Reclaiming and Reimagining Macro Social Work Education: A Collective Biography

The authors focus on a collective biography of 12 women social work educators, all either tenured or in tenure lines, from five different universities at the time of the study. The participants represent several aspects of macro practice including administration, planning, community practice, and policy. Beginning with reflections about coming into macro practice, we highlight memories about first teaching experiences and examine cultural shifts discovered in our academic journeys. We feature students who inspired us and perceptions of challenges in curricular development affecting the preparation of students. This article includes comments that emphasize the themes and focus of our collective reflections. Finally, we place what we learned in the context of a report from the Association for Community Organization and Social Administration calling for the visibility of and advocacy for macro social work education.     

Urban bird conservation: presenting stakeholder-specific arguments for the development of bird-friendly cities

Following the call from the United Nations Convention on Biological Diversity “Cities & Biodiversity Outlook” project to better preserve urban biodiversity, this paper presents stakeholder-specific statements for bird conservation in city environments. Based upon the current urban bird literature we focus upon habitat fragmentation, limited habitat availability, lack of the native vegetation and vegetation structure as the most important challenges facing bird conservation in cities. We follow with an overview of the stakeholders in cities, and identify six main groups having the greatest potential to improve bird survival in cities: i) urban planners, urban designers and (landscape) architects, ii) urban developers and engineers, iii) homeowners and tenants, iv) companies and industries, v) landscaping and gardening firms, vi) education professionals. Given that motivation to act positively for urban birds is linked to stakeholder-specific advice, we present ten statements for bird-friendly cities that are guided by an action perspective and argument for each stakeholder group. We conclude with a discussion on how the use of stakeholder-specific arguments can enhance and rapidly advance urban bird conservation action.     

Context collapse: theorizing context collusions and collisions

The collapsing of social contexts together has emerged as an important topic with the rise of social media that so often blurs the public and private, professional and personal, and the many different selves and situations in which individuals find themselves. Academic literature is starting to address how the meshing of social contexts online has many potentially beneficial as well as problematic consequences. In an effort to further theorize context collapse, we draw on this literature to consider the conditions under which context collapse occurs, offering key conceptual tools with which to address these conditions. Specifically, we distinguish two different types of context collapse, splitting collapse into context collusions and context collisions. The former is an intentional collapsing of contexts, while the latter is unintentional. We further examine the ways in which both technological architectures and agentic user practices combine to facilitate and mitigate the various effects of collapsing contexts.     

Identifying factors for poorer educational outcomes that may be exacerbated by COVID-19: A systematic review focussing on at-risk school children and adolescents

School closures across Australia in response to COVID-19 have persisted since 2020, with rising mental health problems in children and adolescents, alongside rising negative family health and socioeconomic outcomes. Further, some children and young people who were already experiencing disadvantage pre-pandemic may be at heightened risk of poorer educational outcomes. Therefore, the aim of this study was to conduct a systematic review of the literature to identify the factors for poorer educational outcomes that may be exacerbated by COVID-19 amongst disadvantaged school students. Key development stages of disadvantage were identified: young children who started school behind, older students already at risk of disengagement from school and children and young people who have had contact with the child protection system. Five databases were systematically searched, across two search periods. A total of 69 Australian, peer-reviewed articles, published in 2005–2021, examining risk factors for poor educational outcomes for children attending school met the inclusion criteria and were included in final analyses. Our findings provide evidence of key risk factors that make these populations susceptible to worsening outcomes resulting from the COVID-19 pandemic, and of the critical importance of ongoing research to guide policy and practice support for these at-risk groups.     

Intensified inequities: Young people's experiences of Covid-19 and school closures in Uganda

Uganda had the longest period of school closures worldwide as a response measure during the Covid-19 pandemic. Drawing on longitudinal qualitative data from the Contexts of Violence in Adolescence Cohort Study (CoVAC) (2018–2023), we examine how this has affected the lives of adolescents in Uganda. Our analysis showcases how intersecting inequities based on socioeconomic circumstances, gender and location have intensified, with detrimental effects on young people's educational paths and life circumstances. Strategies that take the intersections of these inequities into account are urgently needed to help the most disadvantaged and marginalized young people return to school.     

Making sense of the parenting ‘soft/hard split’

This paper explores the common parenting style tension around nurture versus limit-setting often evident when working with families with a symptomatic child. Firstly it will delve into the parenting ‘soft/hard split’ with an overview of the literature on parenting styles. Next, it summarises the appearance of this phenomenon in the family therapy literature during its formative days, noting how Bowen, Minuchin, Haley, MRI (Bateson), and the Milan associates respond to this parent presentation in their approaches. Next, the paper outlines recent iterations of these family therapy interventions. An expanded discussion follows on Bowen theory's understanding of the parenting tension triangle. The article then outlines elements of the author's qualitative research study of parents' experience of adolescents' mental health treatment where the ‘soft/hard split’ emerged as a repeating theme. Finally, a clinical intervention based on Bowen theory, the Parent Hope Project, is outlined for how it addresses the parenting ‘soft/hard split.’ The goal is to contribute to understanding this phenomenon and its implications for clinical practice.     

Leading beyond regulatory approval: Opportunities for statisticians to optimize evidence generation and impact clinical practice

The role and value of statistical contributions in drug development up to the point of health authority approval are well understood. But health authority approval is only a true ‘win’ if the evidence enables access and adoption into clinical practice. In today's complex and evolving healthcare environment, there is additional strategic evidence generation, communication, and decision support that can benefit from statistical contributions. In this article, we describe the history of medical affairs in the context of drug development, the factors driving post-approval evidence generation needs, and the opportunities for statisticians to optimize evidence generation for stakeholders beyond health authorities in order to ensure that new medicines reach appropriate patients.     

Connection,connectivity and choice: Learning during COVID-19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice.