Kieron Hatton

Translating values: making sense of different value bases - reflections from Denmark and the UK

A comprehensive body of comparitive material has been produced which looks at the similarities and differences betwen welfare regimes whether along continuums measuring degrees of commodification, service structure or social care models employed. However there has been a concentration on structural and institutional factors and a lack of recognition of the important consequences for the practice of welfare professionals within these welfare states of the values and ethics they bring to their work. This article seeks to explore the commonalities and differences between the value bases underpinning the work of welfare professionals in Denmark and Britain. Through an examination of the writings of Freire, Kierkegaard and Grundvitg in Denmark and the work of those espousing a framework for anti-discriminatory and anti-oppressive practice in Britain. The article examines the similarities in values bases expressed around key issues such as human nature, power/oppression, liberation/empowerment and praxis. It concludes by suggesting that it is around the notions of equality and difference that the most obvious discontinuities occur. It concludes by calling for a recognition of the way in which an appreciation of our differences can lead to increased understanding and improved practice.

A critical examination of the knowledge contribution service user and carer involvement brings to social work education

Abstract Service user/carer involvement in social work education is supported by the Health Care Professions Council and currently, by the Department of Health. It is generally seen as beneficial but the reasons why this may be the case are often under-theorised and seen as un-problematic. This article seeks to provide a theoretical justification for an approach which values involvement as central to educational practice. It begins by looking at models of participation and how they can help us understand processes of involvement. It suggests that to move beyond tokenistic approaches we need to develop an approach which is based on equality and partnership. Drawing on European approaches to social pedagogy, particularly those utilising ‘the Common Third’, and debates around creativity and social power the article articulates an approach based on the co-production of curricula and assessment artefacts. This, the paper suggests, tests the students ability to empathise and communicate with people using services and utilises the latters’ personal expertise to bring the curricula alive. The article outlines a theory of creativity, inclusion and power which the author believes validates the approach developed and which provides a model for evaluating the real level of recognition given to the service user/carer voice within the educational process, particularly in social work education. It is suggested that such an approach is consistent with the social work professions’ commitment to the promotion of social justice and social change.

Insider or outsider? The salience of researcher identity in the context of a qualitative study of early help for families where there is child neglect

This methodologically focused case arises from the lead author’s professional doctorate in social work at the University of Portsmouth that was supervised by the two co-authors. It considers issues that are encountered in the context of professional doctorate research, particularly changes in the research context during the study, working across professional practice and academic settings, and insider–outsider researcher issues. A change of job and work location for the lead author part-way through the study provided an opportunity to compare researching organizational issues as an “insider” (in the early stages of the study) and as an “outsider” (in the latter stages). Analysis of the differences between the findings generated from each of these perspectives highlights how the positioning of the researcher in relation to the organization under investigation can impact on the research process. The study was a qualitative investigation of access to early help for families where there is neglect of young (pre-school) children. It was conducted from a social constructionist perspective, and the findings were considered using ideas from ecological analysis and street-level bureaucracy. Data collection involved semi-structured interviews of parents, focus groups of children’s services practitioners, and a focus group of community volunteers. Data analysis used NVivo 11 coding and thematic network analysis. Practical strategies that the lead author found helpful in the research are outlined, for example, negotiating commissioning decisions, maintaining reflexive research logs, peer shadowing and debriefing, achieving clarity around dual supervision arrangements, using a research design evaluation framework, ways of monitoring organizational change, and negotiating with reluctant gatekeepers.

Le travail communautaire au Royaume-Uni durant les annees 1970 -1980 souvenirs d'un temps revolu?

Cet article, ecrit par un professeur de travail social, representant lui-meme du courant « radical » de travail social et auteur d’un manuel d’intervention, presente un retour sur les pratiques de ce courant durant les annees 1970 et 1980. Parmi les experiences « phares », les projets de developpement communautaire sont analyses. L’auteur met en evidence certaines contradictions dans le discours et dans les pratiques. Il suggere qu’elles sont neanmoins porteuses de nombreuses lecons pour une actualite britannique, marquee, aujourd’hui par le retour au pouvoir d’un gouvernement bien decide a reduire le role de l’Etat dans la sphere de l’action sociale.Cet article, ecrit par un professeur de travail social, representant lui-meme du courant « radical » de travail social et auteur d’un manuel d’intervention, presente un retour sur les pratiques de ce courant durant les annees 1970 et 1980. Parmi les experiences « phares », les projets de developpement communautaire sont analyses. L’auteur met en evidence certaines contradictions dans le discours et dans les pratiques. Il suggere qu’elles sont neanmoins porteuses de nombreuses lecons pour une actualite britannique, marquee, aujourd’hui par le retour au pouvoir d’un gouvernement bien decide a reduire le role de l’Etat dans la sphere de l’action sociale.

Post graduate training in European social work: University of Portsmouth, School of Health & Social Care—Centre for Social Work

The University of Portsmouth in conjunction with its partner institutions — the Hogeschool van Utrecht and Oslo College has through its Socrates network established an MA in European Social Work which has now been running since February 1999. The Programme seeks to recruit students from within the European Union who are interested in developing their professional understanding of Social Work through interacting with students of other nationalities. The Programme has attracted students from Norway, Holland, Finland, Greece and India. It provides a unique opportunity for students to explore recent developments in European Social Work.