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.     

Evaluations of Social Work Education: A Critical Review

Since the introduction in England of the social work degree in 2002, there have been a number of significant changes to social work education culminating with the implementation of the Social Work Reform Board's innovations in 2013. This article critically explores the role of evaluations of changes in social work education and their implications for social work pedagogy. Evaluations can be linked to wider trends in society such as modernity, reflexive modernity, and the audit society. These wider influences affect the use of evaluations. A way forward for social work is proposed. Social work education needs to develop a critical pedagogy of hope to transform the profession's relationship not only to evaluations but to practise as well. The key message of this article is that evaluation studies of social work education mirror the underlying tensions of late modernity. Therefore, social work education needs to adopt a critical pedagogic approach to the use of evaluation research.     

In and Out of Enactments: A Relational Perspective on the Short- and Long-term Treatment of Substance Abuse

This paper examines the contribution of a psychodynamic relational perspective to the treatment of substance abuse. Two cases of different lengths are presented to illustrate the therapeutic factors that contributed to successful recovery and long-term abstinence. Follow-up information on the successful outcome of both cases was available 7 years after the initiation of treatment. We discuss the critical role that the experience and processing of enactments played in both cases. Carol Ganzer, PhD, MSW, LCSW is on the faculty of the Institute for Clinical Social Work. She is a past president of the Chicago Association for Psychoanalytic Psychology and serves on the editorial boards of Clinical Social Work Journal and Beyond the Couch. She maintains an independent practice of psychotherapy and consultation in Chicago. Eric D. Ornstein, MA, LCSW, is a Clinical Associate Professor at Jane Addams College of Social Work, University of Illinois at Chicago. He is a field liaison in the College’s Field Division and currently teaches crisis intervention and field instruction workshops. He is on the Board of the Illinois Society for Clinical Social Work and Chair of their Education Committee.     

Sub-National State Institutions and the Organization of Agricultural Resource Use: The Case of the Dairy Industry1

Abstract Most studies of state/economy relationships focus on national and global institutions and minimize the importance of local, sub-national institutions. This lack of attention to sub-national states also characterizes most of the studies that examine the role of the state in the structure of agriculture. On the other hand, calls for a new type of sustainable agriculture argue that this type of economic system will be embedded in local political institutions. The nature of these local institutions, however, has gone largely unanalyzed. Through a comparative historical analysis of sub-national state intervention in the regional economic structure of the U.S. dairy industry in the New Deal era, this analysis shows how state dairy policy has reflected sub-national interest group politics surrounding food, agriculture, and rural land use. Sub-national states responded to the agricultural crisis of the 1930s by spatially reorganizing agricultural resource use within their territories. The three states examined—New York, Wisconsin, and California—influenced the resource intensiveness of dairy agriculture by managing the spatially segmented boundaries that separated resource-intensive and low-resource dairy production systems.     

Transforming Teaching and Learning in South Africa: First Year in the Bachelor of Social Work

The South African qualification for social work was transformed in 2003, along with other transforming post-apartheid policies and practices since the first democratic government was elected in 1994. The educational collective was committed to outcomes-based approaches which were legislated by statutory bodies emphasising redress of previous inequities. The new Bachelor of Social Work (BSW) is accordingly criterion-based and measured by 27 exit level outcomes, giving direct guidance which assists historically disadvantaged students and facilitates entry to qualifications as intended by the current South African reform. The BSW replaces the previous Bachelor of Arts in Social Work [BA (SW)] which was norm-based and relied on good students educated in historically advantaged institutions. The political history and context for the new qualification is presented and typical difficulties experienced during the first year are referenced. With the BSW being due for revision in 2012, a research project on its teaching and learning in the first year was commissioned in 2010 by the Association of South African Social Work Education Institutions. A section of this project is presented here. Consistent with the international literature, human and material resources emerge as very important in providing academic support. Tension between policies and practice should provide a good basis for revising the BSW.     

Challenging Endings: First Year MSW Interns’ Experiences with Forced Termination and Discussion Points for Supervisory Guidance

Every year, students prematurely end their work with some clients due to the completion of their internship, rather than the client’s achievement of goals and thus a more natural endpoint of treatment. It is important to understand students’ experiences with forced termination to provide them with the necessary knowledge, skills, and support to optimally manage this complex phenomenon. This paper reviews the social work literature on forced termination arising from the ending of students’ internships and presents, in their own words, the experiences of four first-year MSW interns with forced termination. Finally, based on the literature and as borne out by these students’ experiences, some areas for discussion and reflection between interns and their supervisors in handling forced termination are offered. Caroline Rosenthal Gelman, Ph.D., is an Assistant Professor at New York University’s School of Social Work. She received her M.S.W. in 1991 from the University of California, Berkeley, and her Ph.D. in 1998 from the Smith College School for Social Work. Phyllis Fernandez, Nathalie Hausman, Sarah Miller and Michael Weiner received their MSW in 2004 from New York University’s School of Social Work.     

Business in Social Work Education: A Historically Black University’s Social Work Entrepreneurship Project

The destabilization of the current economy has sparked increased interest in entrepreneurship, especially for underrepresented minority social work students. The entrepreneurial thinking of these social work students entering social work programs at historically Black colleges and universities needs to be fostered in a learning environment. This article describes a historically Black university’s creative social entrepreneurship venture in response to the Social Work Congress’s 2010 imperative “Business of Social Work—Infuse models of sustainable business and management practice in social work education and practice.” The social entrepreneurship project uses the interprofessional collaborative educational model and attempts to provide meaningful and relevant education to social work students interested in social entrepreneurship through the collaborative efforts of the university’s School of Social Work and the School of Business and Management.     

Representations and complaints procedures

One of the potentially more onerous responsibilities of programme providers offering Diploma in Social Work Courses, is the strong recommendation in CCETSW PAPER 30 at Paragraph 3.2.4.2 to establish a clear procedure for handling complaints. This article seeks to outline the potential difficulties in establishing such a procedure, discusses some of the principles which in the writer's view are necessary core conditions for an effective procedure and outlines a possible model for practice. This model was consulted with students, practice teachers and university based teaching staff. Consultation with the full membership of the Diploma in Social Work Partnership and with the wider university is not completed at the time of writing. It is hoped that a subsequent article will outline the final structure of the model agreed upon and its operation on a trial basis for 12 months from Spring 1992.

The writer has had experience of developing and operating a complaints procedure for workers in voluntary social work agencies in New Zealand and also for foster carers in a London borough. The article draws on experience in those two very different settings, as well as the experience of working to develop a procedure for the Diploma of Social Work course.     

Preventive Medicine,Community Health and Social Services. J. B. Meredith Davies. Second Edition. London: Balliere Tindall, 1971. 331 pp. Paperbound. Published in the United States by the Williams and Wilkins Company,Baltimore. $7.75 Hardcover

Increasing attention is being given to social work practice related to death, dying, and survival. Effective practice in these areas requires not only knowledge of the problems associated with dying but also skill and sufficient comfort to extend appropriate help. The present article describes a module in the general social work practice sequence at the University of Hawaii School of Social Work that offers students an opportunity to develop both a skill and a knowledge base, as well as an exploration of their own personal experiences with—and reactions to—death.     

Social work education in Europe: towards 2025

ABSTRACT

Responses to profound contemporary transformation processes are characterised by ‘situationalism’ as the expression of resignation in the face of overwhelming complexity. An overemphasis on personal autonomy accompanied by a withdrawal to the seeming security of ‘given boundaries’ undermines programmes of social solidarity, which had been a means of creating stability and social integration at national and European levels. Social work’s origins as an academic discipline and as a profession reach back to the crisis phenomena that accompanied the early ‘project of modernity’, and reflection on that history can help to identify a critical role of social work education in view of what could be described as the current crisis of modernity. A future vision of social work education centres on the conventional mandate of this profession to ‘make a critical difference’ with regard to the deepening of social divisions through rampant individualism as well as concerning trends to impose uniformity as a substitute for equality.     

Board certified diplomate: Who cares?

The Board Certified Diplomate in Clinical Social Work credential is considered as a representation of the advanced clinical social worker's professional identity. Various potential audiences for the credential are discussed, including other social workers, other psychotherapists, legislators, third-party payors, clinical social workers and clients. Problems with these audiences are discussed, and conceptualized in political terms. General suggestions are offered to enable clinical social workers to survive and advance in a distinctly political climate. Identification with the value, knowledge and skill characteristics represented by the Board Certified Diplomate status is recommended.This paper is based on ideas originally presented at the Fifth Annual Meeting and Conference of the Texas Society for Clinical Social Work on September 17, 1988 in New Braunfels, Texas.     

Ready for Qualified Practice? A Comparative Study of Capability for Critical Reflection and Analysis of MA Social Work and MA Step Up to Social Work Students at the End of Second Placement

Social Work education is faced with substantial changes. New programmes like Step Up to Social Work have emerged and were evaluated in relation to intake, programme development and subjective student experiences. The lack of evidence on outcomes of such programmes was addressed in this study. In a comparative study of a MA in Social Work and a MA in Step Up to Social Work, the authors analysed students' capability to critically reflect on and analyse social work practice scenarios at the end of their final placement at one university. The PCF domain ‘Critical Reflection and Analysis’ was operationalised and the study design employed qualitative and quantitative data analysis. Demographic data, academic marks achieved during social work education and written reflections on case vignettes from the two programmes were analysed statistically. The findings suggest that, while there are some differences in outcomes between the programmes, they are not statistically significant. However, reflections on children and family vignettes were significantly better (U = 185, p = 0.008). Thematic analysis revealed considerable variation in the levels of curiosity and critical thinking and those respondents who framed their answers with reference to policy guidance, theory and research often extended their critical thinking.     

Ende des Elends

In the German speaking Sociology of the Industry the debate about an alleged crisis of the discipline itself continues. Yet recent contributions demand structural surmounting of this crisis through reminiscence and consecutive re-wording of ancient theories — particularly Marx’ theory. The article is considered as an actual contribution towards a conceptual endeavour of the re-wording of the Sociology of the Industry. To begin with, it will be demonstrated that the claim for an action-theoretical re-interpretation endeavour of the re-wording of Marx’ fundamentals falls on prolific grounds — as the Sociology of Work and Industry has already contributed specifically towards the sociological Action-Theory with the concept of subjectifying work action. In addition, the paper shows that the claimed societal-theoretical re-foundation demands a dialectic re-animation of Marx’ fundamentals (perhaps not just) of the Sociology of Work and Industry, and that it seems solvable with the category of work capacity. Thereby an actual contribution to the recent once more claimed extension of the work notion is presented. The article thereby critically continues the debate which has been taking place.     

Reaching the person—social work research as professional responsibility

The current debate on social work research methods shares some of the features of a general ‘crisis in epistemology’ evident in many academic disciplines which in turn is related to unresolved issues concerning scientific knowledge production in modernity. Social work's own attempts to develop a research basis, as its entry into modernity, shows historically a polarisation between a leaning towards positivist models as well as an affirmation of the importance of reflecting on personhood and the self in line with hermeneutic principles. It is hypothesised that political interests emanating from neoliberal social policies favour currently a positivist meaning of ‘evidence’ in practice research with implications of ‘value neutrality’ while social work practice needs to always address persons and their structural context equally. Therefore the polarisation between positivist and hermeneutic research orientations must be maintained as an impulse to acknowledge specific human qualities. Beyond implications for researcher-practitioners this perspective also contributes to a better understanding of future directions of epistemology in other disciplines.     

Employee Participation in the Management of Working Life: An Historical Analysis Focusing on Danish and Scandinavian Conditions

It is argued that the historical development of employee participation in the management of working life is a complex process in which three different institutional logics have been at play throughout the twentieth century in industrialized societies: professional communities, collective bargaining, and co-management. Even though the logics were constructed at different times in history, none of them is necessarily obsolete. But their importance in the total picture of the regulation of working life has changed. The logics are robust as institutions in the sense that they have tried, each in their own way, to adapt to the challenges of working life—that is, to new technology and globalization. As the concrete historical development differs from country to country, requiring a contextual delimitation, I have chosen to focus primarily on conditions in Denmark and secondarily on conditions in the Scandinavian countries: Denmark, Norway, and Sweden. In a concluding perspective a number of traits characterizing international development are pointed at, traits that may become important for the three institutional logics. They concern changes in employment relations and in the nature of tasks.     

He Wero: The Challenge of Putting Your Body on the Line: Teaching and Learning in Anti‐Racist Practice1

This paper explores ways in which social workers, community workers and social work educators have developed anti‐racist practice in relation to indigenous issues in Aotearoa/New Zealand. A brief history of anti‐racism training in Aotearoa/New Zealand is provided, showing how this has been reflected in the Massey University Bachelor of Social Work programme. The core of the discussion describes the application of a structural analysis model to engage students in identifying their own culture and how they situate their experiences in relation to the indigenous Maori in Aotearoa/New Zealand. Processes of Maori tikanga (custom) and whole person/soul learning are utilised to prepare students to engage with the Bicultural Code of Practice of the Aotearoa New Zealand Association of Social Workers, which mandates partnership under the Treaty of Waitangi, acknowledging Maori as the indigenous people of Aotearoa/New Zealand.     

Singular and plural objects: Thoughts on object relations theory

Object relations theory has been dominated by the concept of the mother as the primary and most influential object in infancy. New considerations of the role of the father are questioning this premise and raising issues about the influence of multi-object relationships in very early life. Illustrations are drawn from different cultures with a wide variety of child rearing practices. Implications for theory, assessment, and treatment are illustrated through case material.in private practice. This article is a revised version of an address to The New Jersey Society for Clinical Social Work, May 22, 1983.     

Book reviews/Comptes rendus

Book reviewed in this article:
JOHN BRAITHWAITE, Crime, Shame and Reintegration
WILLIAM B. SHAFFIR and ROBERT A. STEBBINS (eds.), Experiencing Fieldwork: An Inside View of Qualitative Research
BRYAN D. palmer, Descent into Discourse: The Reification of Language and the Writing of Social History
JACOB MULLER (ed.), Education for Work. Education as Work. Canada's Changing Community Colleges
LIORA SALTER and DAVID WOLFE (eds.), Managing Technology: Social Science Perspectives
JORGE NEF, JOKELEE VANDERKOP, and HENRY WISEMAN (eds.), Ethics and Technology: Ethical Choices in the Age of Pervasive Technology
HENRY WISEMAN, JOKELEE VANDERKOP and JORGE NEF (eds.), Critical Choices! Ethics, Science and Technology
JOAN SANGSTER, Dreams of Equality: Women on the Canadian Left, 1920–1950
AUBREY w. BONNETT and G. LLEWELLYN WATSON (eds.), Emerging Perspectives On The Black Diaspora
SANDRA KIRBY and KATE MCKENNA, Experience, Research, Social Change: Methods From the Margins
DAVID SCHEFFEL, In the Shadow of Antichrist: The Old Believers of Alberta
ROBERT S. ANDERSON, EDWIN LEVY and BARRIE MORRISON, Rice Science and Development Politics     

COVID‐19, ethics of care and feminist crisis management

The COVID‐19 pandemic threatens both lives and livelihoods. To reduce the spread of the virus, governments have introduced crisis management interventions that include border closures, quarantines, strict social distancing, marshalling of essential workers and enforced homeworking. COVID‐19 measures are necessary to save the lives of some of the most vulnerable people within society, and yet in parallel they create a range of negative everyday effects for already marginalized people. Likely unintended consequences of the management of the COVID‐19 crisis include elevated risk for workers in low‐paid, precarious and care‐based employment, over‐representation of minority ethnic groups in case numbers and fatalities, and gendered barriers to work. Drawing upon feminist ethics of care, I theorize a radical alternative to the normative assumptions of rationalist crisis management. Rationalist approaches to crisis management are typified by utilitarian logics, masculine and militaristic language, and the belief that crises follow linear processes of signal detection, preparation/prevention, containment, recovery and learning. By privileging the quantifiable — resources and measurable outcomes — such approaches tend to omit considerations of pre‐existing structural disadvantage. This article contributes a new theorization of crisis management that is grounded in feminist ethics to provide a care‐based concern for all crisis affected people.     

The power of silence: Ethical dilemmas of informed consent in practice evaluation

This paper critically examines the concepts of minimal risk and informed consent when practitioners use their own case material for practice evaluation and single subject research. Two student research projects conducted as requirements of a second year masters seminar in practice evaluation are used to identify specific ethical dilemmas and practice research implications are discussed.This paper is the product of class discussions in two year long research seminars conducted in 1990–1991 and 1991–1992 as part of the second year masters program at Simmons College School of Social Work. It is important to recognize that the voices of every seminar participant and the discussions generated are represented in this paper. An earlier version of this paper was presented at the 39th Annual Program Meeting of the Council on Social Work Education, New York, March 1, 1993.