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.

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.

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.

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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.

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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.