Two peer-reviewed research papers are presented in the practice section for this issue of the journal. They both provide readers with an insight into research undertaken in the United Kingdom (UK) and Greece in relation to issues of values and ethics. The paper by Paula Pope is a timely and reflective critique of the impact the austerity measures of the Conservative-led Coalition Government in the UK, 2010–15 had on youth work services. These measures imposed a degree of professional uncertainty within youth work services, undermining the quality of the services being delivered, as well as compromising the ability of youth workers to deliver practice which they felt to be consistent with the profession’s educational and emancipatory values. Pope’s analysis of the narratives of a small, but culturally diverse group of experienced youth workers elucidates the ethical concerns expressed by the practitioners. The research, drawing as it does on the experiences of practitioners, provides a perspective of the realities of practice and the palpable tensions and ethical conflicts within the youth work sector. The paper echoes many current concerns which other welfare professions have expressed under the continuation of social and economic policies informed by austerity. Pope concludes that these polices have led to the diminution in professional standards, the furtherance of inequality in the provision of services as well as threatening and compromising the value base of the youth work profession.
Elena Papouli in her research-based paper, like Pope, identifies the influence of social, economic and political factors on the development and the maintenance of a strong professional identity and value base, but in a different European country undergoing serious financial and economic difficulties. Papouli uses information gained from two focus groups carried with Greek social work students, and provides some insight into the process through which students develop their knowledge and understanding of what it means to be an ethically competent practitioner. Papouli identifies a number of points generated by her research which could usefully inform the teaching and training of social work students in relation to ethical practice. The development of ethical competence, she concludes from her research, is achieved through practice and regular discussion of ethical issues within the placement setting. The availability of ethical role models as well as a supportive working environment is also necessary for the student to develop ethical behaviour. Papouli makes a further and interesting point regarding the impact that pressures and stresses within practice have on the ability of practitioners to engage in ethical practice. In her research, she found that negative behaviour from service users can adversely affect the student’s ability to act ethically, this was particularly in situations where the student is not able to manage the difficult behaviour and did not receive appropriate support from others. For this ethical stress to be minimised, Papouli suggests that the ethical tone and culture of organisations needs to be developed and supported by strong ethical leadership. Although these points are generated by data relating to a Greek context and not necessarily generalisable, we believe that they very much add to discussion and debates about the nature of ethical practice.
To conclude, students and qualified workers committed to social justice and equality face, as evidenced by the research participant’s narratives, numerous challenges in holding on to their anti-oppressive values and practising ethically in professionally difficult times.