Perceptions of power: An exploration of the dynamics in the student-tutor-practice teacher relationship within child protection placements

Abstract

Challenging the abuse of power is seen as a fundamental issue within child protection work which makes unique demands upon the practitioner. Within this context, the authors explore the dynamics of power that exist within the triangular relationship between student, tutor and practice teacher when practice placements take place within child protection settings. The authors reflect upon three years of experience of co-ordinating student placements in the NSPCC in the North West, using their own first-hand experiences as well as retrospective evaluations of placements completed by students, practice teachers and tutors. They analyse information from a questionnaire designed by the authors to focus students', practice teachers' and tutors' thoughts on issues of power. The authors reflect on how these issues of power have both positively and negatively affected the quality of the placement and hypothesise that issues of power existing in the triangular relationship can mirror and replicate those present within families and systems where abuse occurs. The implications of the above for the development of anti-oppressive practice learning are discussed and various models presented as practice tools to be used by students and practice teachers.

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