A Case-based Collaborative Learning Model for Teaching Advocacy

Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called ‘Advocacy Week’, which prepares students for a statewide NASW-sponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.     

Effective relationship-based practice: A theoretical exploration

This paper looks at the importance of a relationship-based approach within social work. It explores past writings on the social worker-client relationship, why the relationship was seen to be central to effectiveness and good practice, and why this perspective fell out of favour. It revisits the importance of a relationship-based approach, within a psychosocial perspective, in relation to eight areas of practice. These include the assessment task and process; relationship difficulties; people who are vulnerable or reliant on others for their well-being; situations that require practitioners to be able to hold and contain anxiety; the relationship as a foundation for capacity building, empowerment and developing people's potential; and in relation to disadvantaged and marginalised sectors of the population, how social workers can use the 'front-line' knowledge they have gained through the relationships they have created in political ways--to bear witness and report on 'social ills' as they impact on the lives of service users. A final section looks briefly at how the service user-social worker relationship is perceived and described in the Benchmarking Statement, National Occupational Standards and the General Social Care Council's Rules and Requirements and their implications in terms of the new social work degree.     

The Relevance of Sensory Processing Disorder to Social Work Practice: An Interdisciplinary Approach

Sensory processing disorder (SPD) is a disruption in the organization of sensory input, and affects up to three million children in the United States. SPD can have a serious impact on the ways that children behave, play, and learn, and yet, it may be overlooked or misunderstood by social work practitioners. The purpose of this article is to inform social work practice regarding SPD, strengthening the biological component of biopsychosocial assessment. After an introduction to the disorder, this article discusses differential diagnosis and practice implications, and concludes with a statement on interdisciplinary treatment.     

Using Objectification Theory to Examine the Effects of Media on Gay Male Body Image

Research has increasingly noted that gay male adults are more at risk for developing body image dissatisfaction than other male populations. Body image issues warrant attention, particularly since they have been connected to the development of disordered eating patterns. Studies have often traced gay male body dissatisfaction to various sociocultural elements and phenomena, particularly the media. In fact, various media genres have been implicated as being instrumental in propagating idealized male physiques, which in turn may negatively influence observers. Using objectification theory, this paper aims to review the process by which media imagery are internalized by some gay men and how such internalizations harmfully impact their body image. The clinical implications and treatment of body dissatisfaction will be reviewed in terms of social work practice with gay male populations.     

Transfer of learning: concept and process

This article will present findings from a doctoral study exploring the impact of 'SVQ Care: Promoting Independence (level III)' within children's homes. The study focuses on the extent to which SVQs enhance practice and their function within a 'learning society'. A total of 30 staff were selected from seven children's homes in two different local authority social work departments in Scotland. Each member of staff was interviewed on four separate occasions over a period of 9 months. Interviews were structured using a combination of repertory grids and questions. Particular focus was given to the assessment process, the extent to which SVQs enhance practice and the learning experiences of staff. The findings suggest that there are considerable deficiencies both in terms of the SVQ format and the way in which children's homes are structured for the assessment of competence. Rather than address the history of failure within residential care, it appears that SVQs have enabled the status quo to be maintained whilst creating an 'illusion' of change within a learning society.     

CONTEXTUALIZED ASSESSMENT WITH BATTERED WOMEN: STRATEGIC SAFETY PLANNING TO COPE WITH MULTIPLE HARMS

Given the prevalence of domestic violence and the likelihood that many victims will not receive services from specialized domestic violence providers, this article provides a framework for contextualized assessment that can be used by generalist practitioners. Drawing from stress and coping theory, the authors discuss the relevance of assessing appraisals and emotional responses within the context of environmental and individual risk and protective factors. Through an illustrative case assessment, the authors describe the contextualized assessment process and its ramifications for strategic safety planning.     

CONTEXTUALIZED ASSESSMENT WITH BATTERED WOMEN: STRATEGIC SAFETY PLANNING TO COPE WITH MULTIPLE HARMS

Given the prevalence of domestic violence and the likelihood that many victims will not receive services from specialized domestic violence providers, this article provides a framework for contextualized assessment that can be used by generalist practitioners. Drawing from stress and coping theory, the authors discuss the relevance of assessing appraisals and emotional responses within the context of environmental and individual risk and protective factors. Through an illustrative case assessment, the authors describe the contextualized assessment process and its ramifications for strategic safety planning.     

Becoming,Being and Having Been: Practitioner Perspectives on Temporal Stances and Participation across Children’s Services

This article is based on a study of the changing meanings and experiences of citizenship and participation for young people in transition from primary to secondary school. One of the primary concerns of the study is to better understand how different professional practices impact upon young people’s uptake of participation and adoption of civic identity. To gain some insight into this area the article first looks at the contexts in which participation work is developing and the interrelationships between these developments across children’s services. How different practitioner’s conceptualise participation is tied into different assessments of young people’s or children’s capacity. Recasting questions of capacity as dialogues across differing temporal stances can offer practitioners new ways to reflect upon the power negotiations within their relations with young people. The key role temporality plays in configuring power relationships and transactions is explored as it arises within practitioner life history interviews. The shifts between temporal stances that young people experience as they interact with different practitioners are illustrated through fieldwork data.     

Recognizing experiential knowledge in the process of qualification of peer helpers: an analysis of an educational program for service users in France

ABSTRACT

This article analyzes an innovative training program enabling the qualification of peer carers, working within the sector of ‘social inclusion’. Since the French national debate on social work conducted within the ‘Estates General’ of 2015, peer workers have become key players in training programs in virtue of their experiential knowledge and their understanding of issues related to the process of social exclusion. This article addresses the role of peer helpers’ experiential knowledge in the training process. Because of their ‘experiential’ and ‘empirical’ knowledge about questions linked to the process of exclusion, peer helpers have become key players in social work teams and within social institutions, thus contributing to new methods of socio-educational intervention. What impact will this recognition of peer helpers’ and service users’ experiential knowledge have on education in social work? This article gives an account of an 8-month training program for peer helpers examined on the methodological level through a process of Participant observation, and based on data from comprehensive interviews carried out with a panel of peer helpers.     

Is Domestic Abuse an Adult Social Work Issue?

Within a global profession with a stated definition that includes ‘promoting social change and development, social cohesion and the empowerment and liberation of people’ (online), it would be expected that the issue of domestic abuse would be integral to the training and role of all social workers. This article reports on research, which highlighted both a lack of understanding of the role of adult social worker within cases of domestic abuse and also a desire for further training around the issue. However, this article sets out how the current UK (in particular, English) context of social work marginalises the issue of domestic abuse within practice with adults. This marginalisation has been achieved through the construction of domestic abuse as a children and families issue and limited duties, powers and resources within statutory work to support victims/survivors in their own right, rather than as ‘failing’ parents. However, the article argues that the role of social work education should be wider than teaching to the current policy or procedures and instead encourage a wider appreciation of the social, historical and political context. The article concludes with tentative suggestions for how domestic abuse could be considered within the social work curriculum for adult practitioners. This is in acknowledgement that social workers can be well positioned for the detection, investigation and support of those experiencing abuse.     

Creativity in social work education and practice: reflections on a Survivor Arts Project

This article, written by survivor artists, practitioners and academics (each moving between these different identities and associated voices), will explore a creative arts approach to social work (SW) education within the context of service user and carer involvement. In addition to building upon a developing literature base, the writers will draw upon their own experience and the experience of other service user and carer contributors as well as student and practitioner feedback. In doing so, this article will seek to analyse some of the ways the creative arts can be harnessed as a tool for a more radical, creative and critical approach to professional education and how this in turn can help develop more empathic, critically self-reflective and creative (in the broadest sense of the word) practitioners. In critiquing the more traditional service user and carer involvement approach, this article will attempt to show how the more innovative approach of the Survivor Arts Project can move us beyond an arguably more limiting ‘expertise through experience’ model. In outlining an emancipatory model which recognises the relevance of lived experience and places this within the context of survivor movements, focusing also on the skills and insights survivors bring to SW education, this article will detail the ways we can work towards developing a more vibrant and dynamic learning environment which values our life stories and recognises our strengths as well as the many different and overlapping identities which place us along a continuum that connects our lives and informs our practice.     

The becoming of an archive: perspectives on a music archive and the limits of institutionality

ABSTRACT

The call on South African music departments to critically engage with their curricula in order to reflect the broader music landscape wherein they function has been ongoing for the past 40 years. While some departments did engage in strategies to transform their curricula, various scholars have pointed out that most of these institutions have to some extent remained fixed within conservative syllabi and ideological practices conceived to serve the previous dispensation. It is within this field of discursive engagement and political actions directed towards change that archives can play an important role in decolonising higher education institutions. While recognising that archives work to a slower historical beat than what is currently (often militantly) demanded in debates on decolonisation in South African universities, this article wishes to argue that this temporal differential is important in terms of long-term institutional and curricular reform. This article will consider these questions with particular reference to the Documentation Centre for Music (DOMUS), an archive-centred music research project in the Music Department at the University of Stellenbosch. This article will posit that DOMUS’s collection practices and projects may serve as examples of active and radical strategies with the potential to affect change within conservative institutional spaces.     

Reflective practice and learning from mistakes in social work student placement

ABSTRACT

Student placement is a fundamental component of social work education and an important space where to build critically self-reflective practitioners. Students learn from their reflection on their experience and their mistakes are a powerful opportunity to go behind the surface of events and understand the essence of the profession. This article will present some results from the analysis carried out on the reflective writing of a group of social work students who describe and reflect on the most significant mistakes they made in their field practice using a reflective framework developed for errors and failures. The main results of this experience are illustrated with special focus on the impact and on the emotions, the relationships with service users and the assessment of the cases. Students are often so concentrated on looking at their responsibility that they become almost blind to the systems and interactions that contribute to the negative outcomes of their actions. Social work education programs should emphasize the importance of structured reflective habits and promote the culture of responsibility instead of the ‘blame culture’, that is probably the strongest obstacle to learning from mistakes and preventing their repetition in the future.     

Posttraumatic Psychological Distress and Resettlement: The Need for a Different Practice in Assisting Refugee Families

Social work practitioners are increasingly confronted with couples and families who have come from war-torn countries. Refugees may have experienced genocide, organized violence, ethnic wars, displacement, and losses of various kinds. Such experiences will often be carried through the post-migratory period and obscure legitimate individual and family processes that are often evaluated through a psychopathology lens. In this context, there is a pressing need to be attentive to refugee situations around the world and to issues related to forced migration and its impact on families. In an attempt to fill the gap in the literature on intervention with refugee families, this article presents two of the most compelling aspects of the refugee experience that can have a lasting impact on families and couples: premigration traumatic events and their potential impact on the refugee resettlement experience, and postmigration social and psychological experiences. The concept of “trauma” is presented within the context of resettlement of asylum seekers and refugees. Key stressors documented as having an impact on the long-term well-being of individuals, families, and communities who have been touched by war and conflict are outlined. Multiple-family group intervention is discussed as one of the promising approaches for helping families cope with pre- and postmigration trauma.     

Economic Well-being and Ageing: The Need for Financial Education for Social Workers

This paper explores the importance of financial education for social workers who are often working with individuals and families who are financially vulnerable and who frequently have little financial knowledge. This may be particularly relevant in light of the recent global recession and the negative impact this has had for many in terms of increased living costs and decreased income. Older people may be particularly vulnerable to the economic fluctuations caused by the recession, yet they may be disadvantaged further by poor understanding of the impact of finances on well-being from social care agencies, and a paucity of information and advice to enable them to develop improved financial literacy. This may be compounded further by increasingly strict eligibility criteria, which restrict access to services, leading to increasing numbers of older people who need to fund their own care. The objective of this paper is to highlight the need for students and practitioners to develop their own financial literacy skills so as to better enable them to support those that they work with. The discussion considers the usefulness of the ‘asset vulnerability framework’ devised by Moser in assessing the economic well-being of older people and its applicability within social work education and practice.     

Stress and social work lecturers: Dreaming spires,ivory towers or besieged in concrete blocks?

The focus of this article is upon the impact of environmental stress and demands on social work lecturers. Stress is experienced as an individual phenomenon by social work lecturers, but is considered within a structural and an institutional context. In particular, it is examined against the background of recent developments in higher education generally, such as the Higher Education Funding Council quality assessment visits and the research assessment exercise. In recent years, there have been significant alterations to the shape of social work education with the establishment of the DipSW, its modification and review, and the development of Post Qualifying Consortia. Classic features of stress have been imposed on social work lecturers particularly by their institutions and other organisations, leading to a lack of control, an imbalance of demands over resources, role overload and role conflict. These stressors impact negatively upon interpersonal relationships with colleagues and students. Some suggestions are made for improving the structural and especially the organisational coping resources available to social work lecturers in order to assist them to develop more effective responses to stress.     

"Just therapy" with families on low incomes

This article addresses the inadequacies of counseling, therapy, and social work that occurs with low-income families. The author argues that many families who seek help arrive with problems that are usually assessed separately from their socioeconomic and cultural contexts. Careful questioning will often lead to the discovery that the onset of many family problems are located in events external to the family, such as unemployment, bad housing, and racist, sexist, or heterosexist experiences. They can be extremely depressing ongoing experiences that eventually lead parents and children into a state of stress that opens them up to physical and mental illnesses. This article argues that a wide body of research supports such a view and that counseling, therapeutic, and social work practices should address these issues much more directly. It also argues that practitioners have an important role to play in social and economic policy development out of respect for their clients' struggles.     

From Exploitation to Industry: Definitions,Risks, and Consequences of Domestic Sexual Exploitation and Sex Work Among Women and Girls

In the last 15 years, terms such as prostitution, sex trafficking, sexual exploitation, modern-day slavery, and sex work have elicited much confusion and debate as to their definitions. Consequently several challenges have emerged for both law enforcement in the prosecution of criminals and practitioners in service provision. This article reviews the state of the literature with regard to domestic, sexual exploitation among women and girls in the United States and seeks to (1) provide definitions and describe the complexity of all terms relating to domestic sexual exploitation of women and girls in the United States, (2) explore available national prevalence data according to the definitions provided, and (3) review the evidence of mental health, social, and structural risk factors at the micro-, mezzo-, and macrolevels.     

Promoting effective working with parents with learning disabilities

The children of parents with learning disabilities are increasingly coming to the attention of child protection and children in need services. The current framework within which services are delivered identi?es the need to work cooperatively both across agencies and with parents themselves. The decisions taken by practitioners in the course of their assessment and support work should be in?uenced by a recognition of where the risks to this group of children lie and which factors are most likely to be associated with positive outcomes. This paper outlines risks to children associated with the parents' dif?culty in accessing appropriate antenatal care and the risk of developmental delay arising from both genetic and environmental in?uences. This group of children are also more likely to experience behaviour problems and language delay. Research has indicated a risk of neglect, but abuse, where it does occur, is more likely to be associated with partners or relatives. It is also clear that some children are more at risk than others, and intellectually able children, as well as those with high levels of dependency, may be the most vulnerable. Risks can be reduced when parents have access to good family and social support networks and professional support which is acceptable to them. Maintaining a small family size can also be helpful. If parents have had positive childhood emotional experiences, their chances of successful parenting are increased. Copyright © 2004 John Wiley & Sons, Ltd.     

Occupational therapy practitioner role in the implementation of worksite accomodations

Injured workers have the right to return to their job if they are able to perform their duties, according to the American with Disabilities Act, 1990. Occupational therapy practitioners employed in work hardening programs, or working as private consultants, have a significant role in assisting employees, employers and human resource personnel in determining "reasonable accommodations" to enable a qualified employee with a physical or mental disability to access the work force. This article discusses the application of accommodations in two case studies.