1. Power, influence and use of authority in Practice education
Lesley Parish & Jenny Dale

2. Objectives Define power, influence and authority
Critically analyse power dynamics in social work practice in the context of moral philosophy and ethics
Explore theories related to power use in practice

3. The standards
Where does power and authority feature in relation to standards?

4. Standards of Proficiency
2.6 be able to exercise authority as a social worker within the appropriate legal and ethical frameworks
2.9 recognise the power dynamics in relationships with service users and carers and be able to manage those dynamics appropriately

5. Professional Capabilities Framework
Diversity - Social workers appreciate that, as a consequence of difference, a person's life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.
Recognise and manage the impact on people  of the power invested in your role
Intervention and skills - They understand and take account of differentials in power, and are able to use authority appropriately.

6. BASW Code of Ethics
Ethical problems often arise because social workers, for example:
Work with conflicting interests and competing rights
Have a role to support, protect and empower people, as well as having statutory duties and other obligations that may be coercive and restrict people’s freedoms

7. Social workers need to acknowledge the impact of their own informal and coercive power and that of the organisations involved.
Using authority in accordance with human rights principles Social workers should use the authority of their role in a responsible, accountable and respectful manner. They should exercise authority appropriately to safeguard people with whom they work and to ensure people have as much control over their lives as is consistent with the rights of others.

8. Practice Educator Professional Standards for social work
In order to promote anti-oppressive and anti- discriminatory practices, practice educators and supervisors will:
identify and question their own values and prejudices, the use of authority and power in the assessment relationship, and recognise and act upon the implications for their assessment practice

9. Group discussion What are your perceptions of power?
What has contributed to your perception of power?
How do you feel about being in a position of authority in relation to students?

10. What do the 3 words mean?
Power
Authority
Influence

11. Power
ability to do or act; capability of doing or accomplishing something.
great or marked ability to do or act; strength; might; force.
the possession of control or command over others; authority; ascendancy: power over men's minds.
Dictionary.com

12. Authority
the power to determine, adjudicate, or otherwise settle issues or disputes; jurisdiction; the right to control, command, or determine
a power or right delegated or given
a person or body of persons in whom authority is vested, as a governmental agency
Usually, authorities. persons having the legal power to make and enforce the law; government
an accepted source of information, advice, etc.
an expert on a subject

13. Influence Verbal form: to exercise influence on; affect; sway:
to move or impel (a person) to some action

14. Influence No verbal form of the word power
“Consequently, other words, such as ‘influence’, must be used to express power-in-use”
“If X wants to achieve Z and believes that Y can help to realise this Z, then X must apply some stimuli to sway Y to undertake the required action. These stimuli – which range from personal attraction to physical force – are commonly called ‘power’”
Bar-On, A (2002: 998)

15. French and Raven 1958
Social influence – a change in the belief, attitude, or behaviours of a person which results from the action of another person
Social power – the potential for such influence – the ability of the “influencing agent” to bring about such a change using available resources
Identified 5 bases of power initially then added a sixth

16. The bases of power Coercive power Reward power Legitimate power
Expert power
Referent power
Information power

17. Small groupwork
How effective do you think these power bases are and in what circumstances?

18. Power/interaction model of interpersonal influence
Socially independent change – “target” continues the changed behaviour without identifying the “influencing agent” as the agent of change.
Socially dependent change with surveillance necessary by the “influencing agent”. None of the target’s privately held beliefs, attitudes or values have changed – only secured public compliance
Socially dependent change with surveillance unnecessary
Raven (2008)

19. Further differentiation
The selection of power strategies will depend on how an agent views a target and even more on how an agent believes a target views him/her
The agent will select bases of power based on their perception of what would work best with a specific target

20. Other personality characteristics might also affect the choice of a power strategy, including an agent’s having high or low self esteem. One reason for this might be that successful influence from informational power tends to be attributed to the target, while successful influence from coercive power tends to be attributed to the influencing agent.

21. Attitude towards target – a strong negative feeling may lead to a choice of harsh basis of power (e.g. coercive) even when that power strategy might not be the most effective.
Conversely where there is a strong positive feeling a harsh basis of power may not be used even if it is the most appropriate.

22. Informational influence or persuasion would ordinarily be highly desirable but may require more time and effort than is available.
Coercion may result in more rapid compliance but carries the cost of surveillance and potential hostility

23. So what are your experiences with students
So what are your experiences with students? How have they presented in terms of power? Powerful or powerless? How have power dynamics impacted on your placement experiences?

24. Target may have various motives to either accept or reject influence from the agent, some of which may involve personal factors such as a need for independence, for power and for self esteem
Also may have positive or negative personal feelings towards the influencing agent

25. Smith (2008) identifies 6 service user strategies to influence power dynamics
Compliance
Non –co-operation
Resistance (renegotiate or modify relationships with professionals)
Challenge (rejection of perceived authority)
Collaboration (active engagement & participation)
Control (over the way needs are defined)

26. “People do not fit easily into ‘powerful’ or ‘powerless groupings, sometimes having membership of both at the same time….The very same experience can be empowering for some and disempowering for others.”
Fook (2012: 55)

27. Consider the case scenario and discuss the power dynamics
Consider the case scenario and discuss the power dynamics. How could this situation be managed effectively?

28. 3 groups
Each group note ideas on how power can be managed effectively throughout student placements. The paper moves round so the next group can consider and add ideas, until their paper ends up where it started

29. Individual activity
Develop your own action plan of how you will use what you have learnt today in future practice with social work students

31. References
Bar-On, A (2002) Restoring power to social work practice British Journal of social work 32,
Beckett, C (2006) Essential theory for social work practice London: Sage
British Association of Social Workers (2012) The Code of Ethics for Social Workers. Birmingham: BASW
Bruin, J (1999) Social power and influence tactics: A theoretical introduction Journal of Social Issues, Vol 55, No 1, pp7-14
Fook, J (2012) 2nd Ed Social Work a critical approach to practice London: Sage

32. Health and Care Professions Council (2012) Standards of proficiency for social workers. London: HCPC.
Raven, B (2008) The bases of power and the power/interaction model of interpersonal influence Analyses of Social Issues and Public Policy, Vol 8, No 1, 2008, pp 1-22
Raven, B, Schwarzwald, J and Koslowsky, M (1998) Conceptualising and Measuring a Power/Interaction Model of interpersonal influence Journal of Applied Social Psychology, 28, 4, pp
Smith, R (2008) Social Work and Power Basingstoke: Palgrave Macmillan.
The College of Social Work (2012) Professional Capabilities Framework. London: TCSW