Professor Joyce Lishman, 1947-2021

We were all very sorry to hear about the death of Joyce Lishman last week. Joyce was one of those special people. Not only was she an academic leader, teacher, researcher, publisher and writer, she was also a proud social worker, and it was her mission throughout her life to make social work and social workers the best they could be.  But even that does not tell the whole story. Joyce was a devoted wife, partner and mother, and a loyal friend – a genuine human being who was modest about her many achievements and who genuinely cared about everything that she was involved in.

Joyce graduated from Oxford University in 1968 with a degree in Politics, Philosophy and Economics. She subsequently came to the University of Edinburgh where she undertook a Diploma in Social Study, followed by a Diploma in Social Work, graduating in 1970. She then worked as a social worker for many years, firstly in child and family psychiatry in Edinburgh, and then moving to Aberdeen where she worked on a research project investigating social work practice. The methodology used in this research as ground-breaking at the time in its use of video to analyse social work interviews. This research became the subject of her PhD at the University of Aberdeen. Joyce went on from this to develop a new social work service for children with cancer or leukaemia and their families, and a bereavement service for families where a child had died.

In 1985, Joyce joined Robert Gordon Institute of Technology, Aberdeen, as a Lecturer in Social Work and was later promoted to Senior Lecturer. By 1993, she had become the first woman Professor at what is now called Robert Gordon University (RGU) and Head of the School of Applied Social Studies, a position she held until her retirement in 2011. During her time at RGU, Joyce continued to research and write on social work practice as well as leading in the development of social work education in Scotland. She was Chair of the Heads of Social Work Education Group for a number of years, and through this work, promoted much stronger links between social work programmes and with the Scottish Government. She also played a key role in the development of knowledge within social work worldwide, through her editorship of the pioneering book series, ‘Research Highlights in Social Work’, published by Jessica Kingsley in London. This series not only put social work research in Scotland on the global map, but also contributed to the creation of a firm evidence-base for social work policy and practice across the world. Joyce was responsible for taking 26 books through to completion, on subjects as diverse as co-production, child protection and women offenders. But it was her writing on practice learning and on communication that has probably had greatest impact on the profession. Students, practice educators and social workers themselves all remember fondly what they learned from Joyce, as the flurry of tweets over the last week demonstrates.

In retirement, Joyce continued to champion social work through her appointment as council member of the Scottish Social Services Council. She also developed her connections with the voluntary sector in Scotland. She was a co-founder of the venture philanthropy organisation, ‘Inspiring Scotland’, as well being a Director of the ‘Aberlour Childcare Trust’ and a trustee of ‘Voluntary Services Aberdeen’. In 2018, as part of its social work centenary year, The University of Edinburgh awarded Joyce the Degree of Doctor honor causa, in recognition of her contribution to social work and social work education worldwide.

When Joyce was invited to write her story for our centenary pages, she was asked what her thoughts were, looking ahead. Her response was so ‘Joyce’. She said, “Times are tough for new graduates…”

Viv Cree

Emerita Professor of Social Work Studies

The University of Edinburgh

2nd February 2021

If you want to read more about Joyce please see our Centenary Alumni pages http://www.socialwork.ed.ac.uk/centenary/people/alumni/joyce_lishman

4 Ways of Conducting Participatory Research With Children

children drawing

In a report by the World Bank Group (2018), 10 countries had a significant number of migrant children who had been living without their parents. This movement of the children within national boundaries has been enormous in India. Among the many organisations that work towards combating this phenomenon is Salam Balak Trust (SBT) and this is where this research had taken place. SBT pioneers in aspects of inclusion and providing basic education, medical health facilities and institutional care to migrant children. The children in their centres mostly hail from states of Delhi, Bihar, Jharkhand, West Bengal, Orissa, Punjab, and Maharashtra.

Participatory research methods help us to better understand the lives and experiences of children. The creative and visual methods help in developing communication, bond, faith and enhanced engagement. Moreover, it allows researchers to initiate discussions to explore the any topic that one is interested in exploring with children in comparison to other mundane methods. However, there can be some disadvantages for incorporating such methods. For example, not all children consider it to be fun and others may be inhibited by their capabilities. Older children may call it ‘babyish’ and not interesting. Beginning such methods with very small exercises acting as icebreaker games creates a happy and comfortable environment.

Participatory methods have proved to be an extremely handy tool for children in the age bracket of 10 years and above. As a researcher working on child migration in an urban setup, the approach was to enable participants to use and engage using the tools in order to gain in-depth knowledge on the marginalised and often neglected section of our society.  It was quite an emotional experience for both participants and the researcher that enables children to not only have time full of fun and frolic but as well as engage with other children to enhance stimulation. Pain and Francis (2003) explains how participatory techniques create a space of inclusive accounts among the participants by enabling them to make use of their own words and frameworks of understanding through a range of exercises such as mapping, drawings and similar techniques.

 

  1. Drawing maps or plans

A popular participatory method used in many studies to gather information about significant spaces for children and to explore their perceptions of these places. This tool enables children and young people to explore the risks they face such as in their local communities, to identify protection factors in their local communities, also identifying the risks they most want to change. It provides views and opinions on their current situations. For instance, drawing a village or a community with the help of other children of the group or the researcher.

  1. Thought showers

A popular tool to explore their views and ideas. Children are asked to write or draw a picture in the middle of a large piece of paper to enquire what ideas come into their heads associated with that word or thing. The picture drawn will act as a stimulus for children to think about the journeys and decisions taken, fears faced and cultural context of the environment they are and have come from. Such as, how do you feel around say, a brother or father, how do you like your village and similar circumstances.

  1. Drawings

As a method, it is regarded as an appropriate warm-up activity to enable the children to become familiarized with the adult researcher. The use of drawing gives children time to think about what they wish to portray. The image can be changed and added which gives children more control over their form of expression, unlike an interview situation where responses tend to be quicker and more immediate.

  1. Tree activity

This is specially designed as an assessment exercise helping to initiate discussions on resilience and stress factors in the lives of participants. To initiate this activity, pens, A4 size paper and a quiet space are the basic requirements. Children are often good at making and listening to stories. Hence, in this activity they think of themselves as a tree and draw or write on the roots about the things or people who keep them safe and sound. This activity is great when one wants to know about personal/innate attachments of the child in the family or maybe how he/she deals with a person they don’t like.

While the roots represent resilience factors in the life of the child, the trunk will show the strengths and positives surrounding them. The leaves and branches will explain the vulnerabilities, risks, negatives and stress factors in their lives. In this activity, questions such as who looks after you, supports physically and emotionally, what qualities this person has that makes the child comfortable, what skills did you use? How did you feel after you coped with it?

From the many experiences during the 6 months duration of incorporating participatory  methods, I have learnt a lot.. For example,  the activities that are prescribed and many more that one wants to conduct needs proper planning and execution. Chances of children leaving during the activity is normal and high. Therefore, it must be planned and initiated according to the age and interest related children groups. One should know the characteristics and interests of the children they  want to involve to make smooth beginnings and endings of each activity.In addition, it is recommended to create small groups of less than 10 people (in each group) in order for children to enjoy the whole process in a group setting and gauge their interests for longer hours. At the end, just go with the flow and enjoy the journey with children!!

The author of this blog is Yukti Lamba, PhD Candidate in Social Work at the University of Edinburgh.

REFERENCES

World Bank Group. (2018). Migration and Remittances. IDEAS Working Paper Series from RePEc.

Pain, R., & Francis, P. (2003). Reflections on participatory research. Area, 35(1), 46–54. https://doi.org/10.1111/1475-4762.00109

Darbyshire, P., Macdougall, C., & Schiller, W. (2005). Multiple methods in qualitative research with children: more insight or just more? Qualitative Research, 5(4), 417–436. https://doi.org/10.1177/1468794105056921

Morrow, Virginia. (2008). Ethical dilemmas in research with children and young people about their social environments. Children’s Geographies.

Punch, S. (2002). Research with Children: The Same or Different from Research with Adults? Childhood: A Global Journal of Child Research, 9(3), 321–341. https://doi.org/10.1177/0907568202009003045

Wosu, H., & Tait, A. (2013). Direct work with vulnerable children : playful activities and strategies for communication. London: London : Jessica Kingsley Publishers.

 

 

How do you compose out of darkness a song of light?

How do you compose out of darkness a song of light?

Quote from Kei Miller, Poet

Tonight I stumbled on this beautiful quote from a podcast on the Scottish Poetry Library website.  It made me think about the purpose of social work and how dark and heavy these strange times can feel at the moment.

This is the first blog for our new Social Work Departmental blogspot.  Our plan is to use this space to grapple with the dark and spread light.  As a department we have been thinking about doing this for a long time.  The recent COVID-19 crisis has focused our minds and we have been asking ourselves, how can we reach out and create community in these times of social distancing?

Writing more often, in different formats to reach a range of communities of interest seemed one important way to do this.  Blogs are short pieces of writing which are freely available to anyone with the time to read them.  We will be writing blogs about lots of different things.  Blogs may highlight:

  • new projects or research publications
  • innovations or reflections on learning and teaching for social work students and practice educators
  • work in progress
  • insights for practice from our discussions with students and practitioners
  • theoretical developments

Blogs will be written by staff and students from across the department.  We also hope to feature blogs from our friends and collaborators in practice, including practitioners and those with lived experience.  We will invite researchers from other disciplines to write about their own research and how it might be of use for social workers.

We hope to start some conversations about the things that matter most to us as a group of social work academics, questions like:

  • What is social work for?
  • How do we change the larger social structures that continue to replicate conditions of inequality and adversity, whilst also meeting the needs of individuals?
  • How do we best nurture hopeful and creative social work practice and research?

We hope you will read our blogs, contribute to conversations and perhaps write a blog yourself.

We would love to hear from you.

Dr Autumn Roesch-Marsh, Senior Lecturer in Social Work

You can follow us on Twitter @SocialWorkEdinU

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