A Rock and a Hard Place:

This paper discusses the importance of fieldwork in preparing students for practice with clients from diverse cultural backgrounds and the difficulties encountered in rural, culturally homogenous settings. A survey of undergraduate fieldwork coordinators provided information about how minority content is integrated into field seminars and the fieldwork experience. The findings indicated that a variety of methods are used in the seminar and field experience. A discussion of the limitations of these methods and recommendations for alternative approaches are provided.     

Learning from Mental Health Lived Experience and the Influence on Students’ Practice

This study explored how learning from mental health lived experience influenced Australian social work students’ practice during their first fieldwork placement. Involvement of mental health consumers in social work education is gaining momentum, yet little is known about how this type of learning informs students’ practice. Ten social work students participated in semistructured interviews and one focus group. Findings suggest that learning from lived experience promoted social work practice that honoured the expertise of mental health consumers and privileged personal recovery. Factors such as organisational culture and supervisor attitudes were found to mediate the students’ attempts to privilege lived experience.     

Pregnant with Possibility: Reflections on Embodiment, Access, and Inclusion in Field Research

Contributing to a body of theory that advocates for reflexivity and consideration of embodiment by social researchers, this article explores aspects of performing qualitative research—fieldwork and interviews—on intersections of the private family and the public state while visibly pregnant. Drawing on the author's personal experience of collecting data while pregnant, the paper shows how being pregnant facilitated access in the field, how it helped to reveal unspoken beliefs about normative and non-normative reproduction, and how pregnancy and parenthood provided a level of credibility with respondents. This article also considers the situated meanings of pregnancy in the context of academia.     

Involvement in high-profile child sexual abuse controversies: costs and benefits

The costs and benefits associated with participation in conflicts around child sexual abuse are explored. Using qualitative data from interviews with 40 high-profile participants, findings suggest that professionals experience both positive and negative consequences as a result of their involvement. Costs identified include attacks and misrepresentations, harm to health or emotional well-being, and career losses or changes. Benefits included personal growth, a sense of personal satisfaction, and career enhancement. Women were found to have experienced more impacts overall than men. Psychological theories about stress and coping and sociological theories about social movement participation are used to explore why people remain committed despite the risks associated with participation. Material rewards, commitment to change, the development of a highly salient identity, and the support of social networks may be contributing factors.     

‘Sitting on the Mourning Bench’: Mental Health Workers and an Elderly Client

Abstract

The present article documents the experience of a first year social work student on fieldwork placement in an Aged Persons Mental Health Service. The student was part of a team providing service to a long-term client of the service when he was diagnosed with a life-threatening illness. The student's compassionate response to the client raises questions about grief and professionalism, which she explored through a journal and in discussion with her supervisor and other team members working with the client. As part of their reflective practice, the student, her supervisor and the client's mental health workers formed a collective to document their experience and present a staff education session. This article is the outcome of these processes and explores important grief issues in Aged Psychiatry and demonstrates the valuable contribution made by a student to the work of the team in the rich learning environment of a fieldwork placement in aged psychiatry. It is published with the kind permission of the client's next of kin.     

The Ripple Effect: Lessons Learned About Secondary Traumatic Stress Among Clinicians Responding to the September 11th Terrorist Attacks

Secondary Traumatic Stress (STS) symptoms experienced by mental health clinicians who treated clients for issues related to the terrorist attacks of 9/11 were intense and unprecedented. An exploratory study, using qualitative techniques as the primary information gathering method, was conducted to gain a better understanding about “indirect” exposure to terrorism. Twenty-six mental health clinicians participated in this research effort. As part of this study, questions regarding STS were explored. STS levels among clinicians who provided care to victims of 9/11 were high 30?months after the attacks. Most clinicians lacked experience providing disaster relief mental health care. Availability of supervision and agency support was described as “weak;” however, peer support was deemed helpful. Over the past decade, progress has been made in addressing STS issues. Implications are included for social work practice, disaster mental health administration, funding sources and policy. Recommendations for future research are identified.     

College Women's Gynecological Health Care Practices and Preferences

Abstract

Panic disorder is characterized by recurrent, sudden, often unprovoked attacks of intense, diffuse autonomic discharge accompanied by severe anxiety as distinguished from ordinary generalized anxiety. Recent research indicates a biochemical abnormality that predisposes some individuals to the disorder, which generally begins in young adulthood and affects women twice as frequently as men. Untreated panic disorder follows a chronic, fluctuating course. Complications include hypochondriasis, anticipatory anxiety, phobic avoidance and agoraphobia, abuse of alcohol and sedative drugs, and depression.

Diagnosis is complicated by patients' complaints of physical rather than emotional symptoms. Workups can be avoided if the physician considers the diagnosis in apparently healthy young adults who present with episodic cardiac, gastrointestinal, neurologic, and/or respiratory symptoms. The physician needs to be able to distinguish the symptoms of panic disorder from those of ordinary anxiety and also to rule out medical conditions that mimic panic disorder.

Neither conventional benzodiazepines nor psychotherapy alone is very effective in stopping panic attacks, but alprazolam, imipramine, and phenelzine are all highly effective. Alprazolam has fewer troublesome side effects, but patience and perseverance are necessary to reach therapeutic levels with all three drugs. Inadequate dosage is the most common cause of treatment failure. Most patients do well once their attacks are controlled and do not require close follow-up. Patient education is an important part of long-term management because relapses are common.     

Panic Disorder and Self States: Clinical and Research Illustrations

Patients who suffer from panic attacks are often deeply distressed by the symptoms of panic and their aftermath. Alarming physiological symptoms (i.e., dizziness, shakiness, and abdominal distress) are typically accompanied by a sense of imminent doom. This article presents a formulation of panic disorder that assumes that panic results from selfobject failures, leading to fragmentation and disorganizing experiences. Early selfobject responses to panic set the stage for the meanings of panic in subsequent development. A single clinical case, along with examples from research, illustrates the benefit of focusing on developmental processes and unconscious and preconscious fantasies.     

Dual Role Transition among First Time Pregnant Social Work Student Trainees

Since most social work student trainees are women of child bearing age, every year at least some of them become pregnant in the course of their fieldwork. This study investigates the dual transitions of becoming a mother while becoming a professional among 10 married social work student trainees whose fieldwork training coincided with their first pregnancy. The findings obtained from a cross-case thematic analysis of the contents of semi-structured interviews show that these trainees come to their fieldwork preoccupied with their pregnancy, torn between that and their clients, and feeling guilty and, in some cases, professionally inadequate as a result. They also show that some of them cope with their pregnancies by pushing themselves to over-function in matters that do not involve direct client interaction. The paper ends with practical recommendations to help pregnant trainees free up room for their clients' needs by providing them with opportunities to talk about their own.     

There are no Answers,Only Choices: Teaching Ethical Decision Making in Social Work

Abstract

In teaching students about ethical decision making in social work, it is essential that the students are able to recognise the moral implications of their work and develop a deep understanding about ethical issues and their personal responsibility for making ethical choices. Thus, more than a “how to do it” approach is needed and teaching students about values and ethics is an essential thread that runs through our experience-based social work education program. The present paper describes a learning unit that sought to teach students about ethical decision making as a critical thinking process and, in so doing, to integrate students’ knowledge and experience of values, ethics, policy, and research in the final year of study. The relationship between values, ethics, policy, research, and social work practice provided an ideal context within which students could learn to integrate their knowledge and experience and apply it directly to their fieldwork practice. The paper ends with our critical reflection on this teaching experience and a critique of decisionist ethical frameworks.     

Complaints,Sensitivities and Responsibility: An Ethnographic Investigation into the Debates Concerning the Care of Bangladeshi Mothers in the East End

The subject of this paper is a maternity services awareness day organised by a community centre in the East End of London. In what I interpret as the fractured political landscape of Tower Hamlets (in East London), this event formed a rare focus for the diverse groups of people I worked with in my fieldwork and provides a focal point through which to reflect upon issues of diaspora, culture and health care. This paper attempts to analyse the public voices of a diasporic community which were challenging mainstream health provision. In this paper, I suggest that the voicing of complaint both reified and contested the needs of Bangladeshi mothers specifically, yet did not alter the services provided. The ways in which “culture” is used or discarded as a critical platform on which to base claims about health care are discussed.     

At home with the young homeless

This paper considers ethnographic investigation 'at home' in reference, in part, to research carried out into youth homelessness in Britain. Relations of distance and familiarity in the field, and the notion of the ethnographer as stranger, are discussed so as to advance an understanding of the purpose and practice of participant observation. The paper explores fieldwork relations in the context of urban and social exploration, and also with reference to ethnographic research with young people and/or children. In conclusion, the paper argues for a recognition of difference and distance in fieldwork, not simply as obstacles to be somehow overcome but as something inevitable and necessary to the insights that fieldwork affords.     

‘In the Company of Men’: A Reflexive Tale of Cultural Organizing in a Small Organization

A tale of fieldwork in a small organization is discussed in this article with a view to highlighting how social processes, cultural understandings and expressions of gender are produced during fieldwork interaction. The tale is told reflexively and retrospectively, recording an ongoing conversation about fieldwork experience. Central to the tale is discussion of how the researcher is drawn into ‘culture–making’ within the organization and the ways in which fieldwork interaction creates a ‘space’ through which organizational members engage with, work through and realize work–place values. In this article there are multiple levels of reflection. At one level it is examined how the organizational–researcher role of ‘emotional nurturer’ was constructed during fieldwork. At the same time some cultural insights drawn from ethnographic inquiry and intensive interviewing within the small organization are presented. The analysis is also shaped by a further layer of post–fieldwork reflection and interpretation which draws in emotional issues and expressions of gender. It is argued that a close scrutiny of fieldwork roles is important to organizational research in that it makes explicit how the researcher–‘native’ interaction is central to the theorizing process and how the researcher can become a participant in organizational culture–making.     

Sexual Harassment and the Construction of Ethnographic Knowledge

It is not uncommon for women researchers to experience sexualized interactions, sexual objectification, and harassment as they conduct fieldwork. Nevertheless, these experiences are often left out of ethnographers’ “tales from the field” and remain unaddressed within our discipline. In this article, we use women's experiences with harassment in the field to interrogate the epistemological foundations of ethnographic methodology within the discipline of sociology. Based on more than 50 qualitative interviews, we examine three “fixations” of contemporary ethnography that inform women ethnographers’ understandings of and reactions to harassment in the field. These fixations are solitude, danger, and intimacy. Our data show that these fixations not only put researchers in danger but also have implications for the construction of ethnographic knowledge. They contribute to silence surrounding sexual harassment, and are motivated by and reproduce androcentric norms that valorize certain types of fieldwork. We argue that acknowledging and analyzing experiences with harassment and other unwanted sexual attention in the field is part of a more fully developed understanding of ethnographic research itself.     

The French in Algeria, Algerians in France: Bourdieu, colonialism, and migration

Bourdieu's early fieldwork which included field observation, statistical analysis, and the use of photography to capture, represent, and analyse Algerian society in its complexity, took place within the unusual context of the Algerian War of Independence (1954–62). A number of his photographs of Algerian life depict the physical dislocation of Algerian peasantry into shanty towns largely as the result of rapid socio-economic and cultural change introduced by French colonisation and war. Although this fieldwork was to fundamentally shape his subsequent oeuvre, substantive issues which arose out of this research including colonialism, racism, and migration, tended to disappear in his later writings. This paper will argue that Bourdieu's discussion of colonialism in his early work, together with arguments developed by his student and co-author, Abdelmalek Sayad, provide a basis for understanding contemporary processes of ethno-racial domination and migration.     

Repositioning Risk in Social Work Education: Reflections Arising from the Threat of SARS to Social Work Students in Hong Kong during their Field Practicum

The social work profession has always been involved in dealing with uncertainty and risk in the life politics of clients. However, it is not easy for young social work students to translate this philosophical disposition into their real life practice with clients. In spring 2003, when the SARS epidemic broke out in Hong Kong, a group of social work students from the Chinese University of Hong Kong were doing their fieldwork practicum. Suddenly confronted by a collective sense of risk in their role as social workers, the students went through a period of unrest, as performing their helping duties brought with it a simultaneous exposure to personal risk. This paper is based on four focus group interviews with these social work students, to understand how they processed their experience of risk during their exposure to the SARS crisis, and how they connected the experience to their social work practice with clients. It is found that the predicament arising from the exposure to personal risk brought about by the SARS crisis during the students' field placement engendered the reflective process that enabled a renewed and personalized meaning of professionalism. The results provide a basis for reflection among social work educators on the role of risk in the training of prospective social workers, and on how social work education can better prepare students for practice in a high‐risk environment.     

Catching a wave: auto‐ethnographic notes on love and war in Hawaii

This is an autoethnographic account of a research visit to Hawaii in the spring and summer of 2003. The substantive research, of which conventional reports have been published, was an exploratory study of implementing new information technology in a large US health care provider organisation. However, the fieldwork opened a door onto the wider culture of Hawaii, as different from our English culture as from that of northern California, our temporary home. This is my attempt to record that experience in the context of our year abroad.     

How experiential education relates to college goals and objectives

Goals and undergraduate education objectives related to experiential learning were identified in college brochures and through interviews with selected college personnel. All college faculty were mailed questionnaires asking the extent of their agreement with the goals and objectives and their opinion as to the learning environment most conducive to achieving these objectives.Lack of faculty agreement with experiential learning goals and faculty unwillingness to endorse off-campus learning experiences conflicted with the published philosophy of the college. A Guttman Scale constructed from faculty responses to goals showed that as the degree of abstraction of each goal increased, so did the degree of faculty agreement.Based on college goals, valid and reliable instruments were developed to determine students' attitudes about field experiences, and to assess performance in field placements. As amounts of fieldwork increased, students' attitudes about self became more positive, performances at field sites showed higher achievement, and understanding of college goal-related concepts increased. Any amount of fieldwork appeared to help focus students' professional goals.     

Looking inside the bag of tools: creating research encounters with parents with an intellectual disability

This paper examines the development of fieldwork methodology in a study that investigated the parenting experiences and parent support needs of a group of parents with an intellectual disability. It considers the ways in which the original planning for the project changed as the fieldwork unfolded, requiring adaptations to our methodological expectations and in the process deepening our understanding of the phenomena we were studying and reinforcing for us the importance of relationships in fieldwork‐based research. Three themes in particular are considered that became central to this research: research relationships; safety for participants/positioning of the researcher; suspending assumptions about impairment and disability and influences on life experiences.     

Preparedness for Field Education Placement: Social Work Students' Experiences in Papua New Guinea

Papua New Guinea is seen by many to be one of the most troubled countries in the world today; it is challenged by infectious diseases, including HIV/AIDS, by violence—both in the home and in the broader community—as well as by the difficulties associated with responding to communities who are largely rural, remote and inaccessible. It is in this context that the profession of Social Work exists and in which students undertake their fieldwork practicum. The University of Papua New Guinea (UPNG) is the primary provider of Social Work education in the country. This small study sought to investigate third-year UPNG Social Work students' reflections on their first fieldwork experience and their perceptions of preparation. Twenty-three students provided data via a written questionnaire. Content analysis revealed that most students felt only ‘just prepared’ for placement. While many highlighted the value of communication skills to them during fieldwork, there was considerable uncertainty about the role and nature of Social Work, with administrative duties seeming to dominate. Students were, however, clear about improvements; these focused primarily on the sequencing of the curriculum, to ensure that they had covered core learning materials prior to placement. The implications for practice and the challenges to implementation are discussed.