Abstract:In this paper we describe how we, as two trainers with multiple differences, engaged with a group of trainees in a process of deconstructing the differences between the participants in the training group, using the acronym Social GRRAACCEESS as a heuristic. We will explore how these differences reflexively influenced the process of learning, through teaching, training and supervision, within the group.
“…A research journal, peer discussions and supervision supported consideration of reflexivity, for example, managing the impact of adopting a social constructionist epistemology and a systemic and narrative therapy underpinning, as well as the requirements for a PhD thesis (Coopoosamy, ) on the research. Additionally, the researcher was able to attend to the impact of relevant areas of race, ethnicity, class and education (Burnham et al ., ) on the research presented, as well as the influence of their understanding of family, preferred psychological models and a personal interest in the topic of the riots.…”
Political rhetoric and media reports following the August 2011 London riots in the UK drew attention to poor parenting to explain the cause of the riots, thus, a parent‐blaming discourse emerged. This article presents findings from a PhD thesis about how London parents and families constructed the riots and relevant clinical implications. A separate paper focuses on the method and findings from the PhD thesis with an aim to include parent and family perspectives on the riots in the academic literature. A Foucauldian‐informed thematic analysis indicated that social exclusion, gentrification, criminality, parenting, morality and neighbourhood were relevant to the 2011 London riots from interviews with parents and families. This article aims to support clinical work with parents and families, especially as clinicians were positioned as useful in supporting such groups, through the Troubled Families Programme following the London riots. Clinical implications were developed from themes about socio‐political issues and parent‐blaming discourses and the notion of positioning, as influenced by the Foucauldian‐informed analysis adopted.
Practitioner points
Consider the relevance of socio‐political issues and parent‐blaming discourses to the August 2011 London riots.
Use ‘social context’ questions to explore socio‐political issues when conducting therapy.
Use ‘parenting expectations’ questions to explore possible parent‐blaming discourses when conducting therapy.
Consider the ways in which clients may be positioned within their relationships.
“…A research journal, peer discussions and supervision supported consideration of reflexivity, for example, managing the impact of adopting a social constructionist epistemology and a systemic and narrative therapy underpinning, as well as the requirements for a PhD thesis (Coopoosamy, ) on the research. Additionally, the researcher was able to attend to the impact of relevant areas of race, ethnicity, class and education (Burnham et al ., ) on the research presented, as well as the influence of their understanding of family, preferred psychological models and a personal interest in the topic of the riots.…”
Political rhetoric and media reports following the August 2011 London riots in the UK drew attention to poor parenting to explain the cause of the riots, thus, a parent‐blaming discourse emerged. This article presents findings from a PhD thesis about how London parents and families constructed the riots and relevant clinical implications. A separate paper focuses on the method and findings from the PhD thesis with an aim to include parent and family perspectives on the riots in the academic literature. A Foucauldian‐informed thematic analysis indicated that social exclusion, gentrification, criminality, parenting, morality and neighbourhood were relevant to the 2011 London riots from interviews with parents and families. This article aims to support clinical work with parents and families, especially as clinicians were positioned as useful in supporting such groups, through the Troubled Families Programme following the London riots. Clinical implications were developed from themes about socio‐political issues and parent‐blaming discourses and the notion of positioning, as influenced by the Foucauldian‐informed analysis adopted.
Practitioner points
Consider the relevance of socio‐political issues and parent‐blaming discourses to the August 2011 London riots.
Use ‘social context’ questions to explore socio‐political issues when conducting therapy.
Use ‘parenting expectations’ questions to explore possible parent‐blaming discourses when conducting therapy.
Consider the ways in which clients may be positioned within their relationships.
“…A research journal, peer discussions and supervision enabled the researcher to attend reflexively to relevant areas of race, ethnicity, class, and education (Burnham et al ., ) as well as personal meanings of family, preferred psychological models and a personal interest in the topic of the riots. The use of self‐reflexivity (Martin and Stott, ) was especially helpful during the recruitment phase, as demonstrated in the following research journal excerpt: Difficult conversation with women in a barber shop who raised their voices and kept asking why would anyone want to talk about the riots?…”
This article presents findings from interviews with London parents and families, to explore their perspective of the August 2011 London riots in the UK. This article is based on a doctorate thesis where the researcher adopted a critical position on constructions of parent‐blaming within political rhetoric. A separate paper (forthcoming) presents clinical implications developed from the research findings. The research was influenced by systemic and narrative therapy approaches. Nine parents and three young people, from five families across three London boroughs, were interviewed together to explore how they constructed the riots. A Foucauldian‐informed thematic analysis identified themes of inequality and exclusion, rioting as a criminal threat, youth as problematic, parenting and morality, and reclaiming normality. These themes highlighted discourses of crime, punishment, parenting and youth, the relevance of socio‐political factors, parent‐blaming and community resources within parent and family constructions of the 2011 London riots.
Practitioner points
Support inclusion of the perspective of parents and families in academic literature, clinical discussion and debates on the 2011 London riots
Highlight discourses of crime, punishment, parenting and youth from parent and family constructions of the 2011 London riots
“…Researchers similarly applied the GRRAACCEESS model for diversity training in clinical psychology (Nolte & Nel, 2012), training for cultural competence in supervision (Divac & Heaphy, 2005), engaging with psychotherapy with families (Helps, 2016) and promoting therapists' self-reflexivity (Totsuka, 2014). Burnham et al (2008) applied the GRRAACCEESS model within a training environment and noted how participants referred to an individual's physical presence or size as a potential new 'grace' .…”
Section: Reflexive Practice and Application Of The Grraacceess Modelmentioning
confidence: 97%
“…Burnham and colleagues (Burnham, 1992(Burnham, , 1993Burnham, Alvis Palma, & Whitehouse, 2008;Mills-Powell & Worthington, 2007) introduce the acronym GRRAACCEESS in order to assist practitioners in generating and integrating an awareness of a range of differences within practice. Each of the components of the GRRAACCEESS model (Burnham, 1993) include: Gender, Race, Religion, Age, Abilities, Class, Culture, Ethnicity, Education, Sexual orientation and Spirituality.…”
Section: Reflexive Practice and Application Of The Grraacceess Modelmentioning
confidence: 98%
“…Each of the components of the GRRAACCEESS model (Burnham, 1993) include: Gender, Race, Religion, Age, Abilities, Class, Culture, Ethnicity, Education, Sexual orientation and Spirituality. Burnham et al (2008) and Mills-Powell and Worthington (2007) utilised the GRRAACCEESS model in order to reinforce learning about social difference within educational settings and obtained positive and enthusiastic responses from learners engaging with the GRRAACCEESS. Researchers similarly applied the GRRAACCEESS model for diversity training in clinical psychology (Nolte & Nel, 2012), training for cultural competence in supervision (Divac & Heaphy, 2005), engaging with psychotherapy with families (Helps, 2016) and promoting therapists' self-reflexivity (Totsuka, 2014).…”
Section: Reflexive Practice and Application Of The Grraacceess Modelmentioning
Reflective and reflexive practice has become an integral component of practitioner professional training, particularly within professions associated with psychology and nursing. One way of facilitating reflective and reflexive practice is to integrate sensitivity of social interrelated constructs and social differences in relation to Gender,
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