Legal rules, in setting out duties and powers for investigations, assessments and services, make explicit how social workers may intervene in certain situations and how they must act in others. An accurate understanding of the law, therefore, is a crucial component of social workers’ knowledge. The aim of this article is to review evidence on how social workers incorporate legal rules...
Legal rules, in setting out duties and powers for investigations, assessments and services, make explicit how social workers may intervene in certain situations and how they must act in others. An accurate understanding of the law, therefore, is a crucial component of social workers’ knowledge. The aim of this article is to review evidence on how social workers incorporate legal rules in their decision-making. It draws on a small empirical study in which 6 social workers from 2 local authorities shared with each other, in peer interviews, examples of their own casework, followed by individual interviews with a researcher. The findings show that references to law are more likely to be implicit than explicit, particularly in adult social care, and that absence of legal references is a striking feature of the social workers’ narratives. The article discusses the reasons for the relatively low profile of ‘law talk’ and identifies 4 potential factors: lack of legal knowledge and confidence; reliance on organisational and procedural approaches; assumptions about the role of law in different service contexts; and individual orientations to practice. The findings suggest that greater levels of legal literacy in practice are necessary.
Subject terms:
law, social work, social workers, decision making;
This revised third edition takes account of significant recent changes to the law with an analysis of the interface between legal rules and social work understanding. The book offers a framework for understanding how the law integrates with professional practice. Two chapters focus on specific areas - adult services and children and families - to illustrate how legal knowledge is required
This revised third edition takes account of significant recent changes to the law with an analysis of the interface between legal rules and social work understanding. The book offers a framework for understanding how the law integrates with professional practice. Two chapters focus on specific areas - adult services and children and families - to illustrate how legal knowledge is required to guide social work intervention. Chapters are also provided to show how legal frameworks can contribute to social work practice, in providing frameworks for decision-making and partnership work.
Subject terms:
law, social welfare law, social work, social work theories;
Textbook with the central theme that knowledge of the law alone is insufficient. It is necessary to help practitioners retain and use that knowledge by exploring the social context of the law, by analysing the practice dilemmas faced by social workers, by providing a decision making framework, and by clarifying the values and skills for effective practice. By making connections between the law...
Textbook with the central theme that knowledge of the law alone is insufficient. It is necessary to help practitioners retain and use that knowledge by exploring the social context of the law, by analysing the practice dilemmas faced by social workers, by providing a decision making framework, and by clarifying the values and skills for effective practice. By making connections between the law and social work, the book aims to move the practice of social work law away from the purely procedural, and provide a tool for empowerment and change.
Subject terms:
law, social work, social work theories, empowerment;
Explains the legal and practice implications of the problem of obtaining proof when parents exercise their right to remain silent and offer no explanation of how a child was injured.
Explains the legal and practice implications of the problem of obtaining proof when parents exercise their right to remain silent and offer no explanation of how a child was injured.
Subject terms:
law, parents, social workers, child abuse, child sexual abuse;
Social Work Education (The International Journal), 33(6), 2014, pp.835-853.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
This article reports on a learning set designed to support educators teaching law to social work students in England to build their capacity, first, for engaging with e-learning resources and, second, for evaluating the outcomes of their use in teaching. A mixed methods approach was used, including recording and transcription of the content of seven learning set meetings with eight participants...
This article reports on a learning set designed to support educators teaching law to social work students in England to build their capacity, first, for engaging with e-learning resources and, second, for evaluating the outcomes of their use in teaching. A mixed methods approach was used, including recording and transcription of the content of seven learning set meetings with eight participants over 2½ years, repeat measures questionnaires to capture changes in attitudes and orientation to the use of e-learning, reflective diaries, and individual interviews with learning set members. The findings demonstrate increased self-perceived capacity in blending e-learning into teaching and in researching the outcomes. The learning set enabled e-learning to become embedded in the curriculum progressively over two years. Participation was experienced as a constructive and empowering experience. There were positive changes in attitudes, motivators and barriers to the use of e-learning, and in orientation to the use of IT resulting in improved confidence. Similarly, understanding of, and the ability to apply, evaluation techniques to track changes in student learning improved throughout the project, confirming the collaborative capacity building value of the learning set approach. The findings have broad relevance for social work education beyond the teaching of law.
Subject terms:
e-learning, law, social work education, student social workers, evaluation, outcomes, capacity building;
Higher Education Academy. Subject Centre for Social Policy and Social Work
Publication year:
2006
Pagination:
40p., bibliog.
Place of publication:
Southampton
This is a report of a project funded by the Higher Education Academy, Social Policy and Social Work Subject Centre. This particular project looked at what could be done to promote good practice in law learning for social work students whilst on practice placement. This included looking at the range of law learning opportunities, barriers to effective learning and the development of resources...
This is a report of a project funded by the Higher Education Academy, Social Policy and Social Work Subject Centre. This particular project looked at what could be done to promote good practice in law learning for social work students whilst on practice placement. This included looking at the range of law learning opportunities, barriers to effective learning and the development of resources for use by practice teachers. This was accomplished through 'user reviews', workshops and focus groups to gather the experiences and views of educators, students, service users and carers involved in this area of practice. The rationale for this work arose from a previous systematic review of learning, teaching and assessment of law in social work education, conducted by Braye and Preston-Shoot et al. in 2005.
Subject terms:
law, practice placement, practice teaching, social welfare law, student social workers, focus groups;
Journal of Social Work, 7(3), December 2007, pp.322-340.
Publisher:
Sage
This article draws on the findings of two research studies: the first a systematic research review and survey of current education practice in teaching law to social workers; the second a `user review' involving focus groups with a range of stakeholders in practice learning for social work students. Although law is recognized as an important component of social work practice, much of the focus...
This article draws on the findings of two research studies: the first a systematic research review and survey of current education practice in teaching law to social workers; the second a `user review' involving focus groups with a range of stakeholders in practice learning for social work students. Although law is recognized as an important component of social work practice, much of the focus on how social workers learn about law has, to date, been upon classroom-based learning. Law often has a low profile in practice, despite the rich opportunities it offers. Building from evidence of poor alignment between classroom learning and practice, the authors present an analysis of the barriers and opportunities that exist for enhancing the profile of law in the practice arena and conclude with indicators for the development of good pedagogic practice and improved practitioner confidence.
Subject terms:
law, practice placement, practice teaching, social work education, student social workers, teaching methods;
British Journal of Social Work, 37(2), February 2007, pp.313-334.
Publisher:
Oxford University Press
This paper draws on the experience of completing a systematic review of teaching, learning and assessment of law in social work education. It reviews core elements of the process and questions whether systematic reviews as currently conceived for social work education and practice can realize the claims advanced on their behalf. The paper considers questions of evidence, quality, knowledge
This paper draws on the experience of completing a systematic review of teaching, learning and assessment of law in social work education. It reviews core elements of the process and questions whether systematic reviews as currently conceived for social work education and practice can realize the claims advanced on their behalf. The paper considers questions of evidence, quality, knowledge, dissemination and research use, and offers observations on the potential of systematic review to provide knowledge for policy makers, practitioners, researchers and academic tutors.
Subject terms:
law, quality assurance, research methods, social work, social work education, systematic reviews;
International Social Work, 49(3), May 2006, pp.376-389.
Publisher:
Sage
...work education - that of law - to explore the contribution legal knowledge and skills can make to social work's engagement with its vision of empowerment and liberation. The review was commissioned by the Social Care Institute for Excellence in the UK.
In the context of debates about social work's relationship with individuals, the states and civil society, educators face a challenge. How best to ensure that professional education prepares practitioners to engage with the task of promoting social justice and human rights? This article draws on a systematic knowledge review of learning, teaching and assessment of one key subject area in social work education - that of law - to explore the contribution legal knowledge and skills can make to social work's engagement with its vision of empowerment and liberation. The review was commissioned by the Social Care Institute for Excellence in the UK.
Subject terms:
human rights, law, social work, social work education, social work methods, student social workers;
The needs of disabled children are too often seen by assessors purely in medical or practical terms. Looks at how the Children Act 1989 and subsequent laws allow for a more progressive approach.
The needs of disabled children are too often seen by assessors purely in medical or practical terms. Looks at how the Children Act 1989 and subsequent laws allow for a more progressive approach.
Subject terms:
law, needs, physical disabilities, social care provision, assessment, children, decision making;