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.     

The history of social work in Australia: A critical literature review

Historical knowledge plays an important role in the development of social work identity. Yet there has been little analysis of the historical literature on social work and social workers in Australia. Attention is drawn here to both the strengths in the existing literature, and also to the major gaps in our knowledge of social work practice, education, activism and professional organisations. Arguments are considered for a greater prioritising of historical research within the social work profession.     

Development of professional commitment among students in social work education

This study seeks to expand empirical knowledge of commitment to social work using a sample of 212 Norwegian students. The first aim is to investigate the development of students’ commitment to social work from the start of education (first year) to its end (third year). The second aim is to investigate how theoretical and relational knowledge contribute to commitment to social work. The third aim is to examine how compatibility between students’ abilities and the vocational demands of social work contribute to professional commitment. A paired samples t-test and an ordinary least squares regression were conducted to test the aims of the study. The results document that students experience weaker professional commitment at the end of education compared to the beginning. It also seems that theoretical and relational knowledge contribute to professional commitment. The findings also indicate that students whose abilities are compatible with the vocational demands of social work experience stronger professional commitment than those for whom a discrepancy exists.     

Examining coping strategies used by Spanish female social work students: evidence for the importance of social problem-solving abilities

The present study examined the role of social problem-solving abilities in the coping strategies used by 310 female social work students from Spain. Results from comparative analyses of the coping strategies, used by students to deal with stressful situations, indicated the greater use of functional forms of coping (eg problem solving and cognitive restructuring), compared to dysfunctional forms of coping (eg problem avoidance and wishful thinking). Moreover, results from regression analyses indicated that constructive social problem-solving abilities, namely, positive problem orientation and rational problem solving, predicted the use of functional coping strategies (eg problem solving, cognitive restructuring, and express emotions). Alternatively, one damaging social problem-solving ability, namely, negative problem orientation, predicted the use of dysfunctional coping strategies (eg problem avoidance, wishful thinking, self criticism, and social withdrawal). Taken together, these findings provide an important first step for understanding what and how social problem-solving abilities might inform how social work students cope with stressful situations as they arise. Some implications for social work education and training are discussed.     

Science and social work: a sketch

While recognizing that understanding of ‘science’ varies across time and countries, there are strands of a shared albeit diverse inheritance. Failures to see where we are located within this inheritance make the social work community vulnerable to simplistic claims regarding what, for example, ‘doing science’ is like. This in turn makes it difficult to deal adequately with questions such as in what ways can or should we distinguish social work science from other kinds of knowledge? Is science in some recognizable way a unified form of knowledge? How ought we to deal with disputes and disagreements in social work science? What kinds of consequences might we envisage from social work science? I deal in turn with each of these questions.     

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.     

Developing common ground for a sustainable knowledge base for social work education in the Netherlands

ABSTRACT

This article is about a research project focused on the development of a common knowledge base for social work education in the Netherlands. Recent substantial changes in society and social policy were the reason for a reconsideration of the educational content of social work education. A great urgency was established with regard to the adaptation of the study programs, including a higher level of knowledge. The aim of the project was to provide a knowledge base that creates a bridge between theory and practice and between social work practice and the societal context. The project started with an exploration of literature focusing on the significance of knowledge for professional practice and on existing classifications of the knowledge base in social work education. Subsequently a design-based empirical study was carried out using the Delphi-method. Experts agreed about the definition of the knowledge base and about the design requirements: practice-based, science-based, usable and sustainable. After an exploration of the content, a model was developed consisting of seven building blocks (BBs). The common knowledge base has been established by the Dutch Council of Schools of Social Work and is being used as the basis for the body of knowledge in all curricula of social work education in the Netherlands.     

Indigenous perspectives for strengthening social responses to global environmental changes: A response to the social work grand challenge on environmental change

ABSTRACT

The “Grand Challenges for Social Work,” is a call to action for innovative responses to society’s most pressing social problems. In this article, we respond to the “Grand Challenge” of Creating Social Responses to a Changing Environment from our perspective as Indigenous scholars. Over the last several decades, diminishing natural resources, pollution, over-consumption, and the exploitation of the natural environment have led to climate change events that disproportionately affect Indigenous peoples. We present how environmental changes impact Indigenous peoples and suggest culturally relevant responses for working with Indigenous communities. We propose a decolonizing cyclical, iterative process grounded in Indigenous Ways of Knowing.     

Investigating the quality of social work. An experience of self-assessment with Italian social workers

Evaluating the quality of social work practice is becoming increasingly important for various reasons, among which are changes in the welfare system and the reduction of resources. Meanwhile, it is acknowledged that evaluating the quality of social work is a highly complex task. Different meanings are attributed to the concept of quality and the concept of quality in itself is linked to the notion of social work identity, nature and aims, which is an object in transition. Although performance appraisal systems are spreading, a common understanding about what is ‘good social work practice’ is lacking, also within the professional community. In Italy, social workers seem missing in the arena of investigating and indicating which criteria can be used to evaluate social work practice. To counteract this weakness, a participative research-intervention project was developed from 2006 to 2011, aimed at supporting social workers in evaluating their work. During workshops with practitioners a self-evaluation tool was designed by means of asking social workers for the possible criteria to be used to define ‘good social work practice’. This paper presents the structure and methods adopted throughout such project, focusing on both the self-assessment questionnaire and the emerging notions of quality of social work.     

Outcomes focused user involvement in social work education: applying knowledge to practice

Abstract

This paper discusses an innovative approach connecting service user and carer involvement (SUCI) in social work education to social work practice. The research team, comprised service users, carers, social work students and module leader, worked collaboratively democratising the research process. At the University of Dundee, a core social work module facilitates students to spend 15 h with a service user and/or carer (host) gaining a unique insight into their everyday lives. During this time, hosts and students discuss two policy practice questions, responses to these questions are generating annual qualitative data, with study findings being disseminated at local and national level. The experiential learning students acquire from spending time with their host becomes the site of knowledge creation through involvement that is applied to practice. This paper reports on the narratives emerging from the longitudinal data (2012–2015, n = 90) on the changing landscape of social care in Scotland and the dissemination of project findings. We explore the intersection where the voices of service users and carers, student learning and social work practice coalesce. A model of outcomes focused SUCI is introduced as a template for meaningful, sustainable and outcomes-focused SUCI in social work education.     

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.     

Attitudes and knowledge of social work students towards sexuality in later life

Background: Sexuality in later life may be compromised by restrictive attitudes, and lack of knowledge among professionals. This study examined social work students’ attitudes and knowledge towards sexuality and sexual expression in later life and investigated associated factors.

Method: Undergraduate social work students from Israel (n = 375) completed the Attitudes and Knowledge towards Older Adult’s Sexuality Scale and questionnaires regarding contacts and exposure to older adults, prior sexual education and sociodemographic.

Results: Attitudes and knowledge were correlated. First year students were the most conservative and demonstrated the least knowledge. No differences were found between men and women regarding attitude. However, men and married students had greater knowledge regarding older adults’ sexuality than women or non-married students did. Increased religious observance predicted more conservative attitudes. Age predicted more permissive attitudes and greater knowledge about sexuality in later life. A mediating process examined, suggested knowledge is a mediator variable between age and attitudes towards older adults’ sexuality.

Conclusion: As the population in Israel and in Western countries ages, it is important to examine the knowledge and attitudes of social work students regarding older adults’ sexuality and to develop educational and interventional programs aimed at increasing awareness, knowledge, and positive attitudes in this area.     

Attitudes of social work students towards older people

Demographic ageing is a challenge for many countries. Even though Turkey has a relatively younger demographic composition, the proportion of the older people (65+) within the population is rapidly increasing. Within this framework, older people are becoming more important clients for both social work students and social workers in Turkey. This study aims to reveal the attitudes of social work students towards older people and determine the various factors that affect their views on older persons. In the scope of the project, Kogan's Attitude Towards Old People Scale was applied to 419 social work undergraduate students at a university located in Central Anatolia. The findings showed that social work students scored a mean of 130.96 and they generally had positive attitudes towards older people. The correlation between year of study, gender and age was not statistically significant. However, having lived mostly in urban areas was positively correlated with the mean Kogan scores and this finding was found to be statistically significant. Exposure to personal contact with older people at both the personal and professional levels was influential in shaping attitudes about the older people.     

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.     

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.     

Culturally sensitive social work: promoting cultural competence

In current times of great conflict and clashes between different cultures and worldviews, cultural competencies should be a well embedded feature of social work education. This is a fundamental and cross-cutting issue; however, we question whether it is an obvious concern in social work education in European countries, specifically in Portugal, and if the curriculum of social work courses covers this topic. This article is based on research that seeks to find out if there are mandatory curricular units of the disciplinary field of social work that explicitly address culturally sensitive social work and cultural competencies. Thus, this article presents a study that focuses on educational institutions that provide social work courses in Portugal, and has the potential to be extended to other countries. An online survey and a document analysis of the curriculum programmes of all Portuguese courses in social work were conducted. The study results revealed the lack of curricular units with clear terms relating to the topic of culturally sensitive social work. The implications for practice and educational policy are also discussed, which lead to a reflection and analysis of the evaluation and accreditation process of social work education in Portugal, with a conclusion that it is incomplete and faces major challenges in curriculum development and course accreditation. Challenges and opportunities in developing social work curricula, as well the debate around a generic or specialist social work education are also discussed. Finally, the authors suggest an opportunity to develop cultural competencies through continuing and lifelong learning for social workers.     

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.     

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.     

Translations in social work

This article is concerned with the relation between classical texts within social work and the interpretation of these classics in contemporary literature. It aims to explore how classical texts influence and work in our perception of, and writing about, our history, but also how they influence our perception of social work today. A study is made of Mary Richmond’s classic text Social diagnosis [1917. Social diagnosis. New York, NY: The Russell Sage Foundation] and later interpretations of her text in secondary literature. Through this analysis, a grand narrative within the effective history of social work: social work as a ‘borrowing field’ is questioned. Using translation theory as an alternative to the borrowing metaphor, I analyze the transference of ideas and concepts from other disciplines into social work and how these processes have been perceived. The dynamic processes of translation places social work within an interdisciplinary field, where ideas and concepts are continually exchanged between disciplines. It is the thesis of this article that research into authorities within the discipline and early contributions to the development of social work strengthen the discipline’s insight into past and current theoretical contributions within the discipline itself and the knowledge base of social work.