850 resultados para Social Practice


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This article examines the influence of research on social work practice, with special reference to probation, and argues that in order to maintain their well-earned reputation as providers of defensible alternatives to custody, probation officers need to attend more carefully to the findings of research and to review their practice accordingly. Further, it is argued that managers need to consider the content of practice as well as its structure, if they are to meet the challenges of the present decade. These discussions are placed in the context of an applied research project on one probation team's attempt to adopt a more structured and empirically-based approach to the setting up of a new groupwork programme.

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This article takes issue with those who assume that the responsibility for bad outcomes in social work, such as child deaths, is appropriately laid at the feet of individual workers. It examines the philosophical origins of such arguments, some recent applications within social work literature and their appropriateness to the realities of social work practice. The author argues that a morality of social work must recognize the social and organizational context in which it occurs.

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This article is based upon an analysis of 95 experimental, quasi-experimental, preexperimental and client-opinion studies of the effectiveness of social work. Three-quarters of these screened studies show positive results within their different methodological conventions. An examination is made of which methods and patterns of helping are correlated with positive outcomes and the implications for practice, training, and management explored.

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This paper presents an argument in favour of a particular research strategy as the basis for evidence-based practice in social care. It presents some grounds for optimism and reviews the difficulties that need to be overcome if this model of evidence-based practice is to prevail over other, more laissez-faire, versions.

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This article results from an analysis of 95 studies of the effectiveness of social work. The good news from this research, which features a wide range of demanding social problems, is that 75 per cent of results are positive. In this article the authors present their findings and consider their implications for practice.

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Context: The effects of assessment practice on students’ learning are unclear, particularly regarding professional development. Corralling in objective structured clinical examinations (OSCEs) is designed to reduce illicit passing of examination information. Candidates completing an examination are kept secluded until the next cohort of examinees has begun. We used the introduction of corralling as a context in which to explore social influences on examination misconduct, with the aims of improving understanding of the hidden effects of assessment, and evaluating the acceptability of corralling from the student perspective.

Methods: A questionnaire was administered to students corralled post-OSCE for the first time. Eleven semi-structured interviews were subsequently conducted. Questionnaire data were analysed for descriptive statistics and thematic analysis of interview transcripts was carried out.

Results: The questionnaire response rate was 95.4% (251/263). Before corralling, 80.9% (203/251) of students were aware of the sharing of information among peers and 78.5% (197/251) agreed that such misconduct was unprofessional. The majority were in favour of corralling (90.8%, 228/251). Four themes emerged from the semi-structured interviews: the student network versus the individual; assessment-driven culture; the deferring of professionalism, and the ‘level playing field’. Students saw interaction within the student network, on a background of assessment-driven culture, as the key driver in examination misconduct. Conforming to the rules of the social network was prioritised over individual agency, although the mismatch between the rules of the network and the dominant professional discourse caused some conflict for individuals. Deferred professionalism (described as the practice of taking on the norms of professional behaviour only when qualified) was a rationalisation used to minimise this conflict. Corralling provided a ‘level playing field’ in which the influences of the network were minimised.

Conclusions: Examination misconduct is thus a complex social construction with implications for individual learners in terms of professional development. Corralling is one mechanism for addressing misconduct that is acceptable to students, but assessment processes have important hidden effects which educators should acknowledge.

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In this paper, we assess realistic evaluation’s articulation with evidence-based practice (EBP) from the perspective of critical realism. We argue that the adoption by realistic evaluation of a realist causal ontology means that it is better placed to explain complex healthcare interventions than the traditional method used by EBP, the randomized controlled trial (RCT). However, we do not conclude from this that the use of RCTs is without merit, arguing that it is possible to use both methods in combination under the rubric of realist theory. More negatively, we contend that the rejection of critical theory and utopianism by realistic evaluation in favour of the pragmatism of piecemeal social engineering means that it is vulnerable to accusations that it promotes technocratic interpretations of human problems. We conclude that, insofar as realistic evaluation adheres to the ontology of critical realism, it provides a sound contribution to EBP, but insofar as it rejects the critical turn of Bhaskar’s realism, it replicates the technocratic tendencies inherent in EBP.

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During the past decade, a new culture of pedagogic research has emerged in social work in the UK. A succession of child-care tragedies that have led to government and public criticism of social work have highlighted the need for improvements to professional standards and stimulated renewed interest in social work education. Research aimed at developing knowledge of ‘what works’ in the educational process have included studies of student experiences and the perspectives of other stakeholders including service users and practice teachers. However, there has been little systematic investigation of the role of academics in social work education and their perceptions of what needs to be done to improve the quality of provision. This paper aims to address this gap in research by examining the perceptions of academics about their work. The authors utilise an adaptation of the conceptual model developed by Fraser and Bosanquet (2006) as a theoretical framework for analysing the findings and exploring the complex interrelationship between academic perspectives and the variety of concepts, ideas and stakeholder expectations that shape pedagogical practice. The findings should provide important lessons of relevance to educators in the UK and in other countries seeking to develop social work education.

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There is a growing body of research regarding children and young people in state care that is organised around the concept of transition. Focusing mainly on young people leaving care, the research highlights their experiences of multiple transitions that can contribute to poor long-term outcomes in terms of emotional and psychological well-being, educational attainment and employment prospects. The smaller body of research that focuses on young children shows that their journeys before and when in state care are also marked by multiple and fragmented transitions. Despite the growing knowledge base, there are two areas that remain under-developed—research that draws attention to the lived experiences of young children regarding their transitions into state care; and the development of conceptual frameworks that centralise young children's perspectives to support the development of practice. This article begins to address these gaps by applying Schlossberg's transition framework to a case study of a young child regarding their transition into state care. The article highlights, through the child's perspectives, the multiple impacts of the transition and considers the implications for the development of better child-centred practice.