Scottish Organisation for Scottish Organisation for Practice Teachers (ScOPT)Practice Teachers (ScOPT)

Annual Conference 2015Annual Conference 20151212thth November 2015 November 2015

Outside the Box: Outside the Box: how can we use our social work how can we use our social work

skills and the relationships we build skills and the relationships we build to ‘humanise’ managerialism?to ‘humanise’ managerialism?

  

Dr Pamela TrevithickVisiting Professor in Social Work, Buckinghamshire New University/

Coordinator of GAPS (promoting relationship-based approaches, and psychodynamic and

systemic thinking in social work)

What I intend to cover . What I intend to cover . . . . .

1. 1. an outline of the knowledge and skills an outline of the knowledge and skills practice framework and lexicon of 80 practice framework and lexicon of 80

skillsskills

2. 2. the importance of emotions in social work the importance of emotions in social work

3. 3. the importance of relationship-based the importance of relationship-based practicepractice

4. 4. the challenges to be faced in relation to the challenges to be faced in relation to effective social work practiceeffective social work practice

11knowledge and skills in knowledge and skills in

social worksocial work

See: See: Trevithick, P. (2003) ‘Effective Trevithick, P. (2003) ‘Effective relationship-based practice: a theoretical relationship-based practice: a theoretical exploration’, exploration’, Journal of Social Work Practice, Journal of Social Work Practice, 17(2), pp. 173-18617(2), pp. 173-186

The importance of relationships

Adapted, abstract ‘parent theories

theories that are developed, adapted, or ‘borrowed’ from

other disciplines, particularly psychology, sociology,

organizational theory, etc.

Adapted, abstract ‘parent theories

theories that are developed, adapted, or ‘borrowed’ from

other disciplines, particularly psychology, sociology,

organizational theory, etc.

Theoretical knowledge domain (TK) (abstract theories)

Theoretical knowledge domain (TK) (abstract theories)

Role and task

abstract theories that analyse the role, task and purpose of

social work (e.g. social work’s care and control

functions, /‘revolution’ versus ‘reform’?)

Role and task

abstract theories that analyse the role, task and purpose of

social work (e.g. social work’s care and control

functions, /‘revolution’ versus ‘reform’?)

Practice theoriestheories relating to direct practice:(i) generalist skills and interventions (ii) fields of practice(iii) practice approaches (iv) values-based perspectives

Practice theoriestheories relating to direct practice:(i) generalist skills and interventions (ii) fields of practice(iii) practice approaches (iv) values-based perspectives

Factual knowledge domain (FK) (facts, statistics, evidence, research)

Factual knowledge domain (FK) (facts, statistics, evidence, research)

Law

knowledge of the principles of

law/relevantlegislation

Law

knowledge of the principles of

law/relevantlegislation

Social policy

knowledge of relevant social

policy

Social policy

knowledge of relevant social

policy

Agency

knowledge of relevant agency policy,

procedures and practice

Agency

knowledge of relevant agency policy,

procedures and practice

Problems

knowledge of particular problems

(e.g. domestic violence)

Problems

knowledge of particular problems

(e.g. domestic violence)

Practice knowledge domain (PK)(knowledge gained through direct practice/practice wisdom)

Practice knowledge domain (PK)(knowledge gained through direct practice/practice wisdom)

People

knowledge of specific groups of people (e.g. children/yp)

People

knowledge of specific groups of people (e.g. children/yp)

Professional use of self/the relationships we build: use of self-knowledge, intuition, tacit knowledge,

self care

UseKnowledge and skills use/

Utilisation

(i) skills and interventions (ii) fields of practice(iii) practice approaches (iv) values-based perspectives

UseKnowledge and skills use/

Utilisation

(i) skills and interventions (ii) fields of practice(iii) practice approaches (iv) values-based perspectives

Service users’ -TK, FK + PK

Creationknowledge creation and

skills development

Working creatively with complex and unpredictable contextual situations that

have new or unique features

Creationknowledge creation and

skills development

Working creatively with complex and unpredictable contextual situations that

have new or unique features

Skills/interventions = knowledge, skills and values in actionSkills/interventions = knowledge, skills and values in action

knowledge

Acquisition

Knowledge

use

knowledge

Acquisition

Knowledge

use

knowledge

Acquisition

Knowledge

use

knowledge

Acquisition

Knowledge

use

This framework This framework identifies 9 or at best identifies 9 or at best 10 features that are 10 features that are

evident in every evident in every interaction in social interaction in social

work work

..

The framework identifies The framework identifies how relationships are how relationships are important, e.g.important, e.g.- - relationships between relationships between peoplepeople- - relationships between relationships between different different areas of practice areas of practice- the relationship between - the relationship between the the government and social government and social workwork

..

1 creating a rapport 1 creating a rapport /relationship/relationship2 welcoming skills 2 welcoming skills 3 self-awareness/ 3 self-awareness/ ‘use of ‘use of self’ as a self’ as a catalyst for change catalyst for change4 language skills/being 4 language skills/being articulatearticulate5 non-verbal communication 5 non-verbal communication skillsskills6 6 observation skillsobservation skills7 active listening 7 active listening 8 8 memory skillsmemory skills9 capacity to 9 capacity to engage/open to engage/open to othersothers10 emotional attunement 10 emotional attunement skillsskills11 demonstrating sympathy11 demonstrating sympathy12 12 demonstrating empathydemonstrating empathy13 13 using intuition/intuitive using intuition/intuitive reasoningreasoning14 14 information information gathering/investigative gathering/investigative skills/asking good skills/asking good questionsquestions15 15 open questionsopen questions16 16 closed questionsclosed questions17 17 whatwhat questions questions18 18 why why questionsquestions19 19 circular questionscircular questions20 20 hypothetical questionshypothetical questions21 21 paraphrasingparaphrasing22 22 clarifyingclarifying23 23 summarizingsummarizing24 24 giving feedback giving feedback thoughtfullythoughtfully25 inviting feedback openly25 inviting feedback openly26 appropriate use of self 26 appropriate use of self disclosuredisclosure227 prompting/7 prompting/probingprobing28 allowing/using silences28 allowing/using silences

2929ending/closure/termination ending/closure/termination skillsskills

30 providing practical hands-on 30 providing practical hands-on helphelp

3131providing emotional supportproviding emotional support3232giving advice (cautiously) giving advice (cautiously) 33 providing information clearly33 providing information clearly34 providing explanations 34 providing explanations

clearlyclearly35 providing 35 providing

encouragement/inspirationencouragement/inspiration36 offering 36 offering

affirmation/praise/validationaffirmation/praise/validation37 providing reassurance37 providing reassurance38 using 38 using

persuasion/thoughtfully persuasion/thoughtfully directivedirective

39 demonstrating 39 demonstrating leadership/initiativeleadership/initiative

40 breaking ‘bad news’ 40 breaking ‘bad news’ sensitivelysensitively

41 modelling and social skills 41 modelling and social skills trainingtraining

42 reframing42 reframing43 offering interpretations43 offering interpretations44 skilfully adapting to need44 skilfully adapting to need45 counselling skills45 counselling skills• containing anxiety containing anxiety • skills of self-careskills of self-care48 negotiating skills48 negotiating skills49 contracting skills49 contracting skills• networking skillsnetworking skills• working in partnershipworking in partnership52 mediation skills 52 mediation skills 53 advocacy skills53 advocacy skills54 assertiveness skills54 assertiveness skills• challenging/confrontational challenging/confrontational

skillsskills• dealing with dealing with

hostility/aggressionhostility/aggression57 managing explosive 57 managing explosive

encountersencounters

58 managing professional 58 managing professional boundaries/confidentialityboundaries/confidentiality59 59 conveying an appropriate conveying an appropriate

sense of authority/confidencesense of authority/confidence60 ability to apologise in ways 60 ability to apologise in ways

that reclaim lost trust/recover that reclaim lost trust/recover lost optionslost options

61 recording/form filling skills61 recording/form filling skills62 note taking/62 note taking/minute-taking minute-taking

skillsskills63 report writing skills63 report writing skills64 letter writing skills64 letter writing skills65 computer skills/IT skills65 computer skills/IT skills66 telephone skills 66 telephone skills 67 use of mobile phones/text 67 use of mobile phones/text

messagingmessaging68 presentation skills68 presentation skills69 chairing/facilitation skills69 chairing/facilitation skills70 using supervision creatively70 using supervision creatively71 organizational /administrative 71 organizational /administrative

skillsskills72 reading/comprehension skills72 reading/comprehension skills7373 analytic and critical thinking analytic and critical thinking

skills /reflection/reflexivity to skills /reflection/reflexivity to unravelunravel

complexity and aid decision-complexity and aid decision-makingmaking

74 critically evaluate and apply 74 critically evaluate and apply quantitative and qualitative quantitative and qualitative researchresearch

75 skilled use of interventions 75 skilled use of interventions targeted at targeted at

structural barriersstructural barriers76 courtroom skills76 courtroom skills7777 skilled use of diplomacyskilled use of diplomacy7878 skilled use of touch (e.g. skilled use of touch (e.g.

shaking hands)shaking hands)7979 skilled use of humourskilled use of humour8080 skilled us of social mediaskilled us of social media

  

A lexicon of 80 generalist A lexicon of 80 generalist skills/interventions skills/interventions (v29)(v29)

  

These 80 skills can be used to These 80 skills can be used to challenge the worst excesses of challenge the worst excesses of managerialism. managerialism.

Managerialism’s main weakness Managerialism’s main weakness is its failure to recognise the is its failure to recognise the importance of emotions – the importance of emotions – the emotional impact of its policies emotional impact of its policies and procedures on service users and procedures on service users and practitioners. It also fails to and practitioners. It also fails to recognise the the fact that a recognise the the fact that a central feature of good practice central feature of good practice lies the relationships we build lies the relationships we build

Therefore any presentation Therefore any presentation on the importance of on the importance of

relationships also needs to relationships also needs to include the importance of include the importance of

emotionsemotions

22 Why are emotions Why are emotions important in social important in social

work?work?

..

See: Trevithick, P. (2014) ‘Humanising managerialism: reclaiming emotional reasoning, intuition, the relationship, and knowledge and skills in social work’, Journal of Social Work Practice , Vol. 28 (3), pp. 287–311

The importance of emotions is covered in my paper ‘Humanising managerialism’

emotionemotion feelingsfeelings affect affect attunementattunement empathyempathy social emotionssocial emotions display rulesdisplay rules self-regulationself-regulation learninglearning defencesdefences

In this paper I explore the meaning of key terms,

including:

QuestionQuestionWhat emotions would What emotions would

you consider to be you consider to be universal and basic to universal and basic to

all human beings?all human beings?

Basic and universal human emotions

There is no agreement about what There is no agreement about what constitutes the basic emotions that constitutes the basic emotions that all human beings experience all human beings experience

Plutchik, an influential psychologist in this field, identifies eight basic emotions: fear, anger, disgust, sadness, surprise, joy, trust, and anticipation (Plutchik 1991). A similar list of ‘basic’ or ‘primary’ emotions can be found in the work of Ekman (2003) and Damasio[1] (2000) respectively, although both replace the term joy with that of happiness. Howe (2008) lists 14 positive and negative emotions include: fear, shame, disgust, embarrassment, terror, jealousy, anger, loss, rejection, abandonment, surprise, love, joy and happiness. Plutchik, an influential psychologist in this field, identifies eight basic emotions: fear, anger, disgust, sadness, surprise, joy, trust, and anticipation (Plutchik 1991). A similar list of ‘basic’ or ‘primary’ emotions can be found in the work of Ekman (2003) and Damasio[1] (2000) respectively, although both replace the term joy with that of happiness. Howe (2008) lists 14 positive and negative emotions include: fear, shame, disgust, embarrassment, terror, jealousy, anger, loss, rejection, abandonment, surprise, love, joy and happiness.

PlutchikPlutchik (1991) identifies eight basic (1991) identifies eight basic emotions: emotions: fearfear, , angeranger, , disgustdisgust, , sadnesssadness, , surprise,surprise, joyjoy, , trusttrust, and , and anticipation.anticipation.

EkmanEkman (2003) and (2003) and DamasioDamasio (2000) (2000) have an almost identical list but have an almost identical list but substitute substitute joyjoy with with happinesshappiness: : fearfear, , angeranger, , disgustdisgust, , sadnesssadness, , surprise,surprise, happiness, happiness, trusttrust, and , and anticipationanticipation

Basic and universal human emotions

In an amusing quote cited by Damasio In an amusing quote cited by Damasio (2012: 319), (2012: 319), lovelove was described by Stuart Sutherland was described by Stuart Sutherland (1996) in (1996) in The Macmillan Dictionary of The Macmillan Dictionary of Psychology Psychology as:as: ‘‘A form of mental illness not yet A form of mental illness not yet recognised by any of the standard recognised by any of the standard diagnostic manualsdiagnostic manuals’.’.

Howe’s list of basic emotions includes: fearfear,, shame shame,, disgustdisgust,, embarrassmentembarrassment,, terror terror,, jealousy jealousy,, angeranger,, lossloss,, rejection rejection,, abandonment abandonment,, surprise surprise,, lovelove,, joy joy andand happiness happiness (Howe 2008: 27)(Howe 2008: 27)

We learn through our We learn through our emotionsemotions

We react and act on the We react and act on the world through our world through our emotions – how we feel emotions – how we feel about things that about things that happen in our liveshappen in our lives

- trust- trust- security- security- safety- safety- hope- hope- comfort- comfort- reassurance- reassurance- warmth- warmth- love- love- to be touched - to be touched by another by another human beinghuman being

The emotions we want to The emotions we want to experience as all human experience as all human beings . . . beings . . .

Too much pain that’s left Too much pain that’s left unresolved, neglected and unresolved, neglected and without healing can lead to without healing can lead to

defensiveness - a lack of defensiveness - a lack of trust in others and a sense trust in others and a sense of defeat, powerlessness of defeat, powerlessness

and hopelessnessand hopelessness

Most service users are looking for the same emotions – a sense of safety, the ability to trust, the sense of being valued, respected, loved

defensiveness

Defences in organisatio

ns

Defences in

ourselves

Defences in others

Defences - 3 Defences - 3 sourcessources

See: Trevithick, P. (2011) ‘Understanding defences and defensive behaviour in social work’, Journal of Social Work Practice, Vol. 25(4): 389-412.

Defences and defensiveness

3 3 Relationship-based Relationship-based practice – why are practice – why are

relationships important? relationships important?

..

‘‘Relationship-based practice promotes the Relationship-based practice promotes the view that the relationships we create are view that the relationships we create are fundamental to understanding and action, fundamental to understanding and action, and it is this understanding - and the and it is this understanding - and the meaning given to experience - that shapes meaning given to experience - that shapes the way we work with people. The aware the way we work with people. The aware and unaware emotions and feelings that and unaware emotions and feelings that all parties bring to an encounter – and the all parties bring to an encounter – and the impact of wider social factors - constitute impact of wider social factors - constitute a central element of the understanding a central element of the understanding that is achieved and the actions based on that is achieved and the actions based on that understanding’ that understanding’ (Trevithick 2015)(Trevithick 2015)

A definition of A definition of relationship-based relationship-based

practice practice

a.a. attachment theory attachment theory b. b. neurobiology/neuroscience neurobiology/neuroscience c. c. what you and I know from what you and I know from our ownour own personal and practice personal and practice experience as:experience as: (i) (i) as social workers and as social workers and (ii) (ii) as human beingsas human beings

..

The importance of The importance of relationships is clearly relationships is clearly evident in:evident in:

‘The very nature of humanity arises from relationships . . . essentially everything that’s important about life as a human being you learn in context of relationships’ (Perry 2003)

‘Relationship experiences have a dominant influence on the brain . . . Interpersonal experience thus plays a special organising role in determining the development of brain structure early in life and the ongoing emergence of brain function throughout the lifespan’ (Siegal 2012: 33) 

The findings of The findings of neuroscienceneuroscience

(a)the relationships we create can tell us something about the quality of people’s early and current relationships (Trevithick 2003)

(b)this closer proximity can help to analyse and to identify what is happening and why – particularly whether defences are operating and the impact of social factors – and how both can have a bearing on the work at hand

The relationships we build The relationships we build in social work are crucial in social work are crucial for for 55 key reasons key reasons::

The relationships we build The relationships we build in social work are crucial in social work are crucial for for 55 key reasons key reasons::

(c) relationship-based practice should embrace

the importance of ‘emotional dimensions’

in social work and encourage the

development of a more emotional language and dialogue, and a more inquisitive, sensitive and responsive understanding, analysis and practice

The relationships we build The relationships we build in social work are crucial in social work are crucial for for 55 key reasons key reasons::

(d) successful relationships can successful relationships can open up new possibilities and open up new possibilities and horizons for people horizons for people

(e) good relationships, including those with other professionals - can allow us to grow – as people and as professionals

Creating meaningful Creating meaningful relationships can open up relationships can open up new possibilities and new possibilities and horizonshorizonsFive positive outcomes have been Five positive outcomes have been identified by the Stone Center in identified by the Stone Center in Boston, USA:Boston, USA:

an increase in zest and vitality an increase in empowerment to act an enlarged picture of ourselves and others an increase in self-worth - a greater sense of confidence in our abilities and competence to act a growing desire for more connection and contact with others

(Judith Jordan 1991: 95)

Our greatest joys are Our greatest joys are felt in relationship but felt in relationship but on the down side on the down side our our

deepest pain is deepest pain is experienced in experienced in relationshipsrelationships

4 4 the challenges to be faced the challenges to be faced

in relation to effective in relation to effective social work practicesocial work practice

..

AbstractAbstract There is a long history of voluntary and other There is a long history of voluntary and other organisations, along with the state, providing organisations, along with the state, providing social services for children in England. But crucial social services for children in England. But crucial assessments and decision-making about the care assessments and decision-making about the care and protection of children have been undertaken and protection of children have been undertaken by local authorities within the context of by local authorities within the context of democratic accountability and transparency. This democratic accountability and transparency. This is changing. The government is opening up is changing. The government is opening up children’s social work services, including child children’s social work services, including child protection investigations and assessments, protection investigations and assessments, decisions about initiating care proceedings in the decisions about initiating care proceedings in the courts to have children removed from their courts to have children removed from their families, and decisions where children should then families, and decisions where children should then live, to the market and to the private sector with live, to the market and to the private sector with companies such as G4S and Serco expanding into companies such as G4S and Serco expanding into children’s social services. Nowhere else in the children’s social services. Nowhere else in the world are profit driven companies given these world are profit driven companies given these powers. This article traces how this radical change powers. This article traces how this radical change is moving forward at paceis moving forward at pace..

The end game: The marketisation and privatisation of children’s social work and child protection. Ray Jones Critical Social Policy 2015, Vol. 35(4): 447–469

technology and technology and information systems are not information systems are not the enemy – it is how these the enemy – it is how these are being used that is are being used that is dehumanising and dehumanising and demoralisingdemoralising

all organisations, and all organisations, and particularly public services, particularly public services, have to have high levels of have to have high levels of accountability, transparency accountability, transparency and sound and accurate and sound and accurate recording systemsrecording systems

It’s important to remember . . .

ManagerialismManagerialism

target-driven, time-target-driven, time-limited, ‘one-size-fits-limited, ‘one-size-fits-

all’, frequently all’, frequently computer-based computer-based

approach in social approach in social care and social workcare and social work??

A ‘tick-box A ‘tick-box approach’ approach’

What is managerialism?

Managerialism – was Managerialism – was born in Harvard born in Harvard University, USA University, USA

..

ManagementManagement Ideology Expansion Ideology Expansion MManagerialismanagerialism

Managerialism, or New Public Management (NPM), replaced the previous system of Progressive Public Administration [PPA] or old public administration and introduced a new approach to the co-ordination, management and delivery of public services (Dunleavy & Hood 1994; Hood 1995)

What is What is managerialismmanagerialism

? ?

Managerialism’s principles are loosely based around: the 3 E’s: economy, efficiency, and effectiveness (Audit Commission 1983: 8)

the 3 M’s: markets, managers and measurement (Ferlie et al. 1996)

that is, to do more with less

neo-liberal ideology neo-liberal ideology – the – the marketmarket will provide will provide

managerialismmanagerialism – the – the systemsystem will providewill provide

the role of governmentthe role of government – to – to promote marketisation for the promote marketisation for the benefit of the few benefit of the few

Its ideology stronghold: Its ideology stronghold: unquestioned and unquestioned and

unquestionable unquestionable assumptionsassumptions

Managerialism combines management Managerialism combines management knowledge and ideology to establish itself knowledge and ideology to establish itself systematically in organizations and society systematically in organizations and society while depriving owners, employees while depriving owners, employees (organizational-economical) and civil (organizational-economical) and civil society (social-political) of all decision-society (social-political) of all decision-making powers. Managerialism justifies the making powers. Managerialism justifies the application of managerial techniques to all application of managerial techniques to all areas of society on the grounds of superior areas of society on the grounds of superior ideology, expert training, and the exclusive ideology, expert training, and the exclusive possession of managerial knowledge possession of managerial knowledge necessary to efficiently run corporations necessary to efficiently run corporations and societies . . . .and societies . . . . (Klikauer 2013)(Klikauer 2013)

What is What is managerialismmanagerialism

? ?

ManagementManagement Ideology Expansion Ideology Expansion MManagerialismanagerialism

Giddens – an influential Giddens – an influential sociologist - has argued that:sociologist - has argued that:‘the concept of ideology has a ‘the concept of ideology has a close connection with power, close connection with power, since ideological systems since ideological systems serve to legitimate the serve to legitimate the differential power held by differential power held by groups’ groups’ (Giddens 2001: 691) (Giddens 2001: 691)

..

IdeologyIdeology

- - obsessed with numbersobsessed with numbers-- promotes maximum outputs with promotes maximum outputs with minimumminimum input input - - replaces the concept of replaces the concept of collaboration with collaboration with that of control that of control-- fails to recognise the importance fails to recognise the importance of ‘soft’ of ‘soft’ variables e.g. the part played by variables e.g. the part played by intuitionintuition-- holds a dubious position its holds a dubious position its moral and moral and ethical role and responsibilities ethical role and responsibilities in societyin society

..

Key Key featurefeature

ss

What is the evidence base for What is the evidence base for the claim that managerialism the claim that managerialism offers a more offers a more economic, efficient and effective approach to service delivery in social work when compared to previous systems??

NonNonee

Evidence-Evidence-base???base???

denies people’s rights to key resources and services on denies people’s rights to key resources and services on economic grounds and shifts the focus from economic grounds and shifts the focus from needsneeds to to riskrisk reduces human need and emotional concerns to a ‘target’ reduces human need and emotional concerns to a ‘target’ or an ‘outcome’ that too often ignores the ‘real’ problem or an ‘outcome’ that too often ignores the ‘real’ problem denies the situational uniqueness that every case carries denies the situational uniqueness that every case carries and the complex and social nature of problemsand the complex and social nature of problems replaces professional judgements, and knowledge, skillsreplaces professional judgements, and knowledge, skills and expertise, with procedures and performance targetsand expertise, with procedures and performance targets triggers defensiveness in people and organisations – a triggers defensiveness in people and organisations – a ‘ ‘watch your back mentalitywatch your back mentality’, territorial disputes among ’, territorial disputes among professionals and people exaggerating concernsprofessionals and people exaggerating concerns creates a divisive culture that leads to blaming,creates a divisive culture that leads to blaming, bullying, intimidation and complaintsbullying, intimidation and complaints extensive data collection and inspection regimes are costlyextensive data collection and inspection regimes are costly time-consuming, and starve front line services of fundingtime-consuming, and starve front line services of funding

Managerialism – its Managerialism – its dangersdangers

The result:The result:a)a)people’s own definition of need (for people’s own definition of need (for housing, food, adequate income, benefits) is housing, food, adequate income, benefits) is too often denied and replaced by a too often denied and replaced by a professional assessment of ‘risk’professional assessment of ‘risk’ b)b)only people who fit the ‘risk’ category only people who fit the ‘risk’ category become eligible for a service. Therefore, some become eligible for a service. Therefore, some people’s access to key services and their people’s access to key services and their fundamental rights as citizens are being fundamental rights as citizens are being denieddenied c) restricting and ‘gate-keeping’ access to c) restricting and ‘gate-keeping’ access to services can encourage ‘risk-taking’ services can encourage ‘risk-taking’ behaviour to meet threshold requirements behaviour to meet threshold requirements

The ideological shift from The ideological shift from ‘need’ to ‘risk’‘need’ to ‘risk’

To To summarissummarisee

Managerialism is not:

economic, efficient, and effective

has almost no ethical and moral interest in the human cost and emotional impact of its policies and procedures

it promotes the commodification and marketisation of human need and human concerns

Survival strategies – are Survival strategies – are essentialessentialThe impact of recent government policies has led to:

more work less resources/services to draw on less staff a massive rise in inequality the breakup of the welfare state

The widening gap between rich and poorThis graph shows that greater the income gap between the richest and poorest 20% in a country, the greater the likelihood of health and social problems being intensified. This is detrimental not just to people living in poverty, but to the vast majority of society. This research suggest that many health and social problems, such as high levels of mental illness, numbers in prison, rates of drug and alcohol use, weight problems, and low levels of public trust tend to be worse in less equal societies http://www.equalitytrust.org.uk From Wilkinson and Pickett’s (2010) The Spirit Level: Why Equality is Better for

Everyone. London: Penguin. Wilkinson and Pickett are the founders of the Equality Trust http://equalitybristol.wordpress.com/

The breakup of the The breakup of the welfare state and rise in welfare state and rise in poverty and inequalitypoverty and inequality

Joseph Rowntree Foundation [JRF] Report 2014 13 million people in the UK are living in poverty 1/5th of working-age adults without children are living in poverty in the last decade, the number of people in poverty in the private sector has doubled (private + public housing both have approx 4m people) unemployment has fallen by 300,000 but . . . . . .

1.4 million adults work part-time because they can’t find full-time employment3/5ths of people who moved out of unemployment in the last year are paid below the living wage (£7.85 per hour). [minimum wage = £6.30/adults, £5.13/ under 18s)there has been a dramatic rise for people self-employed (4.6 million) many of whom have experienced a 22% fall in real pay since 2008-09. It’s estimated that self-employed average earnings stand at £207 a week – less than half that of paid employees

The breakup of the welfare state The breakup of the welfare state and rise in poverty and and rise in poverty and inequalityinequality

The concept of The concept of resilienceresilience

Its valueIts value it raises important issues about people’s quality of it raises important issues about people’s quality of

life, particularly the quality of people’s experiences life, particularly the quality of people’s experiences at workat work

it’s given rise to new thinking and encouraged the it’s given rise to new thinking and encouraged the promotion of new approaches such as promotion of new approaches such as mindfulnessmindfulness

Its limitations Its limitations it focuses too heavily on individual’s it focuses too heavily on individual’s ‘‘getting on getting on

with it’ with it’ at the expense of understanding why people at the expense of understanding why people lack resilience lack resilience

it easily ignores the impact of structural factorsit easily ignores the impact of structural factors it has been corrupted by governments and it has been corrupted by governments and

employers in ways that blame individuals who employers in ways that blame individuals who struggle to struggle to ‘‘keep going’keep going’

‘‘Resilience Resilience is used as a concept that describes people’s is used as a concept that describes people’s ability to deal with stress, pressure and the demands ability to deal with stress, pressure and the demands made of them. It suggests the ability positively to adapt made of them. It suggests the ability positively to adapt to situations of risk that might easily lead to to situations of risk that might easily lead to maladjustment in those who are vulnerable . . . maladjustment in those who are vulnerable . . . Resilience is a complex phenomenon. It is not a unitary Resilience is a complex phenomenon. It is not a unitary concept. concept. No-one possesses across-the-board resilience. No-one possesses across-the-board resilience. Each of us may show varying degrees of resilience in Each of us may show varying degrees of resilience in different situations. You may be able to deal well and different situations. You may be able to deal well and with skill when confronted by social conflict. However, with skill when confronted by social conflict. However, if your boss pushes too many technical tasks your way, if your boss pushes too many technical tasks your way, you may quickly feel unable to cope and your stress you may quickly feel unable to cope and your stress level begins to rise’.level begins to rise’.(Howe 2008: 106)(Howe 2008: 106)

Resilience Resilience describeddescribed

What helps?What helps? good supervision (but the right kind) good supervision (but the right kind) good social support (be alert to what good social support (be alert to what

isis

measured and how) measured and how) changing the nature of the work changing the nature of the work managing expectations and responses managing expectations and responses other strategies – food, exercise or other strategies – food, exercise or

both? both? (Moriarty and Manthorpe 2015)(Moriarty and Manthorpe 2015)

Suggestions to reduce Suggestions to reduce occupational stress and occupational stress and

enhance resilience?enhance resilience?

How can employers/managers How can employers/managers enhance resilience??enhance resilience??

join with other employers to argue vehemently for join with other employers to argue vehemently for the funding and resources to meet demand and to do the funding and resources to meet demand and to do the jobthe job

value employeesvalue employees reduce caseload sizes, particularly for complex casesreduce caseload sizes, particularly for complex cases be clear about the expectations laid on social be clear about the expectations laid on social

workers in terms of their roles and responsibilitiesworkers in terms of their roles and responsibilities undertake careful workload planningundertake careful workload planning encourage peer social supportencourage peer social support provide good reflective supervision (not driven by provide good reflective supervision (not driven by

targets)targets) provide supportive working environment and provide supportive working environment and

collaborative organisational and learning culturecollaborative organisational and learning culture

Tips for survival Tips for survival – how to care for – how to care for ourselves and others. Some ourselves and others. Some

suggestions . . .suggestions . . .1 Strengthen our voice1 Strengthen our voice- avoid being isolated by joining trade unions; BASW, - avoid being isolated by joining trade unions; BASW, GAPS, unions,GAPS, unions, College of Social Work, BACSPANCollege of Social Work, BACSPAN- look for allies, particularly with service users and - look for allies, particularly with service users and also nurses, teachers,also nurses, teachers, other workers and their unions, etc.other workers and their unions, etc.

2 Stay relationship-based2 Stay relationship-based- develop an emotionally receptive and responsive - develop an emotionally receptive and responsive approach in your approach in your work, and a self-aware ‘use of self’work, and a self-aware ‘use of self’

3 Work 3 Work between the cracks between the cracks (search for (search for opportunities that exist)opportunities that exist)- find ways to do joint work/argue for its effectiveness- find ways to do joint work/argue for its effectiveness- find someone to talk to - someone you can trust- find someone to talk to - someone you can trust- avoid burnout by balancing - avoid burnout by balancing de-energising/demoralising feelingsde-energising/demoralising feelings with experiences that energise and inspire hope and with experiences that energise and inspire hope and possibilitypossibility- share good news/positive experiences/creative - share good news/positive experiences/creative interventionsinterventions

4 Be strategic4 Be strategic- speak out but ask others to take forward information that’s - speak out but ask others to take forward information that’s too too risky to reveal without being threatenedrisky to reveal without being threatened- work out the difference between a defensive compliance and - work out the difference between a defensive compliance and a a strategic compliancestrategic compliance- work for change but with a shared strategy about what can - work for change but with a shared strategy about what can be be achieved. Success breeds success.achieved. Success breeds success.- claim the knowledge, skills and expertise you’ve - claim the knowledge, skills and expertise you’ve acquired/revealedacquired/revealed- stay emotionally energised and optimistic- stay emotionally energised and optimistic- view taking action as a re-energising activity- view taking action as a re-energising activity

5 Stay well informed5 Stay well informed- keep up with developments in social work by joining - keep up with developments in social work by joining information networks, blogs, 38 degrees, etc.information networks, blogs, 38 degrees, etc.- respond to government/agency consultation opportunities- respond to government/agency consultation opportunities- respond to media criticism and misinformation- respond to media criticism and misinformation

Tips for survival Tips for survival – how to – how to care for ourselves and others. care for ourselves and others.

Some suggestions . . .Some suggestions . . .

UK cabinet 2009: UK cabinet 2009: 2323 millionaires millionaires out of out of 2929

Only Only 44 female cabinet members female cabinet members

Inequality: Inequality: is compounded is compounded by the growing divide by the growing divide between rich and poorbetween rich and poor

Cameron’s 2015 Cabinet - has Cameron’s 2015 Cabinet - has less millionaires but there less millionaires but there

are still too manyare still too many

Photo - Photo - IndependIndependent ent Tuesday 2 Tuesday 2 April April 20132013

300,000 people 300,000 people signed the signed the petition at petition at www.change.org challenging challenging Duncan Smith to Duncan Smith to try to live on try to live on £53.00 pw. He £53.00 pw. He refusedrefused

Inequality: Inequality: has been compounded by the has been compounded by the Conservative government’s policies, such as Conservative government’s policies, such as the Bedroom Taxthe Bedroom Tax

Mr Duncan Smith lives in a 16th-century Grade-II listed Tudor house in Swanbourne which is said to be worth £2m. The property includes a swimming pool, tennis courts and three acres of grounds. It belongs to Mrs Duncan Smith's father, John Tapling Fremantle, the fifth Baron Cottesloe, who moved out of the house with his wife several years ago. Mr Duncan Smith is technically a tenant and living rent-free with his wife and children. The Independent http://www.independent.co.uk/news/uk/politics/george-osborne-mounts-fierce-defence-of-essential-cut-in-top-tax-8556168.html

As a cabinet minister, Ian Duncan Smith – who initiated the Bedroom Tax - who in 2013 earned £134,565 a year, which is £2,587.00 a week The Telegraph http://www.telegraph.co.uk/news/politics/9964767/Iain-Duncan-Smith-I-could-live-on-53-per-week.html

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