The holding environment: An organizing metaphor for social work theory and practice

Applegate, Jeffrey S.

doi:10.1080/00377319709517514

Cited by 22 publications

(12 citation statements)

References 10 publications

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“…It not only characterizes the abilities that care providers require to relate effectively with their residents, but it also includes conditions through which the care providers' ability to relate to residents might be enhanced. Winnicott's theory has been used by several researchers to conceptualize the capacities that health care professionals require to care effectively for their clients (Applegate, 1997;Jordan, 1998;Rafferty, 2000). Winnicott suggested that older people live with an increased risk of dependency and vulnerability and what is required in these situations is dependability or reliability of their care providers, as well as empathy and responsiveness to the recipients' needs.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Effects of a Relationship‐Enhancing Program of Care on Outcomes

McGilton

O’Brien‐Pallas

Darlington

et al. 2003

J of Nursing Scholarship

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Section: Theoretical Frameworkmentioning

confidence: 99%

Effects of a Relationship‐Enhancing Program of Care on Outcomes

McGilton

O’Brien‐Pallas

Darlington

et al. 2003

J of Nursing Scholarship

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“…We have demonstrated how the tripartite framework of knowing‐being‐doing does not indicate isolated domains but progressive and dialectical pathways. Effective listening, for example, requires not just honed micro‐skills but a commitment to child‐centred and inclusive practice, underpinning knowledge about how mirroring, empathy and attunement create engagement and promote a ‘holding’ and containing environment within which children feel safe to communicate their thoughts and feelings freely (Harper 1996; Winnicott 1996; Applegate 1997), and the developed capability to create such an environment.…”

Section: Resultsmentioning

confidence: 99%

“…This second aspect of ‘being’ suggests students should be taught and assessed on personal and emotional capacities and capabilities. The dimensions set out in Table 1 can be seen to stem from a range of theoretical perspectives, most notably psychodynamic and humanistic, and are often positioned as ‘use of self’ (Winnicott 1996; Applegate 1997). This has been defined as a demeanour and attitude which depends ‘on the person more than what they do’ (Farnfield & Kaszap 1998, p. 11).…”

Section: Introductionmentioning

confidence: 99%

Developing social work students' communication skills with children and young people: a model for the qualifying level curriculum

Lefevre

Tanner

Luckock

2008

Child & Family Social Work

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Currently, there is no explicit requirement for qualifying level social workers to be skilled in communicating with children. In a recent Knowledge Review, we argued that practitioners should have a basic level of competence in such skill at the point of qualification. If that argument is accepted then how this should be acquired within the qualifying social work curriculum needs consideration. The authors present a framework for understanding those components of skilled communication with children that should be included in the qualifying curriculum. A whole programme approach to curriculum development will be outlined which, we suggest, might enable students to develop the knowledge, capabilities and values required for skilled practice in this area

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“…The central domains of the relationship are the empathy and reliability of the care provider. Other researchers have used Winnicott's theory to conceptualize the empathic and reliable capacities that healthcare professionals require to relate effectively to their residents (Applegate, 1997;Rafferty, 2000).…”

Section: Measures Of Relational Carementioning

confidence: 99%

Development and Psychometric Testing of the Relational Care Scale

McGilton¹,

Pringle²,

O’Brien‐Pallas³

et al. 2005

J Nurs Meas

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The purpose of this article is to report the development and testing of the self-report Relational Care Scale (RCS). The RCS was specifically designed to evaluate the relational care that nursing staff provides to residents living in nursing homes. The scale's content validity was assessed with the assistance of experts and related research in the area of nurse-resident interactions, and then the scale was pilot tested with 30 residents of a long-term care (LTC) facility to determine its clarity and stability. The 6-item scale was then administered to a sample of 50 residents in an intervention study and then to 72 residents in a correlational study in two other LTC facilities in Ontario, Canada. Construct validity was demonstrated with positive correlations between RCS scores and a Relationship VAS measure (r = .63, p < .0001) and between RCS scores and an observational Relational Behavior Scale (r = .42, p < .001), which was also developed to assess relational care. Study results demonstrated that the RCS is a reliable and valid instrument that may be used to measure relational care to test interventions focusing on enhancing the relational care staff provides to residents.

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The holding environment: An organizing metaphor for social work theory and practice

Cited by 22 publications

References 10 publications

Effects of a Relationship‐Enhancing Program of Care on Outcomes

Effects of a Relationship‐Enhancing Program of Care on Outcomes

Developing social work students' communication skills with children and young people: a model for the qualifying level curriculum

Development and Psychometric Testing of the Relational Care Scale

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