hate, to not retaliate and to enact compassion and care towards service users. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group

Social media and young people’s involvement in social work education

While service-user involvement in social work education generally is increasing, young people’s involvement has, to date, been limited, and as such their voice is missing. Social media potentially offers mechanisms for addressing this, widening young people’s participation. This article presents the findings of research, conducted in partnership with young people, exploring different types of social media currently available that may have the potential to be used in social work education to provide young people with a voice. Using methods developed from systematic review processes, the research set out to find, synthesise and collate these different resources. The findings suggest social media could provide an appropriate mechanism for enabling young people to share experiences relevant to social care. However, whilst some resources do exist, there are fewer than expected. A need is identified to develop new sustainable ways of enabling young people to have a voice. Current approaches were found to replicate barriers associated with service provision being compartmentalised, service led, and framed by eligibility criteria. Recommendations are made for a united response from social work education institutions supporting approaches that give ownership to young people themselves whilst promoting sustainability and continuity

Patient involvement in medical decision-making and pain among elders: physician or patient-driven?

BACKGROUND: Pain is highly prevalent among older adults, but little is known about how patient involvement in medical decision-making may play a role in limiting its occurrence or severity. The purpose of this study was to evaluate whether physician-driven and patient-driven participation in decision-making were associated with the odds of frequent and severe pain. METHODS: A cross-sectional population-based survey of 3,135 persons age 65 and older was conducted in the 108-county region comprising West Texas. The survey included self-reports of frequent pain and, among those with frequent pain, the severity of pain. RESULTS: Findings from multivariate logistic regression analyses showed that higher patient-driven participation in decision-making was associated with lower odds (OR, 0.82; 95% CI, 0.75–0.89) of frequent pain, but was not significantly associated with severe pain. Physician-driven participation was not significantly associated with frequent or severe pain. CONCLUSIONS: The findings suggest that patients may need to initiate involvement in medical decision-making to reduce their chances of experiencing frequent pain. Changes to other modifiable health care characteristics, including access to a personal doctor and health insurance coverage, may be more conducive to limiting the risk of severe pain

Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership

Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership

Supervision in child protection:a space and place for reflection or an excruciating marathon of compliance?

Supervision is promoted as an essential element of effective professional practice in social work. Its benefits include promoting reflective social work and assisting with the management of the emotions generated in challenging practice. This article reports on the observations of supervision in a 15-month ethnographic study of social work teams on two very different sites in England, one using hot-desking the other a small team design. Our findings show how supervision is constituted by temporal, spatial and relational elements and that some current organisational designs do not create the ideal environment for reflective supervision to flourish. Far from providing an opportunity for containment of challenging emotions, supervision was sometimes a source of stress. It was experienced as reflective and containing where managers were accessible and space was made for thinking in a context of openness that encouraged regular deep conversations about current work. By experiencing the atmospheres of supervisory encounters and organisational cultures, this study has enabled us to produce new insights into the embodied nature of supervision as it is lived