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Article

Making meaningful connections: using insights from social pedagogy in statutory child and family social work practice

Citation
Ruch G, Winter K, Cree V, Hallett S, Morrison F & Hadfield M (2017) Making meaningful connections: using insights from social pedagogy in statutory child and family social work practice. Child and Family Social Work, 22 (2), pp. 1015-1023. https://doi.org/10.1111/cfs.12321

Abstract
Reports into incidents of child death and serious injury have highlighted consistently concern about the capacity of social workers to communicate skilfully with children. Drawing on data collected as part of an Economic and Social Research Council funded UK-wide research project exploring social workers' communicative practices with children, this paper explores how approaches informed by social pedagogy can assist social workers in connecting and communicating with with children. The qualitative research included data generated from 82 observations of social workers' everyday encounters with children. Social pedagogical concepts of ‘haltung’ (attitude), ‘head, heart and hands’ and ‘the common third’ are outlined as potentially helpful approaches for facilitating the intimacies of inter-personal connections and enhancing social workers' capacity to establish and sustain meaningful communication and relationships with children in the face of austere social, political and organisational contexts. © 2016 John Wiley & Sons Ltd

Keywords
communication; connection; statutory child and family social work; social pedagogy

Journal
Child and Family Social Work: Volume 22, Issue 2

StatusPublished
Author(s)Ruch, Gillian; Winter, Karen; Cree, Viv; Hallett, Sophie; Morrison, Fiona; Hadfield, Mark
Publication date31/05/2017
Publication date online07/11/2016
Date accepted by journal18/08/2016
URLhttp://hdl.handle.net/1893/26516
PublisherWiley-Blackwell
ISSN1356-7500
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