2013 Andy Mantell, Terry Scragg, Gill Constable, Barbara Hall, Colin Goble, Marie Price, Debbie Smallbones, Janet McCray, Bob Price, Chris Smethurst, Rebecca Long, Sue Bull, David Gaylard, Viv Killner, Paul Tavender, Grahame Tooth, Jenny Robson, Jane Donson
First published in 2009 by Learning Matters as Social Work Skills with Adults.
Second edition published in 2013 by SAGE/Learning Matters.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2013940923
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ISBN 978-1-44626-733-2 (pbk)
ISBN 978-1-44626-732-5
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Editor and contributors
This book is written by staff of the Childhood, Social Work and Social Care Team, University of Chichester, the University of Winchester, Glasgow Caledonian University and colleagues from the West Sussex Social Services, Hampshire Social Services and Kingston-Upon-Thames.
Sue Bull is a Senior Lecturer in Social Work, University of Chichester.
Gill Constable is a Lecturer in Social Work at Glasgow Caledonian University.
Jane Donson is a Senior Lecturer at the University of Winchester.
David Gaylard is a Senior Lecturer in Social Work at the University of Chichester.
Colin Goble is a Senior Lecturer in Child, Youth and Community Studies at the University of Winchester.
Barbara Hall is an Associate Lecturer at the University of Chichester.
Viv Killner is a Senior Social Worker in West Sussex.
Rebecca Long is a trainer in the voluntary sector.
Andy Mantell is a Senior Lecturer in Social Work at the University of Chichester.
Janet McCray is a Reader in Social Care at the University of Chichester.
Bob Price is an Independent Reviewing Officer for Kingston-upon-Thames.
Marie Price is a Senior Lecturer in Social Work at the University of Chichester.
Jenny Robson is a Senior Social Work Practitioner in West Sussex.
Terry Scragg is a Practice Educator working with the University of Chichester.
Debbie Smallbones is a Senior Social Worker in West Sussex.
Chris Smethurst is Senior Lecturer in Social Work at the University of Chichester.
Paul Tavender is a Senior Practitioner in Hampshire.
Grahame Tooth was a Senior Practitioner and Training and Development Officer for West Sussex County Council and is now a Buddhist monk.
Acknowledgements
I would like to thank the contributors and their families and Jane Cowper. I would particularly like to thank the staff at Learning Matters for their unstinting help, especially Luke Block and Helen Fairlie. Finally, I would like to thank the service users, carers and practitioners who have shown us the way.
This book is dedicated to Rachael I know you prefer flowers!
Introduction
Social work skills define the distinctive nature and determine the effectiveness of social work practice. Many of these skills are generic and can be transferred to a wide range of social work practice settings. Whether you are working with young people or an older person you are usually working with families and their life cycle. However, each area has its own distinctive challenges that influence the skills that social workers need to develop. Unlike social work with younger people, social work with adults is guided by a complex raft of legislation spanning over half a century. Practice has evolved, and continues to follow and to shape policy, which has shifted from paternalistic protection to promoting rights and choices.
The personalisation agenda offers a significant challenge to social workers skill sets. It requires a change from directing to empowering. This will necessitate the development of new skills but also provide the opportunity to rediscover aspects of social work neglected within the era of care management.
Public inquiries into the tragic consequences of policies and practices not working effectively can play a reactive role in shaping practice with children and adults. Yet they can also provide pause for thought, to reflect on our expectations of public services and workers. An emphasis on procedures and targets may serve organisational imperatives, producing outputs far removed from the outcomes that service users seek. This book focuses on those skills that are required for working alongside and for empowering children, young people and adults.
Social work skills are required not just within direct work with carers, service users and other professionals but also in constantly managing and updating our own practice. This fully revised second edition is written primarily for the student social worker and explores the range of skills that are essential in social work and that will be useful across the whole of your programme of study. It has been expanded from the first edition to cover work with children, young people and adults. There is a particular emphasis on how to apply these skills, with the aim of enabling you to gain an understanding of ways to meet current challenges in the field that will also be invaluable in subsequent years when you move into practice as a qualified social worker. Likewise experienced social workers will also find the book provides an overview of social work skills and discussion of a range of perspectives that can inform and refresh their practice.
Book structure
This book is written by staff of the Childhood, Social Work and Social Care Team, University of Chichester, the University of Winchester, Glasgow Caledonian University and colleagues from the West Sussex Social Services, Hampshire Social Services and Kingston-upon-Thames. As you will see below, the book is divided into four sections. It starts where any social workers journey must begin, with themselves. After considering reflective practice we explore how to present yourself in person and in writing and skills for self-management. Having looked at
