Starting from an autobiographical vignette, this article tracks some of the learning derived from personal experience and how this has led to a particular theoretical and educational practice orientation. The experiences of being parental children are shared with some of the other contributors to this special issue and feature in this article as a point of triangulation between our subjective experiences. Bion’s own biographical trajectory is introduced to offer an illustration of how learningfromexperience was central to his work and offers a
Prior to the 1980s, most adoptions in England were of infants whose birth parent(s) requested adoption or were adoptions by a step-parent. In the early years after the Adoption Act 1927, numbers rose gradually and reached a peak in the 1960s. Although these were technically placements at the request of parent(s) (usually only the mother), in reality, those ‘giving up’ a child for adoption (most often shortly after birth) to (mainly) childless couples did so because of the stigma of illegitimacy and the lack of housing and income that would have made it possible for them to parent the child. From the 1950s onwards, improved welfare provision, a reduction in stigma and the availability of contraception led to a fall in numbers. For children who may need out-of-home care, the emphasis especially since the Children and Young Persons Act 1963 (strengthened by Section 17 of the Children Act 1989) was to assist parents to avoid the need for care and work for speedy reunification. Limitation of parents’ rights was only possible via a court order or the assumption of parental rights by the local authority (LA) if return home seemed unlikely. Small numbers were adopted from care but placement for adoption from care was not generally pursued for children who were past infancy, had disabilities or were of minority ethnic heritage. In summary, until the mid-1970s the position in England was very similar to that which currently applies in most European jurisdictions.
This is an essential, practical guide to best practice in adult safeguarding which supports students and practitioners to develop the skills, knowledge and ethical awareness to confidently address the challenges of adult safeguarding across a wide range of practice contexts in the UK.
The authors explore the current context of adult safeguarding in the UK, together with the legislation, rights and principles that are the basis of best practice, and with a focus on developments in practice following the implementation of the Care Act (2014).
Practitioners are supported to develop their practice by exploring new research and innovative ways of working within the field, while promoting the importance of learning from experience and building resilience in adult safeguarding work. This book includes:
• helpful case studies and examples of professional decision making from experienced adult safeguarding practitioners;
• top tips and models to enable confident application of knowledge to practice;
• tools for reflection to extend the practitioner’s development.
Measuring research impact and engagement is a much debated topic in the UK and internationally. This book is the first to provide a critical review of the research impact agenda, situating it within international efforts to improve research utilisation. Using empirical data, it discusses research impact tools and processes for key groups such as academics, research funders, ‘knowledge brokers’ and research users, and considers the challenges and consequences of incentivising and rewarding particular articulations of research impact.
It draws on wide ranging qualitative data, combined with theories about the science-policy interplay and audit regimes to suggest ways to improve research impact.
What is a mistake in social work and how can we turn it into a positive learning experience? Simply going over the events of the day is often not enough and can become overwhelming.
Learning from professional errors is, however, vital for successful reflective practice. This important book presents a theoretical framework that underpins this learning, along with a series of strategies for social workers to use either by themselves or as part of a group. These include creating questions and narratives to enhance learning, assertive techniques for receiving and offering criticism and organisational learning from mistakes.
With plenty of practice examples and questions for reflection, this is essential reading for both social work students, and practitioners and managers at all stages of their career.
Issues of displacement and dispossession have become defining characteristics of a globalised 21st century. People are moving within and across national borders, whether displaced, relocated or moving in search of better livelihoods.
This book brings theoretical understandings of migration and displacement together with empirical illustrations of the creative, cultural ways in which communities reflect upon their experiences of change, and how they respond, including through poetry and story-telling, photography and other art forms, exploring the scope for building communities of solidarity and social justice.
The concluding chapters identify potential implications for policy and professional practice to promote communities of solidarity, addressing the structural causes of widening inequalities, taking account of different interests, including those related to social class, gender, ethnicity, age, ability and faith.
The Avon Longitudinal Study of Parents and Children (ALSPAC), also known as Children of the 90s, is a world-leading birth cohort study that uniquely enrolled participants in utero and obtained genetic material from a geographic population. It instigated the innovative but controversial ALSPAC Ethics and Law Committee.
This book describes in detail the early work of this Committee, from establishing the core ethical principles necessary to protect participants, to the evolution of policies concerning confidentiality and anonymity, consent, non-intervention and disclosure of individual results, data access and security. Quotes from interviews with early members of the Committee reflect not only on its pioneering work but also on the unusual style and inspirational leadership of the first Chair, Professor Michael Furmston.
This will be of interest to those involved in other cohort studies in understanding the evolution of ethical policies as ALSPAC developed.
This edited book provides a hard-hitting and deliberately provocative overview of the relationship between evidence, policy and practice, how policy is implemented and how research can and should influence the policy process. It critiques the notion of ‘evidence-based practice’, suggesting instead a more inclusive idea of ‘knowledge-base practice’, based in part on the lived experience of service users. It will be of interest to everyone in health and social care policy, practice and research.
Working in group care (ie residential and day services) is a challenging and complex task, demanding great skill, patience, knowledge and understanding. This book explains how best practice can be achieved through the focused and engaged work of individuals and teams who are well supported and managed. Detailed attention is paid to the value of everyday practice and its underlying principles.
The book brings together theory, practice and research findings from across the whole field of group care for all user-groups - including health, education and probation settings as well as social work and social care.
The first edition was warmly welcomed as ‘well organised and accessible ... and a valuable addition to the literature’ (British Journal of Social Work). This second edition is updated and expanded, including substantial new material on the concept of ‘opportunity led work’.
The book will be an essential text for all those involved in residential and day care practice whether as practitioners, students, managers or trainers. It argues strongly for seeing group care as valuable and skilled work and for a holistic understanding of good practice.
Consulting skills help researchers frame and define research projects, manage the social research process, engage with stakeholders and influence change. This practitioner-oriented text is the first to help social researchers and those active in the social research sector develop these skills. Drawing from the International Council of Management Consulting Institutes’ consulting competence framework, it will aid understanding of effective consulting skills in the UK and international social research community and will be invaluable for all those commissioning, managing and conducting social research.