Social Work BSc -
Evidence Based Practice -
Harmful Sexual Behaviour
1 Holistic assessment
1.1 YOT - ASSET
2.1 moving on
2.1.1 Lifelong impact
2.2 positive and negative consequences
2.2.1 accessing services
2.2.2 social control
2.2.3 helps professionals and service user understand the issue clearer
2.3 label theory
2.3.1 self fulfilling prophecy
2.3.2 becker 1973
2.4 social construct of issues / lifestyles
2.4.1 service user - worker - wider community
3 Difference in male / female offender
3.1 Taith services
3.2 greater sociatal pressure
3.2.1 society - minimize behaviour and impact
3.2.2 Overly punitive due to female
sexuality being "restrained"
3.3 children and YP who sexually
abuse others, erooga & masson
- scott, telford chapter 12
4 Difference between adult / child offender
5 What it means if denial is present?
5.1 Victim empathy
6 Workers attitude / approach to HSB
6.1 Societal view
6.2 manualised approach
6.3 child centred approach
7 Significant academics
7.1 Simon Hackett
7.2 Helen Masson
8 Use research critically and effectively to sustain and develop an evidence based approach to their practice
8.1 •Demonstrate a critical understanding of the application to social work of research,
theory and knowledge from sociology, social policy, psychology and health
8.2 •Demonstrate a critical knowledge of the range of theories and models for social work intervention
with individuals, families, groups and communities, and the methods derived from them
8.3 Demonstrate a capacity for logical, systematic, critical and reflective
reasoning and apply the theories and techniques of reflective practice
9 Research, analyse, evaluate and use current knowledge of best social work practice
9.1 •Recognise the contribution, and begin to make
use, of research to inform practice
9.2 •Demonstrate a critical
understanding of research methods
10 Describe and critically explore the current state of
knowledge about your topic and its application to practice.
11 Robbies advice article
11.1 1 The question
11.1.1 Why is EBP significant and to who?
184.108.40.206 policy which influences stance for EBP - Munro (2008)
220.127.116.11 HCPC Standards of Conduct, Performance and Ethics (2012) - conflicts within ethics on this subject?
11.1.3 find position on topic through evaluation and analysis
11.2 3 Planning
11.2.1 1. introduction - why and how the topic has become an ‘object for thought’ and debate relevant to social
work. b. The different ways that it is currently framed by academics and policy-makers. Draw out the
theoretical perspective that orients each c. The argument you will make in evaluating and synthesising
these perspectives d. How you will argue this e. the pratical and ethical stakes for the argument
11.2.2 2. the different authoritative positions on the issue a. What assumptions
are present in the key terms? construct validity of key terms? b. Ensure
that your written ‘voice’ does not become lost when summarising other
people by using qualifying terms such as ‘convincing’
11.2.3 3. evaluate the relative validity of these positions. a. What evidence they
present, and how strong it is. b. What concepts they use, and how precise and
useful these concepts are. c. evidence or policy that points in a new directions
beyond the established positions. d. experiences of service-users?
11.2.4 4. a. synthesise the perspectives and evidence you have considered. draw a
conclusion about the key causal factors, and use these to make a direct answer to the
question and address the learning outcomes. b. a diagram showing your synthesis of
the perspectives and theory c. use this to write a strong introduction
11.2.5 8. A final point of the plan (which will be the conclusion) should draw out the concrete implications of your
position. If you are right, then what? What further research might be helpful on the topic? In the conclusion,
also note to the reader (and here you can use ‘I’ rather than ‘this essay’) how the reading you have done on
this topic has shifted your ways of approaching things.
11.3 2 structure
11.3.1 Plan to make every step of assignment cumalitive
11.4 4 Writing
11.4.1 1. Paragraphs should make a single key point a. 4-8 sentences in each paragraph. b. first sentence should present the central idea and make link to the point made in the previous paragraph
c. The next should add to the first idea – presenting evidence or further explanation concerning reasons or mechanisms for processes, d. The paragraph should close with a line to clinch the
point, drawing things together and helping your argument flow between the paragraphs.
11.4.2 5. When you are finished, print off a copy, and read it through aloud with a pen in
hand. Look for errors in your writing, but also in the logical flow of your argument.
Then make changes to the essay. Next, send the essay to someone to proof-read
before you submit it.
11.4.3 2. Link your account to relevant theory, an explanation which looks at particular cases in the context of wider patterns
11.4.4 3. When making evidence based arguments, 1) who did the research, 2) what
evidence they offer in favour of their conclusion, 3) how this evidence makes a
contribution 4) the implications of these findings for your argument
11.4.5 4. The more analytical you can be throughout the higher the marks you will achieve.
12 National Childrens Home report 1992
13 pathways to sexually abusive behaviour
13.1 Link between abuse/neglect and harmful sexual behaviour
13.1.1 should child be seen as
a victim or abuser?
18.104.22.168 "theraputic" - s.u. agenda / "educational" -
practicioners agenda (miller and Rollnick, 1991,
motivation interviewing, preparing people to change)
22.214.171.124 level of HSB = intervention type
126.96.36.199.1 who decides appropriate intervention?
188.8.131.52.2 age make a difference?
184.108.40.206.2.1 under the age of criminal responsibility
220.127.116.11.2.2 decisive risk management vs. long
term thereputic pyschoanalysis
18.104.22.168.2.2.1 NSPCC treatment acknowledges the s.u. has abused
but this is because they are a victim