Greta Bradley

Supervision reviewed: reflections on two different social work models in England and Sweden

This article draws on the findings of two independent research projects on supervision: one based in England and the second in Sweden. The findings cited illustrate predominantly the perspectives on supervision held by social workers and managers in the statutory services. In the process of contextualising, theorising and pulling together the threads from their respective findings, the authors reflect on the fabric and models of supervision in the two countries. The opportunities and disadvantages of the two contrasting models in current practice are discussed. This includes the steps that could be taken in either country to improve the quality of supervision within learning organisations.

Supervision : a force for change? Three stories told

Drawing on research, we contextualize social work and describe the role of supervisors in child welfare settings in South Africa, England and Sweden. Exploratory frameworks and models of supervision illustrate how it has been influenced by principles of New Public Management and the concluding discussion proposes an agenda for change.

Linking critical reflection and qualitative research on an African social work master's programme

English This article describes concepts of critical reflection, critical incident and qualitative research methods that were taught on a master’s social work programme in an African state, by European colleagues. Student evaluation suggests that they had learned the importance of contextualizing social work knowledge. French Cet article passe en revue les notions de réflexion critique et les méthodes de recherche qualitative et d’incident critique qui ont é té enseignées par des collègues européens dans le cadre d’un programme de maîtrise d’un état africain. L’évaluation de l’étudiant laisse entendre qu’on a saisi l’importance de mettre en contexte le savoir en travail social. Spanish Este artículo describe los conceptos de reflexió n crítica, incidente crítico y métodos de investigació n cualitativa, que fueron enseñ ados en un programa de maestría en trabajo social en un estado africano, por colegas europeos. La evaluació n de los estudiantes sugiere que aprendieron la importancia de contextualizar el conocimiento en trabajo social.

The dilemmas of financial assessment: Professional and ethical difficulties

Abstract The issue of protecting the finances and resources of service users can sit uncomfortably with the social workers role in charging for social care and dealing with the private sector. This article discusses the role of a CCETSW funded workshop that allowed care management workers to debate the ethical dilemmas around financial assessment. It describes the well-received focus of the workshop and a hypothetical problem solving exercise, which stimulated practitioners to discuss the dilemmas they encountered in managing their own roles.

Stress and time management workshops for qualifying social workers

This paper considers the need for and the content of stress and time management workshops for qualifying social workers. The author is interested in developing these ideas into a course module in Professional Self Management and in stimulating interest and debate in this area.

Social work with drug, alcohol and substance misusers

Introduction The links between social work practice and working with substance-misusing clients The nature and extent of drug taking in the United Kingdom The history, legislative changes and key policy documents involved in the field of substance misuse What is known about drug misusers and drug offenders and the drugs commonly used? Policy changes and substance misuse Developments since the change to a coalition government and the problems of alcohol Professional practice issues and approaches Conclusion

Social work intervention

About the Editor and Contributors Acknowledgements Preface to the Second Edition Introduction Psychosocial approaches - Trevor Lindsay Person-centred approaches - Trevor Lindsay Crisis intervention - Emma McGinnis Advocacy - Aisling Monds-Watson Task-centred work - Mary McColgan Cognitive Behavioural Approaches - Trevor Lindsay Groupwork - Trevor Lindsay Motivational interviewing - James Marshall Family therapy and systemic approaches - Cathy Jayat Brief solution-focused therapy - Irene Lindsay Life story work and life review - Anne Campbell Mediation approaches - Huw Griffiths Bringing it all together-Integrative and eclectic models - Trevor Lindsay Appendix 1: Professional Capabilities Framework Appendix 2: Subject Benchmark for Social Work References Index

Hearing What Users Say: The Importance of Training for High Quality Management in Dementia Care

This paper explores the importance of seeking the views of service users with dementia. This is fundamental to raising quality standards in the management of dementia care, and demands commitment to on‐going high quality training for social care staff. Contemporary research and policy developments are debated in this context.

Working with Adults

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 What do we want to know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Who wants to know and why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 What did we find? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 What are the implications? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 How did we get these results? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Where to find further information . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1. Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Aims and rationale for current review . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Definitional and conceptual issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Review question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Policy and practice context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Research context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Authors, funders and other users of the review . . . . . . . . . . . . . . . . . . . . . 5 2. Methods of the review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 User involvement (approach and rationale) . . . . . . . . . . . . . . . . . . . . . . . 6 Review methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Inclusion/exclusion criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 In-depth review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3. What research was found? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 4. What were the findings of the studies? . . . . . . . . . . . . . . . . . . . . .10 How studies were selected for the in-depth review . . . . . . . . . . . . . . . . . . . 10 Further details of studies included in the in-depth review . . . . . . . . . . . . . . . . 10 Summary of the results of the synthesis . . . . . . . . . . . . . . . . . . . . . . . . . 11 5. Implications, or ‘What does this mean?’ . . . . . . . . . . . . . . . . . . . . .13 Strengths and limitations of the systematic review . . . . . . . . . . . . . . . . . . . 13 Implications for policy and practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Implications for research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Studies included in the map and synthesis . . . . . . . . . . . . . . . . . . . . . . . . 16 Other references used in the text of the report . . . . . . . . . . . . . . . . . . . . . 19 Appendix 1.1: Authorship of this review . . . . . . . . . . . . . . . . . . . . . .21 Appendix 1.2: The standard EPPI-Centre systematic review process . . . . .23

Comparative European module: protection of vulnerable older people

For the past four years, the social work department at the University of Hull has been working in partnership with colleagues from Austria, France and Germany to develop a European module on comparative social work. Funded by the EUs SOCRATES programme, this has involved the four European sites developing and adapting a prototype module concerning vulnerable older people to fit with their own programme requirements. This paper describes what the process has revealed.