Social Work Values and Principles: Students' Experiences in intervention with Children and Youths in Detention

A project with children and juveniles in a detention centre confronts social work students with their own perceptions and experiences of being direct or indirect victims of crime, with their own values and with integrating the values and principles of social work. Within an ecological perspective, past and present issues in the country's context influence perceptions and personal values. The project challenges these perceptions and value systems. Feedback include that students realise they should not judge the young people; that these youngsters have dignity and worth in spite of where they come from and the crime they committed; that they deserve respect and should be accepted for who they are. The article discusses professional values and principles in social work and provides a case study of dealing with undergraduate social work students' fears, emotions and prejudices in teaching and integrating social work values and principles.     

‘I don't have anything to hide,but … ': the challenges and negotiations of social and mobile media privacy for non-dominant youth

Drawing from interviews and focus groups with teens in a low-income and ethnically diverse high school in central Texas, this paper explores the unique social privacy challenges and strategies of low-income and non-dominant youth. Situating the research in a broader context in which non-dominant teens are increasingly surveilled, I demonstrate how teens manage social privacy in at least three ways. First, they negotiate liminal boundaries of what constitutes a communal or shareable mobile device, which are structured around financial constraints. Second, through nonuse, they actively resist the ways mobile and social media reconfigure social and physical spaces. Third, they deliberately use multiple platforms as a way to cope with evolving privacy settings, social norms, and technological affordances; this is a deliberate strategy intended to resist social convergence. Because low-income and non-dominant youth are increasingly surveilled by adults, peers, and institutions, it is imperative that they find spaces that afford greater freedom of expression, interest-based communities, and privacy.     

The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education

This paper draws on the notion of threshold concepts to consider the way in which disability studies has the capacity to transform social work students' understandings of disability and therefore influence their practice. Most students enter social work programmes with the professed aim of ‘helping’ and so to be confronted by an approach (the social model of disability) and a body of research and theorising (disability studies) that challenges their taken-for-granted assumption that social work practice is ‘helpful’ is unsettling and can lead to resistance. The purpose of this article is to interrogate practice on a social work programme where a commitment to social model practice is explicated and embedded with the purpose of identifying what it is we want students to ‘get’, whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.     

Looking for ‘social work’ in school social work

School social workers can be seen as a professional group operating on the margin of an educational logic that dominates schools as institutions. This conditions what tasks they are assigned and what aspects of social work knowledge they will find relevant. On the other hand, the role as a sole professional and relative outsider in the organization provides a potential for school social workers to transcend established theories of social work practice. This article aims to investigate how social work theory is applied in school social work. Twelve semi-structured interviews with school social workers were analysed in terms of how they relate to four knowledge approaches derived from the literature: task-centred, systems theory, strengths and anti-oppressive. Contrary to claims within the sociology of professions that social work practice is formed largely by organizational context rather than a discipline-specific knowledge base, the interviewees seemed to lean on a robust professional foundation within social work theory. Interviewees strongly emphasised their role as working for the individual pupil and positioned themselves as somewhat in opposition to a somewhat oppressive school environment.     

A comment on Wong and Waite, “Elder mistreatment predicts later physical and psychological health: Results from a national longitudinal study,” JEAN Issue 29(1), pp. 15–42

Wong and Waite present a longitudinal study of elder abuse and its effects. However, they contend that their data do not support the protective effects of social support, a finding in contrast with virtually all existing research on the topic. Closer inspection of their variables indicates that they misclassify elder abuse insofar as their results are actually in terms of only one type of elder abuse, psychological abuse, ignoring physical and sexual abuse. They also define “elder abuse” using only one question: “Is there anyone who insults you or puts you down?” Finally, they measure social support with the single item: “if they generally feel they can open up to, and rely on, these significant others.” It is not, therefore, surprising that they observed that social support was not protective considering health outcomes.     

Social work and resettlement

Summary

This paper describes counselling in a social work agency that provides hostel accommodation for single homeless women, and works to resettle them into permanent accommodation. Given that the Barclay Report described the practice of social work as made up of the two elements of counselling and social care planning, the paper explores the way counselling is influenced when carried on in an agency with a specific ‘social care’ function. This is contrasted with counselling in agencies that offer a counselling service alone. Examples will be given of people using an attachment to a hostel, and to a worker, as they cope with change and make psychological growth. The power of such workers can only be exercised if they are true to the agency function, and gear their interventions to the task of resettlement. If workers do this they may find that as well as resettling people into accommodation, they are resettling them into life.     

How social media transform migrant networks and facilitate migration

We argue that social media are not only new communication channels in migration networks, but also that they actively transform the nature of these networks and thereby facilitate migration. Despite some limitations, which stem from the ‘digital divide’ and the lower trustworthiness of virtual ties, qualitative data reveal four relevant ways in which social media facilitate international migration. First, they enhance the possibilities of maintaining strong ties with family and friends. Second, they address weak ties that are relevant to organizing the process of migration and integration. Third, they establish a new infrastructure consisting of latent ties. Fourth, they offer a rich source of insider knowledge on migration that is discrete and unofficial. This makes potential migrants ‘streetwise’ when undertaking migration. Based on these empirical findings we conclude that social media are transforming migration networks and thereby lowering the threshold for migration.     

Surviving Hegemony Through Resistance and Identity Articulation Among Outreaching Social Workers

An understanding of outreaching social work in Hong Kong is viable through an analysis of discourses constructed and experienced by social workers. The discourses address hegemony by the government and consent, resistance, and identity arising from social workers. These discourses were the focus of the present study, which relied on repeated in-depth interviews with 20 practitioners in the outreaching social work field. The results give insight in three main ways: they unfold the discourses of hegemony and consent in terms of effectiveness, accountability, and social control; they address the discourses of resistance in terms of incompatibility, social defense, and others; and they examine professional identity in terms of respect for self-determination, relationship building, youth development, and unionization. All the discourses and identities emerged from a process of international spillover. Moreover, the study found that social workers realized that the hegemonic crisis triggered identity development because of the need to preserve the profession. The study implies that the social work profession has high levels of commitment and internationalization, both of which help proliferate the profession.     

The role of practice educators in initial and post qualifying social worker education

Doctoral research into competence for social work practice engaged with 17 participants who drew upon their experiences of being practice educators and registered social work practitioners and the analysis of data suggested they identified a difference between competence to pass a final placement and capability for social work practice. Baseline social work knowledge, skills and values will enable a student to pass a final placement however, research data suggest that the individual’s approach to learning, emotional intelligence and resilience give confidence that they are more likely to be able to cope in a social work role. Practice educators intuitively recognise these characteristics and this article argues that in addition to working with students, practice educators are ideally situated to support individuals throughout their post qualifying social work learning journey.     

Naturalistic Observation in the Laboratory

Symbolic interactionists generally eschew laboratory research in favor of naturalistic observation in field settings. This is consistent with the recommendations of Blumer, who argued that social processes and relationships, which are the appropriate subject matter for sociology, cannot be studied adequately within the laboratory. In this statement, I argue that when the laboratory is used as a “provocative stage,” the integrity of social action and social relationships as they are manifest in social process can be as adequately studied in the laboratory as they can be in the field. I further argue that when the laboratory is used in the manner specified here, Blumer's recommendations are more adequately met than they are in field studies.     

The Dawn is Too Distant: The Experience of 28 Social Work Graduates Entering the Social Work Field in China

Nurturing new, competent social work professionals requires multilevel preparation extending from school to the workplace. However, not much has been done to understand this school-to-work transition process in countries where the social work profession is still in an early stage of development. This paper reports the findings of an exploratory qualitative study of 28 new social workers in China, where social work is an emerging profession, on how they entered the field and what challenges they encountered. Their stories indicate that what they learned in school did form a foundation for the establishment of their professional identity in the workplace. However, due to workplace politics and to the lack of recognition of their professional status, they experienced an unsettling induction process. Coupled with the challenges of inadequate financial compensation, the careers of these new social workers may face an early end despite the great future for the profession promised by the government. Implications of this study for social work education in China are also discussed.     

Social Workers as Boundary Spanners: Reframing our Professional Identity for Interprofessional Practice

One of the more difficult tasks for social work educators is socializing students into a professional identity. Social identity theory provides a lens to consider what is needed for a social work identity that will continue to be salient for students as they move into practice. Framing social workers as boundary spanners might offer students a professional identity that is congruent with core values, reflects what social workers do and places less emphasis on old debates about the profession. It also positions students well for work in the increasingly interprofessional realms of health and social care. I consider how social workers are well equipped to meet the demand created by ‘joined-up working’ for people with boundary-spanning expertise. Seeing ourselves as boundary spanners is one way to reconcile our professional and interprofessional identities, thereby increasing the chances that our students will continue to identify as social workers when they move into interprofessional practice.     

Navigating the gendered academy: women in social work academia

ABSTRACT

Women fare less well than men across all academic disciplines: they are less likely to be promoted, they earn less, and many more professors are men. There has, however, been little analysis to date of the experience of women in social work education, a discipline that has historically had higher representation of female staff and students. This study set out to explore women in the social work academy through a case-study of social work education in Scotland. A mixed-methods approach was used, including a review of relevant literature; an online survey of women and men academics in social work education; and semi-structured interviews with female social work leaders, past and present. The study found that women in the social work academy faced the same pressures as other women in higher education; some of these pressures were also shared by men. Most significant, however, was the extent to which women in social work academia experienced twin challenges, firstly, as female academics and secondly, as female social work academics in a discipline that struggles for recognition in the academy. We conclude that this makes for a contradictory and, at times, ambiguous experience for women as they navigate the gendered academy.     

‘It's About People and Their Environment’: Student Social Workers' Definitions of Social Work Research

This article considers constructions of social work research from the perspectives of student social workers in New Zealand. There have been many academic discussions of the unique epistemology that can be called social work research but little is known of students and/or practitioner views. Are they interested in social work research? Do they even care about debates on epistemology? Forty-three student social workers considered two questions while attending a social work research methods course: ‘What is social work research?’ and ‘What kind of social work researcher might I be?’. A subset of 18 distance students explored a third question: ‘Should social work research be part of everyday practice or not?’. To answer these questions students provided comments in a short survey, material from their written student assignments and comments from online discussion board activities. The results suggest that student social workers have a preference for social work research that is compatible with their clearly articulated social work value base, and that social work research primarily should benefit the client group with which a social worker is closely linked. Student social workers also recognise the importance of research for their everyday practice, yet at the same time feel there are organisational constraints to this happening.     

Network domains in social networking sites: expectations,meanings, and social capital

This paper examines why the use of social networking sites (SNSs) leads to different results in cultivating bridging and bonding social capital for different groups of people. Based on in-depth interviews of 45 university students in Hong Kong, I find that Mainland Chinese students studying in Hong Kong actively use SNSs for seeking practical information about offline matters, and they obtain substantial enacted support from other Mainland students of the same university through SNS use. As a result, they accumulate both bridging and bonding social capital. Local Hong Kong students, however, use SNSs mainly for social information seeking and are only able to accrue limited bridging social capital through SNS use. Drawing on the theory of network domains, I argue that the different offline network structures in which students are located – namely, homogeneous and closed networks versus heterogeneous and open networks – explain this difference. Students with closed offline networks have defined expectations of online ties; they think of their online activities as practical and leading to real changes in their status among peers. Those with open networks have indefinite expectations of their online audience; thus, they interpret online activities differently, thinking of them as recreational, and they are playful in their online behaviour. These different outcomes of online activities consequently lead to diverse results in social capital accrual.     

Migrant organisations,belonging and social protection. The role of migrant organisations in migrants' social risk-averting strategies

This article contributes to the debates on migrant social protection assemblages by assessing enabling factors that provide migrants with opportunities to organise their social protection in changing environments. In-depth interviews with migrants who use services from several migrant organisations (MOs) were conducted to study their largely neglected roles in social protection practices. Our findings indicate that MOs are important actors in the field of social protection, as they offer a variety of social services specifically tailored to migrants' needs, while concomitantly supporting them in developing a sense of belonging. Specifically, we identify three functions with which they enable their members to access and accumulate a range of resources relevant to protecting themselves against basic social risks: their networking, consulting, and familiarising functions. In doing so, we also draw attention to the connections between social protection strategies and evolving belongingness. Our findings confirm that MOs are multifunctional and highly responsive to individual needs and are therefore important actors in the field of social protection.     

The role of social anxiety in volunteering

The volunteer management literature suggests that the most effective means of recruitment is personal asking. However, agencies that apply this method do not report the expected success in volunteer recruitment. Often they face the volunteer recruitment fallacy: those people assumed to be interested in volunteering do not necessarily volunteer. Based on the literature of shyness or social anxiety and on empirical observations, this article suggests that social anxiety often deters volunteering by new recruits. We hypothesize that people with greater levels of social anxiety will be less likely to volunteer. Furthermore, we hypothesize that people with high social anxiety will prefer to give monetary support to worthy causes rather than volunteer their time, and if they do choose to volunteer, they will do so alongside friends. Our hypotheses are supported based on the findings from a large‐scale nonrandom sample in North America. We suggest how to avoid the volunteer recruitment fallacy by creating a personal environment in which high‐social‐anxiety recruits feel safe and accepted. By removing the fear of being negatively judged by strangers as they enter the agency and creating a more personal approach, new recruits may have a higher probability of becoming long‐term and consistent volunteers.     

Policing the Homeless: An Ethical Dilemma

The homeless challenge police to reconsider their social role, the constituency they serve, the alliances they should form, and the activities they should engage in. This paper considers three conceptions of the police role — law enforcement, order maintenance, and social peacekeeping — and indicates how they impinge on treatment of the homeless. The moral challenge posed by the homeless favors the peacekeeping conception, but the inadequate resources available to police make it essential that they consider alliances with social service organizations, and even some form of collective lobbying or public conscientization.     

Generally Speaking: The Logic and Mechanics of Social Pattern Analysis1

This paper examines social pattern analysis, the yet‐unarticulated research strategy that guides formal sociologists in their efforts to distill generic social patterns from their specific cultural, situational, and historical contexts. Following in the implicit methodological footsteps of Georg Simmel, social pattern analysts view specific sociohistorical configurations as mere instantiations of such patterns, thereby deliberately disregarding various idiosyncrasies of the particular communities, events, and social situations they examine. Analytically focused, they thus draw their evidence from multiple social contexts, thereby making their essentially decontextualized findings more generalizable. Furthermore, in sharp contrast to historians and ethnographers, they try to highlight universality rather than singularity, thereby focusing their attention on the common formal features of any given pattern across those contexts while deliberately ignoring differences among its various specific manifestations. The outcome of such transcultural, transsituational, and transhistorical (that is, transcontextual) mode of inquiry is an empirically grounded “social geometry.”