• A decade on from the summer riots

      Bateman, Tim (2021-07-27)
    • Decrypting cultural nuances: using drama techniques from the theatre of the oppressed to strengthen cross cultural communication in social work students

      Burroughs, Lana; Muzuva, Bethel; University of Bedfordshire; Waterlily & Co. (Taylor and Francis, 2019-03-25)
      Despite widening participation in social work education in the UK, social work students from black and minority ethnic (BME) backgrounds can find that they have less positive experiences on social work courses than their counterparts. This can happen when courses do not equip students to navigate the subtle rules of communication with service users that are premised on dominant UK values. As a consequence BME students can be assessed as having poor interpersonal skills and poor skills in engaging service users. However, the issue is often more one of cultural differences and high expectations of cultural integration than one of incompetence.
    • Deserving and undeserving migrants

      Dhaliwal, Sukhwant; Forkert, Kirsten (Lawrence and Wishart, 2015-11-10)
      This article explores findings of the 'Go Home' - Mapping Immigration Controversy research project that arose in 2013 as a response to the government's anti-immigrant publicity campaigns. It considers a particular theme that emerged from the focus group data: the ways in which respondents, including ethnic minority British citizens and recent immigrants, distinguished between 'deserving' and 'undeserving', or 'good' and 'bad' migrants. The authors draw on Beverly Skeggs's work on values and respectability to provide insights into why those being devalued by dominant anti-immigrant discourses are themselves utilising these classifications as part of their own strategies for recognition. They also note that their respondents are also resisting the material practices of everyday bordering by calling on alternative values such as compassion, empathy, and solidarity.
    • Developing holistic and coordinated strategic approaches to peer-on-peer abuse: extract #5

      Firmin, Carlene Emma; Curtis, George; Fritz, Danielle; Olaitan, Paul; Latchford, Lia; Lloyd, Jenny; Larasi, Ikamara; Contextual Safeguarding Network (Contextual Safeguarding Network, 2016-06-07)
      In this extract from the report 'Towards a Contextual Response to Peer-on-Peer Abuse: Research and Resources from MsUnderstood local site work 2013-2016', researchers discuss how they helped local sites improve the coordination in their response to safeguarding adolescents in general and peer-on-peer abuse specifically.
    • Developing participatory practice and culture in CSE services

      Warrington, Camille; Brodie, Isabelle (Routledge, 2017-12-19)
    • Developing research and scholarship in law teaching for social work education

      Braye, Suzy; Preston-Shoot, Michael (Taylor and Francis Inc., 2016-03-31)
    • Development and validation of the suicidal behaviours questionnaire - autism spectrum conditions in a community sample of autistic, possibly autistic and non-autistic adults

      Cassidy, Sarah; Bradley, Louise; Cogger-Ward, Heather; Rodgers, Jacqui; University of Nottingham; University of Bedfordshire; University of Lincoln; Lincolnshire Partnership NHS Foundation Trust; Newcastle University (Biomed Central, 2021-06-21)
      Autistic people and those with high autistic traits are at high risk of experiencing suicidality. Yet, there are no suicidality assessment tools developed or validated for these groups. A widely used and validated suicidality assessment tool developed for the general population (SBQ-R), was adapted using feedback from autistic adults, to create the Suicidal Behaviours Questionnaire-Autism Spectrum Conditions (SBQ-ASC). The adapted tool was refined through nine interviews, and an online survey with 251 autistic adults, to establish clarity and relevance of the items. Subsequently, 308 autistic, 113 possibly autistic, and 268 non-autistic adults completed the adapted tool online, alongside self-report measures of autistic traits (AQ), camouflaging autistic traits (CAT-Q), depression (PHQ-9), anxiety (ASA-A), thwarted belongingness and perceived burdensomeness (INQ-15), lifetime non-suicidal self-injury, and the original version of the suicidality assessment tool (SBQ-R). Analyses explored the appropriateness and measurement properties of the adapted tool between the groups. There was evidence in support of content validity, structural validity, internal consistency, convergent and divergent validity, test-retest validity, sensitivity and specificity (for distinguishing those with or without lifetime experience of suicide attempt), and hypothesis testing of the adapted tool (SBQ-ASC) in each group. The structure of the SBQ-ASC was equivalent between autistic and possibly autistic adults, regardless of gender, or use of visual aids to help quantify abstract rating scales. The samples involved in the development and validation of the adapted tool were largely female, and largely diagnosed as autistic in adulthood, which limits the generalisability of results to the wider autistic population. The SBQ-ASC has been developed for use in research and is not recommended to assess risk of future suicide attempts and/or self-harm. The SBQ-ASC has been designed with and for autistic and possibly autistic adults, and is not appropriate to compare to non-autistic adults given measurement differences between these groups. The SBQ-ASC is a brief self-report suicidality assessment tool, developed and validated with and for autistic adults, without co-occurring intellectual disability. The SBQ-ASC is appropriate for use in research to identify suicidal thoughts and behaviours in autistic and possibly autistic people, and model associations with risk and protective factors.
    • Diaspora and nation: displacement and the politics of Kashmiri identity in Britain

      Ali, Nasreen (Taylor & Francis, 2003-01-01)
      The idea of the nation-state continues to dominate the way in which political collective identities are conceptualised in South Asia. One of the challenges the nation-state faces is the situation in which large sections of its population are located outside state boundaries. This paper reflects on the way in which the displacement of peoples can lead to the displacement of a conventional understanding of the nation-state as combining the idea of one government, one land and one people. It explores the impact of displacement, both empirically and conceptually, on the notions of collective identity, illustrating the argument by reference to the Kashmiri narratives of identity being articulated in Britain.
    • Diffusion theory and multi-disciplinary working in children’s services

      Bostock, Lisa; Lynch, Amy; Newlands, Fiona; Forrester, Donald; University of Bedfordshire; Cardiff University (Emerald Publishing, 2018-04-16)
      Purpose The purpose of this paper is to explore how innovation in children’s services is adopted and developed by staff within new multi-disciplinary children’s safeguarding teams. It draws on diffusion of innovations (DOI) theory to help us better understand the mechanisms by which the successful implementation of multi-disciplinary working can be best achieved. Design/methodology/approach It is based on interviews with 61 frontline safeguarding staff, including social workers, substance misuse workers, mental health workers and domestic abuse workers. Thematic analysis identified the enablers and barriers to implementation. Findings DOI defines five innovation attributes as essential for rapid diffusion: relative advantage over current practice; compatibility with existing values and practices; complexity or simplicity of implementation; trialability or piloting of new ideas; and observability or seeing results swiftly. Staff identified multi-disciplinary team working and group supervision as advantageous, in line with social work values and improved their service to children and families. Motivational interviewing and new ways of case recordings were less readily accepted because of the complexity of practicing confidently and concerns about the risks of moving away from exhaustive case recording which workers felt provided professional accountability. Practical implications DOI is a useful reflective tool for senior managers to plan and review change programmes, and to identify any emerging barriers to successful implementation. Originality/value The paper provides insights into what children’s services staff value about multi-disciplinary working and why some aspects of innovation are adopted more readily than others, depending on the perception of diffusion attributes.  
    • Direct work with sexually exploited or at risk children and young people : a rapid evidence assessment

      Bovarnick, Silvie; Scott, Sara; Pearce, Jenny J.; University of Bedfordshire; DSMS; Barnardo's (University of Bedfordshire, 2017-01-01)
      This review is intended to provide Barnardo’s with an overview of what ‘direct work’ with young people entails in the context of CSE. Part one explores the nature, types and contexts of direct work and gives an overview of the range of risks and vulnerabilities that direct work typically addresses. Part two focuses on the journey of direct work with young people in greater detail and outlines six core elements of direct interventions: 1. Engagement and relationship building 2. Support and stability 3. Providing advocacy 4. Reducing risks and building resilience 5. Addressing underlying issues 6. Enabling growth and moving on The discussion of each component is informed by what we know from research evidence to work in direct interventions with young people. We also give some practice examples to illustrate effective models of direct work. Part three provides a brief summary of the key features that underpin effective direct work with young people.
    • Distinct identities: South Asian youth in Britain

      Ali, Nasreen; Northover, M. (International Association for Cross-Cultural Psychology, 1999-01-01)
    • The divorce of King Lothar and Queen Theutberga: Hincmar of Rheims's De divortio

      Stone, Rachel; West, Charles; University of Bedfordshire; University of Sheffield (Manchester University Press, 2016-06-01)
    • Do it with pride: lesbian, gay, bisexual and trans lives and opinions

      Browne, K.; Church, Andrew; Smallbone, K.; University of Brighton in collaboration with Brighton and Hove City Council (University of Brighton, 2005-01-01)
    • Does reflective supervision have a future in English local authority child and family social work?

      Wilkins, David (Emerald, 2017-09-06)
      Purpose – (1) to discuss the underlying assumption that social workers need reflective supervision specifically, as opposed to managerial or any other form of supervision or support; and (2) to consider whether our focus on the provision of reflective supervision may be preventing us from thinking more broadly and creatively about what support local authority child and family social workers need and how best to provide it. Methodology/approach – Argument based on own research and selective review of the literature Findings – Reflective supervision has no future in local authority child and family social work because (1) there is no clear understanding of what reflective supervision is, (2) there is no clear evidence for is effectiveness, and (3) a sizeable proportion of local authority child and family social workers in England do not receive reflective supervision and many never have. Originality/value – Challenges the received wisdom about the value of reflective supervision and advocates exploring alternative models for supporting best practice in child and family social work.
    • Doing child-protection social work with parents: what are the barriers in practice?

      Wilkins, David; Whittaker, Charlotte E.; University of Bedfordshire; Frontline (Oxford University Press, 2017-12-28)
      For many social workers, participatory practice may seem an unachievable goal, particularly in the field of child protection. In this paper, we discuss a significant programme of change in one London local authority, as part of which we undertook 110 observations of practice and provided more than eighty follow-up coaching sessions for workers. Through these observations, we saw many examples of key participatory practice skills such as empathy, collaboration and involvement in decision making. We also saw many examples of reducing autonomy and excluding parents from decision making. Often, we found the same worker would adopt a participatory approach with one family and a non-participatory approach with another. Through coaching sessions, we explored how and why workers used different approaches and discussed the barriers to adopting a more consistently participatory approach. These discussions led us to reflect on fundamental questions relating to the purpose of child-protection social work, how social workers can best help families and what the limits might be of participation in situations of high risk. We argue that truly participatory child-protection social work requires not simply better training or different tools, but an innovation in the value base of children’s services.
    • Drugs, gangs and organised crime

      Pitts, John (Emerald, 2019-04-08)
    • Ealing Brighter Futures Intensive Engagement Model: working with adolescents in and on the edge of care

      Munro, Emily; Holingworth, Katie; Meetoo, Veena; Simon, Antonia; Department for Education; University of Bedfordshire; University College London (Department for Education, 2017-01-23)
      Ealing’s Brighter Futures Intensive Engagement Model is a complex, whole system intervention that was launched in June 2015. Its implementation was intended to support and enable the children’s social care workforce to build effective, consistent relationships with adolescents, families, communities and carers, and to use those successful relationships to bring about positive change.