SOCIAL WORK WITH GROUPS IN THE GENERIC BASE OF SOCIAL WORK PRACTICE

Social work with groups in generic practice requires more integration of group process theory and group work methodology in relation to two questions: What is important for all social workers to know about groups and group work and when is the group the most appropriate method-of-choice in generic practice? Important premises and knowledge for this practice are the relationship of the individual to the group; the small group as a microcostic social system; and especially, the stages of group development. This knowledge base and the understanding of the "curative factors" or "change mechanisms" in groups is suggestive of the selective use of groups for providing services in generic social work practice.     

History of the Standards for Social Work Practice with Groups: A Partial View

This article provides a historical and first-person narrative about the development of the IASWG Standards for Social Work with Groups by someone intimately involved in their germination and development. Beginning with review of early roots of standards for social work with groups, this article presents a journey through the formation of the Committee for the Advancement of Social Work with Groups in 1979, framing ideas that found their way into the first edition of the AASWG Standards of 1998, and the process of developing the second, current edition. It provides a rare look into how a professional organization struggled to create a seminal document.     

The protection of atypical work in the Australian, British and German social security systems

It is a common feature of Australian, British and German social security law to exclude atypical work from many normal standards of protection. Social insurance and occupational welfare law still concentrate on the standard employment relationship, as they use length and continuity of employment as the major criteria for distributing benefits, and means-tested systems put those who depend on different sources of income, as most atypical workers do, at a disadvantage. However, equal treatment and even promotion are granted to one type of atypical work: the combination of domestic and atypical labour market work. Examples are the law of unemployment insurance in Great Britain and Germany, the family components within the social insurance schemes, the special British and Australian means-tested benefits for the working poor family, and parental leave legislation in Germany.     

Social Networks and Social Service Workers

Correspondence to Peter Sharkey, School of Law, Social Work and Social Policy, Liverpool Polytechnic, 98 Mount Pleasant, Liverpool, L3 5UZ. Summary ‘Networks’ is a word often used in the discussionof social work practice and within social services departments.It was a word which was central to the Barclay Report (1982)and important within the more recently published Griffiths Report(1988) on community care. It is a word also known to sociologistsand anthropologists through the development of ‘networkanalysis’. There is, however, a fairly wide gap betweenits use within social work and its use within social science.This article tries to explore this gap and the ways in whichsocial science ideas might have some use and relevance to socialservice workers. It does this by using some illustrative datafrom a study done of the personal networks of thirty elderlypeople who were all clients of a social service district office.     

Transforming Social Group Work Learning into Competencies for Interprofessional Teams

This article describes how social work and social group work strategies are used to enhance social work student participation in an interprofessional education program (IPE) that includes social work and five health care disciplines. Concurrently, social work students take part in a small group to assist them in the application of their social group knowledge to their IPE experience. Interprofessional collaborations between social work and health care can work toward alleviating health inequalities and poor access to health services. Social work has a crucial and significant role within these teams because of the profession’s focus on individual well-being, within the context of their social environment and support systems.     

Professional social work education in end-of-life care: contributions of the Project on Death in America's Social Work Leadership Development program

Social work education in both BSW and MSW level courses is missing vital content about end-of-life care, palliative care, and bereavement. End-of-life care training opportunities through continuing education programs have also been limited. This deficit is significant because a vast number of social workers are already confronted with end-of-life issues on a daily basis in a variety of practice settings. Through the Project on Death in America, Social Work Leadership Development Awards initiative, many programs and models for professional social work education and training in end-of-life care have been developed and are presented in this article. These include: end-of-life care courses, symposia, training manuals, certificate programs and fellowships. Although the curricula continue to be refined, many of these programs are available to practitioners to advance their knowledge and skills and their curricular models are available to social work educators for possible replication.     

Social work practice in palliative and end-of-life care: a report from the summit

In 2005 a Social Work Summit on End-of-Life and Palliative Care was hosted by the National Association of Social Workers (NASW) with support from the Project on Death in America (PDIA) and National Hospice and Palliative Care Organization (NHPCO). Building on the work of a first summit held in 2002, work groups focused on practice, research, policy, and education with "State of the Field" presentations used as a point of convergence for setting priorities and developing action plans. This article describes a process of document selection and review which was designed to isolate aspects of social work practice and to determine concordance with domains and guidelines detailed in the interdisciplinary consensus document, Clinical Practice Guidelines for Quality Palliative Care, a publication of the National Consensus Project for Quality Palliative Care (http://www.nationalconsensusproject.org). In addition, a group of documents written by colleagues in medicine and nursing were chosen for evaluation as they reflect the emerging and valued incorporation of palliative care principles into specialties such as pediatrics and intensive care. This second review was focused on determining the nature and scope of social work presence and participation and on understanding if the role of the profession was clearly articulated in these specialty areas. This article discusses the historical context and relevant findings that may contribute to the growth of the profession in this rich and burgeoning specialty.     

Navigations between regulations and gut instinct: the unveiling of collective memory in decision‐making processes where teenagers are placed in residential care

The decision to take a young person away from his or her family into out‐of‐home care and treatment is the most drastic intervention within the statutory powers bestowed upon social services. The results of reports on the quality of residential treatment reveal that state supervision has not proven to be a good substitute for parental care. In this paper we analyse the decision‐making process when young persons are placed in residential care. Focus groups and individual interviews with different stakeholders were conducted. The results show that the placements are a collective process involving negotiations between the different parties with a coordinating social worker in the middle, with the aim to bring something to build hope on in often desperate situations, regardless of the specific treatment method used. To inform the process, the social workers draw on a ‘collective memory’ shared among colleagues in the department. Important signs of quality of a residential unit were the relational and collaborative competence from the staff. The inclination to use soft, diffuse information in decision‐making shows a striking lack of evidence upon which social workers can build well‐informed and knowledge‐based decisions.     

社会工作介入老年临终关怀探析

随着老龄化时代的到来和人们生活质量的提高,老年临终关怀受到越来越多的关注。社会工作是一项助人自助的专业工作,可以通过综合运用个案工作、小组工作、社区工作三大社会工作专业方法,对临终老人及其家属进行多层次、全方位的介入。     

The ambiguity of social return policies in the Netherlands

Social procurement policies, which aim to create employment opportunities for vulnerable groups, such as the long‐term unemployed and the disabled, have become increasingly popular in recent years. Despite their growing popularity, empirical research on this topic is limited. Combining insights from the social policy and public administration literatures, we explore the development and implementation of “social return” policies by the Dutch government. These policies are a form of social procurement that require private employers to spend a percentage of public tenders to hire individuals far removed from the labor market. Social procurement appears, by definition, to be a form of social investment. However, our analysis of the ideas underlying its use in the Netherlands suggests that significant contradictions exist, with evidence of neoliberal New Public Management tendencies, social investment, and the more recent form of public administration, New Public Service. Using extensive document analysis of parliamentary documents, discussions and evaluative reports from 2008 to 2014, we reveal the tensions inherent in the Dutch approach and discuss possible implications for our understanding of social policy and administration as well as social protection.     

A comparison of social work education across South Africa and Japan in relation to the Global Standards for Social Work Education and Training

Sakaguchi H, Sewpaul V. A comparison of social work education across South Africa and Japan in relation to the Global Standards for Social Work Education and Training Int J Soc Welfare 2011: 20: 192–202 © 2009 The Author(s), International Journal of Social Welfare © 2009 Blackwell Publishing Ltd and the International Journal of Social Welfare. This article draws on a one‐year study visit to the University of KwaZulu‐Natal, South Africa, interviews with field supervisors and students in Japan and reviews of the national frameworks of education in Japan and in South Africa. In doing so, the authors identify the similarities and differences in social work education across the two countries and they explore some of the historical and socio‐cultural factors that might account for the differences. There are some identifiable peculiarities in social work education in Japan, especially with the coalescing of care work and social work education. The lack of differentiation between care work and social work makes it difficult to narrow the scope of social work education and practice. National social work standards have been approved in South Africa and regulatory frameworks for social work education and practice have been long accepted, thus rendering ‘social work’ a protected title and a profession that is more entrenched compared with social work in Japan. The codes of ethics in Japan and South Africa are discussed with specific reference to their control functions in South Africa. The article concludes by discussing these comparisons in relation to the Global Standards for Social Work Education.     

The Impact of In-service Training within Social Services

Summary In-service training within social service agencies is recognizedas a key means through which staff are provided with the necessaryknowledge and skills to improve overall agency performance andachieve the objectives of social policy. Furthermore, reportsof training expenditure within social services departments inthe UK suggest increasing amounts of monies are invested insuch activity in order to meet the changing demands placed onsocial care and greater expectations for higher standards inservice delivery. Yet to what extent is the faith placed inmuch of this training by social service agencies actually justified?In short, how much do we know about the actual impact of in-servicetraining within social service organizations in terms of itachieving the aims set by policy makers? This article attemptsto answer this question in order to assist in the developmentof a far more empirically based framework for understandingtraining processes within social service agencies. A reviewof the literature for studies published between 1974 and 1997detailing an evaluation of in-service training programmes withinsocial service agencies identified only 20 such studies. Problemsassociated with both the evaluative criteria utilized and theresearch methodologies employed in these studies meant thatin many instances conclusions regarding the actual impact oftraining could only be tentatively judged. As a result, an analysisof these studies found that although training may have an impacton trainees in terms of satisfaction or knowledge gain, resultsregarding impact on behaviour are far more inconclusive. Inaddition it is not at all certain that such training will necessarilyresult in changes in performance back in the workplace. Thefindings from the review suggest far more research is requiredof sufficient rigour to underpin our knowledge in this importantarea.     

Developing practice tools for social workers in end-of-life care

This article describes the National Association of Social Workers' (NASW) strategies for providing social workers with important practice and policy information about palliative and end-of-life care. With funding from a Soros Foundation's Project on Death in America grant, NASW developed practice standards, a Web-based continuing education course, and drafted a new policy statement to guide social workers in end-of-life care practice. The article provides an in-depth view of the development and scope of these resources for professional social workers.     

Professional Social Work Education in End-of-Life Care

Abstract

Social work education in both BSW and MSW level courses is missing vital content about end-of-life care, palliative care, and bereavement. End-of-life care training opportunities through continuing education programs have also been limited. This deficit is significant because a vast number of social workers are already confronted with end-of-life issues on a daily basis in a variety of practice settings. Through the Project on Death in America, Social Work Leadership Development Awards initiative, many programs and models for professional social work education and training in end-of-life care have been developed and are presented in this article. These include: end-of-life care courses, symposia, training manuals, certificate programs and fellowships. Although the curricula continue to be refined, many of these programs are available to practitioners to advance their knowledge and skills and their curricular models are available to social work educators for possible replication.     

Development and Application of a Standards-Based Inventory of Foundation Competencies in Social Work with Groups

The International Association for Social Work with Groups Standards for the Practice of Social Work with Groups is an essential document for advancing practice and teaching about social work with groups. However, surveys have reported that many group workers know little about the Standards or about how to teach or apply group work knowledge and skills. This article summarizes the research on the development of a reliable and valid inventory based on the Standards and an effective teaching strategy to improve learning about the Standards. The inventory and teaching method provide tools for advancing evidence-based practice and teaching.     

Assessing Use of the Standards for Social Work Practice with Groups by School Social Workers: A National Study

The International Association for Social Work with Groups Standards for Social Work Practice with Groups specify the core knowledge, skills, and values needed for effective professional practice. These Standards are intended to serve as a guide to group work practice. The extent to which the Standards inform and are employed in practice, however, remains a question. This article focuses on the extent to which the Standards are utilized by social workers employed within primary and secondary schools. Focus is placed on how the Standards are perceived, understood, and practiced by school social workers.     

Developing Practice Tools for Social Workers in End-of-Life Care

Abstract

This article describes the National Association of Social Workers' (NASW) strategies for providing social workers with important practice and policy information about palliative and end-of-life care. With funding from a Soros Foundation's Project on Death in America grant, NASW developed practice standards, a Web-based continuing education course, and drafted a new policy statement to guide social workers in end-of-life care practice. The article provides an in-depth view of the development and scope of these resources for professional social workers.     

Defining quality care for looked after children: frontline workers’ perspectives on standards and all that?

This paper examines residential childcare workers’ perceptions of quality and how they relate to the growing performance measurement culture within social work over the last 10 years. In particular, it is concerned with examining how workers define quality services and what this means for the government's standards approach with its emphasis on tangible activities around process rather than outcomes. In addition this paper considers the prospects for developing quality in residential care and what frontline workers assess as adding to and/or subtracting from that activity. The growing performance measurement and standards culture being propagated by central government is considered in the context of workers’ perceptions and influence, particularly as it relates to the potential to maximize the quality of the service provided. In this context staff perceptions are obtained from nine children's units in two local authorities with the intention of providing research evidence to a debate very often centred on belief rather than fact.