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Social work has laboured too long under a 'deficit' model that focuses on failings and problems of practice. Emphasising best practice, strengths and collaborative partnership this ambitious book seeks to redress the balance. Undergraduate and post-qualifying social work students alike will find it a useful resource.

Tabla de contenidos provista por Syndetics

• Acknowledgements(p. xiii)
• Notes on contributors(p. xiv)
• Introducing critical best practice in social work(p. 1)
• The distinctive contribution of critical best practice perspectives(p. 3)
• Outline of the best practice covered in the book(p. 5)
• References(p. 10)
• Part I Critical Best Practice: Critical Perspectives
• 1 The theory and practice of critical best practice in social work(p. 15)
• In search of 'best practice'(p. 16)
• In search of the 'critical'(p. 18)
• A critical best practice perspective in action(p. 24)
• The actual social work involved in (best) practice(p. 26)
• The creative use of statutory powers and their contradictory effects(p. 27)
• Empathy, skill and critical judgement in practice(p. 29)
• Culturally sensitive authoritative practice(p. 31)
• Concluding remarks(p. 33)
• References(p. 34)
• 2 Beyond anti-oppressive practice in social work: best practice and the ethical use of power in adult care(p. 38)
• Introduction(p. 38)
• Anti-oppressive practice(p. 39)
• Colin and Mary(p. 41)
• Sandra(p. 44)
• Simon(p. 48)
• Conclusion(p. 51)
• References(p. 53)
• 3 Situating person and place: best practice in dementia care(p. 55)
• Critical practice(p. 55)
• Critical best practice(p. 56)
• Amelia(p. 57)
• Engaging and assessing(p. 57)
• Responding to dementia(p. 59)
• Critical practice and dementia care(p. 60)
• Questioning the taken for granted(p. 60)
• Anti-oppressive practice and beyond(p. 61)
• Bureaucracy, managerialism and creativity(p. 62)
• Balancing the needs of service users and carers(p. 63)
• Working with risk and change(p. 65)
• Conclusion(p. 67)
• References(p. 68)
• 4 Emotional engagement in social work: best practice and relationships in mental health work(p. 71)
• Introduction(p. 71)
• The challenge of emotional engagement: Being and doing(p. 72)
• Emotional engagement: Some theoretical influences(p. 74)
• Crisis: My first meeting with Jane(p. 75)
• Emotional containment(p. 76)
• Emotional labour and the needs of the worker(p. 79)
• An ongoing relationship: Hospital admission(p. 80)
• An ongoing relationship: Care management(p. 82)
• Being emotionally held: Consistency and reliability(p. 84)
• The present day(p. 85)
• References(p. 87)
• 5 Constructive engagement: best practice in social work interviewing - keeping the child in mind(p. 88)
• Introduction(p. 88)
• Constructing social work through relationships and language: We are what we speak(p. 89)
• The interview and the analysis(p. 93)
• Case background(p. 94)
• Conclusion(p. 104)
• References(p. 105)
• Part II Critical Best Practice: Interventions and Interactions
• 6 Best practice in social work interviewing: processes of negotiation and assessment(p. 109)
• Introduction(p. 109)
• The rise of assessment in social work(p. 110)
• The interview and the analysis(p. 114)
• References(p. 123)
• 7 Best practice in child protection: intervening into and healing child abuse(p. 125)
• Accessing and researching best practice(p. 125)
• Best practice examples from the focus group members(p. 127)
• Applying a Critical Best Practice perspective to Miranda's practice(p. 130)
• Legislative framework(p. 131)
• Family background(p. 131)
• Recent events in the family(p. 132)
• Some principles of Miranda's best practice(p. 136)
• The work done to promote family safety(p. 138)
• Practical wisdom and skill in best practice(p. 140)
• Moving from high risk to reduced risk(p. 141)
• Ending the work - closure(p. 142)
• Conclusion(p. 143)
• References(p. 144)
• 8 Best practice in family support and child protection: promoting child safety and democratic families(p. 146)
• Theoretical approach and the source of best practice(p. 146)
• The referral and responses to it(p. 149)
• The process of engagement(p. 150)
• Improving parenting skills and the practice of intimacy(p. 153)
• Direct work with the child(p. 154)
• Working with trauma, anger and other emotions(p. 154)
• Helping an abusive mother(p. 157)
• Achieving mastery: Promoting child safety, democratic family relationships and healing(p. 158)
• References(p. 161)
• 9 Best practice in child advocacy: Matty's story(p. 164)
• Developing advocacy for children and young people(p. 165)
• Independent advocacy and critical practice(p. 167)
• Matty(p. 168)
• Advocacy practice(p. 175)
• Key issues in the provision of advocacy(p. 177)
• References(p. 179)
• 10 Best practice in adult protection: safety, choice and inclusion(p. 181)
• Mr and Mrs Brown(p. 182)
• The Referral(p. 182)
• Mrs Brown(p. 190)
• Mr Brown(p. 192)
• The protection planning meetings(p. 194)
• Conclusion(p. 196)
• References(p. 196)
• 11 Best practice with people with learning difficulties: being seen and heard(p. 198)
• Introduction(p. 198)
• Why involve service users in social care training?(p. 200)
• Producing the video(p. 201)
• Service users' voices(p. 204)
• Independence, choice and agency(p. 205)
• Legacies of the past(p. 206)
• Behaviour of care staff(p. 207)
• The proof of the pudding: responses to the video(p. 208)
• References(p. 211)
• 12 Best practice in emergency mental health social work: on using good judgement(p. 213)
• The context and sources of social worker's power(p. 214)
• The complexities of gathering and interpreting information(p. 215)
• The assessment(p. 218)
• The professionals' decision(p. 223)
• Safe journey(p. 225)
• Inter-professional work and skill recognition(p. 226)
• User perspectives, prevention and community support(p. 227)
• Conclusion(p. 229)
• References(p. 230)
• Part III Critical Best Practice: Practice Settings and Cultures
• 13 Partnership working as best practice: working across boundaries in health and social care(p. 235)
• Introduction(p. 235)
• Partnership working(p. 236)
• Working across boundaries(p. 237)
• Partnership across boundaries with service users and their carers(p. 237)
• Partnership across boundaries with professionals(p. 238)
• The practice context: 'Intermediate Care'(p. 240)
• Mr Green(p. 241)
• Meeting Mr Green(p. 242)
• The planning meeting(p. 242)
• Crossing boundaries and building partnerships(p. 244)
• References(p. 249)
• 14 Promoting best practice through supervision, support and communities of practice(p. 251)
• Introduction(p. 251)
• The context of supervision and support(p. 252)
• Formal supervision(p. 253)
• Some reflections on formal supervision(p. 255)
• Power(p. 256)
• Game playing and 'mirroring'(p. 257)
• Informal support and team meetings(p. 259)
• Groups, peer learning and communities of practice(p. 262)
• Conclusion(p. 265)
• References(p. 265)
• 15 Best practice as skilled organisational work(p. 267)
• Introduction(p. 267)
• The necessity of an organisational perspective(p. 268)
• Managerialism, professionalism and bureaucracy(p. 270)
• Operating at the edge(p. 275)
• The emotional life of organisations(p. 278)
• Organisational skills and understanding(p. 282)
• References(p. 284)
• Concluding reflections on the nature and future of critical best practice(p. 286)
• The orientation of critical best practice perspectives(p. 286)
• Towards a new ethics of critical social work practice(p. 290)
• References(p. 291)
• Index(p. 293)

Notas de autor provistas por Syndetics

HARRY FERGUSON is Professor of Social Work at the University of West of England, UK. He is a qualified social worker and has practiced, taught, researched and published extensively on social work for thirty years. He is the author of Protecting Children in Time: Child Abuse, Child Protection and the Consequences of Modernity (Palgrave 2004).

KAREN JONES is Senior Lecturer in Social Work in the Faculty of Health and Social Care at the University of West of England, UK where she co-ordinates the post qualifying award in adult social work. She has practiced as a social worker in mental health, learning difficulties and adult disability.

BARRY COOPER is Lecturer in Social Work with The Open University, UK. He is the author of a number of journal articles on social work theory, practice, and continuing professional development.
HARRY FERGUSON is Professor of Social Work at the University of West of England, UK. He is a qualified social worker and has practiced, taught, researched and published extensively on social work for thirty years. He is the author of Protecting Children in Time: Child Abuse, Child Protection and the Consequences of Modernity (Palgrave 2004).

KAREN JONES is Senior Lecturer in Social Work in the Faculty of Health and Social Care at the University of West of England, UK where she co-ordinates the post qualifying award in adult social work. She has practiced as a social worker in mental health, learning difficulties and adult disability.

BARRY COOPER is Lecturer in Social Work with The Open University, UK. He is the author of a number of journal articles on social work theory, practice, and continuing professional development.