Breaking Barriers: Relationships in the Social Work Workplace

by Debbie Gonzalez, MSW, DSW, and Jamie Langlois, DSW, LMSW

     Social workers understand that our relationships with others influence how we work with them. Preparation for practice emphasizes the importance of the working relationship to impact change. Whether practitioners intentionally or unintentionally use a trauma-informed approach, social workers know that safety, trustworthiness, collaboration, voice, and cultural responsiveness are the foundations of building relationships with clients (SAMHSA, 2014). However, individuals who are beginning their social work careers are rarely taught how to navigate workplace relationships. Moreover, COVID has exacerbated the difficulty of developing workplace relationships, because we are increasingly engaging in remote work (Schmid & Bradley, 2022).

     In our work as social work educators who teach practicum courses, we have seen the barriers students face in building relationships as they enter the workplace. We have also seen students overcome these barriers and gain confidence in their professional identities. This article provides tools, guidance, and simple techniques designed to improve communication and create authentic relationships while breaking the barriers of today’s workplace in both digital and physical work environments. 

Curiosity and Acceptance

     We each approach situations grounded in our worldview and education. New practitioners prefer clear methodology, policies, and protocols. Knowing these guidelines provides a sense of security and a feeling of competence. Yet, the workplace is full of ambiguity and context that complicates decision-making. When new practitioners observe an interaction that is uncomfortable or handled differently from what they were taught, they can mistakenly believe it is not being done right. To construct a trusting environment where relationships can flourish, social workers must dismantle the beliefs and practices that suggest there is “one right way” (Okun & Jones, 2016; Wright et al., 2021). We ask that new practitioners begin with curiosity, openness, and respect for colleagues’ practice experience.

     Curiosity requires asking questions to learn and understand your colleagues’ practices, interests, and strengths. Focusing conversations on your colleague provides a great opportunity for learning while avoiding workplace rumors and criticisms. As a new team member, stay curious and use principles from the strengths-based perspective to build relationships that are respectful and compassionate. If a colleague shares something negative about another colleague, let them know that while they have a strained relationship with that person, it is your intention to have a positive working relationship with everyone and understand each person’s strengths. Acknowledge one of their strengths and pivot the conversation back to practice.

Learn Names and Pronouns

     The COVID pandemic caused shifts in the workplace that can be challenging for a new employee. Because of different work arrangements, it is more difficult to learn everybody’s name. Educators understand that knowing and “pronouncing students’ names correctly conveys important messages: I care about you, I accept you, and you are important to me” (Khan-Baker, 2016, p. 1). Like educators, new practitioners show colleagues they are important and seen by saying their names correctly. Don’t hesitate to ask your co-workers’ names a couple of times, and make sure your team knows your name. Moreover, new social workers can carry what they have learned from the classroom and ask colleagues to share the pronouns they use (Shelton & Dodd, 2020). Social workers have an ethical responsibility to show compassion and acceptance for all identities. This responsibility extends beyond the client to colleagues and the practice setting (NASW, 2021). Normalizing pronoun use is one way to build relationships and promote an inclusive environment.

     As workplaces adapt to changing times, many roles and meetings are remote. Some tips to learn names include correcting your screen name on Zoom to display your name and pronouns. Ask your co-workers to do the same. If you enter a Zoom meeting and some participants have their screens off or phone numbers displayed, explain that you are still learning names and ask everyone to turn their cameras on or post a photo of themselves along with their names and pronouns. A common issue we have encountered is students being introduced by their role—for example, “the new intern.” The same is true when individuals enter the workplace. If colleagues mistakenly introduce you by your new role, like “This is our new case manager,” immediately and kindly state your name.

Engage in Opportunities To Build Rapport

     In the therapeutic relationship, we know rapport is needed to positively influence change (Leach, 2005). Yet, the necessity of rapport with colleagues is often overlooked or minimized. We contend that rapport with colleagues is needed to enjoy the workplace, understand decisions, and work collaboratively to best serve clients.

     We suggest engaging in as many opportunities to interact with colleagues as possible during the workday. For example, attend all meetings you are allowed to attend. Take advantage of car rides with co-workers and the beginnings and ends of meetings. Ask questions about your colleagues’ lives. Sit by someone new during each meeting. Spend time eating with others and getting to know them, and resist the urge to catch up on work during lunchtime. Sign up for additional mentoring, professional development, and support. Ask others to attend professional development with you. Following all-staff professional development, meet with colleagues to debrief and consider implementation.

     Meetings are the primary way to connect with remote work. We suggest logging in a few minutes early and verbally and positively acknowledging the choices colleagues have intentionally displayed—for example, jewelry, artwork, hairstyles, outfits, and backgrounds. Connect by sending private chat messages to individuals who share something helpful or insightful. Try to meet one on one in the first couple of months with each colleague. Ask to follow up on something they said in a meeting to learn more. Coordinate synchronous attendance at trainings and conferences, and create a company chat in Slack or Discord to connect with colleagues during and after the training. Seek informal mentorship from seasoned professionals and coordinate weekly remote lunches.

     Send a short thank-you email or note to colleagues who spent time teaching you, allowing you to observe, or answering your questions. Acknowledging colleagues’ efforts to connect and assist you shows respect for their knowledge and time.

Build Bridges Through Discomfort

     Over two decades, we have learned that workplace relationships can be complicated, dynamic, and sometimes difficult. These complications are often rooted in disagreement. Yet, disagreement is a part of thriving client-centered practice. Disagreement can feel particularly upsetting to a new social worker who is deeply committed to a certain approach, mentor, or client. Without guidance and support, new social workers can feel discounted and disrespected. But we contend that your input is needed regardless of the ultimate decision. We suggest that new practitioners continue to provide opinions and seek understanding. Through difficult conversations, everyone gains richer discernment skills to better serve clients. Although it can be frustrating, it is important to remember that your colleagues are your peers and that each of you is part of an important team.

     One way to deal with frustrations related to a colleague is to reflect. It is difficult to admit that while clients are afforded respect, transparency, and empathy, social workers can get in the habit of treating colleagues with disregard, annoyance, and impatience. If you find yourself in this position, we ask that you take a moment to consider any personal biases and assumptions that are fueling your agitation.

     Ask yourself why you have difficulty extending empathy with this colleague. Think about how you would react differently if a colleague you were close with said or did the same thing. Consider how your positionality (i.e., power, position, privilege, entitlement) influences your thinking. Finally, recognize how your reaction contributes to or harms the team member’s sense of belonging. This process helps practitioners to look inward to seek deeper understanding and acceptance.

Conclusion

     It is normal to have some stress or anxiety about transitioning from the classroom to the workplace. Learning new tasks, policies, and procedures while navigating workplace relationships can be overwhelming. Barriers related to identity and proximity can create and contribute to experiences of vulnerability. Furthermore, formal education provides minimal guidance for developing healthy working relationships. This article connects social work knowledge with skills for building workplace relationships that support an environment where safety, trustworthiness, collaboration, voice, and cultural responsiveness are commonplace.

References

Khan-Baker, A. (2016, August 12). Why pronouncing students’ names is important to building relationships.https://www.nbpts.org/blog/why-pronouncing-students-names-is-important-to-building-relationships/

Leach, M. J. (2005). Rapport: A key to treatment success, Complementary Therapies in Clinical Practice, 11(4), 262-265. https://doi.org/10.1016/j.ctcp.2005.05.005 .

National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Okun, T., & Jones, K. (2016). Dismantling racism: A workbook for social change groups, dRworks. https://resourcegeneration.org/wp-content/uploads/2018/01/2016-dRworks-workbook.pdf

Schmid, J., & Bradley, H. (2022). The Impact of COVID-19 on (Remaking?) Social Service Delivery: An 18 Month Review, Journal of Evidence-Based Social Work, 19(6), 650–669. https://doi.org/10.1080/26408066.2022.2091969

Shelton, J. & Dodd, S.J. (2020). Beyond the binary: Addressing cisnormativity in the social work classroom, Journal of Social Work Education, 56(1), 179-185. https://doi.org/10.1080/10437797.2019.1648222

Substance Abuse and Mental Health Services Administration. (2014, October). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884

Dr. Debbie Gonzalez, MSW, is an assistant professor in the Department of Social Work at Cal Poly Humboldt. She has taught field education for more than 15 years and is passionate about student preparation for ethical social work practice. 

Dr. Jamie Langlois, LMSW, is an assistant professor in the School of Social Work at Grand Valley State University. She has taught field and capstone courses and organized the university’s social work employment conference for 150-plus students for more than ten years.