New voices in social work: an explorative study of female Turkish and Moroccan-Dutch professionals in social work in the Netherlands

In social work, the participation of Turkish and Moroccan-Dutch professionals, second and third generation migrant women from a Muslim background, is increasing. In this participative qualitative inquiry, new professionals were actively involved as co-researchers, doing research with peers from the same background. The question addressed is how these professionals deal with identity tensions and if they find positive sources of identification in social work. The new professionals claim a positive identity, connected to what they consider their strength and in particular their faith and ‘otherness’. At the same time, this increases their vulnerability, in a context in which Islam by some is considered a threat to society. The importance of a supportive professional social work identity is advocated.     

Transmigration and urban social work: towards a research agenda

Many Western European countries, and especially the larger cities within these countries, are making a transition towards super-diversity. This shift towards super-diversity is also characterised by a growth of the phenomenon of transmigration, whereby people frequently move back and forth across borders. The social life of transmigrants is not only oriented towards their country of residence, but also consists of complex networks beyond boundaries. Transmigrants constantly shift between different modus operandi and between different visible and invisible, local and global networks. Many transmigrants face a high risk of social vulnerability and are overrepresented in the client population of urban social services. Although much research has been done on transmigration on the one hand, and on international social work on the other hand, the effect of transmigration on social workers and on social work practice is still under-investigated. Based on social work research in Brussels and Antwerp, the authors research the challenges transmigration poses to social work. They demonstrate that there is a difference in perspective between the translocal and transnational lives of transmigrants on the one hand versus the locally rooted practices of social workers on the other hand. Using this analysis as a springboard, they identify a number of avenues for additional inquiry in this field.     

Predicting empathy in helping professionals: comparison of social work and nursing students

There is a growing trend in social work to produce social work students who demonstrate empathy. Empathy levels in social work students are not well-researched, especially in comparison with students in other helping professions. This cross-sectional study explored the relationship between empathy, self-esteem, and work engagement in 472 undergraduate and graduate students in the helping professions. Comparisons between BSW, MSW, and nursing students found overall high levels of affective empathy. Graduate MSW and nursing students scored higher than BSW students on most empathy constructs, self-esteem, work engagement, and had more work and volunteer experiences. A hierarchical multiple regression model was used to assess predictors of comprehensive empathy. Significant predictors of comprehensive empathy, as measured by the Empathy Assessment Index, included volunteer experience, work engagement, and affective empathy. Demographic variables such as age, gender, ethnicity, and years of work were non-significant predictors. Different constructs of empathy emerged, and implications of how empathy is relevant to social work practice are discussed with recommendations for social work education.     

Identity and everyday experiences of homelessness: Some implications for social work

It is important for the complexities of homelessness to be considered when constructing policy or practice relating to people who are without safe and stable accommodation. These complexities can be loosely categorised around the definitions, causes and experiences of homelessness. While definitions and causes are topics of current debates, study of the lived-experiences of homelessness remains an area that is largely under-researched. This paper explores some of the implications for social work and social workers when the individual's understanding and experience of her/his identity as a ‘homeless person’ and consequent relationships with service providers are not factored into policy and practice. This article draws on the findings of a study of homeless adults in inner city Adelaide to illustrate the author's arguments. It outlines the importance of listening to service users' perspectives in order to assess whether dominant constructions of social work, homelessness and ‘homeless people’ are meeting the needs of and improving outcomes for individual clients. More broadly, it is hoped that making these perspectives visible will assist in the development of ‘client-focused’ practice and policy.     

Working with social complexity in a neoliberal society: challenges for social work in Estonia

This article deals with Estonian social workers' perspectives on the fundamentals of the social work profession in a society where radical social, political, and economic changes have occurred within a very short period of time. Estonia typically figures as a model country, sometimes as a positive model, sometimes as a negative one, but according to most commentators, Estonia has pursued social and economic transformations in a particularly dramatic way. Social workers have recognized that radical changes have created new types of problems and social work should deal with vulnerable people and families under uncertain and unforeseeable conditions. Estonia is a challenging example to understand social work in the context of a neoliberal market society. It is therefore necessary to find out what the new challenges for the development of social work as a profession are. This article explores a ‘direction’ toward which social work in Estonia is developing, focusing mainly on the influence of the Estonian political context. The results of the research are relevant to the entire social work profession, insomuch as they address questions about the essence of social work and the ethical principles of the social work profession in society and how they can be strongly influenced by neoliberal thinking and increasing complexity.     

Finding common ground: how superdiversity is unsettling social work education

For social work education in the Netherlands, the rapid transition towards superdiversity means that its capacity to adapt to this new reality and to adjust to diverse students’ backgrounds is fiercely challenged. The key aim of this article is to discuss how social work educators are dealing with the unsettling challenges of increasing diversity, based on the research outcomes of an explorative study amongst Turkish–Dutch and Moroccan–Dutch female professionals. Two different groups of educators were asked to comment on the outcomes of this study. One of the dilemmas for educators is to determine what can be considered supportive and inclusive and as reducing inequality in education. The authors used two key theoretical concepts, ‘superdiversity’ and ‘the capability approach’. These theoretical perspectives were used to deconstruct the rather massive concepts of diversity and social justice, by emphasising contextual approaches. Both perspectives stress the urgent need to involve students as ‘active agents of change’, by building a social work community to stimulate and facilitate an on-going dialogue. To successfully fulfil a pivotal role in the upward mobility or emancipation of ethnic minority students, social work education needs to be adjusted to accommodate diverse student groups.     

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.     

The psychological goods on clinical social work: a content analysis of the clinical social work and social justice literature

The purpose of this content analysis was to evaluate the extant literature on clinical social work and social justice. In July 2009, an online search of the university databases EBSCO Host (1988–2009) was conducted to identify articles on clinical social work and social justice. Thirty-six peer reviewed journal articles were identified and extracted. The majority were non-empirical articles (75%) published in the United States (94%) over a 21-year period from 1988 to 2009. Overall, clinical social work practice was described as psychological and/or sociopolitical interventions that had a direct and/or indirect effect on psychological and sociopolitical level social justice outcomes. Theories and practices consistent with social justice were advanced. These findings suggest that clinical social work's promotion of psychological well-being remains an underdeveloped area in the scholarly and research literature. In this era of professional educational reform, additional research and professional training on social justice based clinical social work practice is warranted.     

Responsibilisation,social work and inclusive social security in Finland

ABSTRACT

In this article responsibilisation in social work is studied by analysing two Finnish state-level policy documents (called final report and research report) which concern a current activation initiative called inclusive social security (ISS). It is asked how social workers and clients are constructed as responsible subjects in these documents. Responsibilisation refers to the advanced liberal mode of governmentality, which aims to strengthen citizens’ abilities to self-governance through various techniques that include the intertwined elements of surveillance and empowerment. It is demonstrated that the policy documents construct the social workers’ and the clients’ responsibilities partly in different ways. The final report leads activation to be based on shared responsibility and social work to be more community-based, whereas the research report strengthens more individual-based responsibility of clients and social workers. For the clients, the interpretation of ISS based on shared responsibility would probably be less stigmatising and paternalistic than the one based on individual responsibilities, i.e. approaching long-term unemployed citizens as being personally ‘at risk’ and thus a justified target group of individualised techniques for activation. For social workers and clients, future activation appears to be a wide mix of different techniques, moral expectations and possible ways of being a responsible subject.     

Australia's leading social work authors

A list of the 215 full-time academic staff employed within Australian university social work departments was compiled from university websites and the Department of Education Training and Youth Affairs (DETYA) approved publications generated by these staff over the period 1998–2000 were searched using three major databases: AUSTROM, PsycINFO and Sociological Abstracts. From these sources, a list of Australia's most published authors was created. Next, a citation analysis using Social Sciences Citation Index was conducted on all Australian authors who had published a DETYA approved publication during the target period. The results of this study should help to identify the influential social work scholars in Australia.     

Picturing social work,puzzles and passion: exploring and developing transnational professional identities

ABSTRACT

Exploring and in turn developing professional identity is a challenge faced by social work programmes, nationally and internationally. This paper developed from the authors’ shared research interest in how social workers and students of social work develop and express their professional identities. We report findings from a workshop designed to explore how a group of social workers from different countries conceptualised social work identity, including the effects of transnational and cultural contexts. Our starting point drew on theoretical concepts developed in Wiles’s research, in which the term professional identity is used to convey multiple meaning, and the method developed in Vicary’s research which uses drawing to elicit data. We found that a collective identity is shared across national boundaries albeit, and ironically, that this shared identity has components that are not cohesive and are continually being redefined. In the participants’ own words, the notion of social work identity is always just out of reach conceptually, or ‘over the horizon’. Tensions in identity were also revealed, alongside a sense of passion or deep commitment. These findings complement and add to the existing literature on exploring and developing professional identity in social work.     

Privacy and confidentiality in social work

Abstract

In the human services confidentiality is a central principle defining the relationship between the worker and the client. In this paper the authors argue that the human services have privileged the notion of confidentiality over the more fundamental right of privacy. They argue there is a persistent confusion between these two concepts and that privacy is an important but neglected ethical concept within human services. The authors discuss the relationship between privacy and confidentiality and identii some of the implications of the privacy concept for practice.     

Hearing the stories of Australian Aboriginal and Torres Strait Islander social workers: challenging and educating the system

Hearing the stories of Australian Aboriginal and Torres Strait Islander social workers highlights the powerful influence that cultural identity has on their practice. Their identity is continuously negotiated alongside a professional social work identity that is dominated by Western discourse. The tensions that these social workers experience in their practice is revealed in the findings of a qualitative research project conducted by an Indigenous and a non-Indigenous practitioner and researcher. The researchers spoke to Aboriginal and Torres Strait Islander social workers engaged in diverse areas of practice across Australia. Their stories reveal a complex range of cultural and professional challenges. These include the difficulties encountered when working with their own kinship networks and the need to constantly negotiate personal and professional boundaries. The paper concludes with some thoughts about how the practice of Indigenous social workers can provide valuable lessons for Australian social work.     

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.     

International social work practicum in India

The present study discusses the process of organising social work placements in India for two Australian students and presents the students' and the field education coordinator's reflections on practicum experiences in the school and hospital setting. Several steps need to be taken to plan and implement international placements. Undertaking a practicum in another unknown culture is as challenging as it is rewarding. Cross-cultural comparative dimensions naturally emerge in our thinking, feeling and doing, and help us appreciate what we have in our own country. Learning occurs both within and outside the practicum. Positive mental attitude, psychological make up, an open mind, planning and preparation do help. However, overseas placements have their own quota of surprises. Any student aspiring to undertake an international practicum should be prepared to face some unexpected situations as they unfold. Overall, effective learning did occur and horizons did expand.     

Sociological social work: a cartoon

I trace an account of social work—and sociology—that I believe holds a promise for re-forming the relationship between the two. I develop the argument in two ways. First, taking 1920s Chicago as a case study, I will attempt ‘a history of the present’ to suggest how the relationship between sociology and social work came to be as it is. I will suggest that the practice of some (both familiar and forgotten) people in 1920s and 1930s sociology and social work is best explained as a form of ‘sociological social work’. Second, after tracking this genealogy, I suggest an agenda for sociological social work that consists of straining to enact certain kinds of inter-disciplinary relationships, developing methodological social work practice, hearing occasional sociological frontier conversations and shared theorising. I illustrate how these arguments challenge both sociology and social work and both theory and practice.     

Strategies for enhancing online teaching in social work education

ABSTRACT

In response to the growing importance of online education in social work education, this article describes the context of online teaching and learning in social work education. Online teaching and learning are further discussed in the context of historically Black colleges and universities (HBCUs). We emphasize the importance and need for trained faculty to teach in an online environment, particularly in HBCUs; offer an example of how the University of the District of Columbia, an HBCU, prepares its faculty to teach online; and conclude with specific strategies for online teaching and social work faculty. Finally, we provide recommendations for social work education.     

Teaching social policy to social work atudents: a critical reflection

Local and international evidence suggests that professional social work education often fails to effectively prepare graduates to implement social policy objectives within their everyday practice. This paper critically analyses the development of social policy subjects within one particular Australian social work course. Particular attention is drawn to subject objectives, content, reading material, teaching methods and assessment. Some suggestions are made for new educational initiatives that could potentially lead to more effective social policy practice.     

Parental substance misuse and child care social work: research in a city social work department in England

This research set out to establish evidence about the scale and impact of and response to parental substance misuse in child care social work teams in a city social services department in England. The article draws on some aspects of the data collected in the research, which includes: a snapshot survey of all child care social work caseloads in the city; group interviews with practitioners and parents in recovery; individual interviews with parents using a pilot project that focused on parental substance misuse. The research provides evidence of parental substance misuse as a key factor that needs greater consideration within child care social work assessments and as an issue to target in developing preventative responses to child welfare concerns. Child care social workers are shown to need specialist support in undertaking this task to best effect. Copyright © 2004 John Wiley & Sons, Ltd.