Suchergebnisse

It is common for politicians to refer to "our proud history of supporting refugees," yet the historical record regarding responses to refugees is not straightforwardly positive. So how is history drawn upon in political debates regarding refugees? Applying discursive psychology, this article analyzes the use of history in five U.K. parliamentary debates that took place from September 2015 to January 2016 on the European refugee "crisis." The analysis identifies six "functions" of the use of the history: resonance, continuity, reciprocity, posterity, responsibility, and redemption. It shows how references to historical events create narratives regarding the United Kingdom's history of supporting refugees in order to construct the nation in particular ways, mobilize collective identities, and legitimize or criticize political actions. Specifically, references to the United Kingdom's role in providing refuge to Jewish refugees fleeing Nazi Germany functions as a hegemonic narrative that reinforces the United Kingdom's "heroic" position and constructs the Syrian conflict as involving an oppressive dictator and innocent refugees in need to help, thereby legitimizing support for Syrian refugees. The analysis demonstrates the flexibility of historical narratives, reformulates the distinction between "psychological" and "rhetorical" uses of historical analogies, and reflects on the social and political implications of such uses of history.

Warmth and respect are considered essential skills for relationship building in social work. However, these skills are often treated as common sense, and how to be respectful and warm, particularly in challenging situations, remains unclear. Practice guidance is commonly given as a list of generic behaviours or vague directions. Furthermore, it is not clear how being respectful or warm leads to effective relationships. In this article, we applied conversation analysis to examine transcripts of video recordings of 12 sessions of 'Moving Forward: Making Changes', the national groupwork programme addressing sexual offending in Scotland, to outline and specify the interactional practices that constitute instances of respect and warmth in social work practice. We found practitioners demonstrated warmth and respect by recognising and acknowledging clients' accounts and identities in the interaction through subtle discursive practices. These practices include using hedging words and phrases (e.g. sort of, maybe), framing challenges as questions or suggestions rather than declarations, and using therapeutic phrasing (i.e. 'I'm curious about', I'm wondering'). As such, we propose the actions of demonstrating respect and warmth are achieved in interaction through the ways practitioners delicately manage issues of epistemic authority, that is, a person's primary rights to knowledge about themselves, and face, that is, self-presentation. Drawing on the concepts of epistemic authority and face furthers our theoretical and practical understanding of the practice skills of respect and warmth, and their role in building effective working relationships.

Despite the growth of restorative justice (RJ) research, theory and practice, little work has explored its implications for criminal justice social work (CJSW) and probation services. Our analysis demonstrates that an RJ 'lens' transforms the view of CJSW, enlarging the scope to help people make amends for harm, magnifying the role for victims of crime, refocusing on the meaningfulness of reparative acts and clarifying the role of communities in reintegration. Our vision of RJ informed CJSW and probation services offers a way of shifting practice to help people repair harm, make good and move on with their lives.

Positive reinforcement is a key part of probation practice, and linked to client desistance from offending. The main way practitioners positively reinforce clients' prosocial comments or behaviours is through praising them. However, praise is tricky in interaction, as people are under pressure to accept the positive assessment whilst also avoiding self-praise. Applying conversation analysis to 21 video recordings of probation sessions originally collected for the Jersey Supervision Skills Study, we examine how this important aspect of probation features and functions in practice, and how clients respond. Our analysis shows how practitioners and clients manage the practice and dilemmas of praise.

Social work has long been concerned about women's involvement in the sex industry. This article asks what can be learned from sex workers themselves about how social work might better support those who work in the industry. Based on a qualitative study in Bangladesh, it is argued that although the non-governmental organisations who worked with these women helped to increase their feelings of agency, violence and abuse continued to feature in their daily lives. It is concluded that in order to more holistically meet sex workers' needs, social workers should understand better the ways in which agency and exploitation co-exist.

In recent years, various social services in the UK have piloted using social pedagogy – a broadly education-based approach to bringing about social change originating in mainland Europe – as a way of improving practice, particularly in residential childcare. Pilot evaluations of initiatives to introduce social pedagogy to children's services have produced generally positive results, although the evidence remains modest and the studies are affected by a range of methodological limitations. In this article, we critically review existing evaluations, supplemented by insights from our experience as independent evaluators for a social pedagogy pilot for services supporting people with learning disabilities, to present an account of the challenges and opportunities of evaluating social pedagogy in the UK. We argue that some of the main challenges relate to defining social pedagogy, measuring the baseline prior to implementing social pedagogy training, understanding individual and organisational change, measuring outcomes and applying an appropriate approach for the evaluation. We conclude with recommendations for those intending to evaluate social pedagogy, and similar initiatives, in the future.

The early part of the 21st century has been marked by widespread social upheaval and geographical displacement of people. This book examines how refugees, asylum-seekers, locals and professional refugee workers make sense of asylum and refuge in the context of current UK asylum policies

The early part of the 21st century has been marked by widespread social upheaval and geographical displacement of people. This book examines how refugees, asylum-seekers, locals and professional refugee workers make sense of asylum and refuge in the context of current UK asylum policies.

The early part of the 21st century has been marked by widespread social upheaval and geographical displacement of people. This book examines how refugees, asylum-seekers, locals and professional refugee workers make sense of asylum and refuge in the context of current UK asylum policies.

Abstract
It has long been acknowledged that gender matters in social work, not least within justice social work, given the over-representation of men within the criminal justice system. Whilst there is significant theorising about the role of gender in criminal justice, there has been little empirical examination of how social workers understand and address gender in practice. This article sets out to redress this omission by introducing a novel study of the expressed views of justice social workers (JSWs) in Scotland on gender in their work. The findings are challenging. They demonstrate that JSWs talk about gender in complex and, at times, seemingly inconsistent ways; the concept of ideological dilemmas is used as a vehicle through which to interrogate this further. Our conclusions suggest that it is not necessary to resolve the conflicts and complexities that are an inevitable response to, and expression of, the multiple and often competing discourses within which JSW practitioners operate on a daily basis, but we do need to make space for these conflicts in practice. A person-centred approach to gender, and an intersectional approach to understanding personhood, offer a way forward, allowing insight into the complex and demanding environment within which JSWs function.

Community justice professionals operate within deeply gendered territory, yet there has been little attention to how gender is understood and embodied by the workforce. Building on findings from a mixed method study, this article explores professional perceptions of how gender plays out in criminal justice social work (CJSW) in Scotland. Our findings demonstrate that gender is an important but neglected dimension of CJSW. We conclude that advancing gender in this field requires a more inclusive theorising of gender in professional education and research, a more practical commitment to gender equality in policy and practice, and more routine opportunities for dialogue on issues of gender and justice within and across these domains.

The growth of social media presents an unparalleled opportunity for the study of social change. However, the speed and scale of this growth presents challenges for social scientists, particularly those whose methodologies tend to rely on the qualitative analysis of data that are gathered firsthand. Alongside the growth of social media, companies have emerged which have developed tools for interrogating 'big data', although often unconnected from social scientists. It is self-evident that collaboration between social scientists and social media analysis companies offers the potential for developing methods for analysing social change on large scales, bringing together their respective expertise in technological innovations and knowledge of social science. What is less well known is how such a partnership might work in practice. This article presents an example of such a collaboration, highlighting the opportunities and challenges that arose in the context of an exploration of feminism on Twitter. As will be shown, machine-learning technologies allow the analysis of data on a scale that would be impossible for human analysts, yet such approaches also heighten challenges regarding the study of social change and communication.

Abstract
Recent scholarship on the need to decolonize refugee research, and migration research more generally, points to the urgency of challenging ongoing colonial power structures inherent in such research. Increased involvement of scholars with lived experience is one way to challenge and remake unequal and colonial power relations. Through discussions with researchers of forced migration, we aimed to explore the challenges, barriers, and supports related to involvement in such research, and to identify how research practices and structures could be improved to increase and facilitate the involvement of scholars with refugee backgrounds. In this field reflection, we highlight key points and suggestions for better research practice that emerged from these discussions. In doing so, we are endeavouring to contribute to the important ongoing conversation about ethics and decolonizing research. We build on existing ethical guidelines by opening up some of the complexities of ethical practice and offering concrete actions that can be taken to work through these.