Jan Horwath

Preparing students for evidence‐based child and family field social work: an experiential learning approach

Changes in childcare practice in England and other parts of the world have raised many issues for educators. Current practice places emphasis on reflective practice and stresses the use of professional judgement ground in evidence‐based practice. The authors argue that this is most likely to be achieved if students understand the importance of balancing rational‐technical and practice‐moral social work activity. This paper explores the use of experiential learning techniques as a method for teaching students how to achieve this balance. The paper describes the experiential learning techniques used on the childcare component of a qualifying social work course and considers the rationale underpinning the developments. Through this example, consideration is given to the learning opportunities that encourage students to use evidence‐based practice effectively. The paper includes the experience of a student and the lessons learnt by both students and educators.

Developing effective child death review: a study of 'early starter' child death overview panels in England

Aim This qualitative study of a small number of child death overview panels aimed to observe and describe their experience in implementing new child death review processes, and making prevention recommendations. Methods Nine sites reflecting a geographic and demographic spread were selected from Local Safeguarding Children Boards across England. Data were collected through a combination of questionnaires, interviews, structured observations, and evaluation of documents. Data were subjected to qualitative analysis. Results Data analysis revealed a number of themes within two overarching domains: the systems and structures in place to support the process; and the process and function of the panels. The data emphasised the importance of child death review being a multidisciplinary process involving senior professionals; that the process was resource and time intensive; that effective review requires both quantitative and qualitative information, and is best achieved through a structured analytic framework; and that the focus should be on learning lessons, not on trying to apportion blame. In 17 of the 24 cases discussed by the panels, issues were raised that may have indicated preventable factors. A number of examples of recommendations relating to injury prevention were observed including public awareness campaigns, community safety initiatives, training of professionals, development of protocols, and lobbying of politicians. Conclusions The results of this study have helped to inform the subsequent establishment of child death overview panels across England. To operate effectively, panels need a clear remit and purpose, robust structures and processes, and committed personnel. A multi-agency approach contributes to a broader understanding of and response to childrens deaths.

The Media Abuse of Children. Jake's Progress from Demonic Icon to Restored Childhood Innocent

While scholarly analysis of child protection and the media has grown substantially during the 1990s (Aldridge, 1994; Franklin and Parton, 1991; Kitzinger and Skidmore, 1995), studies have ignored a crucial dimension which forms the focus for discussion here. We wish to suggest that media reporting of children and child abuse may itself constitute an abusive activity. Media presentations of children and childhood, since press coverage of the Bulger case in 1993, have assumed a distinctive and sinister guise which, we argue, fundamentally revises the previously held perception of children and childhood. We suggest that this new understanding of childhood is damaging to children and, because of the impact of such media presentations on the public mood and policy climate, harms their interests. The discussion is in three parts. First, newspaper reporting of the Bulger case is analysed to reveal how coverage challenged the idea of childhood as a period of innocence and replaced it with a perception of childhood as essentially ‘evil’. Second, the characterization of Jake, the central figure in Alan Bleasdales recent television dramaJakes Progress, is analysed to serve as an illustrative exemplar of this new construction of childhood. Finally, we consider the possible messages conveyed by such presentations to perpetrators and victims of abuse.

Empowering learners through open (distance) programmes : an evaluation of a practice teaching programme

Changes to social work practice in many parts of the world and the introduction of social work in other parts of the world have raised many issues for educators. One particular area of difficulty is setting up flexible systems for social work education which will meet both individual learning needs and provide high quality professional education. To date, social work education has been traditionally delivered through taught courses that limit access to those who enjoy group learning and are physically able to attend the establishments delivering these courses. This results in a significant number of learners being deprived of learning opportunities. This paper explores the notion of open (distance) 1 learning as a model for empowering students who are unable or reluctant to attend taught courses.

The influence of religion on adolescent family life in England: an explanatory study of the views of young people and parents

The majority of adults in England describe themselves as affiliated to a religious faith. However, little is known about the influence religion has on family life, particularly in relation to ways in which religion influences the parenting of adolescents. The authors seek to add to the limited body of knowledge by reporting the findings of a qualitative study of young people and parents who held a range of religious beliefs and engaged in varied religious practices. The findings indicate that religious beliefs influence both what parents want for their adolescents, and young people’s lifestyles. Moreover, the perceived views of grandparents and peer and societal pressures on young people inform both parents’ and young people’s attitudes. However, the views of faith leaders do not appear to have an influence. The authors conclude by drawing on the findings of this study to explore ways in which the young people and the parents in the study appeared to negotiate adolescent lifestyle choices.

Using an assessment framework: outcomes from a pilot study

This article reports on the evaluation of a pilot project which tested the utility of a framework for the Assessment of Vulnerable Children and their Families in five health board (local authority) areas in the Republic of Ireland. The framework had been developed following a consultancy process with practitioners and managers from a number of disciplines. The evaluation sought to establish whether (1) use of the framework helped to standardise practice across a range of organisational environments, (2) the framework was effective in a range of family situations and circumstances, (3) the process of assessment was transparent, (4) the framework advanced collaboration between disciplines and (5) the materials were user‐friendly. The methods used for evaluation were: semi‐structured interviews, a review of case records, a postal survey of practitioners, an action learning set and consultation with an expert group. Findings indicated that the framework was largely successful in its aims, with weaknesses demonstrated principally in two areas, namely inadequate use of evidence for decision‐making and deficiencies in documented information about children.

Drawing back the curtain: managing learning opportunities across two linguistic worlds, when the quality of interpretation is poor

We believe trans‐national social work education should be based on collaborative learning. Trans‐national educational projects are frequently dependent on communication using interpreters. Effective interpretation is crucial if an exchange of knowledge, values and skills is to occur within a learning situation. In a recent article, we explored some of the issues and dilemmas faced by social work educators when working through interpreters in the context of trans‐national social work education. We concluded with a code of practice for interpretation. This code of practice was predicated upon the assumption that the quality of interpretation was good. However, how should social work educators respond when the quality of interpretation is weak? This article considers ways in which poor interpretation impedes an exchange of ideas between educators and learners. We analyse the issues for both educator and learner, using Kolbs model of learning. The second part of the paper explores ways in which these issues can be addressed, in order to first enable collaborative learning to take place and second to promote a climate of learning that empowers learners and models anti‐oppressive practice.