Affective experiences of post-graduate counsellor education students in coming to embody a counsellor identity

Barraclough, Shanee

doi:10.1037/e651092013-077

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In schools, the expectation is that the social worker’s role is to address problems adversely affecting children’s learning and academic achievement. These institutional demands interface with neoliberal imperatives, which as Barraclough (2017) proposes, are recognisable affectively in the bodies of professionals such as social workers as pressure – an ‘overwhelming sense of individual responsibility’ (295) for fixing children’s problems. Vivienne locates the desire to educate the little man as within herself: ‘ I must go back to him and say to him you’ve actually learnt how to do it ’.…”

Section: Introductionmentioning

confidence: 99%

Thinking boxes, behavioural boys and the politics of love: ‘Doing’ post-qualitative social work research

Tudor

Barraclough

2022

Qualitative Social Work

View full text Add to dashboard Cite

Post-humanist theories and feminist new materialism are a growing feature of social work scholarship. It is timely to explore how these theories inform qualitative social work research approaches. Drawing on post-qualitative methodology and Barad’s concept and method of diffraction, in this article we engage in a performative re-analysis of an account of school social work practice with a group of boys with behavioural concerns. We illuminate the interplay of neurological and behaviourist ways of knowing boys and social workers’ expertise and their linkages with the materiality of the place and space of the school-based group programme. Moving beyond merely representing these material-discursive happenings, this paper affirms new social worker identities and behavioural boys’ subjectivities which emerge within the entangled relations with non-human, material objects and things in schools. Doing post-qualitative inquiry, co-configures us as researchers actively involved in knowledge generation as we seek to make differences that matter in social work practice. Diffraction not only offers methods to engage with the material-discursive interface of social work knowledge practices, but also an ethical methodology for researchers to do justice in our engagement with research data.

show abstract

Section: Introductionmentioning

confidence: 99%