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dc.contributor.authorBostock, Lisa
dc.contributor.authorKoprowska, Juliet
dc.contributor.illustrator
dc.date.accessioned2022-09-08T08:46:55Z
dc.date.available2023-09-08T00:00:00Z
dc.date.available2022-09-08T08:46:55Z
dc.date.issued2022-10-01
dc.identifier.citationBostock L, Koprowska J (2022) '‘I know how it sounds on paper’ : risk talk, the use of documents and epistemic justice in child protection assessment home visits', Qualitative Social Work, 21 (6), pp.1147-1166.en_US
dc.identifier.issn1473-3250
dc.identifier.doi10.1177/14733250221124217
dc.identifier.urihttp://hdl.handle.net/10547/625525
dc.description.abstractSocial workers carry much of the frontline authority to define risk to children and discuss it with families. Assessment reports and other institutional documents record professional views about family information, and also have the potential to convey the ‘voice’ of the family to institutions. Social workers have responsibility for sharing these documents with families, yet little is known about how they do this. This paper focuses on episodes when social workers introduce institutional documents in home visits, and on the family responses elicited. These are high-stakes encounters which, when they go seriously wrong, emerge in the press as tragedies and scandals. For families, these documents carry an emotional depth-charge as intimate, potentially shaming, and sometimes inaccurate details of their lives are inscribed in them by and for others. Latour’s (1996) concept of interobjectivity sheds light on the use of documents, while concepts of epistemic authority (Heritage and Raymond, 2005) and epistemic injustice (Fricker, 2007) are employed to examine how social workers respond to parental testimony about themselves and their children. Learning how to present institutional documentation in ways that reduce the risk of emotional reactivity and treating family perspectives with epistemic justice may enhance social work practice. At a policy level, the design of documents warrants review, so that they facilitate rather than obstruct social workers’ efforts to build what are already fragile relationships with families.en_US
dc.description.sponsorshipThis research was funded by the Department for Education’s Children Social Care Innovation Programme, England, United Kingdom. Funding for re-analysis was provided by the University of Bedfordshire Research Excellence Framework (REF) support fund.en_US
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.relation.urlhttps://journals.sagepub.com/doi/abs/10.1177/14733250221124217
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectconversation analysisen_US
dc.subjectchild and family social worken_US
dc.subjectepistemic authority,en_US
dc.subjectepistemic injusticeen_US
dc.subjectdocumentsen_US
dc.subjectrisk assessmenten_US
dc.subjectSubject Categories::L500 Social Worken_US
dc.title‘I know how it sounds on paper’ : risk talk, the use of documents and epistemic justice in child protection assessment home visitsen_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.contributor.departmentUniversity of Yorken_US
dc.identifier.journalQualitative Social Worken_US
dc.date.updated2022-09-08T08:44:02Z
dc.description.notezero embargo once pub date known https://v2.sherpa.ac.uk/id/publication/9442 - will embargo until actually published
refterms.dateFOA2022-10-01T00:00:00Z


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