Economic Well-being and Ageing: The Need for Financial Education for Social Workers

This paper explores the importance of financial education for social workers who are often working with individuals and families who are financially vulnerable and who frequently have little financial knowledge. This may be particularly relevant in light of the recent global recession and the negative impact this has had for many in terms of increased living costs and decreased income. Older people may be particularly vulnerable to the economic fluctuations caused by the recession, yet they may be disadvantaged further by poor understanding of the impact of finances on well-being from social care agencies, and a paucity of information and advice to enable them to develop improved financial literacy. This may be compounded further by increasingly strict eligibility criteria, which restrict access to services, leading to increasing numbers of older people who need to fund their own care. The objective of this paper is to highlight the need for students and practitioners to develop their own financial literacy skills so as to better enable them to support those that they work with. The discussion considers the usefulness of the ‘asset vulnerability framework’ devised by Moser in assessing the economic well-being of older people and its applicability within social work education and practice.     

Environmental Justice and Social Work Education: Social Workers' Professional Perspectives

Environmental injustice is a growing human rights issue as climate change and environmental degradation rapidly increases. As a social justice problem, it is relevant to the social work profession, yet not integrated into our curricula. This study of 373 social work professionals found that environmental justice is a significant practice issue across broad client populations and that professionals felt unprepared to address it. Qualitative and quantitative data revealed high levels of client exposure to environmental hazards with little power to change it. Respondents reported dissatisfaction with their education to help them understand environmental issues. Moreover, they indicated that they would like to see environmental justice integrated into social work education and better-prepared graduates entering the profession. Implications for practice and education are discussed.     

A Social Work Perspective on Using Social Return on Investment (SROI) in Humanistic Social Care

Service administrators and social workers are increasingly adopting business terminology in practice, including such terms as “social impact”, “social capital”, “social investing”, “social accounting”, “social benefits”, and “social return on investment” (SROI). These concepts, especially SROI, must be examined for inconsistency with social work values. Clients must not be stigmatised, and their voices must be heard when this controversial measurement tool is used. A prudent mentality must accompany the application of business ideas to humanistic social care.     

A Proposed ASEAN Disaster Response, Training and Logistic Centre Enhancing Regional Governance in Disaster Management

The Southeast Asian region is remarkably vulnerable to natural disasters which repeatedly cause devastations to both human lives and properties. However, current disaster relief efforts have not lived up to the high standards. Even worse is that humanitarian efforts have been frequently frustrated by the rejections from national authorities under the name of “sovereignty”. All these problems necessitate a widely accepted, politically neutral, well coordinated and effectively governed organization within the region. We, hereby propose a Disaster Response Training and Logistic Centre under the umbrella of the Association of Southeast Asian Nations (ASEAN), which aims to mitigate the devastation of disasters, to provide accurate relief assessment, and training for relief team on a regular basis, and to allocate and mobilize humanitarian aid. The Centre will be endorsed through an agreement by all ASEAN governments. The philosophy underpinning the organization reflects a regional approach whereby stronger government involvement and regional integration in disaster relief is indispensable in the context of the Southeast Asian region.      

A Snapshot on the Development of Social Work Education in China: A Delphi Study

Social work education in China has now been reinstated for almost two decades, after it was discontinued in the early 1950s. Due to various reasons, so far, there has not been a standardised social work curriculum in China. This article reports on the first empirical study finished in late 2001. Employing a Delphi technique, 47 social work scholars were invited to provide their opinions on the nature of social work in China, the requirements of social work graduates and the social work curriculum at the undergraduate level. The findings indicate that despite the influence of the Western model induced mainly by social work scholars in Hong Kong, social work education in China is moving towards an indigenised model within its unique social–political–cultural context. Respondents tended to adopt an expert model and the ‘helping people to help themselves’ principle. Social work is understood as being instrumental to enhancing the rapid economic changes by employing scientific knowledge and skills to resolve social and personal problems, stabilise society, and enhance social participation. To nurture its graduates with the competence to fulfil these social assignments, a broad‐base of social science knowledge, generic social work skills, special personal qualities and political sensitivity is included in the curriculum.     

Practising Observation in Shadowing: Curriculum Innovation and Learning Outcomes in the BA Social Work

One of the requirements of the curriculum of the new BA Social Work is that students shadow the work of practitioners before they undertake supervised practice. Shadowing provides an opportunity to observe social workers in different agencies and to learn from the experience of being in the observer role. This article focuses on the observational learning which is part of the shadowing experience. It discusses an observation curriculum designed for a new student group at an early stage in the programme. Using feedback from student assessments on the Sussex/Brighton BA, the course structure and learning outcomes are described and analysed. From initial evaluations it is argued that observation in shadowing provides an important introduction to key aspects of professional learning such as anti‐oppressive practice and communication skills.     

The Role of Social Work Education in Advancing Social Development in the English-speaking Caribbean

This article presents a discussion of the role of professional social work education in advancing social development in the countries of the English-speaking Caribbean. It addresses issues around the development of the profession in the region, student enrolment, curriculum expansion and programme delivery by the institutions which offer social work education. The events which contributed to the emergence of social work education in the region during the fourth decade of the twentieth century and social work education's continued contribution to regional development are discussed. The prospective use of the new Global Agenda for Social Work and Social Development to advance the profession in the region in the twenty-first century is noted. The article concludes by highlighting the many challenges that currently impact social work education in the Caribbean and the fact that the development of social work education in the region is inextricably linked to the region's social development needs. Social work education as delivered through the University of the West Indies is used as the case in point for discussion.     

Assessing Social Work Field Education: Towards Standardising Fieldwork Assessment in New Zealand

Assessment is a core feature of social work field education and enables both ongoing formative processes of monitoring and feedback and summative assessment of a student's competence at the conclusion of a fieldwork placement. In New Zealand, tertiary providers of social work programmes currently have considerable discretion in monitoring and assessing students' competence in their fieldwork placements. The variation in social work field education curriculum, particularly in assessment, can create confusion for employers and does not enable a streamlined process towards provisional registration as a social worker. This article proposes the development of national standards in field education learning outcomes to strengthen current field education programmes, to create a pathway for provisional registration with the Social Workers Registration Board and to increase clarity for employers both in domestic and overseas markets.     

Migration of Professional Social Workers: Reflections on Challenges and Strategies for Education

International migration of social workers has had, in recent years, a substantial influence on the political agenda of different countries in the world, and is fraught with challenges. In some countries, recruitment of internationally qualified social workers has even become an important strategy to meet staffing demands and to fill shortages in the social work profession. This paper aims to promote debate on the key role of social work educators in assisting social work students and practitioners to practise within both a national and an international context, by reflecting on specific practice examples from Canada, England and South Africa. We explore challenges, as well as possible strategies for adaptation in new contexts, such as the facilitation of additional training, globally comparable social work programmes, and the development of a stronger professional identity, based on integrated social work values. We conclude that by enabling a stronger professional identity through the development of professional virtues, social workers will be empowered to become more confident practitioners and internationally more adaptable.     

Transforming Social Work Curricula: Institutional Supports for Promoting Sustainability

Due to the centrality of human rights and social justice in the profession, social work must collectively take a stand on ecological degradation and the climate crisis. Overall, social work education's engagement with issues of sustainability and an expanded ecological justice perspective has been peripheral and piecemeal. It is crucial that social work education expand opportunities to prepare social workers to respond to the global environmental crisis. This conceptual paper considers strategies for integrating environmental content in social work curricula and addresses the essential role of institutional supports for curricular change and professional development focused on sustainability. The role of institutional supports to advance curricular change to respond to environmental crises and promote sustainability is highlighted, along with specific examples from the authors' home institution, including (1) institutional commitment and culture, (2) curricular supports and guidelines, and (3) interdisciplinary faculty development.     

Not Just Social Work Academics: The Involvement of Others in the Assessment of Social Work Students

University regulations typically assume that the assessment of students is essentially a task for paid academic staff. However, this is a far cry from much of the current literature about assessment in social work education, of which one of the distinguishing features is the not infrequent references to stakeholders beyond the individuals who are to be assessed and the academic staff employed to teach them. This paper reviews some of the recent literature on the involvement of persons other than social work academics, including students, practice teachers and service users, in assessing students studying in social work programmes. Implications for programme providers of using non‐academic assessors are explored.     

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.     

Critical Thinking in Social Care and Social Work: Searching Student Assignments for the Evidence

The ability to think critically would appear to be a defining feature of competent social work practice. Yet the way practitioners develop critical thinking and how it is taught and assessed within educational establishments is unclear. This paper explores one key aspect of the learning process; the way critical thinking might be evidenced in the transition from Further Education to Higher Education. The assignments produced by students undertaking the HNC in Social Care and year one students at the initial stage of the BA Social Work programme in Scotland were examined. The findings suggest that students working in social care environments and year one students on the BA Social Work course were able to evidence some critical thinking; however, it was generally quite minimal and limited to certain categories. Whilst there are likely to be diverse opinions within Scotland as to how the new four‐year honours degree in social work is implemented in terms of teaching, assessment and learning, a valuable opportunity may be missed if critical thinking is not a core feature and meaningfully aligned to students' experiences at Further Education and Higher Education.     

Imagining Social Work: A Qualitative Study of Students' Perspectives on Social Work in China

Social work education in China has expanded rapidly since it was reintroduced in 1988. This has led to a growing body of English language literature on the development of social work education in China. However, thus far, this literature lacks an empirical foundation and little research on students' perspectives has been done. To fill this gap, this paper reports on a qualitative study of a group of graduating social work students (n = 32) from four social work programmes in Jinan, the provincial capital of the Shandong Province. Three major findings are reported. Firstly, the students liken their social work learning experience to a roller coaster ride with many ups and downs. Secondly, the cultural compatibility of western social work in China has not yet been conclusively established, while an ‘indigenized’ social work needs to be compatible with Chinese family values, referred to as ‘familism’ in direct Chinese to English translation, and with the dominant socialist political ideology. Thirdly, the future of social work is bright given increasing government support for its development.     

Curtain Down on Act One: Practice Learning in the First Year of the New Social Work Award

The curtain has come down on the first year of the new social work degree in England. This paper presents the findings of a survey of social work educators in academic and practice settings to find out how practice learning in this year has been experienced and the shape of plans for the rest of the new degree. The paper reflects on the enormous diversity of arrangements for practice learning, in terms of patterns of delivery, assessment, funding, and service user and carer involvement. One pattern that is emerging strongly is a more experimental flavour to this first year, with new practice learning sites being developed, and the use of group arrangements to supervise and support students. However, there is also the potential for inconsistency in standards, especially in the ways that students are judged as ‘fit for practice learning’. There are concerns that the new partnerships are increasingly driven by universities and colleges, with some agency partners unclear about what is happening and why. There are also indications that the postgraduate programmes will have less room for experimentation than the three‐year undergraduate courses and this may become a source of divergence between the two routes.     

Claiming a Space for International Social Work: Voices From the Field

Despite the rise in interest in international social work, surprisingly little empirical evidence exists outlining the knowledge, values, and skills required of social workers to succeed in the global arena. This qualitative study conducted from the spring through winter months of 2013 involved 10 semi-structured interviews with experienced international social workers triangulated with a content analysis of 52 international job postings. Findings suggest that social work professional perspectives including eco-systemic thinking, social justice principles, strength-based analyses, and foundational skills, such as developing empowering person-centered relationships, exhibiting cultural humility, implementing participatory approaches to research and practice, and demonstrating reflexivity, are not always valued by international colleagues nor sought in job advertisements. Furthermore, upon graduation, MSW social workers may lack key areas of expertise expected of international workers such as program monitoring and evaluation, grant writing, policy development, and communicating with media and high-level officials. Ultimately, the invisibility of foundational social work skills and lack of other technical expertise may not only challenge social workers' competitiveness on the global market but also threaten their maintenance of a professional social work identity over time. The authors provide guidance for schools of social work and accrediting bodies to improve social workers' readiness for international work and strengthen their presence in the international arena.     

Piecing Together Family Social Work in Mainland China

As rapid economic and sociopolitical development brings about drastic changes in family structure and processes in China, many social concerns arise. Through a review of journal articles published over a period of 28 years (1979–2006) in social work and related disciplines in China, this article presents a glimpse of family social work using the China National Knowledge Infrastructure (CNKI) database. The result is despairing, in that only a small number of articles on family social work were found. Given social work's traditionally strong belief in the family, as well as the strong emphasis on the family in China, the social work profession can contribute to China's social development through strengthening family social work and family policy. Nevertheless, this article argues for family social work to be sensitive to the cultural needs and characteristics of families in China, instead of imposing Western theories and interventions as if families come in just one size and shape.     

After the Bologna Reform: Employability of Bachelors in Social and Educational Work in Luxembourg

The present paper treats employability and the relevance of this concept with regard to the social professions in Luxembourg subsequent to the Bologna reform. Two studies were conducted to examine the employability of Bachelors in social and educational work in terms of their (a) rate of entry in to the labour market and (b) self-reports of practice proficiency as acquired at university. The results showed a high employment rate and further suggested that employability was perceived largely in terms of self-assessed knowledge and skills. The implications of a systematic follow-up of recently qualified practitioners are discussed as well as the need to adapt the curriculum more efficiently to the demands brought about by the evolution of the social professions.     

The Experiences of Care Leavers (Post-care Adults) in Social Work Education

This paper explores the experiences of social work students on qualifying degree programmes in the UK who have previously been in care or ‘looked after’. Using a sample drawn from three social work programmes in the North West of England, a semi-structured interview schedule was constructed, with the support of social workers who had been in the care system, to examine the individual journeys of 11 students. This paper aims to explore, with this group of students, how their experiences relate to their decision to apply for a place on a social work course, their experience of admission and the duration of the programme. The paper is of particular relevance to social work educators and makes specific suggestions regarding how current practice in social work education might improve.