• Attachment theory and schools

      Harlow, Elizabeth; University of Chester (2018-01-11)
      The implications of attachment theory are becoming more relevant to the work of schools. This article looks at the research and signposts a range of resources, training and support.
    • Attachment Theory: Developments, Debates and Recent Applications in Social Work, Social Care and Education

      Harlow, Elizabeth; University of Chester
      Attachment theory may be considered controversial given that some of its foundational principles are contested. Not only this, it is currently being developed by insights from neuroscience, another perspective that academics have subjected to critique. Nevertheless, at the beginning of the twenty-first century in England and the United Kingdom in general, there has been a renewed interest in its explanation of child development, as well as its application in schools, social care settings and the practice of professionals such as social workers and teachers. This paper outlines the core principles of attachment theory, acknowledges some of the criticisms, then traces the ways in which the theory has been developed over time. The theory is then illustrated with a description of the ways in which it is being applied in the training of foster carers, the provision of support to adoptive parents and in the school environment.
    • Book review of Social work management and leadership: Managing complexity with creativity

      Harlow, Elizabeth; University of Chester (British Association of Social Workers, 2011-01)
    • Book review of The casework relationship

      Harlow, Elizabeth; University of Chester (British Association of Social Workers, 2013-03-27)
    • Children of the state: Reforming the case system. New Labour and corporate parenting

      Harlow, Elizabeth; Frost, Nick; Univeristy of Chester ; Leeds Metropolitian University (Whiting & Birch, 2011-08-05)
      This book chapter discusses the role of the government as corporate patent to children who are unable to live with their birth parents. It describes and offers critical reflection on proposals to improve the education achievement of such children and their relational continuity with social workers.
    • Coaching, and the social work zeitgeist

      Harlow, Elizabeth; University of Chester (2011-09-01)
    • Coaching, supervision and the social work zeitgeist

      Harlow, Elizabeth; University of Chester (British Association of Social Workers, 2013-03-20)
      With reference to local authorities in England, this paper acknowledges the intensified critique of the managerial context in which social work is carried out. It recognizes that professional supervision has been in jeopardy, as principles of corporate line management have overshadowed the approaches of the past, and most particularly the supportive components. However, recent developments have reinvigorated the interest in relationship based social work as well as relationship based supervision. Surprisingly or not, it is executive and business coaching that is seen as offering fruitful techniques for front line managers and practitioners, with the possibility of encouraging the progress of this particular trend.
    • Constructing and delivering services of support: An Evaluation of the Northwest Post-placement Adoption Support Service.

      Harlow, Elizabeth; Mitchell, Andrew E. P.; Doherty, Pauline; Moran, Paul; University of Chester (University of Chester, 2015-04-01)
      The aims of the Post-placement adoption support services (PPASSs) were to enhance the lives of 40 adopted children by: improving their school attainment; improving their relationships with teachers, peers and family members; building their confidence and well-being; and reducing behavioural difficulties.
    • Constructing the Social, Constructing Social Work

      Harlow, Elizabeth; University of Chester (Routledge, 2017-06-06)
      Over recent times, social work has faced many challenges. This chapter does not focus on these challenges, but takes them into account when giving consideration to the construction of the profession in general, and the welfare regime of which it is a part. In giving consideration to this construction, the meaning of the ‘social’ component of ‘social work’ is deemed to be important to the identity of the profession, along with the socio-economic context from which it emerged, and to which it currently belongs. This theoretical foundation calls into question the essentialism of a fixed professional identity, but it also assumes that there is a body of practice known as social work which, over time has become associated with some prevailing features. A chronological approach to the construction of social work is taken and then a case study is offered. A concluding discussion follows on from the case study.
    • Critical thinking

      Harlow, Elizabeth; University of Chester (SAGE, 2012-11-12)
    • Data analysis

      Harlow, Elizabeth; University of Chester (SAGE, 2013-12-16)
    • Defining the problem and sourcing the solution: a reflection on some of the organizational, professional and emotional complexities of accessing post-adoption support.

      Harlow, Elizabeth; University of Chester (Taylor & Francis, 2018-05-16)
      In the United Kingdom as elsewhere, children across the age range are now being adopted from care. Some of these children, by no means all, are expressing additional physical, emotional, behavioural and educational needs. In consequence, the government has introduced legislation and attendant policies aimed at providing adoptive families with support. In 2013 in the northwest of England, a specialist post-adoption support service was established, and an illuminative evaluation of its organization and provision was conducted. A key theme emerging from the qualitative data concerned the difficulties parents had encountered in accessing appropriate support prior to the creation of the service. These difficulties have been interpreted as: uncertainty in defining the problems encountered and knowing which agencies and professionals to approach; ambivalence about seeking help; professionals’ uncertainty in knowing how to respond; and the scarcity of resources. This paper illustrates these difficulties, then draws attention to some of the ways in which they are being addressed.
    • Editorial

      Quinney, Anne; Harlow, Elizabeth; Bournemouth University ; University of Chester (British Association of Social Workers, 2011-04)
    • Evaluating the support to the front line managers of social work

      Harlow, Elizabeth; University of Chester (2011-07-01)
    • Evaluation of the CWDC’s support to front line managers project

      Harlow, Elizabeth; Blunt, Gordan; Stanley, Nick; University of Chester ; Gordon Blunt Analytics (2011)
    • Foster care matters

      Harlow, Elizabeth; University of Chester (Whiting & Birch, 2011-08-05)
    • Fostering matters: A foster carer's perspective

      Harlow, Elizabeth; Blackburn, Foluke; University of Chester ; University of Salford (Whiting & Birch, 2011-08-05)
      This book chapter explores the symposium 'Fostering Matters' which took place at the University of Salford in March 2007 before then addressing training for foster care, assessing and supporting foster carers and final discussion and concluding statements on the matters.
    • Guest Editorial

      Harlow, Elizabeth; Izod, Karen; University of Chester; University of the West of England (Taylor and Francis, 2015-06-01)
      This guest editorial introduces the special edition on the supervision of social work practice
    • Introduction

      Harlow, Elizabeth; University of Chester (Whiting & Birch, 2011-08-05)
    • The management of children and family social workers in England: reflecting upon the meaning and provision of support

      Harlow, Elizabeth; University of Chester (Sage, 2015-09-28)
      In England in 2010, the then Children’s Workforce Development Council introduced an initiative which aimed to support front line social work managers in the performance of their role. This article reflects on the way in which support was interpreted and implemented by the Children’s Workforce Development Council and the local authorities that participated in the project, but also the relevance of the project for the social work profession in England at the time.