Reconstructing and re-conceptualising social work in the emerging milieu

Abstract

As we approach the twenty first century, social work as a collective activity is experiencing considerable uncertainty. This paper argues that the strategy embodied in promoting traditional professionalism, while moderately successful in the past, has become increasingly problematic. Similarly, the ongoing utility of current approaches to practice theory as a key part of the professional project is questioned. Identifying key challenges emerging in the environment, the paper suggests that an active debate about both the organisation and conceptualisation of Australian social work is vital for its future.     

‘Building Bridges’

Abstract

‘Building bridges’ is a metaphor we have used to describe a collaborative research process involving social work academic and senior practitioners from government and non-government child protection and family service organizations in Victoria, Australia. The purpose of the research was to develop a ‘practice-generated approach to policy implementation’ in child protection practice. The research sought to explore the appropriateness of social constructionist approaches for child protection practice that might enhance the existing risk paradigm. This article aims to critically evaluate the process of ‘building bridges’ and its outcomes, by focusing on how potential and actual differences between organizational contexts, namely universities and various service-providing organizations, may influence relationships between theory and practice. We critically reflect on our research process comparing it with idealized forms of collaborative research discussed in the literature.     

Reflecting on partdime private practice: Is it worth it?

Abstract

Gradual, but not so subtle, changes in Australia's political and welfare cultures have meant that over the past I0 years social workers have been showing a greater interest in private practice as a legitimate aspect of the profession. This paper presents some of the major practical considerations required for a part-time practice to be successfully initiated and maintained. The author uses her own experience as an example and explores the personal, professional and commercial decisions she has made in such a practice over the past 16 years.     

Theory for Community Practice in Social Work:

The effort is made to revitalize the search for practice theory which will inform and guide the community practitioner. Ecological theory is used to identify a generic model of community practice and analyze member cohesion in the three traditional modalities. The theory of energy in human ecology is developed to set the stage for an energy assessment, and the selection of strategic energy patterns in phases of organizing. Theoretical propositions with practice implications are offered for research on the relationship between strategic energy-patterns of organizing, energy costs, specialization of function, and styles of intervention.     

Practice experience and social work education

Abstract

This paper examines the arguments that are often put in favour of social work academics having direct practice experience in order to enhance their teaching effectiveness. The paper looks at the number of ways that social work academics can gain up to date knowledge of practice developments and explores what constitutes an effective teacher. It concludes that recent direct practice experience will be of limited use in assisting social work academics to become effective teachers and that there are other ways that academics can become aware of practice developments that are in line with the other professional requirements on academics such as research and knowledge generation.     

Social work education in Cyprus: prospects and challenges in developing an indigenous character

The evolution of the social work education and welfare system in Cyprus is inextricably linked to the country’s recent turbulent history. Social Work in the Republic of Cyprus, although shaped by the country’s turbulent political past and present, is also influenced by Western theory as in many other countries in the Asian and African continent [Gray, M., & Fook, J. (2004). The quest for a universal social work: Some issues and implications, Social Work Education, 23(5), 625–644; Rankopo, M. J., & Hwedie, K. O. (2011). Globalization and culturally relevant social work: African perspectives on indigenization. International Social Work, 54(1), 137–147; Yip, K. S. (2007). Tensions and dilemmas of social work education in China. International Social Work, 50(1), 93–105]. In contrast with social welfare which has a long history (since late nineteenth century), social work education is still at an early stage of development in Cyprus. A non-surprising situation given that social work practice and education, in its early stages, is essentially a modernist Western invention which has a history of silencing marginal voices and importing, into diverse cultural contexts across the world, Western thinking primarily from the UK and the USA (Gray & Fook, 2004). However, if an indigenous social work character is to be developed in Cyprus, and a more distinctive identity with regard to the social work academic curricula is to be demonstrated, then Payne’s [(2001). Knowledge bases and knowledge biases in social work. Journal of Social Work, 1(2), 133–136] views on social work knowledge need further exploration.     

Introduction: Safe Passage

Adolescence is a period fraught with developmental challenges for all individuals. Those encountered by gay, lesbian, bisexual, and other sexual minority youth are particularity difficult. The Knowledge that they are “different” show how, although not yet necessarily full aware of how they are different, leaves many isolated and unable to work thought some typical developmental issues having to do with establishing romantic relationships and learning diverse social skills. Such teens may develop a host of coping mechanisms to ease the dissonance experienced when their forming identities are in conflict with peer, parental or, more broadly, societal expectation.     

Magic happens: Revisiting the spirituality and social work debate

Abstract

The social work profession is currently undergoing a resurgence of interest regarding the issue of spirituality in social work. This article attempts to summarise and explore the debate so far and to discuss the implications of this in a practice context. Current issues including definitions of spirituality and the key concerns in the areas of both practice and education are addressed. The article concludes with an overview of a model of spiritually sensitive social work practice, and poses options for further professional reflection on the place of spirituality in social work practice.     

Looking for ‘social work’ in school social work

School social workers can be seen as a professional group operating on the margin of an educational logic that dominates schools as institutions. This conditions what tasks they are assigned and what aspects of social work knowledge they will find relevant. On the other hand, the role as a sole professional and relative outsider in the organization provides a potential for school social workers to transcend established theories of social work practice. This article aims to investigate how social work theory is applied in school social work. Twelve semi-structured interviews with school social workers were analysed in terms of how they relate to four knowledge approaches derived from the literature: task-centred, systems theory, strengths and anti-oppressive. Contrary to claims within the sociology of professions that social work practice is formed largely by organizational context rather than a discipline-specific knowledge base, the interviewees seemed to lean on a robust professional foundation within social work theory. Interviewees strongly emphasised their role as working for the individual pupil and positioned themselves as somewhat in opposition to a somewhat oppressive school environment.     

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.     

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Fashionably Late? Social Work and Television Production

SUMMARY

In the enthusiasm for faster and more efficient technology for practice and education, social workers should not deny the obvious. Television has been, and will continue to be, the most influential tool of communication in American society. This article examines the role of social workers in broadcast television and describes the mechanics of TV production for novice social worker/producers.     

Cultural Competency and Achieving Styles in Clinical Social Work

Abstract

This paper attempts to build a cultural competency framework by reviewing the literature and laying a conceptual foundation for professional standards in clinical social work. It also explores the implications of cultural competency by relating some important factors to clinical decisions, alliance, and outcome in the mental health field. The pathways and directions of the relationships as well as the potential factors affecting cross-cultural clinical alliance are illuminated in a general model to guide hypothesis formulation in further research. Empirical data are presented on clinical social work practice with Asian American clients in light of a key factor in shaping cultural competency, i.e., clinicians' personal achieving styles. The findings suggest that such styles are culturally bound.     

Critical social work and competency practice: a proposal to bridge theory and practice in the classroom

Social work education in North America is increasingly focused on competency criteria and micro skills training for future practitioners. Market forces are transforming the nature of social work practice in Canada, and social work regulators are concerned about the lack of evidence-based competencies in social work education. Since the Controlled Act of Psychotherapy was proclaimed in 2017, social work practitioners are in a position to offer psychotherapy services; as a result, universities are under greater pressure to shift to competency-based learning that meets the requirements of a regulated profession. This has raised concerns about the narrowing focus on critical social work theory in preparing students for practice. The divergence between anti-oppressive and direct practice schools is widening with the result that many students have difficulty bridging the gap between critical theory and competency-based practice. This paper attempts to integrate both traditions by offering students a course that directly links critical analysis of structural barriers and client centered interventions. The course is part of a developing critical competency curriculum that focuses on methods of facilitating empowerment and change in the helping process by articulating key relational components between service user and practitioner from a critical-competency perspective.     

Globalisation and social work: A snapshot of Australian practitioners' views

The process of globalisation, that is, the increasing interdependence of world society, is a controversial movement supported by some because of the potential cross-national benefits, but criticised by others because of the fragmented or uneven distribution of those benefits. As many social workers interact with clients who may be affected by globalisation processes, we were interested to investigate their practice views on this topic. Sixty-six social workers completed a questionnaire that explored the relationship between local and international issues. Practitioner responses indicated a strong interest in the topic and widespread agreement that, in their daily practice, there is a link between local and global issues affecting clients. How this perspective is incorporated into practice, however, was not so clear, and there was some variation within the group of respondents. The paper concludes with some suggestions to further enhance the knowledge on this topic among social workers.     

Doing It Well

SUMMARY

Social workers are being challenged internationally to be accountable by defining competency standards at beginning and advanced levels. The study that is the subject of this article will develop the work of one of the authors, which involved a 5-year longitudinal study of beginning social workers and another of experienced social workers. These studies resulted in a book on professional expertise (Fook, Ryan, & Hawkins, 2000). The present study furthered that work and subjected this theory of professional expertise to further testing by examining the work of a sample of expert (rather than experienced) social workers in the mental health field in Melbourne, Australia. Data was collected from a selected sample of mental health social workers by the use of focus group interview. This article reports on the study's findings and discusses their significance and application.     

Students’ views on expanding contours of social work practice through spirituality

ABSTRACT

This article surveys the views of 15,067 social work students across 12 countries on social work practice and spirituality. Responses were elicited on precoded binary response categories as derived from literature. Results of the logistic regression analyses, as embedded in the original study design, showed that students from Australia, European countries, and the United States; women; postgraduate students; Christians; and those with higher self-reported spirituality scores saw mindfulness-based spiritually–sensitive interventions as the core mode of micro–level work with individuals and groups. Spirituality was seen as philosophically expanding the contours of practice by laying newer ways of assessment, intervention, and change.     

A Teaching Framework for Transformative Multicultural Social Work Education

Abstract

A major challenge in multicultural social work education is fostering meaningful learning experiences for students by matching educational methods and content to students' individual learning needs and characteristics. Building upon transformative learning theory developed by Jack Mezirow, this paper proposes a teaching framework for transformative multicultural social work education that addresses students' individual learning needs and characteristics. This framework uses the dimensions of cultural knowledge and cultural sensitivity to represent four potential stances of cross-cultural learning in students. The paper provides a detail discussion regarding the learning needs and learning foci of students at each stance, and useful teaching strategies and activities that enhance students' transformative learning process so that they develop integrative knowledge about self and others in a dynamic multicultural society from multiple perspectives.     

Teaching without being taught how: social work practice faculty voices

ABSTRACT

Social work practice faculty have an important role in socializing MSW students to the field and practice of social work. This study, based on interviews with 15 faculty teaching an advanced clinical practice course in the United States, examines how faculty conceptualize teaching and learning. Faculty were asked about the theories or frameworks that guided their teaching, their own journeys to teaching and the resources that support their teaching. The study found that participants drew largely on their own experiences as student learners and social work practitioners and did not have much formal training in teaching and student learning. Furthermore, while half of the participants were able to identify a learning theory that guided their teaching, the other half were not. Finally, while participants articulated the need for support regarding their own teaching, many of the schools did not have formal faculty development opportunities. The paper ends with recommendations for supporting current and new faculty regarding teaching and student learning.     

Social Workers and Social Justice During a Period of Intensive Neoliberalization: A Preliminary Investigation From the Republic of Ireland

Despite the championing of social justice within the discourse of social work, some express concern that there has been a dilution in the profession’s practical commitment to seeking a more just society. The article begins by defining social justice and then refers to a number of studies that have endeavored to identify whether or not social justice is being pursued by practitioners. It is argued that renewing efforts to achieve social justice is particularly relevant in times of intensive neoliberalization. In this context, we discuss the comments of a small number of Irish practitioners. This preliminary study indicates that social workers are struggling to achieve limited social justice gains in organizationally difficult and fraught situations. The findings suggest that some practitioners, located in stultifying working environments, are blunted in their capacities to pursue social justice demands for their clients and for themselves. However, a more wide-ranging research project, composed of a more substantial and diverse sample of respondents, would need to be formulated to further explore this theme.