Scottish Organisation for Practice Teachers (ScOPT) Annual Conference 2015 12 th November 2015

1. Scottish Organisation for Practice Teachers (ScOPT)Annual Conference 201512th November 2015 Outside the Box: how can we use our social work skills and the relationships we build to ‘humanise’ managerialism? Dr Pamela Trevithick Visiting Professor in Social Work, Buckinghamshire New University/ Coordinator of GAPS (promoting relationship-based approaches, and psychodynamic and systemic thinking in social work)

2. What I intend to cover . . . 1. an outline of the knowledge and skills practice framework and lexicon of 80 skills 2. the importance of emotions in social work 3. the importance of relationship-based practice 4. the challenges to be faced in relation to effective social work practice

3. 1knowledge and skills in social work

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

6. knowledge Acquisition Knowledge use Theoretical knowledge domain (TK)(abstract theories) knowledge Acquisition Knowledge use Adapted, abstract ‘parent theories theories that are developed, adapted, or ‘borrowed’ from other disciplines, particularly psychology, sociology, organizational theory, etc. 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 theories theories 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) Agency knowledge of relevant agency policy, procedures and practice Law knowledge of the principles of law/relevant legislation Social policy knowledge of relevant social policy Problems knowledge of particular problems (e.g. domestic violence) 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 Practice knowledge domain (PK) (knowledge gained through direct practice/practice wisdom) Use Knowledge and skills use/ Utilisation (i) skills and interventions (ii) fields of practice (iii) practice approaches (iv) values-based perspectives Creation knowledge creation and skills development Working creatively with complex and unpredictable contextual situations that have new or unique features Service users’ - TK, FK + PK Skills/interventions = knowledge, skills and values in action

7. This framework identifies 9 or at best 10 features that are evident in every interaction in social work .

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

9. 1 creating a rapport /relationship2 welcoming skills 3 self-awareness/ ‘use of self’ as a catalyst for change4 language skills/being articulate5 non-verbal communication skills6 observation skills7 active listening 8 memory skills9 capacity to engage/open to others10 emotional attunement skills11 demonstrating sympathy12 demonstrating empathy13 using intuition/intuitive reasoning14 information gathering/investigative skills/asking good questions15 open questions16 closed questions17 what questions18 why questions19 circular questions20 hypothetical questions21 paraphrasing22 clarifying23 summarizing24 giving feedback thoughtfully25 inviting feedback openly26 appropriate use of self disclosure27 prompting/probing28 allowing/using silences A lexicon of 80 generalist skills/interventions (v29) • ending/closure/termination skills • 30 providing practical hands-on help • providing emotional support • giving advice (cautiously) • 33 providing information clearly • 34 providing explanations clearly • 35 providing encouragement/inspiration • 36 offering affirmation/praise/validation • 37 providing reassurance • 38 using persuasion/thoughtfully directive • 39 demonstrating leadership/initiative • 40 breaking ‘bad news’ sensitively • 41 modelling and social skills training • 42 reframing • 43 offering interpretations • 44 skilfully adapting to need • 45 counselling skills • containing anxiety • skills of self-care • 48 negotiating skills • 49 contracting skills • networking skills • working in partnership • 52 mediation skills • 53 advocacy skills • 54 assertiveness skills • challenging/confrontational skills • dealing with hostility/aggression • 57 managing explosive encounters • 58 managing professional • boundaries/confidentiality • 59 conveying an appropriate sense of authority/confidence • 60 ability to apologise in ways that reclaim lost trust/recover lost options • 61 recording/form filling skills • 62 note taking/minute-taking skills • 63 report writing skills • 64 letter writing skills • 65 computer skills/IT skills • 66 telephone skills • 67 use of mobile phones/text messaging • 68 presentation skills • 69 chairing/facilitation skills • 70 using supervision creatively • 71 organizational /administrative skills • 72 reading/comprehension skills • analytic and critical thinking skills /reflection/reflexivity to unravel • complexity and aid decision-making • 74 critically evaluate and apply quantitative and qualitative research • 75 skilled use of interventions targeted at • structural barriers • 76 courtroom skills • skilled use of diplomacy • skilled use of touch (e.g. shaking hands) • skilled use of humour • skilled us of social media

10. These 80 skills can be used to challenge the worst excesses of managerialism. Managerialism’s main weakness is its failure to recognise the importance of emotions – the emotional impact of its policies and procedures on service users and practitioners. It also fails to recognise the the fact that a central feature of good practice lies the relationships we build

11. Therefore any presentation on the importance of relationships also needs to include the importance of emotions

12. 2Why are emotions important in social work?.

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

14. In this paper I explore the meaning of key terms, including: • emotion • feelings • affect • attunement • empathy • social emotions • display rules • self-regulation • learning • defences

15. QuestionWhat emotions would you consider to be universal and basic to all human beings?

16. 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. Basic and universal human emotions There is no agreement about what constitutes the basic emotions that all human beings experience Plutchik(1991) identifies eight basic emotions: fear, anger, disgust, sadness, surprise,joy, trust, and anticipation. Ekman(2003) and Damasio (2000) have an almost identical list but substitute joy with happiness: fear, anger, disgust, sadness, surprise,happiness, trust, and anticipation

17. In an amusing quote cited by Damasio (2012: 319), lovewas described by Stuart Sutherland (1996) in The Macmillan Dictionary of Psychology as:‘A form of mental illness not yet recognised by any of the standard diagnostic manuals’. Basic and universal human emotions Howe’s list of basic emotions includes: fear, shame,disgust, embarrassment, terror, jealousy,anger,loss, rejection, abandonment, surprise,love, joy and happiness(Howe 2008: 27)

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

19. - trust- security- safety- hope- comfort- reassurance- warmth- love- to be touched by another human being The emotions we want to experience as all human beings . . .

20. Too much pain that’s left unresolved, neglected and without healing can lead to defensiveness - a lack of trust in others and a sense of defeat, powerlessness and 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

21. Defences - 3 sources Defences in organisations defensiveness Defences in ourselves Defences in others

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

23. 3 Relationship-based practice – why are relationships important? .

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

25. a. attachment theory b. neurobiology/neuroscience c. what you and I know from our own personal and practice experience as:(i) as social workers and (ii) as human beings. The importance of relationships is clearly evident in:

26. The findings of neuroscience ‘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)

27. The relationships we build in social work are crucial for 5 key reasons: • the relationships we create can tell us something about the quality of people’s early and current relationships (Trevithick 2003) • 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

28. The relationships we build in social work are crucial for 5 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

29. The relationships we build in social work are crucial for 5 key reasons: (d) successful relationships can open up new possibilities and horizons for people (e) good relationships, including those with other professionals - can allow us to grow – as people and as professionals

30. Creating meaningful relationships can open up new possibilities and horizons • Five positive outcomes have been identified by the Stone Center in 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)

31. Our greatest joys are felt in relationship but on the down side our deepest pain is experienced in relationships

32. 4 the challenges to be faced in relation to effective social work practice.

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

34. It’s important to remember . . . • technology and information systems are not the enemy – it is how these are being used that is dehumanising and demoralising • all organisations, and particularly public services, have to have high levels of accountability, transparency and sound and accurate recording systems

35. What is managerialism? Managerialism target-driven, time-limited, ‘one-size-fits-all’, frequently computer-based approach in social care and social work? A ‘tick-box approach’

36. Managerialism – was born in Harvard University, USA . ManagementIdeology Expansion Managerialism

37. What is managerialism? 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) • 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 • (Ferlieet al. 1996) • that is, to do more with less

38. neo-liberal ideology – the market will providemanagerialism – the system will providethe role of government – to promote marketisation for the benefit of the few Its ideology stronghold: unquestioned and unquestionable assumptions

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

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

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

42. Evidence-base??? What is the evidence base for the claim that managerialism offers a more economic, efficientandeffectiveapproach to service delivery in social work when compared to previous systems? None

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

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

45. To summarise • 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 • marketisationof human need and • human concerns

46. Survival strategies – are essential • The 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

47. The breakup of the welfare state and rise in poverty and inequality The widening gap between rich and poor This 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/

48. The breakup of the welfare state and rise in poverty 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 • employment • 3/5ths 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

49. The concept of resilience Its value • it raises important issues about people’s quality of life, particularly the quality of people’s experiences at work • it’s given rise to new thinking and encouraged the promotion of new approaches such as mindfulness Its limitations • it focuses too heavily on individual’s ‘getting on with it’ at the expense of understanding why people lack resilience • it easily ignores the impact of structural factors • it has been corrupted by governments and employers in ways that blame individuals who struggle to ‘keep going’

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