Social Workers’ Conflict of Loyalty in the Context of Social Activism: The Case of the 2011 Social Protests in Israel

ABSTRACT

This qualitative study examined the experiences of social workers who participated in the 2011 Israeli social protests. Data were collected through 1 focus group interview. The sample included 11 social workers employed in 11 social welfare departments throughout the country. Findings highlight the complexities and dilemmas experienced by social workers who protested against the system that employs them. Research findings contribute to the discourse regarding the conflict of loyalty experienced by public social workers engaged in social activism that targets the system that employs them.     

Has Social Work Heeded the Call? Sex Offender Content in Social Work

The relationship between theory, research and practice in the contemporary UK social work curriculum is examined in the context of the New Labour Government's insistence on making explicit the connections between knowledge, research, standards and ‘best practice’ in its regulatory discourse. The argument suggests that far from being obvious, settled or predictable in the way in which this discourse suggests, the relationship between research, theory and practice is highly contentious and certainly unresolved. The article then goes on to look at concepts of theory and research. ‘Theory’ is seen as having evolved with little reference to evidence and ‘research’ is seen as having established a new intellectual hegemony without having engaged with or contributed significantly to the development of practice theory. The article concludes that the trend towards a professional and intellectual fragmentation of the social work discipline needs to be reversed if students are to develop their own ‘research mindedness’.     

Teaching Note—Tweeting Macro Practice: Social Media in the Social Work Classroom

ABSTRACT

Despite its ubiquity, social work educators are just beginning to harness social media in teaching. In this teaching note, we discuss our use of Twitter in a bachelor’s-level macro Human Behavior in the Social Environment course. We present results from a survey of 45 students designed to assess their perceptions of Twitter use in the classroom and, in particular, as a macro social work learning tool. Students appreciated using social media in the course and reported that Twitter was a valuable professional social work tool. We explore how social work educators can provide an innovative classroom experience that incorporates ethical and professional use of social media and demonstrate how we used Twitter to apply macro practice competencies.     

Aging in Rural Japan—Limitations in the Current Social Care Policy

Owing to equal and increased opportunities for education and employment, today's trend in Japanese marriages is characterized by late and less frequent marriage. This paper discusses unavoidable diversity in rural families to point out the anticipated consequences of aging in rural areas and to discuss limitations in current public social care policies. Specifically, the averaged proportion of never-married and single persons at ages 45 to 49 and 50 to 54 in legally recognized depopulated cities, towns, and villages in Japan is calculated to illustrate the expected diversity in families in rural depopulated areas. It also illustrates the need for future studies to develop better social care policies for increasing numbers of single caregivers and single elders.     

Social work in the public and non-profit sectors in Italy: what are the differences?

Professional social work in non-profit organisations is still little studied, despite the increased number of social workers in such organisations. The article presents the results of a survey conducted on the differences in working conditions between social workers in the public and non-profit sectors in Italy, and shows the factors that influence those working conditions. The article also furnishes empirical indications on how the training of social workers could be reorganised, and the image of social work reconceptualised, in a period when welfare systems are being restructured.     

Social Work Intellectuals in the Twenty‐First Century: Critical Social Theory,Critical Social Work and Public Engagement

Frequently, observation of social work students in ‘live’ work is absent or haphazard. An overview of the key literature examines the need for observation of students during training, explores the strengths and challenges of live supervision and describes a planned process for conducting live supervision. This approach incorporates four phases: collaborative preparation for a session of direct practice; observation of the student's work by a field educator; debriefing and feedback; and the development of a plan for further learning steps. Brief vignettes are used to illustrate the process. The article is enriched by the inclusion of student comments from the evaluations undertaken after live supervision activities.     

Shared Expectations? Reforming the Social Work Qualifying Curriculum in England

This is the first of two articles presenting findings from a scoping review undertaken in 2011 to inform proposals for a review of the social work qualifying curriculum in England made by the Social Work Reform Board. The review used a mixture of published and unpublished resources to compare the issues raised by the reports of the Social Work Task Force with what was known from published research investigating the ways that the current Requirements for Social Work Training (Department of Health, London, 2002) operate. It found that the evidence base on which the key issues relating to the concerns about initial social work qualifying programmes rest was very variable. The absence of a substantial research evidence base in this area hinders the development of effective policymaking on social work education, but the current changes to social work education and to social work regulation offer a timely opportunity to expand what we know about different assessment systems and how best to regulate social work courses.     

Dressing the Part? The Significance of Dress in Social Work

This paper explores practice educators' views about the significance of dress for social work in the context of UK social work education. The findings, drawn from three focus group discussions, suggest that practice educators regard dress as an important way in which social workers demonstrate values in action. Dress is also seen to play a part in the development and maintenance of a professional social work identity, and is relevant to the physical and bodily experiences of ‘doing’ social work. Social workers should be aware of the significance of dress and self-presentation, and where student social workers fail to demonstrate such awareness, practice educators may have questions about their understanding of the complexity of practice. The paper notes that while participants expressed similar views about the meaning and impact of dress, these are based on the observation and experience of practice, and there is little research evidence specifically concerning dress in social work. The study contributes to an understanding of why practice educators consider that dress may be relevant in the assessment of a student's practice readiness, and suggests areas for further research about this everyday yet significant aspect of a social worker's working life.     

Controversy in the Curriculum: What Do We Know About the Content of the Social Work Qualifying Curriculum in England?

This article reports the results of a scoping review into the content of the social work qualifying curriculum in England exploring whether recommendations made by the Social Work Task Force and the Social Work Reform Board for an ‘overhaul of the content and the delivery of the qualifying curriculum’ were grounded in published research. The review found that rigorous research-based published evidence about the qualifying social work curriculum was lacking. In particular, most material dated from the early years of the social work degree and did not appear to have been replicated more recently to see if the original findings held true. Other subjects, such as how students are taught about older people's human development, had been considered by researchers but were not addressed by the Task Force and the Reform Board. The implications of this are that, while the content of the social work qualifying curriculum needs to adapt to reflect changing professional contexts, there is a need for greater consensus and clarity about what should be taught and how. The development of an evidence-based curriculum in terms of course content and delivery remains a priority for social work education in England.     

Social work in FSU countries: mapping the progress of ‘the professional project’

This article presents material from literature and responses from national experts about social work developments in the 15 Former Soviet Union (FSU) states, since independence in 1991. Taking professionalization as a theoretical framework and considering the role of the state and other actors, the authors use a thematic approach to analyse the factors relevant to the professional project. Throughout the region, the state is identified as still the major actor in driving welfare changes and creating the organizational and legislative bases for the development of social work. A chronology of legislation relevant to the establishment of social work is included which highlights the variations in the pace of developments, as do the establishment of professional education (throughout the region) and professional associations (in most countries). The authors conclude that the professional project faces many challenges across the FSU region and the progress made – or lack of it in some countries – can be related to the politics and economics of particular states. However, the evidence suggests that, less than a quarter of a century after the demise of communism, this project has been initiated in all but one FSU countries and there are indications of positive developments.     

Privatization of Social Security in the United Kingdom warning or exemplar?

This study draws lessons for the debate about the proposed partial privatization of Social Security in the United States based on evidence from the United Kingdom. The British case suggests that privatization may lead to a reduction in the pension burden on the national budget if combined with substantial cuts in benefits. Such reforms may have positive effects on the economy, but any such benefits would come at a price that would include much higher administrative costs, exposure to stock market fluctuations, increased inequality, and potentially lower pension benefits for many low-wage workers, particularly women.     

Nourishing the Social Innovation Debate with the “Social Technology” South American Research Tradition

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Inspired by the South American research tradition known as “social technology,” this article proposes an...     

Private and Confidential? Handling Personal Information in the Social and Health Services

Abstract

The present article examines the strengths of small group teaching within the context of the professional and ethical requirements of social work education. It outlines some of the strategies adopted to ensure that reliance on this mode of educational delivery contributes to the excellence of practice knowledge and teaching standards to which universities commit and which professional associations and clients expect. Small group teaching continues to be perceived as an integral component in the preparation for professional social work practice and has important functions in the mentoring and socialisation of beginning practitioners. It would be valuable, in the light of developments in technology-assisted educational modes of delivery, to further research the relative impact of face-to-face teaching and its alternatives, given contemporary pressures upon both tertiary institutions and social work students.     

From Welfare to Work? Social Policy for Disabled People of Working Age in the United Kingdom in the 1990s

Disabled people of working age have been at the heart of recent welfare restructuring in the United Kingdom, but this has received little attention from mainstream social policy analysis. Both Conservative and Labour governments have introduced measures to promote labour force participation among disabled people, whilst discouraging dependence on welfare benefits. Whilst this new approach has been justified in terms of reducing poverty, its underlying imperatives are essentially inegalitarian. The welfare reform process has been driven by a number of official concerns including a perception of unsustainable fiscal pressures and a belief that perverse incentives in the social security benefit system have undermined economic efficiency. Moreover, it has been legitimated by an ideology of citizenship, which has shifted the moral responsibility for needs satisfaction away from the state to the individual. The paper concludes by identifying a better approach to welfare reform for disabled people of working age.     

Is the Problem of European Citizenship a Problem of Social Citizenship? Social Policy,Federalism, and Democracy in the EU and United States*

The development of supranational (European) social rights, and therefore social citizenship, is undermined by strong, direct relationships between citizens and national welfare states. Social policies contribute to national identities because they entail direct relationships between states and citizens. In well‐developed European welfare states strong relationships between citizens and their member‐states are expected. This may prevent the development of a similar relationship at the European level. The U.S. provides a comparison case, wherein a successful transference of citizenship identity from a lower to higher level has occurred, partly as a result of the building of national‐level social citizenship, at least for certain classes of people. Revolutionary War Pensions provide an example of how social policy influences national identity. The lack of EU‐level social policy precludes the possibility of this type of identity formation. Finally, the interplay of social citizenship and democracy in both cases is explored. T.H. Marshall’s work regarding citizenship as the basis for democracy is used to understand how the inability to create a common social policy in the EU is harmful to democracy.     

Social pressure in the stadiums: Do agents change behavior without crowd support?

Social pressure may have relevant consequences in many contexts but it is hard to evaluate it empirically. In this paper we exploit a natural experiment in soccer to provide clear evidence of its effects. We aim to study how social pressure from the crowd in a stadium affects both players and referees. While in normal matches crowd support may be correlated to a host of variables affecting the outcome of interest, we exploit the fact that after the health emergency for the Covid-19 pandemic in 2020, soccer matches in top European Leagues have been allowed only behind closed doors, that is, without spectators in the stadiums. We use data of first and second division of five major European Leagues (Germany, Spain, England, Italy and Portugal) for the last 10 seasons and compare – using a differences-in-differences analysis – several outcomes (determined by players’ performance and referees’ decisions) of matches played with crowd support to the same outcomes when matches were played without crowd. We find considerable effects of the pressure from the crowd: while with the support of the crowd a considerable home advantage emerges in various measures of performance (points, goals, shots, etc.), this advantage is almost halved when matches are played behind closed doors. Similar effects are found for the behavior of referees: decisions of fouls, yellow cards, red cards and penalties that tend to favor home teams in normal matches, are much more balanced without the crowd pressing on referees. The evidence we provide strongly supports the idea that social pressure has intense effects on agents’ behavior.     

Ethos of the Day—Challenges and Opportunities in Twenty-first Century Social Work Education

Most of the social work education literatures center on epistemological and pedagogical issues underpinning curriculum design and teaching methods. There is less attention paid to the socio-economic and technological context of the society that has a significant impact on both teachers and students. This paper brings forth a discussion on such impact in terms of the political economy and electronic-mediated mode of communication in the twenty-first century. Social work educators find themselves engaged in a consumption cycle involving industry, higher education and students. The students become the ‘updated nomads’ with an instrumental and entitlement mentality. The paper also discusses the specific challenges and opportunities to social work educators in such a scenario. Preparing students to practice in the market-driven welfare field, helping students to build up a professional identity that finds personal meaning and significance, and understanding students' search for continuity between life and professional experiences present social work educators with worthy tasks in a trying scene. They are to accomplish these tasks in a co-creation process with their students in a trustful and responsible partnership.     

Social justice for safeguarded adults deprived of their liberty in the United Kingdom?

In March 2014 the UK Supreme Court overturned the Court of Appeal in two seminal co-joined cases (P v Cheshire West and Chester Council, P & Q v Surrey County Council [2014] UKSC 19). The implications of this co-joined judgement signify a wake-up call to all those involved in safeguarding adults at risk. It will dictate the proper test for determining what constitutes a deprivation of liberty, when an individual assessed as lacking mental capacity is required to reside at a particular place for the purpose of receiving care and treatment. This judgement provides essential and necessary protections for many thousands of adults, subject to high levels of restrictive practice, supervision and control.