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    476 views220 pages

    Social Work. Themes Issues and Critical Debates

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    cmu_valparaiso
    Articulo trabajo social

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    186 s0CIAL WORK: THEMES, SSUES AND CRITICAL DEBATES meaning of such disappointments for vulnerable and relatively powedess clients Similar findings of appreciated practioner attributes are found in a study by ‘Gigno (1988) of the views of mochers ating a firily centre. "The evocative accounts of users of being on the reciving end are important feedback as long 28 other, more objective, outcome criteria are employed alongside (Cheetham ct a., 1992). All the cechneal sil in the world are to 00 avail if the practitioner lee the client down by oppressive practice such as mised appointments and lick of openness over fother ation. I is crucial that stodents learn this during their practice placements, for one of the ways we learn is by ‘modelling ounelves on others behaviour. ‘Show me is a reasonable position for {student to take vis-a-vis experienced, qualified practioner. Iris very common ‘fen not ro connect one's own behaviour with those to whom we are cloxe and ‘over whom we have influence. Asa parent once said apologetialy of her chil, ‘T tdon'c know why he e+e scars like tha. I'm always teling the ltde w+s+ not. + well do i” Assessmont and intervention ‘The key to good practice is thorough assessment. In the ease of cognitive behavioural approsches,thit needs ro be derailed. Apart from adhering to basic socal work valies such 6 those mentioned above, social workers need to practise fom within a relationship of warmth, genuineness and empathy. Assessments may vary, but 2 good starting point for many situations where the aim is ‘behaviour change san ABC (Antecedents, Behaviour, Consequences) analysis t has the advantage of being casy to remember and is an excellent guide to the sqestone the aked. Ta hele, these are a follows: © Antecedents What are the circumstances in which the behaviour takes place! ‘What happens just befote the behaviour in question (It is often useful to ‘obtain information about more distant antecedents, t00.) ‘© Behaviour, How can the aetul behaviour be desribed? What does the person do? ‘¢ Contequencer: What happens immediately after the behaviour “The worker and the client together discuss the relationship berween the three. ‘Many of our cients, living in poor housing, jobless, ill-educated and often suffering from health problems, exhibit what Seligman (1975) has called "learned Ihlplesness. They do not think or feel that chey can raake any impact on their sitvation; it their destiny co suffer the ‘ings and arrows of outrageous fortune’ In some areas oftheir if, and inthe immecite term, ths may be tr; however, if they can learn to take action in one small part oftheir if, the results can be ‘realy reinforcing, can increae sefesteem and encourage the client take stall steps to improve other aspects of living, ‘Ms A's three children were on the child protection register because of her ex parner’s abuse and her own lack of parenting kilt. The children, aged tree, five and seven, Were, according to their mother, ‘out of contol” and ‘did what they liked, She stended a parenting skills course where she constantly said “Things COGNITIVE-BENAVIOURAL PRACTICE 187 are no better’, Gentle exploration of this statement by the worker revealed that the was now managing 0 get the chien to school and thar she was thinking of taking a courte atthe lea college, "but I'm thick’. She was surprized when the worker praised her for her efforts and dacussed how she might go about getting information about courses. A home vst indicated that Ms A was now talking 0 the children and had some control over them. She subsequendly went ro the library to obtain leaflets about part-time courses. Pointing out to her and giving her credit forthe changes she was making 10 her own behaviout and how she was able to infiuence her children's behaviout to their benefit made he sil. She was farther encouraged by the other parent in the group ‘evaluating’ her progress by telling her ‘You should have cen how you were x month ago" Pointing out that Ms A’s negative self'scatements were not true was a sar. “Tracing her atempts to improve her management of the children, praising her for ‘getting them to school and talking to ther at home, and observing how they ‘responded to this encouraged her to continue with these new behaviours. She Began to. that, with encouragement, she coud take steps to change some elements in her environment and was ot forever destined to bea ‘bad mother’ and “hick (or 4 discussion of thee issues rom a user sehelp perspective, see Adams, 1994). “The above isan example of challenging leamed helplesiness of a mother where there was risk of neglect and abuse to children, and of shaping coping behaviour mainly through cognitive restructuring and postive reinforcement. The next ‘example is of case where carefl observation ofa person's environment, behaviour ain is consequences led to an ABC assessment, hypotheses, intervention pln, review and evaluation. Tei based on Sutton and Herber’s ASPIRE asvessment ffamework (Sutton, 1994), where AS stands for Assessment, P ~ Planning, 1 ~ Intervention, R Review and F ~ Evaluation (sce Burke and Cigno, 2000, for an ‘qrample ofthe use of ASPIRE in work with a child with learing disables) “The problem concerned a young man, C, attending a centre for adult with learning czabiles, Various actives took place, and, as well participating in these, service ers were encouraged to take responsiblity for other tasks. C was often asked to take messages from one member of saffto another. He ws wing and pleased to do this but usally returned after along while with the message tndelivred, Staff could not understand wiy this was so and enewed their artepts te impress upon him where be had to go. One worker volunteered to study the problem, observing C over the space of to weeks. Her analysis was as follows: © Antecedenr. An activity room, often the education room (because one of C's {gous isto improve his literacy sil). Cig asked to take a message t0 someone tm another part ofthe building. © Behaviour: © sets off Talks to the manager on the way. Walks round the building, someximes stopping at cifferent rooms, Returas to where he stated, message undelivered © Consequences. Staff express disappointment, C misses much of the teaching/actvtysesion. C cannot tll why he has not delivered the mesg. (Cis earing goal te not achieved 194 SOCIAL WORK: THEMES SUES AND CRITICAL DEBATES sain control through tisk-centred approaches remaine 4 matter of controversy. She sees financial constraints, policy imperatives and the practitioner's vale base as setting boundaries which pre-empt the possibilty of real power-sharing. OF ‘ours, these are factors common to all socal work interventions, whichever method is ued. However, the taskeentred model ensures that discussion of power i parc of the work isl Phase |: Exploring problems There is no neat “cutoff” between the entry period and the first phase of exploring probleme. In many instances, the ely parts of the investigation of roblems will confirm or challenge the mandate foe further work. The worker ay have spent much time helping the person to “engage with the problems de Shazer (1988) uses the term “visitors for those people who think that the problem is someone else's ‘The encounter between the task-entred worker andthe service user it asyter- atic approach which links arts of concern to dsied changes, which are achievable through a relatively brief and intensive plan of action. As well san outcome, there {san explicate to learn ftom this particular experince of problem-solving, ia ‘oder to generalise to other circumstances. The learing is mutual the service user learns to generalise to problem-solving with other life difficulties, and the prac toner evaluates cis example in the light of other task-centred encounters in order +o learn what tends to works and what tends not to work ‘This fis phases composed of 2 number of smaller stages ‘© Problem-scanning, which involves a wide review of problematic areas (the “headline? anda deiberate woidance of explanations and solutions ‘© Adtional problems, consisting of problem areas evident to the practioner bbut not mentioned by the service wer. ‘Detailing each of the identified problems, with an investigation which Focuses fn the problem as 2 way of gaining a bette understanding oft, eather than to provide causal explanations oF fodder fora social diagnosis. Questions suchas "What wil be the fest sign that you are overcoming the problem?" and ‘What axe you doing tha stop things from being worse?” help the person to colour inthe denis (George etal, 1990: 10). ‘© Sclcting problem (or, to use the jargon, “targeting”, in which the service ‘user makes a choice about the problem area they want to work on, based on their informed jedgement and having considered factors sch athe feasibility ‘of working onthe various problems, There may also be ‘mandated? problems, which the worker is sanctioned to work on, even though they are not ‘eoognincd as « problcsn or a prot by the dient Phase Agreeing a goal~ the written agreement Having focused on difculties, problems and concerns, the work now tums fo ‘what isthe person wants. Goals may aleady have been mentioned and they can TASK-CENTRED WORK 195 ‘often becn confused with problems (‘I need to get ox of tis house” sounds ike problem but it isin fact 2 goal, and it may not be the best way to address the problems itis intended to resolve). All involved in the work need to be aware of| how the the agreed goals} will esole of alleviate the selected problems). The ‘eoal must be one whichis within cients’ control to achieve, one which they are ‘well motivated to work towards and which workers consider ethically dsisble {in other words, they can Jed their support i) ‘A significant fctor in the succes of the goal sto decide a time limit by which the goal will be achieved, an agreed pattem for contact between worker and client, and concrete indicators of how success willbe recognised, The time limit sets the work in a framework, and the indicators for succes allow all involved 0 pace thir progress and gauge the distance to achievernent. Together, the selected problem(s), the agreed goal(s), the sime limit and frequency of contact make up the agreement. This should be recorded {asvally written, with copies for all involved), but other formats should be considered in ‘work with people with 2 visual impairment or difficulties with lieecy Phase 3: Planning and implementing tasks (Once the written agreement isin place, the rest of the tatk-cented work follows 1 recognisable pattem from one session to another, in which past tasks are reviewed and evaluated, and future tasks are developed and implemented, The ‘ask’ is 2 central construct of ask-entre social work, yet there is much confusion over this notion. The everyday English use of the word caries ‘misleading implications, for example that asks are always ‘physical doings’ when, in ask-cented practice, they can be comnitive reflections, mental lis. a log of feelings and so on, Everyday tasks are usualy free-standing ("My tak today i to {get the ironing done’), whichis way many practitioners consider tha they ar working in a task-centred way when all che are doing is peeforming tasks, In rakccentred work, tak are carefully negotiated steps along the path from the present problem to the farure goal. They buildin a coherent fashion, sometimes ‘completed inthe session itseif, sometimes completed between sessions, some for the user and some forthe worker, some repeated, others unique (sce Doel and ‘Marsh, 1992; 60-79, fora full account ofthe significance of task development and review). ‘The importance of tak development to the service users” succes in achieving their goal has led to a fve-stage task planning and implementation sequence (Tolson etal, 1994). Ths is based on research into what promotes task achieve: ‘ment. Reid (2000) provides a comprehensive guide to posible ask “ments ina Wide range of eiumstances. Exie ‘The end of task-cented work has been planned from the begining; indeed, che builtin time mit sa powerful motivator for succes, whether the intervention is 4 shor, intensive bust over afew daysora numberof tesions spread over several ‘months, The length of work sa judgement based on how long itis kel 10 tke SOCIAL WORK: THEMES, SSUES AND CRITICAL BEAATES to achieve the goal. Any change should be negorated explicitly rather than allowing 4 sense of di, In situations where ther is lng,-term contact between the service user and the gency (Tor example in residential eae), eask-centred agreements can be negot axed peril, Issues Acsystematie practice method Itisevident fom the preceding description that task-centred work i a systematic aethod of practive, One way of ilsrating what is meant by ‘systematic’ isto consider one task-cented practitioner acting, ' lyon the wall” watching the work of another. Although the observer has not been involved in the work and ‘knows none of the background or context, he or she wil recognise the practice as task-cenered, identify the particular phase ofthe work and any specific technique being used, anc predict che shape of the newt sequence of work. For example, the observer might tte This isthe middle phase ofthe woek They have been reviewing the work on the tasks agreed at thir previous session, sing the coring method t lp the eens ‘make a judgement about their succes. They are now developing new tasks. The Bractoner i helping them co generate thee by using the Headlines technique, ‘ually aocited withthe ear problem exploration stage. The practioner ‘mit provide sme coaching later, depending on the nature ofthe tas, and de tasks wil certainly be recorded so tt they have xcopy. They wil apie a time by whic the tasks shouldbe completed and the practioner wll probably efer back o the enginal agreement, 50 they are all ear about why thet tthe are relevant and wien the work will end tne observer will even be able to make some comments and judgements about how well the work was progressing and how skilled the observed practitioner was venever een the Heanes technique wsed a thie tage~ dat wa very imagin. ‘ve and I'm going to try ic myself. Tied te way the practioner asked “Wit stanges have happened since ast sw you?” rather than "Haze any changes happened sine {Tat sw you?*T thnk the wotke should have been clearer about the reasoning behind the scoring ~ even when stk has not been completed, ‘here ae things tobe learned! rom tha fale andthe pracione came over a3 Jlhearted a that stage. and x0 on Although each task-centred encounter is recognisable as such, it is not a ‘question of ‘painting by numbers’, The mood and feslings ofthe cients, their particular circumstances and the context ofthe work all guide the practitioner, so thar each encounter is unique, It has been likened elsewhere to a tial progres, ‘offen slow and with one pace back for each rwo forward, but overall there is ‘movement (Doth 1994: 28), TAMG-CENTAED WORK 197, Who is taskecentred work for? Inn eatier section, we explored how task-centred practice hasbeen influenced by psychosocial, behavioural, systems and problem-solving theores, in adion 10 broad movements such as clients rights and anti-oppressive practice. Is the tusk-centred model, therefore, a coat of many colours! ‘There is certainly anecdotal evidence tht many practitioners sbseribe to tsk centced practice. Payne (1995: 119} suggests that itn popular model of socal work, widely used in the UK’. Ina survey of 25 student placement reports, 7 ‘mentioned that task-centred practice had been used, (Second was counseling, ‘mentioned in 7 reports.) However, there isa suspicion that if socal workers wish to convey a sense that their work is purposefal and active, they label it" tak «centred approach’ ‘Task-centred practice is fast becoming the new eclecticism, popular but undifferentiated. In the audi of practice undertaken in the Sosel Work in Partnersbip action research, which employed a tsk-centred model of practice, ‘Marsh and Fisher (1992: 41) found that the initia sponse foom participants was ‘We do all that already? It isan irony that its apparent simplicity makes task ‘centred practice victim ofits own succes, yet the explicitness and clarity of the process ofrsk-centred work should not he mistaken for easiness ‘social work s appropriate and possible, tak centred work is appropriate an posible. Social workers find themselves in situations where they are aot practising ‘social work’ (for example when they are policing or administering), ‘nd tas-centred work wil not be appropriate in these circumstances Similac, "the service users’ capacity for rational thought ie severely limited, the use of the method wil be similarly limited, as will other methods of social work practice ‘Task-centred work and empowerment In using problem-soiing approach, task-centred prctice links us all, users of social work or not. The task-centred philosophy does not pathologise service users ut sees them a fellow citizens who are encountering. lficlties. These dificulies are uften more severe and more enduring than those which non service users experience (and clients have fewer resources at thei disposal to overcome them), but the problem-solving techniques used in task-centred Practice are universal, even ifthe specific application in tak-centred work it ‘unusually systematic. In effec, the service user undergoes a training course in problem-solving techniques, and ~ with appropriate coaching ffom the worker ~ ‘an use this method independent when the agency leaves ‘Although the focus of tak-centred work is primatly with individuals, flies or groups, the method recognises the significance of context on individuals’ problems (Tolson etl. 1994: 395). In other words there is often a dissonance benween the level at which analysis takes place (stctura) andthe level a stich effective action can be taken (lca). The reasons a person is without a job might be analysed at « macro-economic level, but the possibilty of doing something shout it remains micro, Task-ccutted wurk helps expose the subtle Felauonshipe between thes eifleent systems, SOCIAL WORK: THEMES, SSUES ANO CRITICAL DEBATES to achieve the goal. Any change should be negotisted explicitly rather than allowing a sense of di, In situations where thee is lng,-term contact between the service user and the ‘gency (for example in residential eae), task centred agreements ean be negot ated perodisly Issues Acsystematie practice method Is evident from the preceding description that task-centeed workis a systematic rethod of practice. One way of ilstrating what is meant by ‘systematic’ isto ‘omer one task-centred practitioner acting 3s “sly on the wall” watching the work of another. Although the observer hus not been involved in the work and ‘knows none ofthe background or context, he or she will recognise the practice a¢ task-cencred, deity the particular phase ofthe work and any specific technique being used, and predict dhe shape of the next sequence of work. For example, the observer mighe state ‘Tit che mle phase ofthe wock. They have been reviewing the work on the ‘aks reed at their previous Sesion, using the scoring method t lp the cents ‘make a judgement about their succes. Tey are now developiog new tasks. The Dratoner i helping them to generate thee by using the Heudinestechrique, ‘woullyaociated wth the eaher problem exploration stage. The practioner ‘mht provide sme coaching ltr, depending on the aro ofthe ass, and the tasks wil certainly be recorded so that they havea copy. They wil age a time by whic the tsk shouldbe completed and the practioner wll probably cefer back othe oxgial agreement, 20 they are all ear about why these tashs are relevant and wien the work will end "he observer will even be able ro make some comments and judgements about how well the work was progressing and how skied the observed practitioner was 1venever een the Heaines technique used a thin stage hat wa very imagina tive and Ir going to ty ie mysc 1 Bked the way the practioner aiked “Waa shanges have happened since last sw you?” rather than “Haze aay changes happened sine Tat sw you? T think the worker should have been clearer about the reaoning behind the scoring ~ even when 3 task has not been completed, ‘there are things to be learned fom that flue and the practioner came ove a Jlhearted a that sage and 40.0, Although each task-centred encounter is recognisable as such, itis not ‘question of ‘puining by numbers’. The mood and fecings ofthe clint, the particular circumstances and the context ofthe work ll guide the practitioner, 30 that each encounter is unigue. Tt has been kened elsewhere to a tial progres, ‘often slow and with one pace back for each two forward, but overall there is movement (Deel, 1994: 23), TASE-CENTRED WORK _19T. Who is task-centred work for? {nan eater section, we explored how task-ceatred practice has been influcnced by psychosocial, behavioural, systems and problem-solving theories, in addition to broad movements such as clients rights and ant-oppresive practice Inthe task-centred model, therefore, coat of many colours! ‘Theres certainly anecdotal evidence that many practitioners subscribe co tak centeed practice. Payne (1995: 119) suggests that tis popular mode! uf socal work, widely used in the UK’. Ip a survey of 25 student placement reports, 17 rmeationed that tisk-centred practice had been used, (Second was counseling, mentioned in 7 reports.) However, there isa saspicion that i social workers wish, to convey a sense that their work is purposeful and active, they label it" tak centred approach’ ‘Task-centred practice is fast becoming the new eclecticism, popular but undifferentiated. In the audit of practice undertaken in the Sovied Work i Permneribip action research, which employed a task-centred model of practice, ‘Mash and Fisher (1992: 41) found tha the inital response fom participants was “We do all that already.” Ie is an icony that its apparent simplicity makes task. ‘centred practice a victim of its own succes, yet the expliciness and clarity of the process of task-centzed work should not be mistaken for easnes social work is appropriate and possible, tak-centred work is appropriate snd possible. Social workers find themselves in situations where they are aot Practising “social work’ (for example when they are policing or administering), and task-centred work will not be appropriate in these circumstances. Similac F the service users’ capacity for rational thought is severely limited, the use of the ‘method will be similarly limited, as wil other methods of social work practic. ‘Taskecentred work and empowerment In using a problem-solving approach task-centred practice links ws all, users of social wotk or not. The task-centred philosophy does not pathologise service users ut sees then as fellow citizens who are encountering difficulties. These ifculties are often more severe and more enduring than those which non service users experience (and cients have fewer resources at thei disposal to overcome them), but the problem-solving techniques used in taskeventred practice are universal, even ifthe specific sppliation in task-centeed wock is Unusually systematic. In effect, the service uset undergoes 4 taining course in problem-solving techniques, and ~ with appropiate coaching from the worker ~ ‘an use this method independently when the agency leaves ‘Although the focus oftasi-centred work is primatly with individuals, fies or groups, the method recognises the significance of context on individuals! problems (Tolson et l., 1994: 395). In other words, there is often a dissonance between the level at which analysis takes place (strctural) and the level a which effective action can be taken (local). The reasons a person is without a job might be analysed at a macro-economic level, but the possibilty of doing something sbout i remains micro, Task-ccoted work eps expose the subtle Felavonshipe betwee thes different ystems, 198 _ SOCIAL WORK: THEME, ISUES AND CRITICAL DEBATES CONCLUSION —$—$—$—$————— Professional practice in an organisational context Tsccertred social work helps the practioner and the service user by providing a framework to consider whether there i just cave for the work ro begin Whatever methods practitioners use for the ensuing encounter with the client, the ides of ‘developing 3 mandate for de work’ one ofthe most valable contributions which the ‘asiccontred model has made to social work practic. Social workers practi In dverse ‘elds, wih abroad range of systems and in uncertain ccumstances, and eskocentred practice offers a untying model of practice for sil workin ll chese circumstances Practioners must behave profession. This means an ability to handle uncertain te Adscretionary power and responsiies and subscribe to a code of ethics drawn from ‘ouside any particular employer. Practitioners are under equal presture to behave buresuerately, by following procedures established in large organisations driven Increasing by adminsraive ad fnanclal considerations. in hase circumstance, necessary to establah ways of working which allow professions practice to engage wih agency reales. Task-centrad work can provide the cog which gears profesion to organisation. Tk-canted work lends ite co professona price because of the skits needed to rogodiate with the service user In ways which are erly empowering and ant 16 SOCIAL WORK: THEMES, ISUES AND CRITICAL DEBATES requires 3 commitment toi rom che individual athe emotional and intelectual level aswell a the abilities for implementing tin practice. Since these needs on the taining front have yet to be met, these constraints will continue co impede the progres of ant-oppresve practice inthe fl. “The leaibily of nich resourcing becoming avaiable is unlikely given the current politcal context. Hence, new ways of approaching the problem wil have tobe invented, One way of ding this could be a system of secondments whereby those academics and practitioners with the requisite skills could help to tran their Colleagues in anti-eppressive practice, Another could fe the active exchange uf models of hest practice, not as exemplar, but 3s models for discussion with a eye to constant improvement for those who have developed them. Such exchanges ‘should be coupled withthe possbility of seeing how to adapt them to meet the Specific circumstances of those who are struggling to develop them. Forging collaborative partnerships ofthis nature within hard-pressed agencies and univer sities asking a loti today's climate. The pressures ofthe private market in both the Fick and the academy will exact atoll which discourages their formation ‘Agencies will have 10 ke on such responsbities knowing that obtaining axldtional resources to arrange cover is improbable, regardless of the taining noeds they ean demonsteate, Social work academics wil sll have to produce the foods that count alongside their other colleagues when teaching quality sess rent a tesearch asesement exercise forms ae completed. In other words, the busy work of geting through each day isa substantial barier that those wishing to develop anti-oppressive practice and live up to it principles have ro overcome ‘Moreover, the time in which to contemplate their next move is also at an all: time low. "Then, there i the business of engaging in organisational change both within the agencies andthe universities, if ht ant-oppressive working environment is 10 prevail, Organisational change favouring ansi-oppressive practice will make {emands of everyone within the isituion Fegarless of rank. Ay Maller sn Perrott argue in Chapter 7, changing the inegalitarian culture of an organisation is aso an important structural constant co be transcended if ant-oppressive practice isto be realised in the workplace, Ths goal i «particularly problematic ‘one to achieve as it does not rely solely on having the resources necessary tor its implementation. Ie also requires management and workers to move in new directions, including a rethinking of how people relate 10 one another on beth the individual and collective tevels to promote egalitarian relations 2s the nore. [Achieving this state of aflsits also requires the transformation of the existing ‘organisational value system, which tends o devalue “iflereace™ and perpetuates struct inequalities of various kinds Finally, changing organisational structures js alo more than a matter of saeuising addiional material resources, although having these to han helps. Ie is aso about promoting a diferent vision about what an organisation stands for and how i ca be (reorganised to accomplish its new aims succesfly In this Sense, chavging the organisational structure also draws upon changes in the ‘organisation's value oiemtation and culture (Brosdbent et al, 1993). Changing fanagement and the accompanying managerial structures is central fo securing this chang. ANTLOFPRESSIVE PRACTICE IN CONTEXT 7. Management relations, workplace relations among, employees and relation ships berween workers and their ‘lients' have to incorporate move cgliarian ays of working with each other, In other weds, there i 3 teeing of ie archies followed by the altimate goal of reducing them to the lowest posible level so that egalitarian relations can Bourish a a source of creative energy and innovation in developing better and more relevant services for those who aced them. Service wsers also have to be brought on board a equal participants inthe enterprise, Anti-oppresive practice, therefore, relies on teamwork in the best sense of the word and is hard work. Being aware of the obstacles that have to be fvercome can also block those whe think that embarking upon ant-oppressive practice isan ey option, ‘The future of anti-oppressive practice I Ant-oppressive practice has yet to full ts potential in socal work. What les in sore fori in the curren bleak climate! Will ani-oppresive practice survive into the new milleaniiny, despite the pessimistic progncsi being advocated by its ‘opponents? Iam cautiously optimistic for sts fare because i is rooted in the anceds of oppressed people and their visions for alternatives t services, Bur the future of ant-oppresive practice wil aot be as struggle. The forces seeking to undermine i are ideologically, socaly,exonomi- ‘ally and politically powerful, Ia this conten, itisimaportane that those favouring fantoppressive practice take 4 leat trom this text and engage in what I cll 2 islogue over controversics about ts meaning and substance. This wll require ts proponents to undertake a numberof intistves to transform socal relations and publicly present their case for anti-oppresive practice, thereby winning, new achcrents to the cause. These intative ae outed below. “To begin with, the supporter of anti-oppressive practice must form stronger ances herween the pefessonale who acicate antppressive practice andthe Seti involve in the new social movements 40 that they can know very elearty What thee criiques of existing services ae and what ideas they have fr improving them, Anti-oppresive services should in a very ral sense belong to them as the users. Tis wil require antioppresive practitioners tobe accountable tothe users, Tor tir professional behaviour in a way that hos aot been pracused very well in the past. Because of this, st aay take a while for anti oppresive practitioners to ‘establish their credibility with users, fort will have co be earned, User involvement ‘only becomes empowerment when ther isa level playing fle between the profes sionals and the service users, Thus, professional relationships with users should model the anti-oppressive practice being sought. Anti-oppresive practice should be scen as anormal part of cizenship enthlements. People requiring acess to the personal social services should not fel that they ae charity cases begging from the howl of mercy, They should have their welfirenceds met a8 right and should be 2ssured that dhe willbe responded co with dignity and respect. Moreover, they should aso know thatthe services they receive willbe appropiate to thei needs ‘Their requests for assistance should not become further buries which diseniran

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