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Not much has been written on the subject of reflexivity in social work practice. Taking a definition of reflexivity that encourages the inquirer to consider how various psycho-social positions and power-saturated social spheres have shaped individual meaning and narrative, this article outlines a reflexive model that can be applied by social workers to enhance their understanding and implementation of anti-oppressive practice. The model builds on earlier theoretical work and evaluation carried out by the lead author but updates it by including new theoretical insights from both authors. The conceptualisation centres on five imbricated and power-saturated domains of understanding: the domains of 'psycho-biography', 'relationship', 'culture', 'organisations' and 'political-economy'. The relevance of the model for social work practice in the Republic of Ireland is further considered charting how oppression is manifested within each of the five domains. The article concludes with a consideration of how social workers can practically apply the model within their day-to-day work practice. Here, a reflexive process, starting with the elucidation of a critical incident, is suggested. It is contended that social workers within Ireland can enhance their perceptual awareness of discrimination and oppression by embracing the model noting how their own positionality may be a contributory factor in realising anti-oppressive interventions.

Not much has been written on the subject of reflexivity in social work practice. Taking a definition of reflexivity that encourages the inquirer to consider how various psycho-social positions and power-saturated social spheres have shaped individual meaning and narrative, this article outlines a reflexive model that can be applied by social workers to enhance their understanding and implementation of anti-oppressive practice. The model builds on earlier theoretical work and evaluation carried out by the lead author but updates it by including new theoretical insights from both authors. The conceptualisation centres on five imbricated and power-saturated domains of understanding: the domains of 'psycho-biography', 'relationship', 'culture', 'organisations' and 'political-economy'. The relevance of the model for social work practice in the Republic of Ireland is further considered charting how oppression is manifested within each of the five domains. The article concludes with a consideration of how social workers can practically apply the model within their day-to-day work practice. Here, a reflexive process, starting with the elucidation of a critical incident, is suggested. It is contended that social workers within Ireland can enhance their perceptual awareness of discrimination and oppression by embracing the model noting how their own positionality may be a contributory factor in realising anti-oppressive interventions.

AbstractNurturing, maintaining, and supporting positive identity formation for children and young people in residential child care are an underresearched area. Reasons for this are varied not least the fact that residential child care is still often not perceived as a positive choice for children and young people. Concerns about cost, value for money, the quality, and effectiveness of care have been exacerbated by findings from recent national and international government commissioned inquiries into allegations of historical abuse experienced by children and young people in residential child care. Their findings raise serious questions about whether residential care can ever be a positive choice, whether it can offer high‐quality care that promotes social, emotional, and psychological well‐being, and in particular whether it can nurture and support positive identity formation. Using an adaptation of Honneth's recognition theory and applying it to residential child care practice, this paper contributes to the growing body of work, which argues that residential child care is a positive choice and that it has a key role to play in positive identity formation. The paper ends with some thoughts regarding implications for policy and practice.

Nurturing, maintaining and supporting positive identity formation for children and young people in residential child care is an under researched area. Reasons for this are varied not least the fact that residential child care is still often not perceived as a positive choice for children and young people. Concerns about cost, value for money, the quality and effectiveness of care have been exacerbated by findings from recent national and international government commissioned Inquiries into allegations of historical abuse experienced by children and young people in residential child care. Their findings raise serious questions about whether residential care can ever be a positive choice, whether it can offer high quality care that promotes social, emotional and psychological wellbeing and in particular whether it can nurture and support positive identity formation. Using an adaptation of Honneth's recognition theory and applying it to residential child care practice, this paper contributes to the growing body of work which argues that residential child care is a positive choice and that it has a key role to play in positive identity formation. The paper ends with some thoughts regarding implications for policy and practice.

Children have a right to have their views sought and given due weight on all matters affecting them, including at times of emergency and crisis. This article describes the process and findings of the ground-breaking CovidUnder19 survey ("Life Under Coronavirus") which was co-designed with children for children, capturing the experiences of over 26,000 children in 137 countries as to the realisation of their human rights during the first six months of the covid-19 pandemic. Key findings are discussed through the lens of the crc' s four general principles, read alongside children's rights, inter alia, to education, play and to be protected from harm. It argues that governments and public bodies should have sought children's views – not just because they were under an obligation to do so – but because such engagement, now and in crises to come, provides an early warning system that enables decision-makers to mitigate some of the adverse consequences of their responses for children and their rights.