Search

In this and a second linked paper (Natasha Quitak 'Difficulties in Holding the Role of the Observer'), social work tutors and a former student examine the learning which can come from the experience of infant and child observation in social work qualifying training. The ability to hold the role of observer is an essential skill for social work which can to a large extent be learned. It involves finding a distance close enough to experience the feelings involved in the child's relationships but far enough out to be able to think about them. Difficulties in managing the anxieties involved in the task may be linked to students' own familial and cultural patterns of relating. Attachment theory and psychodynamic thinking provide the theoretical underpinning for learning. This first paper is written from the perspective of the social work tutor. [ABSTRACT FROM AUTHOR]

This paper follows on from the paper `Social workers' experiences of fear', written by the same authors, reporting on a research study that showed how social workers interviewed experienced fears of assault, death, losing control and rejection from their seniors during their working hours. Now, from the same study, examples are given that illustrate ways in which participants were affected by, and responded to, these fears. Substantive quotations from in-depth interviews are provided showing effects of fears as being physical, cognitive and emotional and as manifesting themselves differently with the passing of time. Also given are examples of what it was that participants found to be helpful, or unhelpful, when attempting to deal with their fears and particular attention is paid to supervision in this respect. The paper argues that drama therapy literature has much relevance to the management of fear as participants often reported different parts of themselves performing roles when affected by and responding to fears. Implications for social work training are considered in this light. Generally, it is claimed that the more social workers can learn about fear and its manifestations and implications in their work, the better they will be able to respond to it and deal with it. [ABSTRACT FROM AUTHOR]

This paper argues that the impact of fear on social workers and social work practice is a relatively neglected topic that deserves attention. With this in mind a sample of 60 employees of social services departments comprising home carers, rehabilitation officers, receptionists, residential workers in children's homes, special hospital social workers and social workers working in Northern Ireland were asked to talk of a time in their work when they had experienced fear. Eighty-two fears were reported. These comprised fear of being assaulted, fear of being killed, fear of losing control/being overwhelmed, and fear of disapproval and rejection by seniors and managers. The social workers interviewed appreciated talking openly about their fears in a manner and context that was acceptable to them. It is recommended that further work be undertaken to build upon this research so that fear in the professional context becomes acknowledged as a reality and the need to share the experience becomes an accepted part of practice. [ABSTRACT FROM AUTHOR]

This paper considers the need for developing a theoretical framework for therapeutic practice in family centre work. Drawing on theories of parent‐infant relationships it examines the contribution of concepts of emotional containment’ and ‘holding’ to the related tasks of management and therapeutic work. It explores ways in which the anxieties of workers can be managed so that reflective practice and therapeutic relationships are supported. It considers the particular suitability for family centres of a model of work based in parent‐infant psychotherapy. [ABSTRACT FROM PUBLISHER]

This paper argues that infant and child observation is not only valuable as part of social work training for work with children and families but that it has a wider value in equipping workers with assessment skills relevant in all areas of social work, including care management. It describes the introduction of infant and child observation as a required component of the BA/Diploma in Social Work at The University of Reading and the effect on students' learning and their practice skills. It shows how child observation festers the development of reflective practice, enabling workers to look beyond the presenting problem and to understand the situation as a whole. The resulting intervention is then more likely to be appropriate in meeting a client's needs. [ABSTRACT FROM PUBLISHER]

This paper explores the opportunities for therapeutic communication with children and young people in daily living settings such as residential homes and schools and family centres. It considers the need to build on workers' intuitive skills by providing training in therapeutic communication. It examines a theoretical framework for thinking about therapeutic communication in daily life, based on a match between normal emotional development and the therapeutic process, drawing especially on the work of Winnicott and Dockar-Drysdale. It explores the application of these ideas on a course in Therapeutic Communication with Children and Young People, with substantial illustrations from course members' practice. Support in managing the emotional demands of the course is provided by the holding environment of the whole programme of the Postgraduate Diploma/MA in Therapeutic Child Care at the University of Reading, described in Ward's paper in this issue. [ABSTRACT FROM PUBLISHER]

This paper considers the defences against anxiety of both parents and daycare workers which impede thought about how to provide a high quality of daycare for young children. It shows how attachment theory can provide a structure for thinking about children's experiences in daycare and uses infant and child observations to illustrate this. It makes proposals for developing practice to provide both ‘good enough’ and therapeutic daycare. [ABSTRACT FROM PUBLISHER]