The rights of the child enabling community development to contribute to a valid social work practice with children at risk

This paper presents a way of thinking about and doing child protection work using community development (CD) principles to guide practice. It suggests that a useful addition to CD can be found within the rights of the child provisions in Human Rights conventions. Using examples from the authors' three countries to illustrate the work that practitioners do in their work with children at risk, we argue that social work practice can be enhanced by the inclusion of these principles and practices which are essentially core generic social work practice. However, much of social work with the protection of children is bound by ‘risk’ perceptions which result in investigatory approaches being used as a first action, often to the exclusion of preventive approaches. This article demonstrates that in very different situations from different environments, CD in concert with the principles of the rights of the child can assist good outcomes with children at risk. A model is presented for unifying the worldview of human/children's rights with social work's core concern, the protection of children, using generic social work skills.     

When social work students meet workers with mental-health lived-experience: a case study

Current social work education in India reflects globalization priorities and tendencies of neo-colonialism that emulate curriculum priorities and duplicate content developed in countries like the USA. Social work education as implemented by countries like the USA, has limited success in transnational training of social workers and their ability to address emerging social problems and deep rooted structural imbalances within non-USA social contexts. Yet, the concept of the world being an emerging global village is used to justify and reaffirm the colonial goals of universal education and pedagogies within social work and its application to starkly different contexts, such as India. This paper argues against the imperialist nature of social work education through examples from social work syllabi from Indian schools of social work. Secondly, this paper examines the role of academic collaborations and international organizations in addressing the challenges in curriculum development. Finally, through an example from a Curriculum Development Project undertaken in a sub-Saharan African country by one of the authors, the paper demonstrates ways of generating more local content for curricula that would create culturally sensitive social services.     

Mental health social work in Northern Ireland and the Republic of Ireland: challenges and opportunities for developing practice

Drawing on their experience of mental health social work in Northern Ireland and the Republic of Ireland, the authors examine the impact of current legislative and policy change in both jurisdictions. The paper applies Lorenz's theoretical framework to develop a comparative analysis of how global and country specific variables have interacted in shaping mental health social work. The analysis identifies linkages between factors and indicates similarities and differences in mental health social work practice. The paper highlights emerging discourses in this field and explores the impact on practice of developments such as de-institutionalisation, community care, and ‘user rights’ versus ‘public protection’. The article concludes with a review of key challenges facing social workers in both jurisdictions and identifies opportunities for developing mental health social work in ways that can positively respond to change and effectively address the needs of mental health service users and their carers. The analysis provides an opportunity to evaluate Lorenz's theoretical framework and the paper includes a brief critical commentary on its utility as a conceptual tool in comparative social work.     

Community work and community care: Links in practice and in education

This article emphasises the individualising nature of much current community care provision and then discusses opportunities which may have been presented by the emphasis on user-empowerment within the community care changes. Drawing on personal experience and written from a perspective that we need a community care provision infused with the practices and values of community work, the article considers how community work needs to change and how community care workers need to change. The implications for social work educators are brought out throughout the article.     

Pragmatic professionalism: micro-level discourse in social work

In recent years the welfare sector has encountered numerous and often challenging changes, such as marketisation, New Public Management, and demands for evidence-based practices. These changes can be seen as a shift between the two logics of creating and maintaining authority, and as a movement from occupational towards organizational professionalism. Perhaps the most important difference between these logics is that, in occupational professionalism, authority is built on trust in the professionals’ education and ethics, whilst in organizational professionalism it is grounded in regulation and control expressed, for example, in rules, regulations, and routines. The article focuses on the ways in which two groups of social workers in Swedish social welfare offices orient themselves towards organizational and occupational professionalism in constructing themselves and in the construction of each other, as well as the work that is carried out by each group. The aim is thus to elaborate on what these logics mean at the micro-level. In this respect, pertinent questions such as ‘How are they to be understood?’, ‘Regarded from the point of view of micro politics, what do these logics mean?’ and ‘How are the logics internalized by the social workers?’ are posed.     

The ‘international dimension’ in social work education: current developments in England

As our awareness of the impact of globalising trends has increased, so too has social work's interest in international issues grown. At the same time, concerns have been raised about what constitutes international social work, and how this ‘international dimension’ might be introduced to social work students as part of their preparation for practice. This paper reports on a recently completed study which explored the different ways in which international issues are being addressed in social work programmes leading to the newly established three-year degree in social work across the UK. Based on an email survey of accredited programmes in England, plus a small number of follow-up interviews, findings are presented on the different approaches and innovations adopted in the development of curriculum with an international perspective. Discussion focuses on possible factors promoting and/or inhibiting the development of an international dimension within the qualifying curriculum. The paper concludes with some observations on how the different understandings of ‘international social work’ can contribute to a greater appreciation of global problems and alternative ways of responding to social needs at local, national and international levels.     

Talking about culture in social work encounters: immigrant families and child welfare in Finland

This article aims at analysing the ways in which people talk about ‘culture’ in social work encounters involving child welfare in immigrant families. The empirical material includes conversations between immigrant clients, their social workers and co-operating professionals at six Finnish social service offices, as well as interviews with the persons participating in these meetings. The theoretical and methodological frames of reference are social constructionism and discourse analysis. The study suggests three ways in which the concept of ‘culture’ is used by social workers and their clients: firstly, as a means of explaining ‘the ordinary and normal ways’ of raising children; secondly, as ‘a difficulty’ in the interaction between social workers and clients; and thirdly, as ‘a methodical tool’ in creating dialogue with clients. As far as the practical implications for social work are concerned, it is emphasized that in order to avoid ethnocentric practice or ‘culturalization’ of problems, it is important for social workers to be conscious of the various meanings of ‘culture’ both in their own practice and in the ways their clients employ cultural symbolism.     

Policy-practice in social work and social work education in Israel

Policy-practice is a form of social work intervention that is intended to influence social policy. It is linked to an understanding of the role of social workers which places the struggle for social justice at the forefront of social work activity. However, this form of social work intervention has remained on the sidelines of social work practice and education in most welfare states. This paper seeks to understand the role that policy-practice and social policy play, and have played, in social work and social work education in Israel. The findings indicate that, despite a growth in interest in the political role of social workers in Israel during the 1970s, policy-practice has remained a mode of practice adopted by a minority of members of the profession in Israel. An empirical study of the curriculums of the schools of social work in Israel indicates that this is the case for the study program in most of the schools. The reasons for this can be linked primarily to the overwhelming influence of American social work upon the development of the Israeli profession and to the process of liberalization and privatization of the Israeli welfare state in the last two decades.     

Unitarian ideals and professional diversity in social work practice—the case of Sweden

Attempts to articulate a common core of social work are numerous as is the claim that there exists a ‘true’ or general social work. This article presents results from research on the organisational settings of Swedish social work. Social work managers in 100 middle sized municipalities have been interviewed by means of an extensive interview manual. Data are analysed using quantitative methods. The results demonstrate that since the 1980s specialisation has become the strongest organisational trend. Functional specialisation (division of child welfare, social assistance and social work with substance abusers) is the standard way of organising social work and in many municipalities specialisation has gone much further. An integrated or generic organisational model, which was the imperative of the 1970s, seems to exist only in the smallest municipalities. Some of the organisational changes can be described as short-lived fashions. Specialisation as such seems, however, to be an institutionalised strategy to solve social problems and as a response to expectations from the environment. These results are discussed against the background of the notion of social work as a coherent profession with an identifiable common core and a mutual arsenal of methods.     

Preparing social work students for policy practice: an Australian example

This paper presents an innovative approach to the teaching of policy skills across the two years of an Australian Social Work degree programme. It argues that placing policy back into practice and teaching the skills involved provides social work practitioners with a better capacity to effect change. Australian Catholic University, School of Social Work is located in Australia's capital city. The policy units have a clear framework within which to understand policy development and provide students with real hands‐on policy experience combining an experiential based learning approach with traditional teaching methods. The second year subject is structured around a number of policy workshops. Each workshop deals with a current policy problem and examines a different stage of policy development. It has as a consultant to the process a social worker who works as a policy practitioner providing a role model of practice in a policy area. Feedback from students has been extremely positive reporting increased confidence in policy skills and a recognition of the importance of these skills in social work. This teaching experience reinforces the need to focus on the educational considerations in teaching a subject where conceptual, theoretical and skill components are equally important if policy practice is to effect change.     

Social policy and social work in the voluntary sector: the case of Ukraine

Over a decade has passed since the dissolution of the Soviet Union. This major political change has had profound effects on how social welfare is delivered in countries in transition from communism. Using material derived from the author's involvement in social work education projects in Ukraine, this article examines the changing relationship between statutory social welfare provider agencies and the burgeoning voluntary sector. A confusing and rapidly changing picture has emerged. Some prominent themes likely to shape future directions are identified, particularly the imperative to ensure that social work education continues to be sensitive to local political and cultural contexts, rather than relying on importing Western solutions.     

Professional stances and personal values in the realm of transnational family reunification with older parents: social work practice in an emerging field

National rules for family reunification take place in an increasingly transnational context. Social workers in Switzerland, whether they work in services for migrants or for elders, are confronted with requests for transnational family reunification with older parents. Such requests, while relatively rare, elicit responses which must be viewed as largely founded on professionals' values and norms regarding the care of elders, family cohabitation, the influence of cultural factors, and examined against a backdrop of increasing suspicion of motives for migration—especially in fields where migration issues have not been at the forefront of professional debate and practice. The militant stance of some services for migrants can thus be contrasted with the relative inexperience of professionals active in social services for elders, who rarely encounter recent migrants. The latter are more likely to reflect their own private—and unexamined—views when advising clients in a field characterised by complexity and instability. The authors interviewed social workers and families in two Swiss cantons. Their results point to ways in which distinct professional cultures could enrich each other and provide social workers with tools to critically analyse their own practice in a very difficult field, the contours of which remain largely unexplored.     

Translating messages from research on child development into social work training and practice

Social work training should equip students with both the knowledge and the skills required for good practice. Although research messages are available through books and papers, they may more easily be conveyed through the repeated use of practice tools which have been developed from research findings. The Looking After Children Assessment and Action Records have been used in formal social work training to help students develop competencies, but their value as a means of conveying a knowledge basis of key issues in child development has yet to be exploited. The Children and Families Assessment Programme has a similar potential, to help practitioners set child protection issues within a developmental framework and further their understanding of those factors that impede children's satisfactory progress. New requirements to provide routine data on children's progress for aggregation and analysis can both improve practitioners' skills and understanding of the purpose of management information, as well as providing evidence of the effectiveness of services.     

Some indications for professional development in social work: a study of theoretical interest and attitudes towards research among Icelandic social workers

This study among Icelandic social workers generally showed positive attitudes towards research activity in the field. Most respondents, whereof half were practice teachers, saw the practicum as an important tool for the integration of theoretical application and research activity to practice. Almost all saw research activity as a feasible way to empower social work as a profession. Simultaneously, a relatively small percentage report their own research activity. Besides this discrepancy some interesting differences were found according to number of years after graduation, field employment and experience as practice teachers. It is argued that the theme in focus is a critical indication of professional development and highly relevant for the educational discourse as for future professional development.     

Evidence-based practice: from medicine to social work

The last 10 years have witnessed an increasing interest in evidence-based practice in the field of medicine. The product of a time characterised by the explosion of information technology, a heightened sense of risk, and the enshrining of the principles of economy, effectiveness, transparency and consumerism, evidence-based practice has rapidly expanded from medicine to other fields, including social work. The new paradigm has generated not only great enthusiasm in many areas of the social work profession but also an intense debate about the transferability of the principles of evidence-based practice from medicine to a discipline that operates amidst particularly complex and multifaceted societal factors. Similarly, the concept of evidence upon which social work practice should be based has been the object of considerable discussion, though initial emphasis on results from randomised controlled trials seems to be gradually shifting towards broader approaches to defining evidence. Although organisational constraints and job pressures are likely to favour the use, among practitioners, of ‘preappraised’ resources, this should not prevent social workers from acquiring the skills and knowledge necessary to make independent and critical appraisal of evidence.     

Professionalising social work in the Hashemite Kingdom of Jordan: processes and implications

This paper critically discusses the development of social work in Jordan. It introduces a range of social, cultural and political circumstances in Jordan, and the consequent strategies adopted in the process towards the professionalisation of social work and the growth of social work interventions with individuals, families and communities. The paper also considers lessons learned and some of the implications of professionalising social work that are also relevant for other human services engaged in international development.     

Social work and technology: Challenges for social workers in practice: A case study

Abstract

Social Work is just beginning to consider the full impact of technology on practice. In this paper the experience of social workers working in Centrelink, the Australian Government's service delivery organisation, is explored in the context of Centrelink's increased reliance on technology to deliver its services to six million Australians. The results of a survey that indicated nearly one half of Centrelink's social workers have received no formal training in how to use the technologies they rely so heavily on in their work are considered, as is the role of the social workers who are working as a part of Centrelink's call centre network. It is argued that social workers need to be careful not to confuse means and ends when it comes to utilising technology as a part of their practice.     

Childhood abuse and psychiatric impairment in a sample of welfare to work women

Since 1996, individuals who participate in welfare programs are mandated to find employment. Welfare recipients may have difficulty transitioning to the work force due to impairments in psychosocial functioning. Examples include mental health and substance use disorders, medical problems, academic and learning difficulties, and lack of resources such as childcare and transportation. In addition, many welfare recipients have histories of abuse and violence, which further complicate their job finding efforts given the documented relationship between past maltreatment and psychiatric impairment. An area unexplored is the relationship between a history of childhood abuse and psychiatric impairment in Welfare to Work (WtW) recipients. We evaluated the relationships among demographics, personality pathology, substance abuse, cognitive functioning, and histories of childhood abuse in a group of 158 WtW recipients in order to assess predictors of psychiatric impairment. Results suggest that participants with higher levels of psychiatric impairment also had higher levels of interpersonal problems related to personality pathology, higher drug and alcohol use impairment, and endorsed more severe histories of childhood abuse. Personality pathology, alcohol use severity, and self-reported childhood abuse emerged as the best predictor of psychiatric impairment in this WtW sample. These results have implications for identifying individuals at risk for unsuccessful transition into the work force and for the development of effective rehabilitation strategies that considers the unique needs of women in WtW programs.     

On the evidence for viruses in social work systems: law,ethics and practice

The purpose of this paper is to explore an apparent disjunction between espoused professional ethics and ethics in practice, and between law in statute and law in action. Social work in England is used as the main case study, however, research from other jurisdictions is drawn upon to demonstrate wider concern about departures from moral and legal rules. The evidence of the disjunction is presented, drawing principally from judicial review cases, investigations by the Commissioner for Local Administration (Ombudsman), inquiry evidence and government reports. The article critiques the current regulatory apparatus in England and the mechanisms by which staff and service users can hold public organisations, particularly councils with social services responsibilities, accountable. The interface between law and ethics is reviewed. The paper concludes with observations about strengthening legal and ethical literacy in practice.     

Cognitive change and learning from practice: A longitudinal study of social work students

Anti-racist and black perspectives signalled a significant shift in the discourse on oppression in social work practice and education. However, the contributions of such perspectives have not been recognised and documented fully. This paper presents a review of the contributions of anti-racist and black perspectives to anti-discriminatory practice. It also offers a critique of the limitations of anti-racist ideas and suggests that the way forward is not to reinforce a 'flight' from anti-racism, but to build on the gains of anti-racist ideas and struggles in social work practice towards developing a more integrated understanding of oppression. This paper is written from the perspective of a black man from African background.