Social Pedagogy and Social Work by Lowis Charfe Ali Gardner

Author:Lowis Charfe, Ali Gardner [Lowis Charfe, Ali Gardner]
Language: eng
Format: epub
Tags: Social Science, Social Work
ISBN: 9781526481238
Google: I3R7DwAAQBAJ
Publisher: SAGE
Published: 2019-04-15T04:15:26+00:00

Well-being and happiness

The Diamond Model promotes the need to address well-being and happiness. In social pedagogical terms, the focus needs to be on sustainability rather than meeting short-term needs. It is interesting to note that well-being has been recognised within the law and is the leading principle of the Care Act (2014). The statutory guidance states the importance of recognising a person as best placed to judge their own well-being. The inclusion of individuals’ wishes, views, feelings and beliefs to promote inclusion and participation is clearly articulated with this Act along with an insistence that well-being must be at the ‘heart of all care support’ (DoH, 2018). Again this presents a significant shift for social workers, who have traditionally focused on the professional task of assessment and arranging the provision of support to adults with care needs, under previous legislation and policy. Although seemingly subtle, Hatton (2013) points out the significance of a shifting narrative from welfare to well-being. The latter represents a very different engagement with the state, reflecting the participatory role of the individual as opposed to the state delivering welfare within a paternalistic model of care. Later in the chapter we will consider some of the challenges in promoting well-being within the current political and economic climate. Nevertheless, the notion of well-being as it is expressed within the legislation and statutory guidance reflects social pedagogical thinking and potentially, therefore, provides opportunities for social workers to engage with new narratives and approaches in their work. The good news for social workers is that there is a wealth of knowledge, literature, research and experience to draw upon in finding practical ways of promoting well-being. The development of person-centred practice by supporters such as Helen Sanderson who described ‘a process of continual listening, and learning: focused on what is important to someone now, and for the future’ (Sanderson, 2000, p. 2) has enhanced our understanding of well-being along with the practical tools to deliver this in practice, and reflects social pedagogical approaches to our work.

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