Developments in Social GRRRAAACCEEESSS: visible–invisible and voiced–unvoiced 1

This research aimed to consider the impact of introducing the systemic approach to child protection practice through the forum of group reflective supervision. A single case discussion was observed, recorded and transcribed and the data interpreted using thematic analysis (Braun and Clark, 2006). The social workers observed were trained in the systemic approach to foundation level. The data generated showed social workers using hypotheses to put forward ideas about a family shaped by systemic principles. However the inclusion of a pathologising discourse about a mother being blind to the sexual abuse of her daughter and an absence of self‐reflexivity suggested social workers were limited by linear thinking. The paper uses this data to suggest a tension between systemic practice and the child protection paradigm. The findings illustrate the challenge of occupying a systemic posture (the being) and the application of systemic concepts and techniques (the doing) in child protection. This paper recommends that systemic practice be taught and supported in social work to shape a more robustly reflexive systemic ‘being’ in the child protection context. Practitioner points There are tensions in applying systemic principles in social work contexts that create unique challenges for practitioners Without due attention to systemic epistemology in group reflective supervision, practitioners can rely too much on techniques to the detriment of reflexivity Hypothesising in the child protection context can be useful in the work but can be constrained by institutional pressures Without paying attention to circularity and reflexivity, hypotheses can recreate pathologising discourses

Section: Systemic Methods In Child Protectionmentioning

confidence: 99%

Section: Systemic Social Workmentioning

confidence: 99%

From doing to being: the tensions of systemic practice in social work – group reflective supervision in child protection

Bingle¹,

Middleton²

2019

“…A central task of therapeutic work is to help people explore whether they can re-embrace intimacy. In helping people become better at taking relational risks I am, as a clinician, attempting to enable people to, safely, if at times uncomfortably, voice (Burnham, 2012) the 'not yet said' (Anderson and Goolishian, 1988).…”

Section: There Is Evidence Of An Increasing Ability To Take Relationamentioning

confidence: 99%

Re‐visiting safe uncertainty: six perspectives for clinical practice and the assessment of risk

Mason¹

2019

This clinical paper brings together five of the author’s ideas since the original paper introducing the notion of safe uncertainty was published. Together with Cecchin’s (1987) use of curiosity these ideas are: a commitment to experimenting with difference; the taking of relational risks; a question related to family of origin scripts in coping with adversity; authoritative doubt; and the development of a culture of contribution. Clinical examples are given to aid practice and the assessment of risk.

“…Burnham’s (2008, 2013) concept of social GRRAACCEESS invites us to constantly reflect on and address the issues of power, privilege and discrimination associated with social difference. As employees of social services, professionals carry power and often come from a position of privilege across many of the social GRRAACCEESS.…”

Section: Self‐reflexivitymentioning

confidence: 99%

Child sexual exploitation (CSE): applying a systemic understanding of ‘grooming’ and the LUUUUTT model to aid second order change

Vijver¹,

Harvey²

2019

Child Sexual Exploitation (CSE) has been acknowledged in the UK as a form of child sexual abuse (Department of Education, 2017). This article presents a composite case study undertaken within family therapy and children’s social work based around some high‐risk CSE cases, using a variety of systemic ideas. The CSE case includes typical risks of abuse and exploitation, and the steps taken to understand and promote safety for the composite young person. The authors explore how CSE sits within the wider contexts of power and abuse in society. The article focuses particularly on first and second order change in CSE interventions, how we can systemically understand ‘grooming’, and how the LUUUUTT model can aid our practice. Practitioner points It is essential to locate CSE in its wider contexts, including family, organisational and societal contexts It is essential to understand the traps involved in the grooming process in CSE The LUUUUTT model (stories Lived, Unknown, Untold, Unheard, Untellable, Told and storyTelling) can be helpful in guiding systemic conversations and disclosures by young people A more cohesive and coordinated multi‐agency approach to CSE is proposed