Social theories II
Interpretivism, reflection
and social work as art
In this lecture, we will:
Review the meaning of “interpretivism”
 Examine the claims of Social Work to be
an “Art”
 Discuss the notion of “common sense”
 Explore ideas of Creativity and Holism
 Relate these ideas to practice examples
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What is Intepretivism?
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We can only understand human beings, groups and
society by exploring the “meanings” people attribute
to any event or phenomenon
There is no single view of the world
Individuals “construct” their own view
of actions and events
This has become connected to discourse theory and
supports the notion of social work as an “art”
An Example from Child Abuse
Studies
Approaches to Screening for Child Abuse and Neglect
(1988) Kevin Browne and Sarah Saqi
 Follow up study of 14238 children born in North East
Surrey in 1984
 Identified a whole range of risk factors:
 Not planned / not wanted; born early; born with
difficulties; age of mother; status of father; parental
history of abuse/ neglect/ public care; poverty
 This produces a target group of risk ratings
 Follow up after two years…..but with limited
correlation outcomes. Why does “science” not work?
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So, what had happened?
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The researchers interviewed the “false positives”
(those who “should” have damaged or neglected
their infants, but did not)
What had happened? For this group, in spite of the
loss of income, the fatigue, the stress, the tedium,
the pain, the shock, the limitations on independence,
freedom, choice …..they associated being a parent
with a major change for the better. The gains
massively outweighed the losses. Parenting was
perceived to have given their life “meaning” and a
“purpose”. Yet many of these were people who
should – on paper – have failed.
How is Social Work an Art?
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Emphasis on intuition, experience, “being there”, the
crucible of communication
“Casework” is the vehicle for interaction: the
interpersonal encounter is rooted in the worker’s use
of Self, or Personhood
This links to an idea of performance, on the part of
the service user and the practitioner: both are
playing roles (the crux of symbolic interactionism)
Knowledge helps – not to prescribe a formulaic,
mechanistic intervention – but to create meaning.
What Do We Mean By Common Sense?
“All professions are conspiracies against the laity” GB Shaw
 Traditionally, professions acquire their status by
creating a discreet body of knowledge that is beyond
the layperson, and removes
them from playing a part
 Perhaps, England (1986) is
referring to the vitality of
keeping “the common touch”
 Avoiding the pitfalls of
professionalisation does not mean being amateur.
Creativity and Holism
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The tool of the worker is her own self and creativity
Intuition is a core attribute, about oneself and the
other(s)
Workers are not painting a picture….they are in it
Thus, we are not observing testable hypotheses,
under laboratory conditions, but
we are engaged in a living,
creative dynamic
We have to address things
holistically, not sequentially
We have to engage the creative
powers of our clients. But how?
Meaning and Understanding
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Core concept: Empathy (so links with person –
centred and humanistic counselling)
“Understanding Others” (England, 1986), “verstehen”
(Weber(1892)
This is about shared understandings and a shared
journey (see the works of Brandon, such as Zen in
the Art of Helping (1976)
“I sit on a man’s back, choking him and making him
carry me, and yet assure myself and others that I am
very sorry for him and wish to ease his lot by all
possible means – except by getting off his back” Leo
Tolstoy, cited in Brandon, 1976, Zen in the Art of
Helping
Practice Ideologies
Hardiker’s model (1981)
 Judicial ideology – the administration of
justice and social policing
 Community development ideology – work and
change community / social systems
 Welfare ideology – a personal, interactional
service, based upon professional relationships
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Reflective Practice and Practice Wisdom
This concept recognises the learning that
emerges from doing and the difference
between reflection in action (in situ) and
reflection on action (post hoc), supported and
aided by consultation, supervision and
mentoring
 BUT……. How does this fit with the coercive,
policing, authoritative mandate for Social
Work?
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