Suchergebnisse

The purpose of this article is to convey an invitation to engage in a search for a sociology of social problems for social work. The article explores the theoretical potential for and obstacles to a sociology of social problems for social work within a European context. This is done through a critical discussion of sociologies of social problems developed in the USA, as well as the sociologies of Pierre Bourdieu and Michel Foucault. Through this discussion both potentials and obstacles are identified. The latter is related to problems in understanding the complex relation between the context of society and the identifications of and solutions to social problems, and how collective action might influence this relation. It is argued that exploring this theoretical problem is important for a sociology of social problems adequate for social work embedded in different societal contexts. Therefore it is suggested that we engage in a development of sociologies of social problems more adequate for social work, and that this can be done through qualitative research exploring practical knowledge about social problems. In this respect, the article proposes an approach to qualitative research focusing on the complexity of the relationships between the context of society and the identification of and solution to social problems including the conditions for collective action. This approach involves a conceptual scheme – problem identification and problem solution – as well as a set of analytical questions which both utilize potentials and seek to transcend obstacles within current theory development. By engaging in qualitative research of this kind it might be possible to discover a new practical sociological language about social problems that can inform theory development.

Abstract
Social workers in child protection services must make difficult decisions often based on fragmented knowledge and the inevitable risk of not knowing what is important to know about a child and the family. Cases of severe neglect have been subject to public attention of politicians and media in several European countries often followed by reforms with a strong focus on standardising risk assessment and documentation. This article argues and shows that emotional and embodied processes are an important source of knowledge in child protection. Such processes appear in social workers' narratives about worries for the well-being and security of children underpinned by moments of silence and symbolic bodily utterances. These ways of communicating emotions help social workers navigate and make sense in child protection cases, where knowledge is limited. The question 'Does it feel right?' becomes crucial in terms of identifying and expressing potential risks. However, as a legitimate professional question that can lead to valuable knowledge it remains latent. Therefore, emotional and embodied processes constitute a 'shadowy epistemology' (Bruner, J. (1991) 'The narrative construction of reality', Critical Inquiry, 18(1), pp. 1–21). Instead of denouncing these processes, we need to develop a professional language of understanding and naming them, and the aim of this article is to contribute to this.