Preparation for practice: embedding the development of professional identity within social work curriculum

Newly qualified social workers often enter challenging interdisciplinary settings where they need to be able to clearly articulate a distinctive professional identity. To prepare for these realities, this paper discusses how the development of professional identity has become increasingly central to qualifying social work curriculum at an Australian university. Preparation for social work practice has long been the focus of research in a number of countries, with a significant emphasis on knowledge and skill acquisition, rather than on the development of an overarching professional identity that is also underpinned by shared values and sense of professional purpose and expectations. Against this backdrop, the paper describes initial changes that have been made within core social work courses to progressively embed the development of professional identity more consciously across their studies, to be better prepared for contemporary challenges in the workplace. It is concluded that further changes are needed to fully transform the curriculum, and that the impacts of these changes be systematically evaluated in relation to preparedness for practice.     

The impact of sight loss in social work practice

This article intends to familiarize the social worker with the various definitions of blindness and sight loss, common obstacles faced by persons with sight loss, general therapeutic issues, when and how to use self-disclosure of a disability, and the ways in which the social worker can use his or her disability, specifically sight-loss, as an instrumental therapeutic tool with clients. Case examples will be provided to illustrate effective interventions and the various ways in which a disability may impact a client or clients. In addition, a brief discussion of various theoretical approaches to understanding disabilities is outlined.     

Reconceptualising professional knowledge: the changing role of knowledge and evidence in social work practice

New socio-economic conditions have necessitated different approaches to professional learning and decision-making and alternative perspectives are required to properly understand and engage with the complexity of the world of work, learning and doing. This paper considers the international literature in relation to professional learning in the context of evidence-based practice and knowledge exchange, and considers how we might overcome existing barriers to implement a more knowledge-based approach to social work practice. By adopting actor network theory and socio-material theories, this paper begins to consider alternative perspectives on professional learning and knowledge exchange as implementation in social work. The paper argues that the production of knowledge itself is not enough to guarantee that even the best knowledge will have any utility in practice and that we now need to search for more effective ways of generating and implementing new knowledge. Furthermore, more attention needs to be given to how current approaches to research design, dissemination and implantation could become more meaningful for practice.     

The multiethnic placement act: Implications for social work practice

The issue of transracial adoption has been a controversial issue in foster care and adoption placement decisions. In 1994, the 104th Congress passed the Multiethnic Placement Act (MEPA), forbidding agencies receiving federal funds from solely considering race, culture, and ethnicity in making foster care and adoption placement decisions. Congress mandated that the Department of Health and Human Services (DHHS) develop policy guidelines for child placement agencies to follow. In April 1995, DHHS issued the guidelines that agencies were to follow. The authors of the paper discuss the MEPA, DHHS's policy guidelines for agencies and the guidelines' legal support, and the implications for social work practice in foster care and adoption placements.     

Social work and technology: Challenges for social workers in practice: A case study

Abstract

Social Work is just beginning to consider the full impact of technology on practice. In this paper the experience of social workers working in Centrelink, the Australian Government's service delivery organisation, is explored in the context of Centrelink's increased reliance on technology to deliver its services to six million Australians. The results of a survey that indicated nearly one half of Centrelink's social workers have received no formal training in how to use the technologies they rely so heavily on in their work are considered, as is the role of the social workers who are working as a part of Centrelink's call centre network. It is argued that social workers need to be careful not to confuse means and ends when it comes to utilising technology as a part of their practice.     

Portfolios for learning and assessment: laying the foundations for continuing professional development

Portfolios are widely used in a range of education programmes at different levels in a number of countries. They are also well established at all stages in social work education. However, in the literature there is surprisingly little critical analysis of the application of the portfolio in social work. In this paper the authors' objective is to contribute to professional knowledge about the use of portfolios in social work. The authors are all members of the Higher Education Funding Council Self-Assessment in Professional and Higher Education Project and are concerned to develop self-assessment in social work and enhance the development of life-long learning. They begin by examining the literature about portfolios from the field of education. Findings are then analysed from a small exploratory study of the use of portfolios in practice learning on a Diploma in Social Work course. Five different but related conceptual themes which emerge from the analysis are discussed: compiling the portfolio; issues of evidence; reflection in a context of assessment; the practice teacher and the learning dialogue; and the challenge of assessment. Suggestions are offered for effective portfolio practice.     

Unitarian ideals and professional diversity in social work practice—the case of Sweden

Attempts to articulate a common core of social work are numerous as is the claim that there exists a ‘true’ or general social work. This article presents results from research on the organisational settings of Swedish social work. Social work managers in 100 middle sized municipalities have been interviewed by means of an extensive interview manual. Data are analysed using quantitative methods. The results demonstrate that since the 1980s specialisation has become the strongest organisational trend. Functional specialisation (division of child welfare, social assistance and social work with substance abusers) is the standard way of organising social work and in many municipalities specialisation has gone much further. An integrated or generic organisational model, which was the imperative of the 1970s, seems to exist only in the smallest municipalities. Some of the organisational changes can be described as short-lived fashions. Specialisation as such seems, however, to be an institutionalised strategy to solve social problems and as a response to expectations from the environment. These results are discussed against the background of the notion of social work as a coherent profession with an identifiable common core and a mutual arsenal of methods.     

The impact of globalization on social work in the UK

Since the late 1980s social work in the UK has undergone a period of unremitting change affecting its organizational structure, value-base, and service users. There has been a regrettable narrowness of scope in the social work literature on such changes, as analysis has been limited to policy and service delivery issues, which treat such changes as if they were simply new technical responses to the problems of reorganizing social services. We argue that such analyses do not engage sufficiently with the complex dynamics driving these changes and that there is a need to contextualize change in social work against the wider political and economic context. The transformative nature of the contemporary period is posited with reference to the impact of global macro-level forces and the ways that these interact with national and political variables on micro-level forms of social work practice. This paper reviews selective literature on globalization and draws linkages with changes in social services at the agency and practitioner level in the UK.     

The implications of disability protests for social work practice

This article examines the demands which have been made in the over 800 US protests this author has analyzed. Some demands are cross-disability, meaning they could apply to people with all types of impairments; these include demands for rights and accessibility in all domains. Other demands are disability-specific: they apply to people with specific types of impairments, ranging from mobility impairments to developmental disabilities. Many demands have been related to services, which can be either cross-disability or disability-specific. The paper examines the implications of these demands for social work practice. These include that disability be de-stigmatized by practitioners, that people with disabilities have choices, that they have control over their services, and that all aspects of social work practice be accessible to people with any type of disability.     

Linking research,theory and practice in personal and professional development: Gender and sexuality issues in social work education

It is important for social work students to learn how to articulate and develop their own personal theories for practice. It is also important for them to learn how to handle their own personal issues (which they often find difficult and prefer to avoid); and to incorporate them into their theories. In this paper we will explore some of the links between research, practice and theory by considering gender and sexuality issues in social work education. We offer some suggestions on introducing these issues to social work students in such a way that the development of personal social work theories is encouraged. Using examples from our current teaching practice about child abuse, bullying and domestic violence, it will be argued that the importance of theory for understanding and applying research, as well as for addressing difficult personal issues, has been seriously undervalued in social work education.     

The concept of confiding ties: Implicatons for social work research and practice

Abstract

Recent research into the effects of life event stress and other areas has begun to accumulate evidence of the apparently protective effect which an informal confiding relationship can have in everyday life. This paper first looks briefly at the results of this research and at ways in which measures which have been used so far could be developed and refined. Some determinants of confiding ties are then discussed as a guide to social work practice, and types of relevant assessment and intervention are considered.     

The health and social impact of Blood Donors Associations: A Social Return on Investment (SROI) analysis

Although research on blood donation abounds, no studies have yet attempted to estimate the socio-economic value generated from Blood Donors Associations (BDAs).To fill this gap, the authors ran a Social Return on Investment (SROI) analysis on four units of the largest BDA in Italy, the Association of Voluntary Italian Blood Donors (“Avis”).This study used multiple methods for data collection and analysis. A systematic literature review helped the identification of proper financial proxies to highlight the economic value of the social and health impacts experienced by Avis members. A focus group with key informants gathered their views on the areas of impact selected for the analysis: early detection of diseases, adoption of healthier lifestyles, social capital, human capital, personal satisfaction and reinforcement of a ‘giving culture’.Primary data collection involved (a) an Activity Based Costing analysis (b) a self-reported questionnaire to 1.066 BDA members and unassociated donors enabling the comparison of the blood donation experience of these two groups. The SROI analysis resulted in four positive ratios, varying between €1.70 and €13.80.This study contributes to the knowledge on impact evaluations in TSOs. Policy implications refer to BDAs deserving financial and material support for their capacity to generate positive social impacts.     

A quest for form: the tacit dimension of social work practice

This paper presents the findings of a small-scale study of social workers’ tacit understandings. Tacit is conceptualised as, difficult to describe knowledge, taken for granted knowledge or tacitly presupposed and silenced knowledge. The sample comprised 10 social workers employed in a statutory child protection context who participated in three stages of data collection. The research strategy encompassed six techniques: in-depth interviewing, observation, think-aloud, unstructured interviewing, reflective recall, and knowledge mapping. The tacit domain appears to be a rich site for practice understandings, as what practitioners explicitly offer is not a complete account of their knowing in practice. Interpretations suggest that practice may be guided by understandings of which practitioners are frequently unaware. When knowledge remains implicit, its content, level of influence, impact and use remain unconsidered as well. It is crucial, in attempting to gain clarity on any practice activity, that this realm be explored as it contributes to a fuller account of the realities of practice behaviour.     

Some indications for professional development in social work: a study of theoretical interest and attitudes towards research among Icelandic social workers

This study among Icelandic social workers generally showed positive attitudes towards research activity in the field. Most respondents, whereof half were practice teachers, saw the practicum as an important tool for the integration of theoretical application and research activity to practice. Almost all saw research activity as a feasible way to empower social work as a profession. Simultaneously, a relatively small percentage report their own research activity. Besides this discrepancy some interesting differences were found according to number of years after graduation, field employment and experience as practice teachers. It is argued that the theme in focus is a critical indication of professional development and highly relevant for the educational discourse as for future professional development.     

The impact of the economic crisis on the practice of social casework

ABSTRACT

What is the impact of the economic crisis on the practice of social casework? How is the economic crisis reflected in the professional practice, when social services have to cope with depletion as a result of an increasing attendance pressure? This study analyses the way in which social workers in community services face the understanding of the problem situation jointly with their clients. The aim is to uncover the items that professionals prioritize when they formulate and analyse the problem situation together with their clients. Data show that there is a discrepancy between the intervention criteria that have been considered important and their level of accomplishment. This difference points out that the understanding of the problem situation seems superficial, showing a low level of practice of the intervention criteria that assess the meanings which clients give to the incidents, strengths, solutions attempted, and larger systems involved. Data show that the implementation of fundamental analysis instruments is not sufficiently trusted and the use of the professional’s own knowledge is not regarded as important. This situation does not provide a context of intervention that is suitable and consistent with the problem situation and, consequently, the interventions for change will probably not match the clients’ needs.     

The missing link: the role of social work schools and evidence-based practice

The translation and adoption of evidence-based practice principles has proved to be more difficult than researchers anticipated. Schools of social work are in a unique position to support this process within their home communities. Using the evidence-based practice process steps outlined by previous researchers, this article identifies specific strategies that schools of social work can adopt to support their broader communities as they attempt to adopt and sustain empirically supported interventions.