In the context of discussions about the potential of collaborative research, a practice-based project was implemented in Auckland, New Zealand during 2006 and 2007, aimed to help develop a culture of enquiry among practitioners in social service. One design variable in this project was the World Café , a conversational process that helps groups to engage in constructive dialogue around critical questions, to build personal relationships, and to foster collaborative learning. In relation to other collaborative approaches, the World Café is powerful in terms of the use of cross-pollination of ideas through evolving rounds of information exchange and the use of a café -style social context that allows the sharing of information in an equitable and nonthreatening manner. This article reports on the design and implementation of a World Café approach, located in the philosophy of appreciative inquiry, through 'Café Hear and Now'. The authors reflect on the perceived value of this initiative and invite dialogue on the implementation of the World Café in social work research.

The recovery-focused competencies currently endorsed in policy emphasize collaborative relationships between mental health workers, service users, families and communities. Based on a qualitative research methodology, multi-disciplined practitioners shared their perceptions as to how mental health workers could operationalize collaborative relationships. Two community mental health centres were the setting for three focus groups, where 16 voluntary participants contributed to focused discussions. Participants discussed the pragmatics of how they work collaboratively; identifying knowledge and attitudes that underpin their practice, and elaborating on environmental influences that impact on a collaborative approach. Findings from the study recommend the practitioner role as one of advocacy and facilitation. The collaborative approach, which is inextricably related to the quality of the practitioner-service user relationship, aids sense-making for service users of their mental health experience. This requires of practitioners the qualities of openness, expression of hope, genuineness and people-first attitude that supports the building of knowledge rather than communicating it.