‘Using jargon goes against core social work values’: The power of language in social work

Increasingly, social workers are aware of the power of language and how effective communication builds trust and rapport with service users.

But jargon, acronyms and technical terms can still be obstacles, Tamlyn Bilton, Principal Social Worker with the Borough of Hounslow, told the Shared Futures in Social Work conference in London this week.

In an interactive seminar, Ms Bilton led discussions on the impact of language on children and families. ‘How will you know – ask! Think about, in your interactions with families, when would be a good time to ask about names and the use of language, and if you get it wrong – just apologise.’

She used fictional reports to analyse assumptions in language. In one example involving domestic violence, the report said, ‘This is the 6th police call out and victim always retracts the statement, they continue to protect the abuser.’

‘The implication here is that the victim does not want help and doesn’t feel unsafe,’ Ms Bilton said. Instead of blaming the victim, the report needed to look at the barriers to the person leaving, their support network, cultural or religious beliefs, fear, and childhood trauma.

‘When assessing a parent, the records may show that they are difficult to work with. So what language can you use with a parent who does not want to engage? We have to name the intervention,’ Ms Bilton said. ‘We have to see what hasn’t worked before and why. Asking the parent as the expert in their own behaviour what would work.’

Court reports are written in a particular style: ‘is the language you use in a court report stronger than in an assessment?...The child will see that court report later in life.’

Life story books can give a more rounded picture: she discussed one example of an adopted child whose life story book included details of the things his birth mother did with him, his favourite food and the song she used to sing to him.

‘It is something I am really proud of in that when that child is older, he will know that his mum loved him and tried to keep him.

She outlined briefly the Lundy Model of Participation, which is widely used to explain and support Article 12 of the Human Rights Act -- the rights for people to have opportunity to be heard, have their views considered and, where applicable, to be upheld.

The model in the seminar focused on practical methods when working with children; however, she said that the principles can be used when working with adults with disabilities, in mental health settings and with people with learning needs.

Elements include
- How the social worker gathers information; ‘what listening skills do you bring, and how do you balance the power between yourself and the service user?’
- The person should always be involved in the discussion, and should share in the outcomes of meetings and plans.
- Picture boards can be a better way of explaining decision-making if there is a learning need
- Recording how you have gathered views, what works well and enhances communication and what does not work well, and
- Creating a communication profile of the person to attach to the file to enable other professionals to use same forms of communication methods.

‘Social workers need to build relationships with children, parents, and carers and when we get it wrong people feel unheard, blamed and judged. Records that label someone as a ‘bad mother’ or a ‘problem child’ make a person feel worthless and frustrated. They knock their confidence. There is a sense of shame and embarrassment; it tells them that the social worker has already made up their mind about them.

‘It is our role to advocate for people, to share information and challenge power dynamics. Witnessing and not challenging the use of jargon or abbreviations or using them goes against core social work values and ethics.’