Emotion and relatedness as aspects of severely learning disabled adolescents’ identities: contributions from ‘practice-near’ social work research

This paper considers social and personal/individual approaches to researching severely learning disabled adolescents’ identities; suggesting that vital components of emotionality and relatedness are largely missing from research and consequently from literature informing social care professionals. This leaves untapped, rich information and communication resources for research which may improve understandings of the experiences of a socially excluded group of young people. A psychosocial view of adolescent identity development, ‘subjectivation’, offers a way forward and a case study on ‘Billy’, drawn from a ‘practice-near’ observational study, helps to illustrate this. Observation allows the researcher to be sensitive to the subtle ways in which severely learning disabled young people’s identities are constructed, often with a sense of fragility and uncertainty. Continuities of experience between the young people and the rest of the adolescent community may be seen, but also the impact of living with impairment can be thought about in relation to the particular psychosocial circumstances of each young person. Knowledge of these processes enhances social work practice by encouraging workers to be sensitive to, and healthily curious about, the multiple ways in which severely learning disabled young people’s identities are shaped in relationship with those around them and the wider social field

‘Trying transitions’: researching the identity development of severely learning disabled adolescents; a psychosocial, observational study

At the heart of this project is the wish to forge a better understanding of the lives and subjective experiences of severely learning disabled people in adolescence. The thesis adopts an approach that starts with the subjective, lived experience of the young people and the study explores the social and emotional worlds which the young people inhabit. This takes shape as a psychosocial investigation of identity development in the young people concerned with the study. Observation, informed by psychoanalytic theory and practice, is the chosen methodology. The observer reflexively explores the relationships and emotions involved in the everyday lives of the young people concerned, within the social context of their families, enabling themes to emerge from which case studies are constructed. Relational maps are formed for each young person by bringing together the idea of ‘becoming a subject’ with the unconscious defensive structures employed by parents in stressful caring situations. These are considered in relation to broader social factors: social class, culture and ethnicity. Implications of the findings for policy and practice are described, highlighting technical and attitudinal issues. Relationship based practice and networking skills are indicated, to emphasise the nexus of care which is required by each young person and their family. This ensures that the stressful aspects of dependency are acknowledged rather than denied within contemporary discourse which idealises independence. Finally, infant observation methodology as both research tool and as an aid to practice is thought about; its important contribution in helping to uncover the subjective experience of other vulnerable and ‘hard to reach’ groups stated

An exploration of the use of infant observation methods to research the identities of severely learning disabled adolescents and to enhance relationship-based practice for professional social work practice

This paper considers how infant observation methods may be adapted to explore and research the identities of severely learning disabled adolescents, a group of young people whose experiences are poorly represented in the literature. Through focusing on emotion and relationship, this ‘practice-near’ research method also offers a way for social workers to develop their reflective capacity in relation to the often hidden, uncomfortable emotions aroused by experiencing impairment and difference, but without the defences usually involved in assuming the professional role. The importance of taking time to get on a disabled child’s ‘wavelength’ is illustrated through extracts from the research which show how a young person’s agency and identity can be appreciated. The method also has the potential to develop social workers’ awareness of the powerful undercurrent of emotions apparent at times within families of severely disabled young people and tentative suggestions are made about the projective processes and hidden hostilities at work within one of the families observed as part of the research project. Professionals may be able to use this knowledge to become resilient and reflective practitioners and the observation method itself has something to offer by way of a containing experience for families

Reconsidering adolescent subjectivity: a 'practice-near' approach to the study of adolescents, including those with severe learning disabilities

This article aims to explore new approaches to working with young people that are relevant to changed techno-social contexts. Firstly an emerging theory of adolescent development is elaborated, based on the notion of subjectivation, which takes into account new contexts and thinking about the development and experiences of young people and which is oriented towards inclusive practice. Secondly, appropriate practice-near methods for exploring and empirically assessing the applicability of this approach are discussed and applied through two examples; the first, more briefly discussed is an example from social work practice with young people in a mental health setting, while the second example, based on an observational study, focuses on the relational and emotional aspects of development of severely learning disabled young adolescents. The article concludes that the delineation of four distinct fields of subjectivation facilitates emotionally and relationally sensitive and relevant practice with young people

‘Stumbling through’? Relationship-based social work practice in austere times

In recent times relationship-based practice has become a familiar term in social work practice and education. Despite its widespread adoption, how relationship-based practice is understood varies widely. Drawing on contemporary conceptualisations of the child and family and individuals as psychosocial subjects experiencing social suffering, this paper explores how current social work practice can be understood in the context of neoliberalism and austerity. Setting these ideas in an historical context helps to inform our understanding as to why social work seems to be the focus of sustained political discontent and scrutiny, making it difficult to retain a balanced relationship-based professional stance. Contemporary responses to the current challenges of everyday practice are outlined and the contribution of psychodynamic and systemic ideas to promoting relationship-based practice is explored. The paper concludes by considering how the concept of social systems as defences against anxiety can inform our understanding of the resistance amongst practitioners to relationship-based practice and emphasises the importance of reflective spaces and places for developing and maintaining integrated, mature relational approaches to practice which both impact on practice at the individual casework and social structural level

Understanding the experience of parents of pre-pubescent children with gender identity issues

Whilst in recent times there has been an increasing interest in the popular media in families with gender variant children, there is still a paucity of academic research into the experience of parenting a pre-pubescent child with gender identity issues. Gender dysphoria in young children engenders emotive reactions in adults meaning that social workers need to be aware of the various discourses surrounding gender identity in order to work sensitively with families affected. This research explores highly sensitive and intimate aspects of family life, requiring parents to talk and think about difficult issues and explores how it might feel for families to parent a child with gender identity issues. The psychosocial research method of Free Association Narrative Interviews was used in order to gather the data which was then coded and analysed drawing on a constructivist version of grounded theory. Five key themes relating to the process of mourning emerged from the data: loss, uncertainty, ambivalence, being unable to think and acceptance. Recommendations for both social work and clinical practice are also offere

Relationship-based practice revisited [editorial]

Editorial to Special Issue. This editorial introduces a special issue of the Journal of Social Work Practice called 'Relationship-based Practice Revisited'

The experience of gender dysphoria for pre-pubescent children and their families: a review of the literature

In recent years, the experience of gender dysphoria has gained public prominence through an explosion of sensationalised interest in the popular media. However, childhood gender dysphoria remains poorly understood and both parents and children often find themselves having to educate professionals around them. This not only creates a sense of disconnect between family and professional, but also means that social workers can often be unaware of the myriad of competing perspectives that seek to explain gender variance. This review of the literature seeks to provide interested social workers with an overview of gender dysphoria, current research in the field and theoretical paradigms, with a view to promoting understanding and better practice with families in this little understood field

‘Back to our Roots?’ Re-visiting psychoanalytically-informed baby and young child observation in the education of student social workers

While there is a well-established literature on psychoanalytically-informed baby and young child observation in social work education, little has been published recently. This paper reviews the rationale for its use, evaluating its impact on students’ learning in the light of contemporary policy and practice contexts facing social work education. Analysis of feedback gained from a recent cohort, identifies three ways in which learning through baby and young child observation contributes: firstly, students encounter and learn about the complexity of child development from the direct experience of observing and secondly, observing facilitates the development of important skills for practice; students’ ‘use of self’. Thirdly, through observing, students describe how they develop the capacity to take-up and sustain a professional role. Well-structured teaching and learning through observation is therefore shown to provide a rigorous, theoretically- grounded contribution to the training of university-based social work students entering this complex and challenging professional field