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.     

Training research-minded social workers: experience from Estonia*

ABSTRACT

Social work education in its modern sense started to develop after Estonia regained independence from the collapsing Soviet Union. The aim of this article is to introduce good practices of teaching research-mindedness, this being one of the main principles in teaching social workers-to-be in the University of Tartu in Estonia. We have been inspired by the academic tradition of university teaching in general, the new international definition of social work and, not least, the realisation of social workers in practice of not being able to apply academic knowledge to everyday social work practices. This article revisits the term research-mindedness and examines how it has been integrated into the university level teaching process. Our purpose is to discuss the methods students of bachelor’s and master’s programmes can learn to ‘translate’ social issues into research questions, critically appraise the findings and ‘translate’ them back as new research evidence for social work practice.     

Building Indigenous Australian Social Work

Abstract

An Indigenous social work guided by Indigenous Australians’ participation and experience that has, at its heart, human rights and social justice is in its infancy in Australia. The present paper continues a discussion on Indigenous Australian social work theory and practice developments being generated by those working in this field. Aspects of this “praxis” include recognition of the effects of invasion, colonialism, and paternalistic social policies upon social work practice with Indigenous communities; recognition of the importance of self-determination; contemporary Indigenous and non-Indigenous colleagues working in partnership; the impact of contemporary racist and neocolonialist values; and rethinking contemporary social work values and practices. There is discussion of appropriation and reinterpretation of social work concepts, incorporation of international and local Indigenous theory, and the framing of social work by Indigenous Australians’ views and values.     

The role of critical social work education in improving ethical practice with refugees and asylum seekers

ABSTRACT

This paper uses critical reflection as its primary methodology to research one Master of Social Work student’s former practice experiences as an Australian immigration officer. The paper contextualizes the study by offering a critical analysis of hegemonic constructions of asylum seekers in Australia, which are reflected in Australian law and policy, as well as potentially influencing social work practice. Critical reflection on one of the author’s practice provides a rich case study that reveals the tensions of government-employed social workers in restrictive environments, and the espoused social justice values of the profession. The findings hold implications for both social work education and practice, suggesting that critical social work education, and in particular, the use of critical analysis and reflection, can improve ethical practice with refugees and asylum seekers.     

Knowledge cybernetics: a new metaphor for social collectives

Abstract

Knowledge cybernetics is principally concerned with the development of agents like autonomous social collectives that survive through knowledge and knowledge processes. Deriving from epistemological antecedents created by Stafford Beer and explored through notions of ontology by Eric Schwarz, a new form of knowledge management arises that is connected with the notions of Marshall and her new radical classifications for knowledge. These ideas can be closely associated with concepts of lifeworld and the ideas of communicative action by Habermas, and leads to a useful knowledge cybernetic framework. This has the capacity to relate to and develop a variety of what might be thought of as otherwise disparate theories that can ultimately be expressed in terms of knowledge.     

Social capital: A useful concept for social work?

Abstract

In recent years, Australian governments at all levels have adopted social capital and related concepts to frame social policy. Hence, these ideas provide the backdrop within which much contemporary social work practice and social policy development occurs. Despite extensive coverage of social capital concepts in the social science literature there has been limited discussion of their application to social work practice. In this paper we review the origins and meaning of social capital. We then turn to a discussion of its application to progressive social work as well as a consideration of the criticisms of social capital concepts. We introduce a synergy model of social capital formation that incorporates a dual focus on local community networks and the role of the institutions of government, non-government agencies and business in the creation of social capital. The paper concludes with consideration of how a synergy approach can be applied in, and developed through, social work practice.

Karen Healy and Anne Hampshire lead a three year research project entitled: ‘Creating Better Communities: A Study of Social Capital Creation in Four Communities’. The study examines processes of social capital creation in urban, regional and rural contexts. The study is jointly funded by The Australian Research Council and The Benevolent Society     

Being neither Pollyanna nor Henny Penny: Responding to McDonald and Jones

Abstract

This paper provides an account of the earliest contributions to family theory and practice by social workers, beginning in the late nineteenth century. The paper argues that the first widespread practice of ‘family work’ by the helping professions was carried out by social workers, primarily women, despite this being rarely acknowledged in the family therapy literature. An analysis of gender and its place in the development of professional status and the ownership of ideas is provided.

Summary

This paper has traced the place of the family in social work theory and practice since the beginnings of the profession, with a particular focus on theoretical developments in social work in the United States. A number of points have been argued. Firstly, there is significant historical evidence that social workers, most of them women, pioneered family work many decades before the term ‘family therapy’ was invented. This directly challenges the claim made by a number of family therapy historians that work with families was pioneered by psychiatrists in the 1950s and 1960s. It is argued here that this discrepancy is largely a result of differences in professional power and gender status.

Secondly, it is argued that the impact of psychoanalytic theory on social work was profound, not only in terms of how it might have distracted the profession from further developing its early family systems focus, but also in how its multidisciplinary practice tended to place social workers, again mostly women, in somewhat limited and prescribed positions.

In addition, it is argued that social work's emphasis on the family and family intervention has waxed and waned due to these concepts not appearing to fit neatly into divisions between fields of practice, such as casework, group work and Community development. While social work struggled with finding a place for the further development of family social work theory, the rapidly growing domain of family therapy quickly colonised this field of practice, giving little credit to the ground already laid by social workers.     

‘Building Bridges’

Abstract

‘Building bridges’ is a metaphor we have used to describe a collaborative research process involving social work academic and senior practitioners from government and non-government child protection and family service organizations in Victoria, Australia. The purpose of the research was to develop a ‘practice-generated approach to policy implementation’ in child protection practice. The research sought to explore the appropriateness of social constructionist approaches for child protection practice that might enhance the existing risk paradigm. This article aims to critically evaluate the process of ‘building bridges’ and its outcomes, by focusing on how potential and actual differences between organizational contexts, namely universities and various service-providing organizations, may influence relationships between theory and practice. We critically reflect on our research process comparing it with idealized forms of collaborative research discussed in the literature.     

Aristotle’s virtue ethics as a conceptual framework for the study and practice of social work in modern times

ABSTRACT

This paper aims to highlight the importance of Aristotle’s model of virtue ethics for today’s social workers and students, as it can help them to build an ethical character and promote ethical conduct in both their personal and professional lives. In doing so, the paper first provides an overview of virtue ethics theory and its revival over the last decades in western societies and then, discusses the basic tenets of Aristotle’s ethics theory in relation to the social work profession. In addition, the main types of Aristotelian virtues are presented including cardinal virtues (courage, justice, practical wisdom/phronesis, temperance) and the concepts of eudaimonia and golden mean in relation to their applications in social work practice are described. The paper briefly explains cardinal virtues and provides a case example of moral courage that will help social workers and students to better understand the concept of Aristotle’s golden mean. Finally, it discusses and responds to the main criticisms of Aristotle’s virtue ethics, considering alternative ways to discuss and think about this approach to social work.     

Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’     

What are Social Work Students’ Perceptions of the Community Practice Method?

Summary. A unique aspect of the social work profession is the combination of intervention on the personal, community, and societal levels and their interaction. The purpose of this research is to determine students’ perceptions of community practice. Qualitative research was conducted among Israeli social work students before gaining any practical experience in community practice. Findings. The results demonstrated a change in students’ perceptions of the importance of community practice to the profession, and the factors that contributed to this change. Applications. Recommendations that may contribute to changing students’ perceptions of community practice are offered to educators.     

W(h)ither the academy? An exploration of the role of university social work in shaping the future of social work in Europe

A controversial proposal to pilot the training of child protection social workers through an intensive work-based route in England is being supported and funded by the UK Government. Frontline, the brainchild of a former teacher, locates social work training within local authorities (‘the agency’) rather than university social work departments (‘the academy’) and has stimulated debate amongst social work academics about their role in shaping the direction of the profession. As a contribution to this debate, this paper explores the duality of social work education, which derives its knowledge from both the academic social sciences and the experience of practice within social work agencies. While social work education has traditionally been delivered by the academy, this paper also explores whether the delivery of training in the allied professions of probation and nursing by ‘the agency’ is equally effective. Finally, this paper explores the Helsinki model which achieves a synergy of ‘academy’ and ‘agency’. It suggests that there are alternative models of social work education, practice and research which avoid dichotomies between the ‘academy’ and the ‘agency’ and enable the profession to be shaped by both social work academics and practitioners.     

The knowledge,skills and qualities needed for social work in a major paediatric teaching hospital

Abstract

The place of aged care in social work has long been ambiguous, if not marginal. Social work (as do other comparable professions) often displays a reluctance to place practice in this field within the core of the profession that embodies aspects of ageism in contemporary society. Working with older people is frequently characterised as ‘mundane’, ‘routine’ and even ‘not “real” social work’. This paper examines the practice implications of the current policy context. Forms of ‘indirect’ practice are identified as central to social work in aged care, and the implications of this for the standing of aged care social work in the wider profession are discussed. It is argued that ‘indirect’ practices are core to the development of the profession and so should be seen as ‘real’ social work. In conclusion, it is suggested that unless social work affirms practice with older people and their families we will fail to be congruent with our own values.     

‘Globalisation’, Governance and social work: Some implications for theory and practice

Abstract

This article focuses cautiously on the implications of ‘globalisation’ for social work theory and practice. In drawing on recent debates it is argued that, despite its contested meaning, ‘globalisation’ points to a range of rapid and fundamental socioeconomic and political transformations that have impacted upon entire regions of the work. Some of these transformations are identified and analysed in terms of their consequences for transnational, national and local populations. It is proposed that the prevailing consequences of globalisation in terms of social inequality and allied modalities of governance are negative, and that this has important implications for the profession of social work. Effective strategies for confronting the challenges posed by ‘turbo capitalism’ may be found in alliances across global social movements and professional groups, including social workers. The challenges are profound.     

‘Care is not a dirty word!’ Enacting an ethic of care in social work practice

While ‘care’ has been positioned as a core value of the social work profession since its inception, the increasing influence of neoliberal rationalities have placed care on the periphery of social work theory and practice. Social work scholars have promoted the incorporation of ethic of care theory into direct social work practice as a means of countering the effects of a context that is antithetical to caring practice. I present findings from my Australian study, providing an original contribution by presenting concrete understandings of how social workers enact care in everyday direct social work practice. The study was guided by a grounded theory approach. Fifteen social workers were interviewed using a semi-structured interview schedule. The interviews were analysed using constructivist grounded theory techniques. ‘Meeting needs’, ‘just being there for clients’, ‘building relationships with clients’, and ‘going the extra mile’ were some of the ways that participants demonstrated care in their practice. Constraints on care were challenged and resisted by ‘taking a stand’, ‘bending the rules’, ‘picking battles’, ‘justifying care’, and ‘taking risks’.     

Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

ABSTRACT

Developing professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches and also for those experiencing the impact of rapid policy changes in their own countries.     

The Social Work Outreach Service Within a School of Social Work

ABSTRACT

This article describes a unique community outreach service that is designed specifically to meet the needs of the local community, provide training ground for social work students, and experiment with the development of new practice models. Located within a school of social work, the service was born in an atmosphere in which both the university and the school were being called upon to play a greater part in the community. Since its inception in 1992, it has successfully served the local community through direct service, community organization activities, and consultation. Despite these successes in outreach to the community, internal challenges continue to exist.     

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.     

‘Only Connect’: Unifying the social in social work and social media

‘Only Connect…live in fragments no longer’

(E.M. Forster, Howards End).

This paper utilises ‘Only Connect’, the epigraph from Forster’s novel ‘Howards End’ as the starting point for exploring the challenges and opportunities of integrating social networking with relationship based social work practice. The paper discusses the more deleterious implications of social networking, whilst assuming a deliberately optimistic stance to uncover ways in which the opportunities afforded by online space can be utilised effectively within social work education and practice. Whilst recognising that social networking platforms are transforming constantly, the paper adopts Kaplan’s definition of social media as a ‘group of internet based applications that build on the ideological and technological foundations of Web 2.0’. Whilst much of the discussion within the paper relates to Twitter and Facebook, two of the most endemic international social networking platforms, it is also applicable to myriad forms of social networking. The paper begins with a discussion of UK professional conduct cases and explores these both within Klein’s concept of splitting and historical attitudes to new technologies. Drawing from emerging research data and other examples, the positive relational practices educed by social media within social work education and practice are emphasised and discussed. The paper concludes by highlighting Forster’s plea for connection and recommending that social work embraces the renewed opportunities provided by online networking.