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Handbook for Practice Learning in Social Work and
Social Care Knowledge and Theory 2nd Edition Joyce
Lishman Digital Instant Download
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ISBN(s): 9781843101864, 1843101866
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Handbook for Practice Learning
in Social Work and Social Care
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The Child’s World

Assessing Children in Need
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Handbook For Practice
Learning in Social Work
and Social Care
Knowledge and Theory
Second Edition

Edited by Joyce Lishman

Jessica Kingsley Publishers

London and Philadelphia
 Extract on p.101 from The Framework for Social Work Education
in Scotland is © Crown copyright.

Originally published in 1991

as Handbook of Theory for Practice Teachers in Social Work.

This edition first published in 2007

by Jessica Kingsley Publishers
116 Pentonville Road
London N1 9JB, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA

www.jkp.com

Copyright © Jessica Kingsley Publishers 2007

The right of the editor and the contributors to be identified as authors of this work has been
asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced in any material form
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written permission to reproduce any part of this publication should be addressed to the
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Warning: The doing of an unauthorised act in relation to a copyright work may result in both a
civil claim for damages and criminal prosecution.

Library of Congress Cataloging in Publication Data

A CIP catalog record for this book is available from the Library of Congress

British Library Cataloguing in Publication Data

A CIP catalogue record for this book is available from the British Library

ISBN 978 1 84310 186 4

ISBN pdf eBook 978 1 84642 652 0

Printed and bound in Great Britain by

Athenaeum Press, Gateshead, Tyne and Wear

Acknowledgement
With special appreciation to Claire Booth who has coped with a rather IT-illiterate editor.
Contents

Introduction 9
Joyce Lishman, Robert Gordon University, Aberdeen

Section 1: Understanding
1 The Social Policy Context of Practice Learning 13
Steven M. Shardlow, University of Salford

2 Structural Approaches to Social Work 27

Ann Davis, University of Birmingham

3 Towards Social Theory for Social Work 39

Pauline Hardiker and Mary Barker, formerly University of Leicester

4 The Place of Attachment Theory in Social Work

with Children and Families 57
Jane Aldgate, Open University

5 Erikson’s Life Cycle Approach to Development 74

Alastair Gibson, Robert Gordon University, Aberdeen

6 A Psychodynamic Approach to Social Work 86

Judith Brearley, Scottish Institute of Human Relations, Edinburgh

Section 2: Assessment
7 Models of Assessment 101
Daphne Statham, formerly The National Institute for Social Work, and Patricia
Kearney, Social Care Institute for Excellence
8 Assessment and Children 115
Brigid Daniel, University of Dundee

9 Assessment: From Reflexivity to Process Knowledge 128

Michael Sheppard, University of Plymouth

10 Assessment in Criminal Justice 138

Gill McIvor, Lancaster University

11 Risk Assessment and Management: An Overview 153

Hazel Kemshall, DeMontfort University, Leicester

Section 3: Intervention
12 Cognitive Behavioural Social Work 169
Geraldine Macdonald, Queen’s University of Belfast

13 Task-Centred Practice 188

Peter Marsh, University of Sheffield

14 Crisis Intervention 201

Amy Clark, Robert Gordon University, Aberdeen

15 Family Therapy and Systemic Practice 216

Steven Walker, Anglia Ruskin University, Cambridge and Chelmsford

16 Theory, Concepts, Feelings and Practice: The

Contemplation of Bereavement within a Social Work Course 235
Gerard Rochford, formerly Aberdeen University

17 Group Care 249

Colin Keenan, Robert Gordon University, Aberdeen

18 Empowerment and Advocacy 269

Rob Mackay, Robert Gordon University, Aberdeen

19 Social Work and Community Development 285

Alan Barr OBE, Scottish Community Development Centre, Glasgow
Section 4: The Context of Assessment and Intervention
20 Social Work with Children and Families: A
Case Study of the Integration of Law, Social Policy and
Research in the Development of Assessment and Intervention
with Children and Families 303
Robert Buckley, Robert Gordon University, Aberdeen

21 Interdisciplinary Practice 322

Terry McLean, Robert Gordon University, Aberdeen

22 Working within the Organizational Context

of Dynamic Change 344
Fiona Feilberg, Robert Gordon University, Aberdeen

Section 5: Reflective and Evidence-Based Practice

23 Reflective Practice and Critical Reflection 363
Jan Fook, University of Southampton

24 Research, Evaluation and Evidence-Based Practice 376

Joyce Lishman

THE CONTRIBUTORS 391

SUBJECT INDEX 395
AUTHOR INDEX 402
INTRODUCTION
Joyce Lishman

While the context of practice teaching and practice learning has changed significantly
since the first publication of the Handbook of Theory for Practice Teachers in 1991, the need
for a reference volume of theory, knowledge, research and evidence dedicated to practice
learning and its teaching and assessment remains. This new edition of the Handbook has
been substantially changed and updated to reflect and represent the changed world of
social work and social work education.
Section 1 is about our understanding of the structural, social and individual influ-
ences which may lead us to become users of social work services. Chapter 1 addresses the
importance of understanding the relevance of social policy in a devolved United King-
dom to the work we do. Chapter 2 further addresses structural influences on both society
and individuals. Chapter 3 is retained from the original volume and in my editor’s note
preceding it I explain why. This chapter admirably integrates and applies to our practice
the range of knowledge, theory, research and evidence we should be using and the
complexity of doing so.
Chapters 4, 5 and 6 recognize the importance and relevance of a structural under-
standing of our life circumstances but also examine the need to understand individual
emotional development, including the role of unconscious thoughts and feelings.
Section 2 deals with assessment. Chapter 7 examines assessment in a holistic way
and how it contributes to effective practice in social work, social care and integrated ser-
vices. Chapters 8, 9 and 10 examine assessment in specific contexts, i.e. child care, com-
munity care and criminal justice. Chapter 11 examines more general issues in relation to
risk assessment and management.
Section 3 is about intervention. The Handbook presents a range of methods of
intervention including cognitive behavioural social work, task-centred practice, crisis
intervention, family therapy and group care. It does not have a specific chapter on
psychosocial intervention but the theme of psychosocial assessment and intervention, I
hope, underpins this volume. Each of these is a useful tool but needs to draw carefully on
the conclusions of assessment. The use of ‘an assessment’ and thereafter an ‘appropriate
intervention’ is not a one-off event but the interaction continues. Assessment may lead to
changes in social work intervention over time. We also need to be careful not to assume
that an initial assessment automatically leads to a specific method of intervention. For
example, an assessment which is predominantly psychosocial may quite rightly be fol-
lowed by a cognitive behavioural intervention. An initial method of intervention may
change: we need to be flexible. Following a revised assessment and using an evidence

9
10 Handbook for Practice Learning in Social Work and Social Care

base, we may need to change, in partnership with our service user, for example, from a
task-centred intervention to a psychosocial one. We need to be vigilant in continuing to
address structural issues in intervention.
Rochford’s Chapter 16 on loss with the editor’s addendum is included from the pre-
vious volume. Loss, we should remember, and also problems about attachment underpin
a considerable part of social workers’ intervention. Chapter 17 examines group care, a
sometimes neglected but crucial area of social work intervention, and usefully examines
it in the context of an evidence-based practice (see Chapter 24). Chapter 18 focuses spe-
cifically on how social work and social care can empower service users and advocate for
them. More broadly in Chapter 19 we reflect on the role of social work in community
development.
Section 4 addresses the context of assessment and intervention. Chapter 20 exam-
ines law, social policy, assessment, intervention and the evidence base in child care and
child protection, i.e. it is a case study of how as social workers we must analyse and inte-
grate these very different strands, policy, law and knowledge and research into our
practice.
Chapter 21 examines the interdisciplinary context of social work and partnership
working. Chapter 22 addresses the practice of social work in its organizational context
with the requirements of organizational change which are a given.
Section 5 follows from this chapter. As professional social workers we need to be
fully engaged in reflective practice, evaluation and evidence-based practice.
The task for social work students, practice teachers and more generally social work-
ers is highly complex: to understand and apply in assessment and intervention law, social
policy and research in relation to complex individuals who do not neatly fit into the
broad parameters of policy or of research findings.
I hope this book helps students and practitioners to practise in a more knowl-
edge-based way to meet the needs of individual service users and carers and ensure that
we maintain a focus on how we can improve on the outcomes of our practice.
Section 1: Understanding
CHAPTER 1

THE SOCIAL POLICY CONTEXT OF

PRACTICE LEARNING
Steven M. Shardlow

Introduction: what is the relevance of social policy

for practice learning?
Social workers are expected to have a broadly-based professional understanding that in-
tegrates knowledge derived from a range of academic and professional disciplines into a
coherent and usable form, which can be directly applied in practice. Such an expectation
may sometimes create an impression, especially for the neophyte social worker, that al-
most all forms of knowledge have relevance for social work. It is reasonable to expect
that a strong, substantial and persuasive argument should be made to justify why social
workers should acquire knowledge derived from any given cognate academic or profes-
sional discipline, and vice versa, to limit the expectations about the knowledge that
social workers should acquire. Hence, three questions arise. First, what is the justification
for the assertion that social workers need to acquire knowledge about a particular do-
main, in this case social policy? Second, what in particular about this discipline should
they understand? Third, in what ways can practice teachers assist students during peri-
ods of practice learning with the acquisition of a relevant understanding of social
policy? This chapter presents a discussion of and suggested answers for these questions.
As a starting point a preliminary question can be posed: ‘if social workers knew nothing
of social policy would they necessarily be worse as practitioners?’ To answer this ques-
tion, a kind of ‘acid test’ of the utility of social policy knowledge, it is necessary to
explore the nature of social policy as a discipline.

What is social policy?

Mapping the content and boundaries of social policy is not a simple matter; the very
breadth and scope of the discipline seem almost boundless – busy practice teachers can
be heard to groan in unison, ‘Not another boundless set of knowledge to acquire and to
assist students to grasp’. It is perhaps not then surprising to note that Alcock, Payne and
Sullivan (2000) compare the discipline to a elephant: something which can be recog-
nized on sight but which is ‘notoriously difficult to describe’ (see, for example, p.1
1
which develops Esping-Andersen’s framework (1990) by allowing the inclusion of a
southern European model of welfare). More concretely, Blakemore suggests reasons for

13
14 Handbook for Practice Learning in Social Work and Social Care

what he terms the ‘lack of identity of social policy’: it is ‘a relatively new’ subject (the or-
igins lie in the early part of the twentieth century) and it is ‘a “magpie” subject […] that
has taken sparkling treasures from other disciplines such as economics, philosophy,
politics and sociology’ (Blakemore 2003, p.3). This suggests a natural affinity with
the discipline of social work, which is often taken to possess similar characteristics. To
help resolve some of these problematics both succinctly and helpfully, Alcock (2003)
proposes a definition of social policy which suggests that it comprises both academic
discipline and also a form of social action. If we develop this notion a little further, social
policy might be seen as having as four-cornered character, being a field for study that
contains a discrete group of subject areas (the content of the discipline), which may be
approached through a set of common principles or concepts. These common principles
constitute a political arena for social action, at both national and municipal levels, and that
have the potential for realization through the enactment and delivery of a particular set
of policies, which are specifically social in character. These italicized notions benefit from
further exploration.
CONTENT
According to Spicker (1995) ‘social policy’ is usually taken to include the study of edu-
2
cation, health, housing, social security and social work. This view is echoed by Erskine
who contends that the ‘most common and traditional approach, within the United King-
dom, used to conceptualise to social policy is through these “big five social services”’
3
(Erskine 1998, p.17). However, Erskine also comments that the point of departure for
thinking about social policy may not be these big ‘five social services’ but through con-
sideration of:
• social issues (for example, the changing demographic structure of many
industrially developed countries to an increasing proportion of the population
over the age of 75, who are presumed to require additional financial and social
support, relative to the employed population)
• social problems (for example, the extent of poverty, the impact of
unemployment or the increasing incidence of HIV/AIDS)
• the experiences of social groups (for example, black people, children, older
people, those with a disability and so on).
PRINCIPLES
Principles provide another vantage point from which we can unlock the core of social
policy. Value positions or philosophical principles, which may be either aspirational (i.e.
are required to realize a better society according to a given some value position) or nor-
mative (i.e. describe required behaviour in the social field and may contain mechanisms
for enforcement), underpin social polices. Blakemore proposes a way of understanding
these principles by suggesting that they may, at various times, have the force of being
‘moral standards’ which provide justification for beliefs; ‘rules’ which specify behaviour;
and ‘ideas’ which underpin social policy (Blakemore 2003, pp.17–18). The values or
principles that are most often referred to are:
• altruism and reciprocity
 The Social Policy Context of Practice Learning 15

• citizenship
• equality (egalitarianism; equality of opportunity)
• freedom and rights
• equity and social justice
• social needs (satisfaction and wants).
These principles are often interpreted through their application to one of several differ-
ent perspectives or political orientations. Some of the most commonly articulated are:
• communitarianism (socialism)
• conservativism
• feminism
• neo-liberalism
• social democratism
• postmodernism.
This configuration of principles, perspectives and political orientations connect strongly
with social work (for example, the satisfaction of social need and want and the realiza-
tion of social justice). They find expression through professional ethics and values, al-
though often expressed in different terminology, that are very much the concern of
social work).
THE POLITICAL ARENA
When approached from the perspective of the political arena, social policy provides an
understanding of the forces that shape policy, the way in which these policies are imple-
mented and an evaluation of their impact. For example, in the United Kingdom, social
policy in the political arena can be explored through an examination of the New Labour
government’s (1997–) agenda for policy change, which is badged as the ‘Third Way’ –
this is an ideology neither entirely of the ‘left’ nor ‘right’ which purports to change the
nature of politics through ‘modernization’. However, some commentators, Powell
(1999) for example, have suggested that there has never been a set of ‘New Labour’ so-
cial policies which cohere around a ‘big idea’ that can compare with the ‘big idea’ of the
1945 Labour government of Clement Atlee (an ex-social worker) which is credited with
the creation of the Welfare State. The contested nature of the relationship of social policy
to political forces provides an excellent mechanism for teachers to promote understand-
ing of the discipline, as discord provides a sharp tonal distinction to better appreciate the
nature of this relationship.
THE SOCIAL CONTENT OF POLICY
Not all government policy is ‘social’ policy, although many policies have a social dimen-
sion, as so far as they affect people. Miller (1999) grappled with defining and containing
the nature of social policy and resolved the problem by referring back Donnison’s
4
long-standing definition of social policy:
16 Handbook for Practice Learning in Social Work and Social Care

What distinguishes a policy as ‘social’ is […]the fact that it deals with the distri-
bution of resources, opportunities and life chances between different groups and
categories of people.[…] It follows that every Government department,
programme and policy may have social aspects. Meanwhile social policies always
have other aspects which for many people will be more important. Health and
education services, for example, are primarily designed to raise general standards
of health and learning without much regard to their distribution or distributional
consequences. Policies for these services become social in the sense defined here,
when they deal with the allocation of resources and opportunities between po-
tentially competing groups, and – as a consequence which may be more distant
but equally important – with relations between groups in society, their status and
self-respect, their power and their access to broader social opportunities.
(Donnison 1975, p.26)
This comment encapsulates to the ‘essence’ of social policy, helpfully for those, such as
social work students who seek to comprehend its complexity in a single graspable
statement.
SOCIAL POLICY AND SOCIAL WORK
In day-to-day practice social work students will encounter people whose experiences
represent the realization of particular social policies.
On a visit to an older disabled person, the student may learn that the service user’s
weekly allowance of home care has been significantly reduced. The student can be en-
couraged to explore the reasons for this reduction and may discover that it is not related
to the individual’s level of need but to the operation of a policy shift at local or national
level whereby less funding is available to support this type of home care due possibly to
the budget being exhausted.
A direct appreciation of the policy context allows the student to recognize how
policy frameworks contain professional practice, and how these enhance or constrain
opportunities for the delivery of high quality social work. This then provides the answer
to the first question posed at the start of this chapter; the acid test – the utility of knowl-
edge about social policy for social work students and practitioners. Without an under-
standing of the social policy context in the above example, the social work student
would not be able to make an informed assessment of need and how that need might be
5
met. Having dealt with the first question, we have established the importance of social
policy for social work and can shift our attention to the second question addressed by
this chapter – which aspects and areas of social policy students should understand.

Current and recent policy domains in the UK

If students of social work need some knowledge of social policy, then we require a prin-
ciple to delineate necessary from supplementary knowledge. Clearly they cannot be
expected to have a detailed knowledge of the entire scope of the discipline. Help is at
hand, in that the conventional division of social policy into the ‘big five’ policy areas
6
(education, health, housing, personal social services) serves social work students well.
An overall knowledge of these areas is necessary if their practice is to be grounded on an
 The Social Policy Context of Practice Learning 17

understanding of the social world. Students should be familiar with the current policy
emphasis in these ‘big five’ areas of social policy – in other words, with the policy aims
and aspirations that government is seeking to achieve – and the underlying principles for
any given policy approach. To this effect, only most schematic capture of recent policy
trends is possible here. It is helpful to compare some of the key social policy initiatives as
developed by the Conservative government (1979–97) with those of the current New
Labour government (1997– ).
EDUCATION

• 1979–1997: Policies designed to promote the notion of consumer choice in

education: the removal of responsibilities and powers from local education
authorities (LEAs) and the granting of increased powers to schools through
local management (LMS); the introduction of ‘league tables’, which purport to
demonstrate the academic performance of individual schools and facilitate
cross-school comparisons; and, perhaps most significantly, the introduction of a
national school curriculum with tests (SATS) to measure the performance of
individual children.
• 1997–: Policies designed to give increased power to parents, increase the
numbers of children who achieve academic success and enable those at school
to become good citizens. Initiatives taken include the following: an increase in
the number of teachers; the introduction of Sure Start to provide a secure entry
point for those under five to the education system; the introduction of the
Education Maintenance Allowance (EMA) to increase the number of those from
economically deprived backgrounds who remain in education; an increase in
the number of those attending university, such that by 2010 50 per cent of
18-year-olds will benefit form higher education. In 2006 government sought
to introduce measures to promote greater independence for schools and to turn
7
the LEAs into the commissioners of education rather than the providers.
HEALTH

• 1979–1997: Policies designed to introduce market principles into the

allocation of the scare resource of health care. The most significant
development was the NHS and Community Care Act (1990), which introduced
an internal market in the NHS with the intention that money should follow the
patient. GPs became fundholders who were able to purchase health care, active
encouragement was given to the private sector, a significant number of new
private hospitals being built.
• 1997–: Policies intended to increase the efficiency and effectiveness of the
Health Service, notably the creation of treatment centres for routine operations
as one key measure to reduce waiting times for treatment; a major increase in
investment year on year leading to increased numbers of medical staff being
trained; and an increase in the number of employed doctors and nurses.
18 Handbook for Practice Learning in Social Work and Social Care

HOUSING

• 1979–1997: Policies introduced that were designed to increase the number of

people who owned their own property, with the intention of creating a society
where as many as possible had a stake in the economic stability of the country.
The most notable policy was the establishment of the ‘right to buy’, under
which many local authority tenants purchased their homes, combined with very
significant reductions in the number of social housing units constructed.
• 1997–: Policies flagged as ‘delivering decent homes for all’; this is being
achieved, according to government, by increasing the numbers of social
housing units constructed and by increasing the capital investment in existing
local authority housing stock.
SOCIAL CARE

• 1979–1997: Prime policy objective was the introduction of the ‘mixed

economy of welfare’ to reduce the proportion of social care provided directly
by local government and to increase the opportunity for not-for-profit and
private organizations to provide various forms of social care: the introduction
of the ‘purchaser/provider’ split in the NHS and Community Care Act (1990),
which mirrored developments in the health sector.
• 1997–: Major policy objective to modernize the provision of social care
and to increase efficiency while valuing people who receive social care.
Performance-led management through comparative indicators of standards and
levels of service delivery (for example, the star ranking of local authority social
services departments) was introduced, substantial change in organization
arrangements was made through the creation of new national regulatory and
inspectorial bodies and services for young people increasingly diverged from
those for adults.
SOCIAL SECURITY

• 1979–1997: Policies designed to reduce economic dependency on the state

and to promote self-reliance. For example, unemployment benefit was replaced
with the jobseeker’s allowance, which emphasized limited social security
provided for being unemployed per se; stringent eligibility tests were
introduced for various social benefits.
• 1997–: Policies designed to protect those in work and to provide
encouragement to work, while protecting those unable to work; to provide a
more equal distribution of income, in particular by reducing family poverty.
Tax credits to lessen the tax burden on these on low incomes, a minimum wage
and the New Deal initiative to help lone parents into employment were all
introduced. The Disability Rights Commission (DRC) was established to seek
to counter discrimination against disabled people.
This juxtaposition of the current government approach to the ‘big five’ areas of social
policy with the approach of the previous government, albeit in a brief and highly
 The Social Policy Context of Practice Learning 19

schematic format, allows students to grasp the character of social policy, in particular
the unity or absence of underlying principles evident in the policies pursued by different
governments. Knowledge of current policies provides a context for students who are
undertaking an agency-based period of practice learning – a context to better
understand the lived reality of the service user.

Key policy themes

Students need a broad-brush understanding of social policy in the ‘big five’ areas, yet the
exploration of current policy themes may be a particularly pertinent way for social work
students to develop their understanding of social policy, however, although selecting
which issues to concentrate upon is inherently problematic. Ellison and Pierson (1998)
have identified several ‘social movements’ as the key contemporary issues: gender, race,
ecology, the changing dimensions of poverty, consumerism, and policy in a European
context. Examination of these aspects of social policy may help to guide a student’s
developing knowledge.
SOCIAL MOVEMENTS
Developing a theoretical and practice-based understanding of the impact upon people’s
lives of such key contemporary issues as age, disability, gender, race, sexuality (or other
attributes that may impact on people’s lives, e.g. through social exclusion or discrimina-
tion) is a core and fundamental aspect of social work practice and professional learning
(QAA 2000). These themes are discussed from a social work perspective in relevant
social work literature and are likely to be familiar to both practice teachers and students
– an extended discussion from a policy perspective is not therefore needed here. None-
theless, social work students may be asked to consider the extent to which discussion is
differently framed about age (or any of the other key contemporary issues listed above)
when approached from a policy perspective rather than a professional social work prac-
tice perspective. Comparing the way that different bodies of literature treat a particular
theme is something that practice teachers may encourage generally – not just in relation
to social policy and social work.
While many of these key contemporary issues are found in parallel discussions in so-
cial policy and social work literature, some are not. For example, ‘ecology’ as an issue
does not figure strongly within social work. Possibly increased emphasis should be
given to looking for sustainable social work futures (for example, the construction of
new residential units that are energy efficient) that reflect concern for both people and
the environment.
POVERTY
‘Poverty’ is a key policy theme for social workers, encountered daily in professional
practice. In their review of social policy for social workers, Walker and Walker (2002)
devote most of the discussion to poverty with the incisive comment:
The majority of social work service users are poor, yet poverty as an issue is too
often marginalised in social work training, even though it is a greater cause of so-
cial exclusion than are ‘race’ and gender with which it also overlaps. (Walker and
Walker 2002, p.52)
20 Handbook for Practice Learning in Social Work and Social Care

Poverty is generally understood in three ways. First: ‘absolute poverty’, which was de-
fined by the United Nations as: ‘A condition characterised by severe deprivation of basic
human needs, including food, safe drinking water, sanitation facilities, health, shelter,
education and information. It depends not only upon income but also on access to ser-
8
vices’ (United Nations 1995, p.57). Second: ‘overall poverty’, defined by the United
Nations as:
Lack of income and productive resources to ensure sustainable livelihoods; hun-
ger and malnutrition; ill health; limited or lack of access to education and other
basic services; increased morbidity and mortality from illness; homelessness and
inadequate housing; unsafe environments and social discrimination and exclu-
sion. It is also characterised by lack of participation in decision-making and in
civil, social and cultural life. It occurs in all countries: as mass poverty in many de-
veloping countries, pockets of poverty amid wealth in developed countries, loss
of livelihoods as a result of economic recession, sudden poverty as a result of
disaster or conflict, the poverty of low-wage workers, and the utter destitution of
people who fall outside family support systems, social institutions and safety
nets. (United Nations 1995, p.57)
Third: social exclusion. The prime minister, Tony Blair, has described social exclusion as:
‘a shorthand label for what can happen when individuals or areas suffer from a combina-
tion of linked problems such as unemployment, poor skills, low incomes, poor housing,
high crime environments, bad health and family breakdown’ (The Scottish Office
1999).
9
Since the so-called ‘rediscovery of poverty’ in the 1960s, academic and political in-
terest in the subject waned somewhat until 1997 when Tony Blair gave his famous pol-
icy commitment, at Toynbee Hall, to end child poverty within 20 years and to lift
700,000 children out of poverty by 2001. The measurement of poverty is problematic.
There is no officially used measure of poverty in the UK. A standard measure of poverty
commonly used across much of Europe is the proportion of the population living on less
10
than half of the average income (DWP 2006), and a report by UNICEF using such sta-
tistics placed the UK as the nineteenth worst (of the 23 OECD countries) in terms of the
number of children living in poverty, with almost 20 per cent of children living below
11
the poverty line (UNICEF Innocenti Research Centre 2000, p.4). If this is correct, there
appears to be little chance of meeting the objective of eradicating poverty in the UK dur-
ing the next ten years. Moreover, using the same statistical measure, in the final quarter of
the twentieth century, poverty has increased in both the numbers living in poverty and
the depth of poverty: for example, the poorest 10 per cent of the population were 12 per
cent worse off in 1996 than in 1979 (Gordon 2001, p.62). However, these figures
should be treated with some caution. Certainly, they demonstrate that change is occur-
ring, but Johnson, Tanner and Thomas (2000) have demonstrated that this mode of cal-
culating poverty is very sensitive to changes in the income of the richest. For example, in
the 1980s higher incomes increased dramatically – hence increasing the ‘average’ in-
come – hence increasing the numbers living in poverty as measured by HBAI statistics.
The impact of poverty on the individual will vary greatly by place and time.
Blakemore (2003) invited readers to identify which of the following were necessities
Another Random Scribd Document
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 Marketing - Quick Reference
Spring 2021 - Laboratory

Prepared by: Prof. Davis

Date: July 28, 2025

Section 1: Assessment criteria and rubrics

Learning Objective 1: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 2: Practical applications and examples
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Learning Objective 3: Current trends and future directions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Statistical analysis and interpretation
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 5: Study tips and learning strategies
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 5: Diagram/Chart/Graph]
Definition: Practical applications and examples
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Experimental procedures and results
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 7: Diagram/Chart/Graph]
Note: Research findings and conclusions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 8: Ethical considerations and implications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 9: Case studies and real-world applications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 10: Diagram/Chart/Graph]
Conclusion 2: Best practices and recommendations
Definition: Historical development and evolution
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Critical analysis and evaluation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 12: Experimental procedures and results
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 13: Best practices and recommendations
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Statistical analysis and interpretation
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 15: Diagram/Chart/Graph]
Key Concept: Problem-solving strategies and techniques
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Key terms and definitions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 17: Case studies and real-world applications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Statistical analysis and interpretation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Problem-solving strategies and techniques
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Abstract 3: Interdisciplinary approaches
Key Concept: Ethical considerations and implications
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 21: Diagram/Chart/Graph]
Note: Best practices and recommendations
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 22: Case studies and real-world applications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Comparative analysis and synthesis
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 24: Problem-solving strategies and techniques
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Best practices and recommendations
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Key terms and definitions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 27: Comparative analysis and synthesis
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Problem-solving strategies and techniques
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Key terms and definitions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 30: Diagram/Chart/Graph]
Results 4: Study tips and learning strategies
Remember: Interdisciplinary approaches
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 31: Diagram/Chart/Graph]
Definition: Case studies and real-world applications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 32: Statistical analysis and interpretation
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Practical applications and examples
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 34: Diagram/Chart/Graph]
Note: Fundamental concepts and principles
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Experimental procedures and results
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 36: Diagram/Chart/Graph]
Remember: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Statistical analysis and interpretation
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Study tips and learning strategies
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 39: Diagram/Chart/Graph]
Key Concept: Study tips and learning strategies
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Abstract 5: Experimental procedures and results
Remember: Interdisciplinary approaches
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 41: Learning outcomes and objectives
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Historical development and evolution
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 43: Fundamental concepts and principles
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 44: Best practices and recommendations
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Statistical analysis and interpretation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Comparative analysis and synthesis
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Statistical analysis and interpretation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 48: Diagram/Chart/Graph]
Practice Problem 48: Key terms and definitions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Problem-solving strategies and techniques
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Test 6: Critical analysis and evaluation
Practice Problem 50: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Study tips and learning strategies
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Research findings and conclusions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Fundamental concepts and principles
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 55: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 56: Study tips and learning strategies
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 57: Case studies and real-world applications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 58: Diagram/Chart/Graph]
Practice Problem 58: Research findings and conclusions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Interdisciplinary approaches
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Methodology 7: Practical applications and examples
Important: Comparative analysis and synthesis
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Practical applications and examples
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 62: Critical analysis and evaluation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 63: Diagram/Chart/Graph]
Important: Literature review and discussion
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Critical analysis and evaluation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 65: Statistical analysis and interpretation
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 66: Diagram/Chart/Graph]
Important: Current trends and future directions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 67: Key terms and definitions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Key terms and definitions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Critical analysis and evaluation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Section 8: Experimental procedures and results
Note: Interdisciplinary approaches
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 71: Research findings and conclusions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Statistical analysis and interpretation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Fundamental concepts and principles
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Literature review and discussion
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 75: Diagram/Chart/Graph]
Remember: Key terms and definitions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Assessment criteria and rubrics
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Interdisciplinary approaches
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 78: Diagram/Chart/Graph]
Definition: Current trends and future directions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 79: Literature review and discussion
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Results 9: Case studies and real-world applications
Practice Problem 80: Assessment criteria and rubrics
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Practical applications and examples
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Critical analysis and evaluation
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 85: Study tips and learning strategies
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Problem-solving strategies and techniques
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 87: Diagram/Chart/Graph]
Note: Theoretical framework and methodology
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 89: Diagram/Chart/Graph]
Example 89: Problem-solving strategies and techniques
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Summary 10: Theoretical framework and methodology
Practice Problem 90: Research findings and conclusions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Historical development and evolution
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 92: Case studies and real-world applications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Practical applications and examples
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Key terms and definitions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Literature review and discussion
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Assessment criteria and rubrics
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Interdisciplinary approaches
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Research findings and conclusions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Appendix 11: Literature review and discussion
Key Concept: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 101: Research findings and conclusions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Interdisciplinary approaches
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 103: Ethical considerations and implications
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Historical development and evolution
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 105: Diagram/Chart/Graph]
Example 105: Statistical analysis and interpretation
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 106: Interdisciplinary approaches
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Case studies and real-world applications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 108: Ethical considerations and implications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Exercise 12: Research findings and conclusions
Example 110: Research findings and conclusions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 111: Statistical analysis and interpretation
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 112: Diagram/Chart/Graph]
Practice Problem 112: Research findings and conclusions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Key terms and definitions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 114: Diagram/Chart/Graph]
Definition: Comparative analysis and synthesis
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 115: Diagram/Chart/Graph]
Key Concept: Key terms and definitions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 116: Problem-solving strategies and techniques
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Current trends and future directions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Experimental procedures and results
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
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