Rural social workers and their jobs: An empirical study

Abstract

Results are reported from a national survey of 194 social workers commencing rural positions in Australia in 1994 and 1995. This paper focuses on: practitioner, position and community characteristics; which location the practitioners came from; their professional, rural practice and rural living experience; preparation for the positions by employers and educators; satisfaction with rural work and life; and anticipated length of stay. Results challenge myths about rural social workers and support key themes of rural practice literature. Respondents were mixed with respect to age and experience, scattered widely throughout Australia in different-sized communities, mostly living and working in the same communities and engaged predominantly in generic practice. There appears to be a pool of rural practitioners in Australia who are committed to living and working in rural places. Implications are developed for practice, employers, the profession, professional education, research and theory. Tentative explanations are offered for high rural staff turnover.     

Making Continuing Professional Development Relevant and Accessible in Regional Social Work

ABSTRACT

Continuing professional development (CPD) is an integral component of quality social work practice (Australian Association of Social Workers, 2013). Despite this, there is a lack of knowledge around the perceived needs and challenges of accessing CPD for rural and regional social work practitioners. This research explored professional development education needs and challenges for rural social work practitioners. The findings revealed an increase in complex cases in practice leading to the need for more training in mental health, legal aspects, and therapeutic interventions. Strong demand for CPD was evident, with a preference for face-to-face training instead of online modules. In the face of persistent challenges some innovative solutions were possible from a partnership between service providers, higher education providers, and the professional body to better meet the needs of the rural social work practitioners.

IMPLICATIONS

• Increasing complexity in rural, regional, and remote social work practice has placed extra demands on the knowledge resources of social workers.

• Continuing professional development (CPD) must be relevant and readily accessible to meet the needs of those who practice in these areas.

• Partnerships between agencies, higher education providers, and professional bodies, along with the use of technology can increase accessibility for rural, regional, and remote social workers.

     

Preparing Social Work Graduates for Digital Practice: Ethical Pedagogies for Effective Learning

ABSTRACT

Debate has arisen in social work about the value of online education, with proponents providing examples of innovative approaches to online teaching and those against it citing the need for face-to-face interactions to suitably teach and assess social work skills. At the same time, social workers are increasingly making use of social media, websites, online databases, email, and text messaging services for work with clients. Consequently, social workers must be adequately prepared to make use of online technologies in their practice. Drawing on examples of online interactive activities used at two regional universities and informed by Chi’s conceptual framework of cognitive processes of learning, this article argues that learning via information and communications technology (ICT) helps prepare graduates for emerging digital practice and should be an integral part of social work education. Further, ICT enables educators to monitor the levels and quality of student rehearsal of practice skills and knowledge in interactive learning experiences helping promote competent practice, grounded in social work values.     

Confronting Uncertainty: Lessons from Rural Social Work

Abstract

Communities in Australia and internationally are experiencing massive change. Climate variability is an aspect of change that social workers in Australia, particularly in rural areas, are grappling with. Vulnerable populations will be at increased risk as extreme weather events increase in frequency. Communities will be facing social challenges hitherto unknown. The experience of uncertainty and fragmentation as characteristics of postmodernism has exposed the ambiguous and contested nature of much of social work practice and contributed to a crisis of confidence for the social work profession. The move towards rationality and linear approaches in the postwelfare state is often at odds with the complexity and uncertainty of human situations that has always been social work terrain. It can be argued that social work, with its ethical base, person-in-environment approach, expertise in ambiguity and complexity, and recognition of context, is well-placed to manage postmodern uncertainty. Using the 2009 Victorian bushfire example, I argue that an uncertain future is an opportunity for social workers, those working in rural areas in particular, to reassert social work's moral purpose in working with communities facing change. Implications for social work policy, practice, and education are briefly explored.     

Books Received

Abstract

The generic nature of social work assists social workers to fulfill, variety of tasks and roles, in a range of settings. Social work train in provides workers with a broad range of knowledge and skills, as well as an ability to be both flexible and adaptable across a given range of situations. Such a ‘launching base’ is essential for all social workers, particularly those who work in the resource-starved remote area sector.

Through the author's own insights and experiences on the remote setting of Saipan, a small island located in the western Pacific Ocean this article examines some of the unique personal and professional challenges that confronted him during his stay on Saipan. These accounts are later transposed generally to an exploration of their implications for practitioners who work, or are contemplating working in a remote area.     

Strengths and Pathological Perspectives in Community Social Work

ABSTRACT

Current social work theory distinguishes between the traditional pathology-oriented perspective and the strengths perspective. This paper posits that the working model of community social workers is grounded in a strengths perspective, which, in relation to community work, is compatible with and supplementary to empowerment models, providing a methodological base for the values and practice of the macro method of social work. The current study aimed to assess the prevalence of each of these two perspectives towards community activity, and to examine the differences between them regarding the sense of empowerment and professional skills acknowledged by community social workers in Israel. The findings revealed that while the majority of community social workers adopt a strengths perspective in their work, they experience a greater sense of empowerment and of professional skills when adopting a pathology-oriented perspective.     

Strengths And Struggles: Overseas Qualified Social Workers' Experiences In Aotearoa New Zealand

Abstract

A growing number of professionals practise in a country other than the one where they obtained their professional qualification. A mixed-methods study explored the experiences of one group of such professionals, overseas-qualified social workers practicing in New Zealand. This article reports findings from four key informant group interviews and an online survey (N = 294), including this population's satisfaction with their employment, their introduction to local practice, and experiences of mistreatment and discrimination. The study highlights migrant social workers' desire for better access to information and induction opportunities to orient them to the local practice environment and notes their experience of discrimination in the workplace. Such findings require a thoughtful response from practitioners and professional bodies and is worthy of further research and discussion. We argue that migrant social workers in New Zealand require orientation activities tailored to meet their needs and a more welcoming system of recognition of the skills and experience they bring.     

Introduction

ABSTRACT

The paper considers the levels of coherence and dissonance between the education and training needs of social work practitioners working in a virtual environment and the focus of the requirements and learning and teaching approaches currently in use on social work programmes within education settings in England. The paper argues a gap exists in the way information and communication skills are currently conceptualised to support the education and training of social workers. It appears that e-learning is often considered in relation to its functional advantages and that similarly ICT skills are considered in terms of computer program literacy. The much wider question of the development of competence for virtual practice and how e-learning may support this development require much greater consideration and application.     

Social work and technology: Challenges for social workers in practice: A case study

Abstract

Social Work is just beginning to consider the full impact of technology on practice. In this paper the experience of social workers working in Centrelink, the Australian Government's service delivery organisation, is explored in the context of Centrelink's increased reliance on technology to deliver its services to six million Australians. The results of a survey that indicated nearly one half of Centrelink's social workers have received no formal training in how to use the technologies they rely so heavily on in their work are considered, as is the role of the social workers who are working as a part of Centrelink's call centre network. It is argued that social workers need to be careful not to confuse means and ends when it comes to utilising technology as a part of their practice.     

A balancing act: a grounded theory study of the professional judgement of child protection social workers

ABSTRACT

This paper explores professional judgement of social workers working to protect children. Based on 22 in-depth interviews with social workers, a grounded theory methodology is adopted. The policy context for child protection practice is outlined and analysed. This study then explores how information, responsibility and in particular anxiety, are transacted between social workers and other professionals. Additionally, this study explores the delicate balances social workers are required to negotiate, focussing on two elements of the findings, ‘closeness- distance’ and ‘power over- power together’. The delicacy of the balances negotiated by social workers leads to a powerful analogy of social workers as tightrope walkers, and strategies to seek balance are identified. The implications for practice are explored. The internal mental processes of social workers require closer attention, a cautious approach should be taken to rational-technical solutions and social workers should be better prepared to respectfully challenge other professionals.     

Coming Events

Abstract

In Australian Social Work, June 1992, Cheers gives an overview of ‘Rural Social Work and Social Welfare in the Australian Context’. This is an important contribution to our understanding of working in rural and remote areas in Australia. Over the past five years Cheers, through his published articles, has been instrumental in increasing our knowledge base of the requirements for social workers to be effective in these areas. In giving an overview it is not possible to discuss some of the problems in implementing the ideas presented by Cheers. It is the purpose of this article to extend Cheers' article by discussing the difficulties faced by social work(ers) in rural and remote areas as well as making suggestions for the development of social work practice in rural and remote areas.     

Social workers as mediators

Abstract

This paper discusses the significant contribution social workers have to make to the growing field of mediation and alternative dispute resolution. The theories and practice skills of social work have major relevance to mediation. A sound generic social work education, combined with specialist study in mediation and alternative dispute resolution, ensures that social workers are well prepared for practice as mediators.     

Ethical Dilemmas of Practicing Social Workers Around Psychiatric Medication

Abstract

It is acknowledged that social workers in mental health and other settings routinely experience client-related ethical dilemmas. Further, there is wide recognition of the potential impact of ethical dilemmas on social work practice with clients who use psychotropic medication. Little is know empirically, however, about the experiences of practitioners with these dilemmas. This article describes the results of a national survey of practicing social workers regarding the nature of ethical dilemmas they face related to their work with clients on medication issues. The results make it clear that social workers regularly confront a variety of ethical dilemmas in this type of practice. Many of these dilemmas are related to ambiguities around the knowledge base of practice, appropriate roles of providers, and basic personal and professional values. The authors present implications of these findings for social work practice and further research.     

Paradigm for the Generalist-Advanced Generalist Continuum

Abstract

Social work faculty and practitioners have long argued the definition and parameters of the advanced generalist concept. This article explores the concept of generalist-advanced generalist in practice and in education and advances a paradigm for framing the Bachelor of Social Work-Master of Social Work educational continuum. It further argues that the generalist-advanced generalist continuum is particularly well suited to practice in small towns and rural areas. It further argues that the generalist-advanced generalist continuum is particularly well suited to practice in small towns and rural areas because it provides an educational strategy for preparing both entry level and advanced level social workers with the full range of skills needed for practice in these environmental contexts because content on advanced generalist practice is infused in all foundation, field instruction, and areas of specialty in the advanced curriculum.     

An Innovative Behavioral Health Workforce Initiative: Keeping Pace with an Emerging Model of Care

ABSTRACT

Recent policy shifts in health care have created opportunities for social workers to provide services in integrated primary care and behavioral health settings. However, traditionally prepared social workers may not have the skill set necessary to meet practice demands. This article describes a behavioral health workforce initiative that trains master’s of social work students for work in integrated primary care settings with children, adolescents, and transition-age youths. The training model includes field placements in integrated care settings, co-curricular seminars, and advanced clinical electives. This article identifies challenges of creating new field placements and developing new curricula to support students’ acquisition of knowledge and skills required in integrated care settings. Additionally, it presents data on changes in students’ knowledge and confidence.     

Responses to Homelessness in Australian Cities: Social Worker Perspectives

Abstract

Responses to homelessness in Australia are provided by a range of government and nongovernment services. The present study examined the experiences of social workers within these diverse services. The article discusses how social workers make meaning of their professional identity and responses to homelessness in contemporary practice and policy settings. The findings of a qualitative study of 39 social workers employed in Adelaide, Melbourne, and Sydney are analysed from a social constructionist perspective. The practice dilemmas for social workers interviewed related to the dominating influence of the contemporary political and economic climate, the managerial requirement of organisations, and the personal and professional tensions these political and organisational contexts created.     

Recognising Strategy and Tactics in Constructing and Working with Involuntary Social Work Clients

ABSTRACT

This paper reports on the author’s academic work on working with involuntary clients, which began with a knowledge exchange project in Scotland. I reflect back on this work and use it as a way to explore subsequent reflections on the field. These move beyond consideration of the skills required to undertake such work through locating the category of involuntary clients within wider, yet contradictory, governmental discourses on client engagement. These are identified as the strategy that sets the context for such work. But the strategy is enacted through the day-to-day tactics of social workers on the ground; such tactics, enacted in everyday encounters, are constitutive of effective but also ineffective engagement with clients. The discussion goes on to problematise the distinction between voluntary and involuntary clients and to suggest that effective social work practice, whatever the nature of that involvement, requires that clients are recognised at an ethical and relational level.

IMPLICATIONS

• The term involuntary client(s) cannot be taken for granted but is constructed and needs to be understood in particular and often contradictory policy and professional contexts.

• Effective but also ineffective ways of working with involuntary clients go beyond the acquisition or demonstration of particular skills but are embodied in the everyday relational practices of social workers.

• Ethical engagement with involuntary clients proceeds from a sense of mutual recognition.

     

Personal Growth Towards Intercultural Competence Through an International Field Education Programme

Abstract

An international social work field education programme at the University of South Australia provides social work students with the opportunity to develop intercultural skills and intercultural sensitivity. The programme is conceptualised within a developmental framework that enables the identification of stages of personal growth and professional development from ethnocentrism to ‘interculturality’ or intercultural sensitivity. This framework, alongside the use of a clear ethical perspective and the reflective practice process, is a useful resource to assist students to identify their level of sophistication of cross-cultural competence and to respond to them in ways that facilitate their growth and development towards competent social workers working with difference and across cultures.     

Teaching self-care: The utilization of self-care in social work practicum to prevent compassion fatigue,burnout, and vicarious trauma

ABSTRACT

Field practicum is paramount to social work pedagogy in the preparation of emerging direct practice professionals. Field students integrate foundational knowledge as they implement practice skills learned in the classroom during the social work practicum experience. Working with clients who are suffering is inevitable in direct social work practice and field practicum students can be exposed to a broad range of intense emotional experiences as they assist clients in need. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and vicarious trauma. Incorporating self-care skills into the field practicum enhances opportunities for transformative student learning and helps to strengthen professional socialization during this critical educational experience. This article highlights the implementation of professional self-care instruction, use of activities and written student critical reflection assignments designed to enhance the practice experience through incorporating self-care education and strategies among undergraduate students within the field practicum seminar.     

Increasing Opportunities for Co-production and Personalisation Through Social Work Student Placements in Disabled People's Organisations

Social work student practice placements in disabled people's organisations offer several advantages for individual students, their peers and tutors, and DPOs themselves, who can offer placements for students in supporting service users to give their views as well as delivering social care services. In this context professional skills and anti-discriminatory practice are fostered through learning directly from disabled people as experts without the constraints of local authority policies.

This paper draws on my experiences of such student placements at Wiltshire and Swindon Users' Network over a 15-year period, 1993–2008, in collaboration with different universities. The social work student on placement here experiences an alternative organisational culture which recognises service users' expertise over professionals. The student learns to value collective peer support and working with activists who view their experience through the framework of the social model of disability. This facilitates a two-way exchange as the student learns about user-led practice and the disabled activists appreciate the skills the student brings.

The advent of policies of personalisation, the Big Society and the decreased role of local authorities is challenging the traditional model of adult care social work within local authorities. The placement of social workers in local centres for independent living, in order to provide intensive one-to-one support in support planning for those in complex situations, is only likely to increase in future. This can be seen as a positive alternative which enables professionals to rediscover their professional values and practice and extends the opportunity for placements beyond DPOs concerned with user involvement only.