Mallinson, Ian. (1992)., Keyworking in social care: an interim research report, SCA, University of Warwick, Warwick/Coventry.

Mallinson, Ian. (1995). Keyworking in social care: a structured approach to provision, Whiting and Birch, London.

Mattison, Victoria. (2000). Pistrang, Nancy, Saying goodbye: when keyworker relationships end, Free Association Books, London.

Articles:

Mukherjee, Suzanne; Martin, Jayne; Mentz, Gillian. ( 9-15 December 1999). The key to success Community care. p. 26.
Many agencies talk about keyworkers, but their true role requires specific skills, especially in multi-agency settings.

Searing, Hilary. (February 1998). Times Change, values don't. Professional Social Work. p. 4.
Responses to the Utting report: After 27 years as a field social worker, the author agrees with Utting's emphasis on one official committed to the child's interests. But social workers should make the strongest claim that this is a role they successfully fulfilled — until "case management" came along.

Keyworking laid bare. (December 1995). Caring for children newssheet. No. 22.

 McElroy, John R.( 1995).The primary caretaker model: a developmental model for the milieu of children and adolescents. Journal of child and youth care work. Vol.10. pp.116-29.
Covers: perspectives of treatment for the child; impact of the model on normal growth and development; capacity for healthy object relations; perspectives of the child care worker; implementation of the model; general comments.

Maier, Henry W. (1995). The primary careworker model in theory and practice. Journal of child and youth care work. Vol.10. pp. 110-3.
Covers: definition of the primary careworker model; early preparations for getting the approach under way; empowerment.

Higham, Patricia. (2001). Changing Practice and an Emerging Social Pedagogue Paradigm in England: The Role of the Personal Adviser. Social Work in Europe, 8/1.pp. 21-31.
European social work is culturally determined. For British social work, cultural determinism resulted in too narrow a focus, on stigmatising statutory fieldwork. In contrast, European boundaries of 'social work' are defined more broadly and encompass a wider range of roles. At a time when British social work is undergoing organisational change, a closer look at European traditions of social work can inform the future directions of British practice. A traditional European social work model, the social pedagogue, will soon be introduced into England as the new professional role of 'Personal Adviser' for young people 13 to 19 within the Connexions Service. The social pedagogue and the Personal Adviser share beliefs in human development, life long learning, and working towards developing a person's inherent potential. Just as social pedagogy developed in the nineteenth century as a response to materialism and industrialisation, the Personal Adviser role adapts the concept of social pedagogy to the context of the post modern decline of Western industrialisation. Rather than perceiving this new role as a threat, steps should be taken to develop systems for joint qualifications and transferability of awards to enable social work practitioners to undertake dual roles as social workers and Personal Advisers, and thus broaden the definition of 'social work' in Britain.