Developing and Integrating Professional Resilience: Influencing Factors for Social Workers as Students and New Practitioners

The increasing complexity of social work practice presents significant challenges to practitioners, particularly those entering the profession as newly qualified social workers (NQSWs). These challenges affect workforce retention and overall well-being, necessitating a deeper understanding of professional resilience. A recent study conducted through longitudinal and qualitative research explored the factors that contribute to the development, maintenance, and integration of professional resilience among social workers. The study followed participants from their time as students in a Master of Social Work (Qualifying) (MSW(Q)) program through to their early experiences as professionals. The findings highlight the evolving nature of resilience, the critical role of relationships, and the disparities between academic preparation and workplace realities.

The social work profession demands engagement with marginalized and disadvantaged individuals, advocating for social justice and overcoming systemic barriers. However, research has shown that the challenging conditions of social work practice often lead to burnout, vicarious trauma, and compassion fatigue. Studies indicate that resilience plays a crucial role in mitigating these adverse effects, allowing social workers to adapt to their professional environments. While earlier research has largely focused on individual attributes such as emotional intelligence and personal coping mechanisms, recent inquiries emphasize the interplay between environmental factors and individual capacities in shaping resilience. This study adopts a strengths-based approach to understanding resilience as a dynamic and socially constructed process.

Research Aim and Methodology

The primary aim of this research was to explore social workers’ perceptions of the factors influencing their professional resilience during their transition from students to practitioners. Using a social constructionist and critical theoretical framework, the study employed a longitudinal qualitative design. Data were collected through semi-structured interviews conducted at two stages: the final year of the MSW(Q) program and approximately six months into professional practice. The research drew participants from eight Australian universities, employing narrative inquiry and thematic analysis to identify key themes related to resilience.

Ethical Considerations and Participant Recruitment

Ethical approval was obtained, and participation was voluntary, with informed consent secured at both interview stages. A total of 23 participants were recruited, with 19 continuing into the second stage. The study ensured anonymity by allowing participants to choose pseudonyms. Participants varied in age, cultural background, and educational experiences, providing a broad perspective on the factors influencing professional resilience.

Key Findings

Personal Adversity and Identity Formation

Many participants reflected on personal adversities, such as mental distress, domestic violence, and financial hardship, as formative experiences that contributed to their resilience. They described how these experiences enhanced their empathy, self-awareness, and ability to support others facing similar challenges. Many participants acknowledged that resilience developed over time through life experiences, reinforcing the notion that professional resilience is inherently linked to personal resilience.

Participants also noted the importance of self-awareness in maintaining resilience. As they transitioned into professional roles, they continued to encounter personal challenges, including difficulties securing employment, health diagnoses, and personal relationships. In these instances, they drew upon strategies they had previously developed, such as seeking support from peers, engaging in self-care, and accessing therapy. The participants’ narratives reinforced the idea that resilience is an ongoing process shaped by an individual’s ability to reflect on and learn from adversity.

The Role of Education in Professional Resilience

Social work education played a crucial role in facilitating self-discovery and strengthening professional resilience. Many participants described their academic journey as transformative, citing experiences such as critical reflection, engagement with peers, and interactions with faculty as instrumental in developing self-insight. Managing academic pressures, accessing university support services, and balancing multiple responsibilities also contributed to resilience.

Participants noted that field placements provided valuable opportunities to observe and model professional behavior, learn effective coping strategies, and engage in reflective practices. However, while they viewed education as a foundational component of their resilience, they anticipated and later experienced significant differences in workplace realities.

Supervision as a Protective Resource

Supervision emerged as a critical factor in developing professional identity and resilience. During field placements, participants generally found supervision to be a safe and supportive space for learning, self-reflection, and professional growth. However, as they transitioned into the workforce, many encountered challenges in accessing quality supervision. Some reported irregular or inadequate supervision due to workplace constraints, while others sought external supervision to compensate for workplace deficiencies.

The quality of supervision significantly influenced participants’ confidence and resilience. Those who received consistent and meaningful supervision described it as a protective resource, helping them navigate professional challenges. Conversely, those who lacked adequate supervision reported feeling unsupported, questioning their professional competence, and contemplating career changes.

The Impact of Workplace Support on Resilience

Participants highlighted the role of teams and management in shaping their resilience. During field placements, they observed workplace dynamics and learned from experienced professionals. Many noted that positive team environments fostered resilience by providing opportunities for collaboration, emotional support, and shared learning.

As practitioners, participants reported mixed experiences with workplace support. Those in supportive teams described a sense of belonging and access to valuable professional guidance. However, others encountered unsupportive environments where high workloads, lack of recognition, and limited managerial support negatively affected their resilience. Some participants responded by seeking support from external networks or considering job changes.

Discussion and Implications

The findings underscore that professional resilience is a multifaceted and evolving construct shaped by individual experiences, educational environments, and workplace conditions. The study reaffirms that resilience is not solely an individual trait but is socially constructed, emphasizing the importance of external support systems. These insights have significant implications for social work education, workplace policies, and professional development programs.

Universities and professional bodies play a vital role in preparing social work students for the realities of practice. Curriculum design should integrate opportunities for self-reflection, critical analysis, and discussions on navigating workplace challenges. Moreover, educators must equip students with the skills to advocate for their needs, recognize supportive workplace environments, and develop strategies for maintaining resilience beyond their academic journey.

Employing organizations must acknowledge the importance of supervision, team support, and managerial engagement in sustaining social workers’ resilience. Implementing structured induction programs, ensuring regular supervision, and fostering collaborative team cultures can enhance practitioners’ well-being and reduce attrition. In the UK, initiatives such as the Assessed and Supported Year in Employment (ASYE) offer a structured transition period for NQSWs, which could serve as a model for similar programs in other regions.

Limitations and Future Research

While this study provides valuable insights, it is limited by its sample size and geographic focus on Australia. Future research could explore cross-cultural perspectives on professional resilience and examine the long-term impact of workplace interventions. Additionally, further studies should investigate how different educational institutions and employment settings shape social workers’ resilience trajectories.

Conclusion

Professional resilience in social work is a dynamic and contextually influenced quality that develops over time. Social work students and practitioners benefit from supportive educational environments, meaningful supervision, and workplace structures that foster resilience. Universities, professional organizations, and employers share the responsibility of ensuring that social workers are equipped with the resources necessary to sustain their well-being and effectiveness in practice. By acknowledging the systemic and relational nature of resilience, the profession can move towards creating sustainable conditions that enable social workers to thrive.

Source

The Foundations and Evolution of Anti-Oppressive Practice Theory

Anti-Oppressive Practice (AOP) theory has emerged as a pivotal framework within the realm of social work, advocating for equity, social justice, and transformative change. Rooted in the historical critique of social work’s complicity in systemic oppression, AOP seeks to dismantle entrenched power dynamics that perpetuate inequality and injustice. This article delves into the intricate layers of AOP theory, tracing its origins, core themes, and its dynamic role in shaping contemporary social work practices.

Historical Context and Theoretical Foundations

The genesis of social work in the mid-nineteenth century, particularly in Victorian UK, was intertwined with the industrial capitalist milieu marked by rampant poverty and stark social inequities. Early social work efforts, often spearheaded by charitable organizations, operated under paternalistic paradigms that distinguished between the ‘worthy’ and ‘unworthy’ poor. These interventions, while providing rudimentary relief, failed to address the systemic roots of poverty, instead reinforcing moralistic judgments and social stratification.

AOP theory critiques this legacy, highlighting how social work has historically functioned as an apparatus of social control, upholding the interests of dominant groups while marginalizing the oppressed. However, within this historical framework lies a radical kernel—an undercurrent of resistance and advocacy for social justice that AOP seeks to amplify and institutionalize.

Core Themes of Anti-Oppressive Practice

AOP theory is anchored in several core themes that collectively underscore its commitment to dismantling oppression and fostering inclusive, equitable social relations:

Intersectionality: Drawing from Black feminist thought, AOP employs intersectionality to analyze how overlapping systems of oppression—such as race, class, gender, and (dis)ability—interact to shape individuals’ lived experiences. Intersectionality highlights that oppression is not experienced in a vacuum; instead, it manifests through the convergence of multiple, intersecting social identities. For example, a Black woman may face not only racial discrimination but also gender-based biases, with these experiences compounding to create unique challenges distinct from those faced by individuals experiencing only one form of marginalization. Recognizing these complexities enables social workers to tailor their interventions more effectively, addressing the nuanced realities of those they serve.
Critical Social Analysis: AOP emphasizes the importance of critically examining social structures, policies, and practices that perpetuate inequality. Critical social analysis involves unpacking how historical, political, and economic forces shape contemporary power relations and contribute to systemic oppression. By deconstructing dominant narratives, social workers can expose the structural barriers that inhibit social mobility and reinforce privilege. This analytical lens encourages practitioners to move beyond surface-level symptoms and engage with the root causes of social injustices, fostering systemic change.
Advocacy and Activism: Central to AOP is the role of social workers as advocates and activists. Advocacy is not viewed as an optional component but as an ethical imperative integral to social work practice. This involves not only supporting individuals in navigating oppressive systems but also challenging and transforming those systems through policy reform, community organizing, and public education. Social workers are encouraged to align themselves with social justice movements, amplifying marginalized voices and contributing to collective struggles for equity and human rights. This dual focus on micro and macro advocacy underscores the holistic nature of AOP.
Critical Allyship and Attunement: AOP promotes the concept of critical allyship, where social workers actively support marginalized communities while critically reflecting on their own positionalities and privileges. Critical allyship requires a commitment to continuous self-examination, recognizing how one’s identity and social location can influence professional practice. It involves listening to and learning from the experiences of those who are directly impacted by oppression, ensuring that allyship is informed, respectful, and responsive. Critical attunement complements this by fostering an acute sensitivity to the power dynamics within client-practitioner relationships, promoting practices that are collaborative rather than hierarchical.
Cultural Safety and Humility: Moving beyond the static notion of cultural competence, AOP advocates for cultural safety and humility. Cultural safety focuses on creating environments where individuals feel respected, valued, and free from the risk of cultural harm. This approach acknowledges that cultural competence alone is insufficient, as it often reduces culture to a checklist of characteristics. Cultural humility, on the other hand, emphasizes an ongoing process of self-reflection and lifelong learning, where social workers recognize the limits of their knowledge and actively seek to understand diverse cultural perspectives. Together, these principles foster more equitable and meaningful engagements with diverse populations.
Participatory Practices: AOP encourages participatory approaches that empower service users by involving them in decision-making processes. This participatory ethos challenges traditional hierarchical models of social work, promoting collaborative and co-constructive practices. By valuing the expertise and lived experiences of clients, participatory practices shift the dynamic from “helping” to “partnering,” fostering mutual respect and shared power. This approach not only enhances the effectiveness of interventions but also reinforces the agency and autonomy of individuals and communities, aligning with the broader goals of social justice and empowerment.
Emancipatory Praxis: At its core, AOP is an emancipatory project aimed at achieving social justice and equity. Emancipatory praxis involves a reflective cycle of action and critical reflection, where practitioners continuously evaluate and adapt their approaches to challenge oppressive systems. This praxis is informed by a commitment to social transformation, seeking not only to alleviate immediate hardships but also to dismantle the structural conditions that produce and sustain inequality. By integrating theory with practice, emancipatory praxis empowers both social workers and the communities they serve to envision and enact alternatives to oppressive social arrangements.

Conclusion

Anti-Oppressive Practice theory offers a robust framework for understanding and addressing the complexities of social injustice. By grounding social work in critical, reflexive, and activist practices, AOP empowers practitioners to not only respond to the symptoms of oppression but to challenge and transform the systems that produce and sustain it. As social work continues to evolve, AOP remains an indispensable guide for those committed to the pursuit of equal opportunity, dignity, and social justice for all.

Source

Forensic Social Work: Advancing Specialist Education and Practice

Forensic social work has emerged as a critical and highly specialized domain, responding to the intersections of social work, mental health, and legal systems. As societal challenges such as mental illness, criminal behavior, and systemic disadvantages intertwine, this field emphasizes the need for specialized education to prepare practitioners for its complexity. A case study from Australia, published in 2016, sheds light on this vital practice area by evaluating forensic social work education and its impact on professionals working within these contested spaces.

The practice of forensic social work is deeply rooted in addressing the needs of marginalized individuals. These populations often grapple with poverty, substance abuse, mental illness, and involvement with the legal system, reflecting broader societal inequities. This context has reshaped criminality narratives, moving beyond “bad conduct” to exploring environmental and psychological factors. This shift underscores the rising demand for social workers equipped to navigate the nexus of mental health and justice systems. Forensic social work is not limited to corrections or mental health institutions; its scope extends to child protection, disability services, and addiction rehabilitation, encompassing all fields requiring navigation of nonvoluntary systems.

The origins of forensic social work in Australia align with its emphasis on advocating for vulnerable populations. The field evolved from working with incarcerated individuals and juvenile delinquents to addressing broader psychosocial issues within legal frameworks. Practitioners assess risk, recommend rehabilitation, and advocate for client well-being in a legal context that often prioritizes control over empowerment. They challenge misconceptions that equate mental illness with criminality, advocating for nuanced understandings of risk and individual circumstances.

Specialized Education and Its Role in Forensic Practice

Education is a cornerstone in preparing social workers for the complexities of forensic practice. The Monash University Master of Social Work (Forensic Studies) program, introduced in 2010, offers a case study in bridging generic social work skills with forensic-specific knowledge. This graduate program equips social workers with a deep understanding of legal systems, risk assessment, and mental health frameworks. It emphasizes integrating social work values, such as individual dignity and self-determination, into the legal and mental health systems that often dominate forensic contexts.

Study participants—social workers employed by the Victorian Institute of Forensic Mental Health (Forensicare)—highlighted the unique demands of their roles. Forensicare provides services to mentally ill offenders in secure facilities and community settings, as well as assessments for courts. These practitioners stressed that their work requires a distinct skill set, blending traditional social work practices with an acute awareness of legal structures and mental health systems. Their roles often involve advocating for clients in adversarial environments, balancing the rights of individuals with community safety.

The findings revealed that forensic social workers consider their practice to be highly specialized due to its focus on legal issues, statutory guidelines, and the integration of mental health and criminal justice concerns. This specialization requires practitioners to address complex client needs, including stigma, marginalization, and systemic challenges. They must develop strong advocacy skills and maintain collaborative relationships with external agencies, all while navigating the constraints of legal and medical models.

Challenges and Skills in Forensic Social Work

Forensic social work is characterized by its focus on risk assessment, advocacy, and addressing the unique needs of clients. Practitioners must be adept at understanding the legal and psychological factors influencing their clients while maintaining a strengths-based perspective. Study participants emphasized the importance of recognizing clients’ individuality and respecting their voices, even in the context of significant constraints. This approach often contrasts with the deficit-focused models prevalent in legal and medical systems.

The practice of forensic social work is not without its challenges. Practitioners must navigate conflicting priorities, such as advocating for clients while addressing community safety concerns. They are also tasked with bridging gaps between different professional perspectives, such as those of lawyers and medical practitioners, to ensure holistic client care. Participants in the study noted that these challenges require a high level of specialized knowledge, particularly in areas such as mental health, substance abuse, trauma, and legal frameworks.

The Utility of Advanced Forensic Social Work Education

The Monash University program was widely praised for its ability to prepare social workers for the realities of forensic practice. Study participants highlighted the program’s focus on practical applications, such as risk assessment and case management, as well as its emphasis on interdisciplinary collaboration. They also identified areas for improvement, including greater attention to cultural competency, intellectual disabilities, and community development. These additions would enhance the program’s ability to address the diverse needs of forensic clients.

The introduction of specialized education programs like the Master of Social Work (Forensic Studies) marks a significant step forward in recognizing forensic social work as a distinct and essential practice area. These programs not only provide social workers with the tools they need to navigate complex systems but also elevate the profession by acknowledging the unique contributions of forensic practitioners.

Conclusion

The study underscores the critical role of forensic social work in addressing the intersections of mental health, criminal justice, and systemic inequities. It highlights the importance of specialized education in equipping practitioners to navigate these challenges while maintaining core social work values. As the demand for forensic social work continues to grow, the development of advanced educational programs will be essential in preparing social workers to advocate for vulnerable populations and influence systemic change.

Source

The Importance of Emotional Containment in Childhood Development

As children, we experience a whirlwind of strong emotions that can sometimes feel overwhelming. Learning to navigate and regulate these emotions is an essential part of growing up, and it is during these formative years that we begin to develop the tools needed to live and work harmoniously with others. This process is known as emotional containment. It refers to the way in which adults provide the emotional support children need to process and manage intense feelings in a healthy way.

While emotional containment is vital in childhood, it is just as crucial throughout adulthood. In this article, we will explore what emotional containment is, the effects of lacking it, and how adults can support children in learning to manage their emotions effectively.

What is Emotional Containment?

Emotional containment is a concept that describes the emotional support adults provide to help children manage overwhelming feelings. It is about offering a safe space where children can feel their emotions without fear of judgment or reprisal, while also teaching them how to regulate those emotions in a healthy way. The term “containment” suggests that the child feels held and protected, both physically and emotionally.

Psychologists often trace the origins of emotional containment back to early infancy. In these early stages of life, when a baby is distressed, the primary caregiver responds to those needs with comfort, whether through soothing gestures like cuddling, feeding, or diaper changes. These comforting actions help the baby feel safe and secure, and teach them that their emotional needs can be met.

In recent years, the global pandemic has stripped many of us of the communal emotional containment that we once relied on. Social isolation, loss, and grief have left many people feeling disconnected and unsupported. For both children and adults, emotional containment has become more necessary than ever.

The Effects of a Lack of Emotional Containment

When children are deprived of emotional containment, either because it is inconsistent or absent altogether, the long-term effects can be profound. In childhood, the lack of this emotional support can lead to:

Difficulty recognizing or expressing their own emotions
Disrupted sleep and eating patterns
Compulsive behaviors
Increased vulnerability to addiction
Anxiety and panic attacks
Low self-esteem and poor self-worth
Difficulty expressing their needs
Feelings of being undeserving of emotional support
Separation anxiety

Children who do not receive emotional containment may also struggle with managing intense feelings, as unresolved emotions from the past can resurface in stressful situations. This can lead to emotional outbursts or destructive behavior, which are often reactions to deeper unresolved pain.

How Can Adults Support Emotional Containment?

Supporting emotional containment involves creating a safe, nurturing environment where children feel validated and understood. As adults, we play a crucial role in helping children learn that feeling difficult emotions is okay, and that they don’t have to be afraid of those feelings. Below are some ways adults can provide emotional containment to children:

1. Validate Their Emotions

When a child experiences anger, frustration, or sadness, the first step is to acknowledge their emotions. Rather than dismissing or downplaying their feelings, let them know you understand what they are experiencing. For example, if a child is upset about not getting a toy they want, an adult might say:

“I see you’re feeling really angry because I didn’t let you have that toy. I understand that it’s hard, but it’s not safe for you to play with it right now. How about you try this toy instead? I know you’re frustrated, but we can work through this together, and we don’t have to let it ruin the day.”

While a child may not understand every word you say, the tone of voice and the calm, reassuring manner in which you speak will help them feel safe. This creates a space where emotions can be expressed, but without causing harm to the child or those around them.

2. Lead by Example

Children often learn how to handle their emotions by observing the adults around them. When you, as an adult, model healthy emotional regulation, children are more likely to adopt similar strategies. For example, when faced with a stressful situation, instead of reacting impulsively or angrily, demonstrate how to calm down and express frustration in a constructive manner. This teaches children that strong emotions don’t have to result in negative consequences.

3. Consistency is Key

Children will often test boundaries to see if adults will consistently support them emotionally. This is a natural part of their development, and it’s essential to be consistent with emotional containment. When a child sees that the adult is reliably there to provide support, they begin to trust that their emotions are valid and can be handled in a safe, controlled manner. This trust strengthens the emotional bond and helps the child feel secure enough to explore and express their emotions in the future.

4. Provide Clear Boundaries

While emotional containment is about providing a safe emotional space, it’s also important to set clear, consistent boundaries. This helps children learn the difference between acceptable and unacceptable behavior. Emotional containment does not mean allowing children to act out in harmful ways. Instead, it involves offering guidance on how to express emotions appropriately, while ensuring that the child knows the boundaries for behavior.

5. Teach Coping Strategies

Helping children develop emotional resilience is a key aspect of emotional containment. When children are upset, it’s important to guide them toward healthy coping strategies, such as deep breathing, taking a break, or talking about their feelings. These skills will serve them well into adulthood, helping them manage emotions in a balanced, constructive way.

Conclusion

Emotional containment is vital for a child’s development, teaching them how to understand, express, and regulate their emotions in a healthy way. Adults play a central role in providing emotional support, offering validation, consistency, and guidance. By fostering a safe, nurturing environment where children’s emotions are recognized and contained, we help them grow into emotionally intelligent, resilient individuals who can form healthy relationships and manage the challenges life brings.

Source

The theoretical modules of risk, risk assessment and risk management in the context of child protection and adult safeguarding

In the context of child protection and adult safeguarding, the theoretical models of risk, risk assessment, and risk management provide frameworks for understanding and addressing potential harm or adverse outcomes. Let’s explore these modules individually:

Risk:
- Risk refers to the possibility of harm, injury, or negative outcomes. In child protection and adult safeguarding, risk can arise from various factors, including abuse, neglect, exploitation, or vulnerability to harm.
- Risk is not solely determined by individual characteristics but is influenced by the interaction between individuals and their environments. It involves assessing the likelihood and severity of harm occurring.
- Risk can be categorized into different types, such as physical, emotional, sexual, financial, or reputational risks. Each type of risk requires specific attention and strategies for prevention and intervention.
Risk Assessment:
- Risk assessment is the systematic process of evaluating potential risks faced by individuals in child protection and adult safeguarding contexts. It involves gathering relevant information, analyzing it, and making informed judgments about the level of risk present.
- There are various theoretical models and frameworks used for risk assessment, such as the Structured Professional Judgment approach, the Actuarial model, and the Dynamic Risk model. These models help professionals identify and measure risk factors, assess their impact, and estimate the likelihood of harm.
- Risk assessment involves considering both individual factors (e.g., age, mental capacity, vulnerabilities) and environmental factors (e.g., family dynamics, social context, living conditions) that contribute to the risk. It requires a holistic understanding of the individual’s circumstances and their potential interaction with the environment.
Risk Management:
- Risk management involves developing strategies and interventions to mitigate or minimize identified risks and ensure the safety and well-being of individuals.
- It involves a collaborative approach, engaging various stakeholders, including professionals, caregivers, community members, and the individuals themselves (when appropriate), to develop and implement risk management plans.
- Risk management plans may include protective measures, support services, therapeutic interventions, monitoring systems, and safety plans. These plans aim to reduce risk, enhance protective factors, and promote positive outcomes.
- Risk management also involves ongoing monitoring and evaluation of the effectiveness of interventions and adjusting strategies as necessary.

In child protection and adult safeguarding, the theoretical modules of risk, risk assessment, and risk management are essential for ensuring the safety and welfare of vulnerable individuals. These models help professionals make informed decisions, allocate resources effectively, and develop targeted interventions to prevent harm and promote well-being.

It’s important to note that effective risk assessment and management should be conducted by trained professionals, adhering to legal and ethical guidelines and considering the best interests of the individuals involved. Collaborative multi-agency approaches, clear communication, and a commitment to ongoing learning and improvement are key to successful risk assessment and management in child protection and adult safeguarding.

Several theories and approaches can be applied to the fields of child protection and adult safeguarding to inform risk assessment and risk management practices. Here are some prominent ones:

Ecological Systems Theory:
- Ecological Systems Theory, proposed by Urie Bronfenbrenner, emphasizes the influence of various systems and contexts on human development.
- This theory recognizes that risks and protective factors operate at multiple levels, including the individual, family, community, and societal levels. It emphasizes the importance of understanding the interactions between these systems and their impact on individuals’ well-being.
- Applying this theory helps professionals consider the broader ecological context and how risk factors and protective factors manifest across different levels. It supports the development of comprehensive risk assessment and management strategies that address multiple influences on individuals’ lives.
Attachment Theory:
- Attachment Theory, developed by John Bowlby, focuses on the significance of early relationships and the formation of secure attachments for healthy development.
- In the context of child protection and adult safeguarding, this theory highlights the importance of assessing and understanding attachment patterns and their impact on risk and protective factors.
- By considering individuals’ attachment history, professionals can better comprehend their emotional needs, coping mechanisms, and responses to risk and adversity. This understanding informs appropriate interventions and support systems to enhance resilience and mitigate risks.
Trauma-Informed Approach:
- A trauma-informed approach recognizes the widespread impact of trauma and emphasizes creating a safe and supportive environment that promotes healing and recovery.
- This approach acknowledges the potential presence of trauma in the lives of individuals involved in child protection and adult safeguarding cases.
- By understanding the effects of trauma and incorporating trauma-informed principles into risk assessment and management, professionals can ensure that interventions are sensitive, empowering, and avoid retraumatization. It emphasizes the need for collaboration, choice, safety, and empowerment throughout the process.
Cognitive-Behavioral Approaches:
- Cognitive-Behavioral Approaches focus on understanding the thoughts, emotions, and behaviors of individuals and how these factors interact in response to risk and adversity.
- These approaches emphasize the identification and modification of maladaptive thoughts and behaviors to promote healthier coping strategies and decision-making.
- By applying cognitive-behavioral principles, professionals can assess individuals’ cognitive processes, belief systems, and coping skills, and develop interventions that target specific risk factors, enhance resilience, and promote protective factors.
Strengths-Based Approach:
- The strengths-based approach shifts the focus from deficits and risks to individuals’ strengths, resources, and resilience.
- It involves identifying and building upon individuals’ existing capabilities, skills, and supportive networks to promote positive outcomes.
- Applying this approach in risk assessment and management helps professionals recognize and reinforce protective factors, empower individuals, and foster a collaborative relationship between professionals and service users.

These theories and approaches provide frameworks and guiding principles for professionals working in child protection and adult safeguarding. Integrating these theories into risk assessment and management practices helps ensure a comprehensive and holistic understanding of individuals’ needs, challenges, and strengths, leading to more effective interventions and support.

What is county lines?

County lines: the dark realities of life for teenage drug ...

Children as young as 7 are being put in danger by criminals who are taking advantage of how innocent and inexperienced these young people are. Any child can be exploited, no matter their background.

Criminal exploitation is also known as ‘county lines’ and is when gangs and organised crime networks groom and exploit children to sell drugs. Often these children are made to travel across counties, and they use dedicated mobile phone ‘lines’ to supply drugs.

How many young people are affected by ‘county lines’?

No one really knows how many young people across the country are being forced to take part, but The Children’s Commissioner estimates there are at least 46,000 children in England who are involved in gang activity. It is estimated that around 4,000 teenagers in London alone are being exploited through child criminal exploitation, or ‘county lines’.

Tragically the young people exploited through ‘county lines’ can often be treated as criminals themselves.

We want these vulnerable children to be recognised as victims of trafficking and exploitation. We want them to receive the support they need to deal with the trauma they have been through.

How are children being exploited?

Criminals are deliberately targeting vulnerable children – those who are homeless, experiencing learning difficulties, going through family breakdowns, struggling at school, living in care homes or trapped in poverty.

These criminals groom children into trafficking their drugs for them with promises of money, friendship and status. Once they’ve been drawn in, these children are controlled using threats, violence and sexual abuse, leaving them traumatised and living in fear.

However they become trapped in criminal exploitation, the young people involved feel as if they have no choice but to continue doing what the criminals want.

What are the signs of criminal exploitation and county lines?

Returning home late, staying out all night or going missing
Being found in areas away from home
Increasing drug use, or being found to have large amounts of drugs on them
Being secretive about who they are talking to and where they are going
Unexplained absences from school, college, training or work
Unexplained money, phone(s), clothes or jewellery
Increasingly disruptive or aggressive behaviour
Using sexual, drug-related or violent language you wouldn’t expect them to know
Coming home with injuries or looking particularly dishevelled
Having hotel cards or keys to unknown places.

Source

Sociological Imagination

Sociologists use different methods, theories and approaches to research and understand the social world. Functionalists and Marxist study how society influences the human behaviour. (Haralambos and Holborn, 2000, p. 9-13) In contrast, Social Interactionists interested in how individuals can shape society. (Haralambos and Holborn, 2000, p. 1056-1060) In his work C. Wright Mills (2000) argued that, there is an inter-relationship between ‘the history of society’ and the ‘life of an individual’. He made a connection between personal aspects and social, historical conditions. (Mills, 1959:3) Therefore, sociologist should study history, individuals and society structures at the same time, through the glasses of Sociological Imagination.

In his notion Mills (2000) describes social reality as a three dimensional entity. It is based on the biography of individuals, their personal, unique and private desires/troubles. It is influenced by the social structures, institutions and vice versa. From a historical aspect, events, processes and issues may influence the future of the individual and/ or the social structures. It is also heavily impacted by social and political power. (John D Brewer, 2004, p. 7) In reality for example, unemployment is a personal trouble, affecting one’s personal milieu, such as financially, psychologically, socially. This private problem could turn into a wilder social issue, if unemployment reach a larger scale, such as hundreds of people losing their job, because for example a factory shuts down. This could lead deindustrialisation in the area, recession and migration of the workers. Further, it links the country’s economy decline, affecting the industry (prices) and impacts the political landscape as well. (Buchan, 2018) With the Social Imagination sociologist can examine every aspect (individual, history and social-political structure) in context to each other to explain a public issue or a personal problem. It gives them the ability to shift their perspective, see the bigger picture and predict a future outcome based on their observations. It also providing a viewpoint from the social problem, showing where the structure needs change or alteration, such as make housing more affordable or have more welfare programs.

The importance of the Social Imagination is not just that it gives an observed understanding of the world, but encourage sociologists to connect personal experiences to society in a context of history to explore public issues rigorously. (Gane and Back, 2012, p. 405) Also, Mills’ ideas are universal to everyone who wants to see the world in a different perspective and understand it better.