So What Social Work

Abigail and Josh
  • 5.0 (2)
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  • Updated weekly

So What: Social Work, hosted by Abigail and Josh, is a bold, honest podcast for social work students, newly qualified and early-career practitioners, and anyone finding their feet in adult social care. Through candid conversations, lived experience, humour, professional development, and critical reflection, they unpack the realities of social work and themes such as social justice, alongside the systems shaping people’s lives. The podcast cuts through jargon to offer relatable insights, practical reflection, and real conversations about practice and social work education.

  1. 10 hr ago

    Episode 15: Continuing NHS Healthcare (CHC) with Sarah

    ⚠️ Toilet-humour and strong language warning! If that’s not your thing, you may want to skip the opening section. We give fair warning, but some language may offend; our apologies. This is our longest episode yet! After around half an hour of holiday unpacking, catch-ups and proud moments, we welcome Senior Social Worker Sarah to the pod. Sarah shares her journey into practice, experiences across children’s and adults’ services, and reflections on maternity leave and returning to work. She trained alongside both hosts and has worked with them too. We share ALL the holiday details you may or may not want to hear. Imodium, sponsorship enquiries are open! ✌🏼🤣 Then we get into the main event: Continuing NHS Healthcare (CHC) in Wales. Sarah helps us unpack the process, the role of local authorities and social care practitioners, the Decision Support Tool (DST), its 12 care domains, the four key characteristics of need, and the fast-track pathway. We explore the domains and share pointers on gathering evidence about someone’s needs. Our key takeaway? A managed need is still a need! Needs should not be overlooked simply because support or interventions are successfully managing them. For practitioners, students and the public, we hope this episode makes the process easier to understand. Above all, keep the focus on the individual and their needs, wishes and outcomes. Ask colleagues and relevant professionals for advice, and familiarise yourself with the procedures in your local area. References and further reading Continuing NHS Healthcare in Wales Welsh Government: National Framework for Continuing NHS HealthcareCHC information for individuals, families and carersDecision Support Tool (DST) for practitioners Other terms discussed Social justice: Social Services and Well-being (Wales) Act 2014.Walking without purpose: Alzheimer’s Society – dementia and walking about. Consider what the walking may mean for the individual.Four key characteristics of CHC need: Nature, intensity, complexity and unpredictability (see the Welsh CHC framework above).Personal Independence Payment (PIP): GOV.UK guidance. PIP is a disability benefit and is separate from CHC eligibility.Nasogastric (NG) tube: A tube passed through the nose into the stomach, for example for feeding or medication.Toto mattress: A specialist mattress brand mentioned in the episode; this is not an endorsement, and other brands are available.COPD: NHS information.Covert medication: Medication given without the person knowing. This requires careful consideration of capacity, best interests and appropriate authorisation. See the Mental Capacity Act 2005 Code of Practice.Vasovagal episodes: Episodes that can cause fainting due to a sudden drop in heart rate and blood pressure. See NHS guidance on fainting. This episode is for information and learning and does not replace individualised professional advice or local procedures.

  2. 14 Oct

    Episode 14: Anti-Oppressive and Anti-Discriminatory Practice

    This week, we’re talking about anti-oppressive and anti-discriminatory practice - what it means, why it matters, and how it can show up in our everyday work as social care and social work professionals. But first… there are a few proud (or should that be Pride? 👀) moments to celebrate! We reflect on delivering our first training session on strengths-based practice - something we talked about in more detail back in Episode 6 - before sharing a little more about a weekend of shenanigans, dancing, cocktails (or cocky-tees, as we like to call them 🤣) and the importance of having some fun and switching off after a busy week. And don’t worry… #ResearchQueen returned this week! Abigail did plenty of research ahead of this episode 👏🏼 We explore positive action, positive discrimination, unconscious bias and discrimination, and what happens when discrimination or oppression isn’t immediately obvious. We also briefly discuss social care and social work as traditionally female-dominated professions, and the importance of recognising and challenging discrimination and oppression at every level - including within our own profession and organisations. We link this to the Equality Act 2010, including its nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. We also explore the distinction between positive action - which can be lawful where specific conditions are met - and the broader concept of “positive discrimination”. (Legislation.gov.uk) We then move into the Human Rights Act 1998, considering why human rights are so closely connected to anti-oppressive practice. The Act places duties on public authorities to act compatibly with Convention rights, making human rights particularly relevant to public services and social care. (Legislation.gov.uk) Would you be interested in a whole episode dedicated to Human Rights in Social Work and Social Care? If so, let us know: sowhatsocialwork@gmail.com We explore empowerment, social justice and challenging systems that may exclude or disadvantage people, alongside the role of social care professionals in supporting people to overcome barriers. We also discuss advocacy, including the role of independent professional advocates in Wales. Under the Social Services and Well-being (Wales) Act 2014, advocacy is an important part of supporting people to have their voices heard, exercise their rights and participate in decisions about their care and support. (Social Care Wales) We also discuss the Welsh strengths-based approach and the importance of asking “what matters to the person?” while considering priority risks. Josh reflects on how risk can sometimes quickly become anxiety-led for practitioners and families, potentially resulting in the person’s own voice becoming lost. Even when this comes from a genuinely “good” or protective intention, could this inadvertently become oppressive? Along the way, we touch on culturally competent practice, unconscious bias, relational versus transactional practice, empowerment, positive action, advocacy, carers’ support, the Discretionary Assistance Fund (DAF), and Signs of Safety. For Wales-specific context, we refer to the Social Services and Well-being (Wales) Act 2014, which places voice and control, prevention and early intervention, well-being and co-production at the heart of social care. (GOV.WALES) We also discuss support available to unpaid carers in Wales, including the Carers Support Fund and Short Breaks Scheme, alongside the wider rights of unpaid carers. (GOV.WALES) As always, this is our conversation, our reflections and our experiences - not us claiming to be experts! What do you think? Where do you see anti-oppressive or anti-discriminatory practice in your work? And have we missed something? Get involved, tell us what you think and join the conversation. 📧 sowhatsocialwork@gmail.com

  3. 30 Sept

    Episode 13: Manage Your Role (NOS 3) & Exercise Professional Judgement in Social Work (NOS 4)

    Before this week’s topics, we talk about something we’ve been thinking about a lot lately: “toxic positivity”, celebrating other people’s successes rather than tearing each other down, and why supporting the people around us matters.There’s also some silliness, including the arrival of our new “muffs” (microphone muffs 🤣). You can imagine the hilarity!We share our proud moment of the week, reflecting on supporting a mutual friend through a difficult time. We talk about the value of really listening, using our experiences and reflective listening to understand what someone is saying and offer support without trying to fix everything.And we’ve introduced Proud Fridays! Follow us on social media and look out for these posts, you can share something that has gone well for you and we’ll celebrate with you. 🩵💛💚Also, Abigail has officially become the #ResearchQueen. Is this the beginning of a new trend? 🤣We then get stuck into National Occupational Standards (NOS) 3 & 4 for social work:NOS 3 – Manage your role as a professional social workerNOS 4 – Exercise professional judgement in social workThese are part of the National Occupational Standards used in social work education and practice in Wales. NOS 3 focuses on managing the demands of the social work role, including time, energy, expertise, personal wellbeing and safety. NOS 4 focuses on making rigorous, thoughtful and independent professional judgements, including analysing information and considering its implications. (Social Care Wales)We work through the performance criteria and bring them to life with practical examples from social work practice. We discuss things such as:•⁠ ⁠managing workload, competing demands and feeling overwhelmed•⁠ ⁠knowing when and how to ask for support•⁠ ⁠staying safe when working with people•⁠ ⁠using peer and formal supervision effectively•⁠ ⁠reflecting on practice and continuing to develop•⁠ ⁠using evidence to inform professional decisions•⁠ ⁠recognising that professional judgement can involve changing your mind when new information emerges•⁠ ⁠recognising the influence of assumptions and unconscious bias•⁠ ⁠balancing professional knowledge, evidence, risk, rights and the individual circumstances of the person•⁠ ⁠practical strategies that can help you feel safer and more supported in practice; including having a code word when you’re on a visit!We answer questions from an anonymous student social worker and Sarah, a senior social worker, giving different perspectives on developing confidence, managing your role and exercising professional judgement.Throughout the episode, we touch on peer supervision, resilience, unconscious bias, holistic practice, mental capacity, “bloody-mindedness” and Signs of Safety; including how these concepts can influence social work thinking and decision-making.Our conversations about supervision and reflection also link closely with current Social Care Wales guidance, which emphasises supervision as an opportunity to reflect on practice, receive support and feedback, identify learning and development needs, and consider what could be done differently. (Social Care Wales)As always, this is our experience and perspective rather than us claiming to have all the answers!If there’s something you think our experiences might help with, get in touch: sowhatsocialwork@gmail.comReferences & further reading:•⁠ ⁠Social Care Wales – Social Work Degree in Wales: Practice Assessment Guidance (NOS 3 & NOS 4) (Social Care Wales)•⁠ ⁠Social Care Wales – Code of Professional Practice for Social Care Workers (2026) (Social Care Wales)•⁠ ⁠Social Care Wales – Practice Guidance for the Code of Professional Practice (including unconscious bias and anti-discriminatory practice) (Social Care Wales)•⁠ ⁠Social Care Wales – Effective Supervision in Social Care (Social Care Wales)•⁠ ⁠Welsh Government – Mental Capacity Act 2005 guidance and related Welsh legislation/guidance (GOV.WALES)

  4. 16 Sept

    Episode 12: Artificial Intelligence (AI) in Social Work

    Artificial Intelligence (AI) is becoming an increasingly common part of social work and higher education - but where does it fit within professional practice? In this episode, our hosts explore the opportunities, challenges and ethical considerations of using AI in social work. They discuss why they see AI as a tool to support practice rather than a replacement for professional judgement, critical thinking or analysis. The conversation reflects on how AI can help reduce administrative tasks such as recording, organising information and drafting reports, allowing practitioners to spend more time focusing on meaningful conversations and relationship-based practice. The hosts also share their experience of using AI to support supervision, explaining how AI-assisted note-taking can help maintain engagement in reflective discussions while reducing the pressure of recording every detail. The episode also tackles some common myths about AI, emphasising that practitioners remain responsible for reviewing, editing and taking ownership of any AI-assisted work. AI-generated content should always be checked for accuracy, confidentiality and professional standards. Ethical use, transparency and maintaining authorship are central themes throughout the discussion. The hosts also explore Oxford Brookes University’s guidance on the responsible use of AI within higher education, including different levels of AI use in academic work and the importance of academic integrity. AI continues to generate a wide range of opinions across the profession, and there is no single “right” answer. Whether you’re already using AI or are still undecided, we’d love to hear your thoughts. Join the conversation by leaving a comment, sending us a message, or emailing sowhatsocialwork@gmail.com. Key terms discussed •⁠ ⁠Artificial Intelligence (AI) •⁠ ⁠Generative AI •⁠ ⁠Practice Educator Report (PER) •⁠ ⁠Plagiarism •⁠ ⁠Professional analysis •⁠ ⁠Mental capacity References •⁠ ⁠Social Care Wales. Code of Professional Practice for Social Care (2026). https://socialcare.wales •⁠ ⁠Social Care Wales. Social work degree and practice learning guidance. https://socialcare.wales •⁠ ⁠Mental Capacity Act 2005. https://www.legislation.gov.uk/ukpga/2005/9/contents •⁠ ⁠Oxford Brookes University. Our approach to AI. https://www.brookes.ac.uk/students/academic-development/our-approach-to-ai Oxford Brookes University. AI in Teaching and Learning – University-wide policy and practice. https://www.brookes.ac.uk/staff/working-at-brookes/learning-and-career-development/academic-enhancement-and-development/teaching-and-learning/genai-university-wide-policy-and-practice

  5. 2 Sept

    Episode 11: Mental Capacity with Hannah

    In this episode of So What: Social Work, Abigail and Josh are joined by their very first special guest, Hannah, an experienced social worker with over eight years in practice. Together, they lift the lid on the Mental Capacity Act 2005, exploring what mental capacity is, when formal assessments may be required, and how practitioners apply the legislation in day-to-day social work across England and Wales. They discuss the five statutory principles, the functional test of capacity, decision-specific assessments, and the importance of professional curiosity, evidence gathering and reflective practice. Hannah also shares practical insights, memorable “TM” (trademark!) one-liners and learning from practice. The episode also explores Hannah’s journey into social work, the experiences that have strengthened her resilience, and the different routes into qualifying as a social worker in the UK. Hannah shares one of her favourite memory aids for the functional test of capacity: “Uncle Ron Wears a Cap” •⁠ ⁠Uncle – Understand •⁠ ⁠Ron – Retain •⁠ ⁠Wears – Use and Weigh •⁠ ⁠A Cap – Communicate A simple way to remember the four elements of the functional test when assessing mental capacity. Would you like Hannah to return for future episodes? We’d love to hear your thoughts. Leave a comment, send us a message or email us at sowhatsocialwork@gmail.com. A huge thank you to Hannah for sharing her knowledge, passion and humour. You were brilliant! Key terms discussed •⁠ ⁠Non-statutory services •⁠ ⁠Third sector •⁠ ⁠Positive discrimination •⁠ ⁠Mental capacity •⁠ ⁠Advocacy •⁠ ⁠Collateral information •⁠ ⁠Causative nexus References and further reading •⁠ ⁠Social Care Wales – Mental Capacity Act & DoLS: https://socialcare.wales/resources-guidance/social-care-workers/mental-capacity-act-dols •⁠ ⁠GOV.UK – Mental Capacity Act 2005 guidance: https://www.gov.uk/government/publications/health-and-social-care-workers-mental-capacity-act-decisions •⁠ ⁠Social Care Wales – Working with advocacy: https://socialcare.wales/resources-guidance/social-care-workers/working-with-advocacy •⁠ ⁠Welsh Government – Third Sector Scheme: https://www.gov.wales/third-sector-scheme •⁠ ⁠39 Essex Chambers – Assessment & Recording of Capacity: https://www.39essex.com/our-thinking/newsletters/mental-capacity-guidance-note-assessment-and-recording-capacity/ •⁠ ⁠39 Essex Chambers – Relevant Information for Different Categories of Decision: https://www.39essex.com/our-thinking/newsletters/mental-capacity-guidance-note-relevant-information-different-categories/ Definitions •⁠ ⁠Non-statutory services – Services provided voluntarily or outside statutory duties. •⁠ ⁠Third sector – Charities, voluntary organisations, community groups and social enterprises. •⁠ ⁠Positive discrimination – Usually unlawful in UK law; positive action may be lawful under the Equality Act 2010. •⁠ ⁠Mental capacity – Ability to make a specific decision at the time it is required. •⁠ ⁠Advocacy – Independent support to help people understand rights and express views. •⁠ ⁠Collateral information – Relevant information gathered from records, professionals and family. •⁠ ⁠Causative nexus – The link between impaired decision-making and an impairment or disturbance of the mind or brain under the Mental Capacity Act 2005.

  6. 19 Aug

    Episode 10: Uniforms in Social Care & General Reflection

    In this milestone 10th episode of So What: Social Work, our hosts take a moment to reflect on the journey so far. They discuss why the podcast was created, what they hope it has achieved during the first ten episodes, and their vision for the future as they continue lifting the lid on the realities of social work practice. The conversation then turns to an interesting topic inspired by content shared by The Adult Social Care Mentor on TikTok: should social care professionals wear uniforms? The hosts explore the potential benefits and challenges of uniforms in social care, considering professional identity, public perception, relationship-based practice, stigma, and the impact that clothing can have on the experiences of people who draw on care and support. As always, the discussion encourages reflection rather than providing definitive answers, inviting listeners to consider how seemingly simple aspects of practice can influence relationships and outcomes. The episode includes heartfelt thanks to everyone who has supported So What: Social Work throughout its first ten episodes - our subscribers, followers, listeners and viewers, everyone who has shared feedback or asked questions, West Wales Systems for providing office space, and of course, our producer, Tom, whose work behind the scenes helps bring every episode to life. We’d love to hear your thoughts. Should social care professionals wear uniforms? Let us know by commenting on the video, sending us a direct message, or emailing sowhatsocialwork@gmail.com. We’d also love to hear your feedback on the first ten episodes and your ideas for future topics. Key term discussed Stigmatising (Stigma) – Stigma refers to negative attitudes, stereotypes or discrimination directed towards individuals or groups because of a particular characteristic, circumstance or identity. Within health and social care, stigma can affect how people experience services, engage with professionals and feel about seeking support. Reflecting on how language, appearance and professional practice can unintentionally reinforce stigma is an important aspect of person-centred, rights-based care. References •⁠ ⁠Social Care Wales. (2026). Code of Professional Practice for Social Care. The professional standards expected of everyone working in social care in Wales, including promoting dignity, respect, rights and person-centred practice. https://socialcare.wales •⁠ ⁠Social Services and Well-being (Wales) Act 2014. Welsh legislation underpinning person-centred, strengths-based approaches to care and support. https://www.legislation.gov.uk/anaw/2014/4/contents •⁠ ⁠NHS Wales. More Than Just Words: Welsh Language in Health and Social Care. Guidance promoting person-centred care, dignity and respectful communication within Welsh health and social care services. https://www.gov.wales/more-just-words •⁠ ⁠Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. Englewood Cliffs, NJ: Prentice-Hall. A foundational text exploring how stigma influences identity, relationships and social interactions.

  7. 19 Aug

    Episode 9: Johari Window

    In this episode of So What: Social Work, our hosts lift the lid on the Johari Window – a model developed by psychologists Joseph Luft and Harrington Ingham (1955) to improve self-awareness, communication and interpersonal relationships. Together, they explore the Johari Window’s four areas: •⁠ ⁠Open Area – known to ourselves and others. •⁠ ⁠Blind Area – recognised by others but not ourselves. •⁠ ⁠Hidden Area – known to ourselves but not shared with others. •⁠ ⁠Unknown Area – undiscovered strengths, qualities or experiences. The hosts discuss how the model can support reflective practice, feedback, professional development and communication within social work. They also share their experiences of using the Johari Window with social work students and reflect on how it continues to shape their own practice. In fact, it was during a Johari Window session with students that someone first suggested the idea of starting this podcast! Have you used the Johari Window in practice or learning? Has this episode inspired you to give it a try? We’d love to hear from you. Leave a comment, send us a message, or email sowhatsocialwork@gmail.com. Content note: This episode has been marked as explicit due to occasional mild strong language during a light-hearted conversation. The explicit rating relates to isolated language only. ⸻ Terms discussed Johari Window A self-awareness and communication model developed by Joseph Luft and Harrington Ingham (1955). Vanguard Method An organisational improvement approach developed by Professor John Seddon that focuses on designing services around what matters to the people using them. Stretch Model (Stretch Zone Model) A model describing the Comfort, Stretch (Learning) and Panic Zones to support learning and development. Emotional Intelligence The ability to recognise, understand and manage emotions in ourselves and others, supporting effective communication and relationships. Imposter Syndrome Feelings of self-doubt or believing achievements are undeserved despite evidence of competence. ⸻ References •⁠ ⁠Luft, J. & Ingham, H. (1955). The Johari Window: A Graphic Model of Interpersonal Awareness. •⁠ ⁠Vanguard Consulting. The Vanguard Method. •⁠ ⁠Luckner, J.L. & Nadler, R.S. (1997). Processing the Experience: Strategies to Enhance and Generalize Learning. •⁠ ⁠Social Care Wales. Continuing Professional Development (CPD). •⁠ ⁠Goleman, D. (1995). Emotional Intelligence. •⁠ ⁠Clance, P.R. & Imes, S.A. (1978). The Impostor Phenomenon in High Achieving Women.

  8. 12 Aug

    Episode 8: Vicarious Trauma

    In this episode of So What: Social Work, our hosts lift the lid on secondary (vicarious) trauma - what it is, how it can affect social workers and other helping professionals, and why recognising its impact is essential for sustainable practice. Together, they explore trauma-informed practice, reflecting on what it means to work in ways that promote safety, trust, collaboration and empowerment, while recognising the impact trauma can have on both the people we support and ourselves. Drawing on their experiences in adult social care, the hosts respond to a thought-provoking question from experienced social worker Hannah, discussing how they manage the emotional impact of practice and navigate the everyday pressures of the profession. They reflect on the importance of psychological safety, supervision, reflective practice, journaling, healthy boundaries and taking proper breaks (yes, holidays really do matter!). The conversation also touches on being members of the LGBTQI+ community and the value of allyship, peer support and creating safe spaces for colleagues. If this episode raises anything for you, please remember support is available. Speak with your manager, supervisor, occupational health service or Human Resources department, and explore local counselling or employee assistance services where available. You can also contact us by commenting on the episode, sending us a direct message, or emailing sowhatsocialwork@gmail.com. Support services Canopi (Wales) – Free, confidential mental health support for NHS and social care staff in Wales. Self-referral available. https://canopi.nhs.wales Samaritans (UK) – Free emotional support 24/7. Tel: 116 123 Email: jo@samaritans.org https://www.samaritans.org NHS Wales 111 (Press 2) – Urgent mental health support in Wales. Call 111 and select Option 2 (where available). Shout – Free confidential text support 24/7. Text SHOUT to 85258. Terms discussed Trauma-informed practice – An approach that recognises the impact of trauma, seeks to prevent re-traumatisation and promotes safety, trust and empowerment. Psychological safety – A culture where people feel safe to speak up, ask questions and learn without fear of blame. Resilience – The ability to adapt to adversity, strengthened through supervision, reflection, healthy boundaries and organisational support. Secondary (vicarious) trauma – The emotional impact of repeated exposure to others’ trauma. Over time, this may affect wellbeing, relationships and professional practice. Social justice – A core social work value promoting fairness, equality, human rights and challenging discrimination. Further reading •⁠ ⁠Trauma-Informed Wales Framework: https://traumaframeworkcymru.com •⁠ ⁠Social Care Wales – Trauma-informed approaches evidence summary: https://insightcollective.socialcare.wales/evidence-summaries/trauma-informed-approaches •⁠ ⁠Social Care Wales – Code of Professional Practice for Social Care Workers (2026): https://socialcare.wales/codes-of-practice-and-guidance/code-of-professional-practice-for-social-care-workers

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About

So What: Social Work, hosted by Abigail and Josh, is a bold, honest podcast for social work students, newly qualified and early-career practitioners, and anyone finding their feet in adult social care. Through candid conversations, lived experience, humour, professional development, and critical reflection, they unpack the realities of social work and themes such as social justice, alongside the systems shaping people’s lives. The podcast cuts through jargon to offer relatable insights, practical reflection, and real conversations about practice and social work education.

Information

  • Creator
    Abigail and Josh
  • Years Active
    2026
  • Episodes
    16
  • Rating
    Explicit
  • Copyright
    © Abigail and Josh
  • Show Website
    So What Social Work

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