The childcatchers: An exploration of the representations and discourses of social work in UK film and television drama from the 1960s to the present day

Summary This article reports on research undertaken to critically examine portrayals, representations and discourses of social work and social workers in UK film and television drama from the 1960s to the present day. The research analysed four film and television dramas where social work and social workers were featured: Cathy Come Home (1966), Ladybird Ladybird (1994), Happy Go Lucky (2008) and Oranges and Sunshine (2010). The research aimed to examine portrayals and representations of social work and social workers in UK film and television drama; inform and develop an understanding of contemporary narratives and discourses about social work and contribute to debates about the purpose and future of social work. Findings Portrayals and representations of social work in UK film and television drama often encourage and reinforce an overly simplistic, hostile and negative impression of the profession, work which is presented as predominantly focused on child protection and the removal of children from families. Social workers are typically characterised as incompetent, bureaucratic, well-meaning but misguided. This potentially endorses neo-liberal ideologies and discourses about welfare, welfare recipients, welfare provision and social service. Applications This approach to the topic offers an accessible and interesting platform for research, teaching and policy development, which has the potential to critically inform debates about the future and purpose of social work and welfare in the United Kingdom

Dynorphin Controls the Gain of an Amygdalar Anxiety Circuit

Kappa opioid receptors (KORs) are involved in a variety of aversive behavioral states, including anxiety. To date, a circuit-based mechanism for KOR-driven anxiety has not been described. Here, we show that activation of KORs inhibits glutamate release from basolateral amygdala (BLA) inputs to the bed nucleus of the stria terminalis (BNST) and occludes the anxiolytic phenotype seen with optogenetic activation of BLA-BNST projections. In addition, deletion of KORs from amygdala neurons results in an anxiolytic phenotype. Furthermore, we identify a frequency-dependent, optically evoked local dynorphin-induced heterosynaptic plasticity of glutamate inputs in the BNST. We also find that there is cell type specificity to the KOR modulation of the BLA-BNST input with greater KOR-mediated inhibition of BLA dynorphin-expressing neurons. Collectively, these results provide support for a model in which local dynorphin release can inhibit an anxiolytic pathway, providing a discrete therapeutic target for the treatment of anxiety disorders

Normative cruelties and gender deviants : the performative effects of bully discourses for girls and boys in school

Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children’s school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested