Curriculum Guide – Substance use - The College of Social Work

Curriculum guide – Relationships, relationship stress and/or breakdown Dr Danielle Turney
Introduction
This guide starts from an acknowledgement of the central importance of relationships within social work.
Whether working with adults or children, practice involves working both in and with relationships; and whatever
setting they find themselves in, practitioners are likely to encounter situations where the interpersonal
relationships that service users are involved in are damaged, distressing and/or in some cases, dangerous. So
it is critical for students to have an understanding of some of the factors that can affect and adversely impact
on relationships as well as those that support the development of positive and nurturing relationships within
families, communities and groups.
At the same time, social work itself takes place through the medium of the relationship between the
professional and the service user. Establishing, managing and working within these relationships can be
demanding and requires a range of capabilities – practical, intellectual, ethical and emotional. So it is
suggested that programmes should look at the nature of what has become known as „relationship-based
practice‟, its strengths, limitations and challenges. Students should be encouraged to locate this approach
within a psycho-social understanding of practice and to understand the ways in which they can use
relationships purposively to support change. As noted, though, relationship-based practice can be personally
challenging and difficult, and students will need a level of emotional resilience in order to work safely and
effectively. It is important therefore that they have a safe space to consider the effects (on themselves and
others) of working with strong – and often negative – emotions, with a view to ensuring they have strategies for
managing their own wellbeing in practice. Attention should also be given to reflecting on „positive relationships‟
and how they can deflect social workers from their task and responsibilities: the death of Peter Connelly („Baby
P‟) in 2007 drew attention to the danger of false or „disguised‟ parental compliance i , and there are examples in
case reviews of incidents where striving to develop a positive relationship with parents and carers of vulnerable
children diverted social workers from the vital task of protection.
Terminology
Relationship-based practice is characterised by the central emphasis on “the professional relationship as the
medium through which the practitioner can engage with and intervene in the complexity of an individual‟s
internal and external worlds” (Wilson et al (2008) Key resources 8). The definition offered here places practice
within a psycho-social framework that recognises the impact of both internal and external factors on individuals‟
experiences, and accords significance to both. This is proposed in contrast to earlier interpretations of
relationship-based practice which, it has been argued, took a narrower psycho-dynamically-informed view that
paid less attention to the context within which individuals were placed and the ways in which factors, such as
race/ethnicity, class, gender, disability, impact on the experiences and opportunities available to the individual
in the wider society.
Key curriculum issues
This is potentially a challenging topic to address as it cuts across all aspects of social work. Indeed, it is
perhaps more an underpinning framework for, or approach to, practice although there are clearly also discrete
issues to address in the curriculum – for example, in relation to skills (particularly the development of
interpersonal or communication skills). Practice educators have a central role to play in this respect, but
building skills and capabilities for relationship-based work should also be addressed in the university
curriculum through discussion and activities in classes/workshops and through groupwork (e.g. problem-led
learning groups, and tutor-led „base‟ groups). A range of different approaches may be effective, including case
studies, exercises using vignettes, videos or role plays. There may also be opportunities for learning through
modelling and, in the case of staff-led groups, through reflection on the tutor/student relationship.
i
Reder, P, Duncan, S and Gray, M (1993) Beyond blame: Child abuse tragedies revisited. London & New York: Routledge.
Produced in partnership to support curriculum
development in initial social work education(2012)
December 2012. ©The College of Social Work 2012, 2-4 Cockspur Street London SW1Y 5BH

Key content issues
1. Relationships, relational difficulties and/or breakdown
Attachment theory and the importance of early relationships.
Relationships across the lifecourse.
Relational difficulties (e.g. communication, differing values, parenting difficulties, intergenerational
conflict).
The impact of factors such as domestic violence on interpersonal relationships.
2. Working in and with relationships in practice
The centrality of relationships in social work – why do they matter?
Critiques of relationship-based approaches.
The contemporary context of relationship-based practice.
Theoretical bases of relationship-based practice:
Psycho-dynamic and systemic approaches and concepts may be particularly relevant here in
terms of understanding intrapersonal, interpersonal and organisational relational dynamics.
These theoretical understandings will need to be contextualised within a broader framework
which acknowledges the impact of external factors on the lives of individuals, groups and
communities and promotes the development of anti-oppressive practice. The Curriculum Guide
„Social work intervention methods‟ identifies a range of relevant theoretical approaches that
could be drawn on to inform relationship-based practice.
3. Core components of a relationship-based approach
What differentiates professional relationships from other sorts of relationship?
Service users‟ perspectives on the key elements of effective working relationships.
„Use of self‟ and relationship-based practice.
The role of reflection.
4. Skills for building and maintaining relationships
Relating to others.
Relating to yourself.
Relating to organisational dynamics and processes and the external context for practice.
Produced in partnership to support curriculum
development in initial social work education(2012)
December 2012. ©The College of Social Work 2012, 2-4 Cockspur Street London SW1Y 5BH

5. Challenges to relationship-based practice
Intrapersonal factors.
Interpersonal factors.
Organisational and broader structural constraints.
6. What supports effective relationship-based practice?
Individual/personal support.
Team/group support.
Organisational support.
Relationship-based working requires not only individual engagement but also the support of the team
and wider organisation. So attention could be focused here on the role and importance of factors such
as reflective supervision (individual and peer/group), team work, and organisational culture to identify
how support can be provided at all levels of the organisation.
Links to other curriculum areas including other curriculum guides ( ):
This topic links to a range of other curriculum areas, including some already addressed within other guides, in
particular: Human growth and development ( ); Neglect, violence and abuse ( ); Communication skills ( );
Intervention methods ( )
Key resources
1. Davidson, J (2005) Professional relationship boundaries: a social work teaching module. Social Work
Education, 24: 5, 511–533.
2. Hennessey, R (2011) Relationship skills in social work. London & Thousand Oaks, Ca.: Sage.
3. Howe, D (2011) Attachment across the lifecourse: A Brief Introduction. Basingstoke: Palgrave
Macmillan.
4. Howe, D (2008) The emotionally intelligent social worker. Basingstoke: Palgrave Macmillan.
5. Reupert (2009): Students' use of self: teaching implications. Social Work Education: The International
Journal, 28:7, 765–777.
6. Ruch, G, Turney, D and Ward, A (eds) (2010) Relationship-based social work: Getting to the heart of
practice. London & Philadelphia: Jessica Kingsley Publishers.
7. Thompson, S and Thompson, N (2008) The critically reflective practitioner. Basingstoke: Palgrave
Macmillan.
8. Wilson, K, Ruch, G, Lymbery, M and Cooper, A (2008) Social work: An introduction to contemporary
practice. Harlow, Essex: Pearson.
9. The Centre for Social Work Practice (http://cfswp.org/)
This is an organisation that aims to promote relationship-based practice; the website provides links to a
number of useful resources (papers, web resources, etc.).
Produced in partnership to support curriculum
development in initial social work education(2012)
December 2012. ©The College of Social Work 2012, 2-4 Cockspur Street London SW1Y 5BH