Social Worker Attitudes

Jane F. Gilgun, PhD, LICSW Professor, School of Social Work University of Minnesota, Twin Cities, USA October 30, 2012 jgilgun@umn.edu

Topics
Not Knowing
Framework for not Knowing Alternatives to Not Knowing Sharing with Parents What You do Know Assessment Tools
Knowing Some Things in General Not Knowing Individuals

Relevance of Signs of Safety Framework

Not Knowing
Importance of a storehouse of knowledge
Social workers know nothing about individuals family members at intake

Assessments based on relationships

Relationships built on trust

Trust based on attunement, sensitive responsiveness, showing up

Framework for Not Knowing

Centrality of seeking to understand
Open-ended inquiry Contextualized inquiry

Be open to correction by children & parents

Gentle focus on persons stories and perspectives Situated stories

Service users points of view Life histories Belief systems

Framework Not Knowing

Reflection as reciprocity
During early parts of assessment, well-timed statements of what you are hearing Be open to correction As you learn more, let parents and children know what you are learning about them

Sensitive responsiveness & attunement

Be a secure, safe base

Hold back on showing rage, shock, disgust, and pity

Framework for Not Knowing

You could be wrong
Reflection
Value base of your work

Know own life history

Know own flaws and biases Be honest with yourself Find one other person to be honest with

Supervision
Be open-minded

On-going study

Framework for Not Knowing

More on Building Relationships
Relationships of trust with other professionals Return phone calls

Show up
Listen Know systems and referral sources

Safety first
Advocate for service users based upon values of justice, care, dignity, worth, autonomy

Alternatives to Not Knowing

Paternalism (Dismissive of parents/childrens pov)
Child saving (Preoccupied & Paternalistic) Rigid Thinking (Dismissive) Confusions of Perspectives & View Points at Individual & Systems Levels (Disorganized)

Share with Parents & Children What you Do Know

Bit by bit
Toward end of assessment Examples?

Assessment Tools
As crib notes and cheat sheets
Most important is what is in your head Keep adding to what is in your head Revise what is in your head Connect head and heart

Be authoritative
Secure base Some behaviors are harmful

Parents who harm require clarity & direction

Assessment Tools
Lessons From Common Factors Model
Most change occurs outside of sw/su relationship Relationships single most important factor after outside influences SW and SU (Service User) variables important: motivation, desire for change Specific technical framework, such as CBT, competency-based, solution focused, narrative therapy are equally effective when looked at in the context of the other three factors

Discussion
Relationships central
Trust takes time Breakdown & repair part of trust-building Have lots of info in your head Know you know nothing about families before you do assessments

Test what you know for fit with families & children
Revise your understandings as you gain knowledge Reflection is central

References
Drisko, James (2004). Common factors in psychotherapy outcome: Meta-analytic findings and their implications for practice and research. Families in Society, 85(1), 81-90. Lambert, M. (1992). Implications of outcome research for psychotherapy integration. In J. Norcross & J. Goldstein (Eds.), Handbook of psychotherapy integration (pp. 94-129) NY: Basic. The Signs of Safety Child Protection Practice Framework (2nd ed.) (2011). Government of Western Australia, Department of Child Protection. http://www.dcp.wa.gov.au/Resources/Documents/Policies%20an d%20Frameworks/SignsOfSafetyFramework2011.pdf Tunnell, Andrew (2009). Introduction to the Signs of Safety (DVD & Workbook). Resolutions Consultancy. Perth: Western Australia. Available at signsofsafety.net.