|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Social workers' reflexive understandings of their "everyday" communications with children|
|Citation:||Hadfield M, Ruch G, Winter K, Cree V & Morrison F (2020) Social workers' reflexive understandings of their "everyday" communications with children. Child and Family Social Work, 25 (2), pp. 469-477. https://doi.org/10.1111/cfs.12703|
|Abstract:||Over the past two decades, the use of ethnographic research methods, in combination with a range of discursive, conversational, and multimodal analytical approaches, have provided vivid accounts of the complex nature of social workers' everyday communication. This paper discusses the potential and the problems of combining a video‐stimulated recall methodology with an explicit theoretical framework, in order to generate critical reflexive “insider” accounts of social workers' direct encounters with children. The framework employed was based on an adaptation of Goffman's concepts of “framing” and “footing,” which were integrated into an analytical process designed to theorize social workers' critiques regarding the nature of their communication with children. Three detailed case exemplars are used to demonstrate the potential of this methodology to explore the “delicate” agency required by social workers in the practice of authentic communication in complex professional inquiries with children. The paper concludes with a brief discussion of the theoretical and practical issues associated with utilizing reflexive methodologies in professional contexts.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is the peer reviewed version of the following article: Hadfield, M, Ruch, G, Winter, K, Cree, V, Morrison, F. Social workers' reflexive understandings of their “everyday” communications with children. Child & Family Social Work. 2020; 25: 469– 477, which has been published in final form at https://doi.org/10.1111/cfs.12703 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for self-archiving.|
|Goffman_final_refs 190819.pdf||Fulltext - Accepted Version||972.74 kB||Adobe PDF||Under Embargo until 2021-10-11 Request a copy|
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