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WORKING RELATIONSHIP OF CO-CREATION: New ways of being in relationship with people

Brief introduction

One of the theoretical starting points for collaborative dialogue with people (in processes of help and support, in teamwork, etc.) is the working relationship of co-creation (Čačinovič Vogrinčič, 2016), where everyone involved participates in creating solutions. The application of the approach is demonstrated through the process of collaborative dialogue with a family facing multiple challenges. On the flipcharts theoretical aspects are highlighted, and their application is shown through a demonstration of the dialogue (transcript of the conversation). The elements of the relationship of co-creation are complementary and several of them are integrated in a demonstration of an example of the use of specific element. On the flipcharts we show the example that is most relevant to understanding a particular element and next to it we add other elements that can also be recognized in the example shown.

References:

Čačinovič Vogrinčič, G. (2016). Social Work with Families: The Theory and Practice of Co-Creating Processes of Support and Help. In N. Mešl, & T. Kodele (eds.), Co-creating Processes of Help: Collaboration with Families in the Community (19-41). Ljubljana: Fakulteta za socialno delo.

Theoretical aspects and their application in practice

A description of the story of the family with whom the social worker has established a working relationship of co-creation

The family finds itself in difficult circumstances after the sudden death of the father due to an accident at work. The mother and her five children are left on the farm. The family is in the process of mourning, the work on the farm is demanding, as is the organisation of life with children. The counselling service from the primary school attended by the two younger daughters sends a report to the social work centre stating that they have noticed changes in the girls, that they are not attending school regularly, that they do not have their school supplies, homework, etc. The social worker from the social work centre invites the mother for a conversation, and she attends with her two older daughters.

The mother is initially reluctant and sensitive to any criticism about her daughters' school failure and absenteeism, but by continuously inviting to co-create solutions and summarising from a strength perspective, all involved contribute to co-creating solutions.

Legend: SW = Social worker; Mother = M; Daughter 1= D1; Daughter 2 = D2

In the initial phase of the conversation, before we establish an agreement on collaboration, it is important to create a safe space for work and relational stability.

Greeting and introduction.

SW: I am very pleased to meet you. Let's sit down and take a deep breath first. Mrs. Novak, we have already spoken on the phone, I've told you a little about my intention to call you and invited you to come and talk to me. I see that you didn't come alone, your daughters are also here with you. How are you today?

M: I'm glad to see you, but I'm exhausted. I was left on my own for the night. I wasn't used to doing all the chores myself before, even the men's, and it's pretty hard.

SW: What's it like for you to be here today? That we have invited you to talk to us at the SWC?

M: I hope something will happen.

SW: Yes, it's an opportunity when we sit together to reflect and find ways to help you to be less exhausted, because I can imagine it's quite a challenge to make that kind of change in your life after what's happened to you. Thanks for coming. How do you, Julija and Vesna, feel about being here today?

An agreement on collaboration

The working relationship starts with an agreement on collaboration as an important initial ritual invitation. The ritual agreement contributes to the sense of safety in a space that is opened for conversation. Social worker and a user agree how they will work and about the time they have for collaboration together. The social worker explains his/her role (which is to establish and protect a safe space to work in which everyone gets a word) and the role of the user in the collaboration (which is described as responsible for his/her own share in co-creating the solution) (Čačinovič Vogrinčič, 2016). In the case shown, in addition to the agreement on collaboration, we can identify the use of the following elements: working from a strength perspective, respect the ethics of participation, personal leading, actionable knowledge.

Example of an agreement on collaboration

SW: I see this conversation as an opportunity to start a journey together to find out what support you need, how the SWC can stand alongside you and to think together about what you need, what are the desired outcomes for you and how we can get there. To give you an idea of how we work. We will have about 45 minutes today. I booked 45 minutes because I thought you'd be coming alone, but I am glad that your daughters are also here with us. We usually have more time when we have more participants, but even in 45 minutes we will manage. I would like to hear from you what you bring in, what you need. I will do my best to give you an experience that is worth coming here for. I see my role as leading the conversation so that you can articulate the issues that are important to you and together, we can look for ways to realise at least some of what you need. But it's very important that I hear you here and now - I kind of see us being in this situation together and that we are looking for ways to at least make a small difference, and that's why I need you. I will try to lead the conversation in a way that each of you can have your say and then your input is very valuable, even if you do not agree with something, to say so that we can create the outcomes that we want. How does that sound to you?

M: OK.

SW: Is this how you envisioned the conversation?

D1: Yes, something like that.

SW: Is there anything else you'd like to add?

D1: No.

An instrumental definition of the problem and the co-creation of solutions

An instrumental definition of the problem and the co-creation of solutions (Lussi, 1991): in the process, each user enters with his/her own definition of the problem, the social worker adds his/her opinion, and thus the creation of the desired outcome can begin. The instrumental definition of the problem by Lüssi (1991) invites all those involved in the problem to explore their potential part in a solution – or in other words, discussing a problem is already instrumentalised in searching for solutions (Čačinovič Vogrinčič, 2016). We invite everyone to define a desired outcome and his/her possible share to the solution.

Example of an instrumental definition of the problem and the co-creation of solutions

SW: So, we have 45 minutes and it's good to really use these 45 minutes and see what we can do. Mrs. Novak, I can feel your tiredness and exhaustion quite a bit, but I would like to give you the floor first. Even though you are in a difficult situation and even though you are exhausted, what would have to happen for you in our collaboration for you to say that it was worthed to responded to the invitation?

M: That I feel less stress and to change a little bit myself, because this time is really one of the most stressful in my life.

SW: Can you tell us more about this? (concretisation, more concretely)

M: I am very worried about my daughters, because they are also having a hard time in this situation. I am alone in this, as I said before, in looking after the family, the farm and the house. I have the feeling that a huge burden has fallen on me. I must manage it all somehow.

SW: What would be your desired outcome in this situation?

M: Maybe that I am a better mother, that I manage to support my daughter, that I manage to take the pressure off myself and find something for myself.

It is important that everyone involved in the conversation to participate in the development of an instrumental definition of the problem and co-creating of solutions so that everyone's voice is heard (In this way, we already consider the ethics of participation.). To avoid misunderstandings, misinterpretations, own conclusions, etc., it is important that we as social workers constantly check whether we have understood what we have heard, that we summarise what we have heard and, above all, that we summarise it from a strength perspective. In this way, we as social workers not only check the understanding of what is being said, but also make the user's resources and strengths visible.

In this way we are slowly leading the conversation towards co-creation of desired outcomes.

SW: That means somehow finding ways to assert yourself in the world and at the same time be a support for your children. (summarizing from a strength perspective) You have formulated this very beautifully. I will get back to you because there are things I'd like to understand better before we move on, but let us give the floor to your daughters so it's not just you and I talking when they are already here? Which one of you would like to continue?

D1: I will.

SW: What would be your desired outcome of our collaboration?

D1: I have been feeling very overwhelmed lately. Basically, looking after the family, which my mother, let us say, cannot do, is also a big burden for me. I feel like I am raising my siblings quite a lot. For example, I often take my younger brother to kindergarten, which my mum does not do at all. And then I am also very busy with my studies, and I also work.

Development of working themes

After each participant of the conversation has given their instrumental definition of the problem and the desired outcome, the social worker summarises what she/he has heard and adds her/his own perspective. In this way we develop working themes that form the basis for further work in the collaborative process and we can start from the needs and wishes of the users and the needs of the institution are added.

Example of the development of working themes

SW: Today is the first meeting and we will certainly, if you feel like it, address different topics. I have heard several different topics that we could talk about together. One of them is reorganising your family life. So, we will consider together what roles you are comfortable with, where you need a change, who contributes to the family, how you can share the load so that you can live a good life and not at the expense of someone else. That seems to me to be the case. Then, I do not know, so I am asking you, you know how you are in the grieving process, is it easier for you to talk about the loss, or is it easier for you not to talk about it right now? Would you like us to address this topic here as well? How do you feel about it?

M: We do not have to talk about it right now, but it's okay to talk about these things later.

SW: How about you?

D2: I sometimes find it hard to talk about it.

SW: But here's your chance if you want to put things into words that are hard for you. I hope you can feel that safety and talk about it. And then there's another issue that I think we need to address today, and that's why I invited you, and it was also as reason for us to sit together now and think more complexly about your support and your help. I have already told you on the phone why you are here today, that we have received a letter from the school. The school has noticed changes in your two daughters following the death of your husband. They were absent from school more and more often and somehow, they started to show changes in their school performance.

Personal leading

Personal leading is a form of action support that Čačinovič Vogrinčič (2005) borrowed from Vries and Bouwkamp (2002): “work personally, concretely, here and now”. The role of the social work is to lead the user towards the desired outcomes in a personal way (in the conversation, he/she works on the formulation of possible desired outcomes, contributes relevant information, weighs up tried and tested solutions, suggests exploring new solutions). In the use case shown, in addition to the personal leading, we can also identify working from a strength perspective.

Example of personal leading

SW: You have not put it into words yet, but as far as I can tell from the report I got from the school, there was a big and tragic change six months ago. You lost your husband; you lost your father. How are you coping with that?

M: It's still painful, yes... I can also see that it's not easy for my children, missing him. We are trying to cope with it.

SW: How are you coping? People grieve in different ways, and we put ourselves out into the world in different ways when something like this happens to us. How do you cope, what works well despite the difficult situation, what would you say?

D2: Maybe that we stick together. That we work together and help each other.

SW: That's the source of your strength, that you stick together. Family cohesion is an important source of resilience, and I just felt that with you. (summarizing from strength perspective, using actionable knowledge) What else would you say?

D2: They stand up for each other and for me in a different way.

SW: Has this always been the case or is it something new?

D2: It's always been like that, I would say.

SW: So, you raised them that way too.

M: Yes, to be connected and to help each other.

SW: Great... I think that's nice to see.

A respectful relationship cannot be impersonal. Personal means that we take people seriously and respond personally, share our experience and are focused on the work. The social worker personally responds shares experiences or stories that provide an alternative aspect on possible solutions; acts empathetically, personally responds to developments in the relationship that arises (Čačinovič Vogrinčič, 2016).

M: (in a slightly defensive, defensive posture) Yes, but if the child is ill, he must be at home.

SW: Yes, of course. But I am bringing this up now so that we can perhaps see together what we can do about it. I believe that people can react differently when such a change occurs in our lives. I have heard that you find it difficult to organise yourself in any way, and I can imagine that you do. I am a mother of two, I have a partner, but sometimes I find it hard to organise my whole life. But you have a farm, you have five children, you are on your own with five children, and so we are here to see what help you need. What would you say, can we look together today and find some ways, very concrete ways, today ...

The concept of strength perspective (Saleebey, 1997) paradigmatically changes the understanding of help and collaboration processes. Social worker together with user explore his/her sources of strength, talents, skills, dreams and hopes, community support, positive past experiences, etc. (Čačinovič Vogrinčič, 2016)

SW: Do you have any time for yourself?

M: I've started painting on canvas at the weekends, so if I have an hour, I get a bit distracted. Also, to take my mind off things a bit ...

SW: Is this something new or did you already know you had an artistic streak?

M: I probably had it before, but I never got into it ... but after he died I needed something.

SW: You were looking for something and you found it.

M: Yes.

SW: Are you ever going to show what you create?

M: I can.

SW: Great. This is your refuge at the weekends.

M: Yeah, like an hour when the kids are playing or studying.

The element of the ethics of participation (Hoffman, 1994), obliges us to hear all voices in the working relationship. Social worker as an objective observer is replaced by collaboration, in which no one has the final word, in which no one needs to have the final word, only a continuing conversation.

Social worker resigns from a position of power, from the power of possessing the truth and solutions. The power of the professional is replaced by a delicate joint search, exploration and the co-creation of new. The social worker must now withstand the valuable uncertainty of search and personal involvement together with the similar uncertainty of service users.

SW: Do you have any idea on what we are talking about now? This morning routine, looking after the children going to school, is too much for Julia to summarise what has been said.

M: Yes, it's a new situation for me too, because Dad used to have more authority.

SW: Oh yes, it's a new situation for you too.

M: Maybe a little.

SW: But would you be willing to explore for yourself whether you would be able to take on such a role that you could do that in the morning, or do you find that too demanding?

M: That's my responsibility, isn't it.

Dealing with the present

The working relationship directs the professional towards the present - it is an extremely valuable time for people – the only time when we can establish relationship and work. Dealing with the present is an important element in a working relationship. The present is guarded for the collaboration and uncertainty that it brings, as we are in the process. We do not propose or convince people about the desired outcomes, since all has yet to be co-created. To experience respect and competence, it is necessary to provide time where understanding and communication can occur, and the process of co-creating solutions begins. Andersen’s (1994) concept of co-presence means focusing on listening and being available for compassion and conversation in the present moment.

In the case shown, in addition to dealing with the present, we can identify the use of the personal leading.

Example of dealing with the present

SW: But I'm raising this as a topic now so that we can perhaps look together at what we can do about it. [...] I've heard that you find it difficult to organise yourselves, I can imagine. [...] What would you say, can we look together today and find ways, very concrete ways, today already. What are the names of your daughters who are still at primary school?

M: Tina and Anna.

SW: Tina and Anna. Which one is older?

M: Tina.

SW: How can we organise things here and support you so that Tina and Anna can go to primary school, because primary school is compulsory and it's good for them to finish it successfully.

M: I mean, they go to school, when we manage to organise, I take them, or they go by bus.

SW: So, whenever you manage to get organised, they're at school. How do you manage to get organised, what's different from the days when you might not be able to? (exception finding question)

M: Maybe I'm in a better frame of mind as well, I make breakfast, Julia (daughter 1) helps me as well because she's at home studying. When she's at home, she helps me organise things. But it's a farm and it's a lot of work

Actionable knowledge

Actionable knowledge (Rosenfeld, 1993) in social work is knowledge that is shared with people. We jointly use it in a working relationship. During the work we verbalise the working relationship, enable and name the experience of co-creation and the instrumental definition of the problem, strength perspective, dealing with the present, etc. It is also about sharing the expertise and knowledge of the social worker, who has psychological, sociological, socio political and legal knowledge that is beneficial in the process of help. The key task is to repeatedly provide and transmit expertise so that people can benefit. Contributing knowledge is the first step, which is followed by exploring if and how the information is useful for the user. We always connect with people with an invitation to investigate and determine whether our findings or information is of any help during work on the desired outcomes.

In the case shown, in addition to the actionable knowledge, we can identify the use of the following elements: personal leading, dealing with the present.

Example of the actionable knowledge

SW: How about trying it out now? Sometimes it's easier if a third person is there to help translate the messages. Julia, can you tell your mum what you just said? (dealing with the present)

D1: Yes, Mum, it's hard for me too, having so many responsibilities. I would like to have my own life. But I know it's hard for you too.

M: I mean, it helps me that you support me too, that you encourage them to go to school.

SW: Okay, what did you hear Julia say to you now?

M: That it's a burden for her to take care of the responsibilities that should be mine.

SW: How does that sound to you? How can you accept that about your daughter?

M: I mean, part of the responsibility is mine too.

SW: What would you say to your daughter in response to what she said to you? Perhaps if you tried to understand your daughter compassionately. How would you react to what she said? I understand that you need support and that you can't do it alone, but I think she said something important to you.

M: I understand that this is something burdensome, that you have to take on my part too.

SW: How does it feel for you, Julia, to hear what your mum has just said to you?

D1: Yes, she's said it many times, I know it's hard for everyone now, but ...

SW: I see you as mother and daughter who are both trying very hard. But here it seems good that we are looking for resources for you, for support that is not at the expense of Julia. Julia, I think you are still willing to contribute a lot to the family, but there are some things you'd like to be free of. (working on the relational level, preserving the intergenerational differences)

Conclusion of the meeting

We conclude the conversation in a working relationship of co-creation with a brief reflection on the process of the conversation, on the common path we have taken in the conversation. We summarise the working topics of the conversation and the agreements we have co-created. Sometimes we need more time to co-create agreements and the desired outcome of the conversation is already an agreement on further collaboration. However, we can always summarise the collaboration from the strength perspective and conclude with compliments that strengthen the individuals. We also agree on a date for the next meeting.

In the case shown we can identify also the use of the element personal leading, strength perspective, ethic of participation.

Example of the conclusion of the meeting

SW: Well, how about we continue this kind of conversation? (nods) We said at the beginning that there are a number of topics that we could address together. We can also arrange for me to come to you. Today I have invited you to the first conversation if it's easier for you, and since you are so busy, if it's difficult for you to organise yourself, and if it suits you, I can come to you. Which would suit you better?

M: Both, but it's fine with me if we meet here. [...] (next meeting to be arranged, where will it take place, who will come)

SW: We have come to the end for today. (compliments to everyone for their participation) I might start with Vesna because she was here but kind of withdrawn from us a little bit, but I felt your presence all the time, that you were following, thinking and also so importantly involved in the things that you see as important for your family and I wish you to explore as much as you can for yourself what it is that eases your distress. At the same time, it's nice to see that you are connected with your mum. Julia, I think to myself, wow, such a young girl, and so many things, and also positioned. "I wish this, this is not good for me, this is important for me", that you have the courage to say that today. Mrs Leonida, I can only say that I have the greatest respect for you, that you managed to stand up in such a difficult situation the way you did. A farm, five children, you alone. That you also see what you have. The children are connected, you have started to find something for yourself to feed your soul and I look forward to coming to you one day and showing me your creations. But at the same time, I am amazed at how you have changed your attitude and your role as a mother in just one conversation. (this is followed by an exploration of what everyone takes away from the conversation and an agreement about the next meeting)