Readiness to practice social work in Aotearoa New Zealand: perceptions of students and educators

The readiness to practice of newly qualified social workers in Aotearoa New Zealand is a contested subject. In recent years, criticism by public figures including government ministers and the New Zealand government-appointed Children’s Commissioner have stimulated debate within the profession. Media critique of social work practice has highlighted many of the challenges faced by social workers. Significant policy developments, in particular a substantive government review of child protection services, have also increased the scrutiny of the capabilities of social workers.

A timely 3-year multi-phase project ‘Enhancing readiness to practise’ is the first large study of social work education to be funded in Aotearoa New Zealand. The findings reported here have been derived from data collected in a series of focus group interviews with social work educators and students, in which they reflected on curricula in their programs and explored their perceptions of readiness to practice. Overall, educators were positive about the preparedness of their graduating students but held concerns over the organizational environments they would enter. Students were more ambivalent about their readiness, but hopeful and committed to ongoing learning. Development of programs to support graduates to transition to employment is recommended.     

Social Work Practice Placements in Aotearoa New Zealand: Agency Managers Perspectives

Agency managers are one of the key stakeholders in social work education, particularly in respect of practice placements. Managers play several roles within the placement context, acting as gatekeepers, supporters, mentors, potential employers and sometimes assessors of students. This study sought the perspectives of the managers of 13 social service organisations in New Zealand on practice placements. The findings of the study show that managers have preferences for specific attributes in social work students, including flexibility, humility, confidence and resilience. Challenges with placements are associated with student personal, interpersonal and cognitive capabilities, organisational factors and the tertiary institution. The findings also illustrate that the main benefits and motivations for supporting students are for the professional development of staff, completion of agency work, recruitment and workforce development. The article concludes that it is time for a new focus on understanding and supporting the development and assessment of student personal and interpersonal capabilities as well as skill and knowledge competencies. Furthermore, since managers are directly engaged with social work practice and are ultimately deciding which graduates to employ, greater consideration should be given to how institutions and employers can work together to determine which personal and interpersonal capabilities are relevant and necessary for the workplace.     

Strengths And Struggles: Overseas Qualified Social Workers' Experiences In Aotearoa New Zealand

Abstract

A growing number of professionals practise in a country other than the one where they obtained their professional qualification. A mixed-methods study explored the experiences of one group of such professionals, overseas-qualified social workers practicing in New Zealand. This article reports findings from four key informant group interviews and an online survey (N = 294), including this population's satisfaction with their employment, their introduction to local practice, and experiences of mistreatment and discrimination. The study highlights migrant social workers' desire for better access to information and induction opportunities to orient them to the local practice environment and notes their experience of discrimination in the workplace. Such findings require a thoughtful response from practitioners and professional bodies and is worthy of further research and discussion. We argue that migrant social workers in New Zealand require orientation activities tailored to meet their needs and a more welcoming system of recognition of the skills and experience they bring.     

Quality out-of-school care in Aotearoa/New Zealand

The out-of-school-care sector, a reasonably unregulated industry, has grown quickly despite minimal government investment in comparison to early childhood care. In 2006, the New Zealand government released a draft five-year strategic plan committing an extra $17.4 million per year to this area. This article examines the impact on providers, recipients, and quality standards with the influx of resources and attention.     

Unresolved struggles: Educating social workers in Aotearoa New Zealand

This article introduces key themes that arise throughout the history of social work education and are central to the education of social workers today. Curriculum and the goodness of fit between agency demands and professional standards, accreditation, provision of social work courses, and more recently, the competency movement, have constantly been significant, albeit in changing forms. In New Zealand, cultural awareness and knowledge of indigenous models for practice together with re-organisation of social service delivery systems have implications for social work education. Managerial devices such as the purchaser/provider split and risk/case management approaches to social work and their impact on social work education and practice are discussed. The role of the national accrediting body and the ensuing tensions around accreditation are discussed. A discussion of opportunities and concerns for the future considers relationships between those who teach social work, those who practice it, their employers and the role of Industry Training Organisations.     

Meta-analysing community action projects in Aotearoa New Zealand

The current Labour Government in Aotearoa¹ New Zealand has overseena revival of interest in devolved community decision-makingand a burgeoning of locality-based community action and communitydevelopment projects. This paper reports on a meta-analysisof ten community action projects. The activation, consolidationand transition or completion stages of the projects were examinedto identify commonalities in structures and processes that eitherenhanced or impeded the projects meeting their objectives forsocial change. The importance of processes for critical reflection,the analysis of power dynamics between stakeholders, and recognitionof the social, cultural and historical context of a project'sgenesis will be discussed.     

Cultural Perspectives from Aotearoa/New Zealand

Abstract

Intergenerational programmes recognise the relationships between the young and old as mutually important to both age groups and to society in general. While intergenerational programmes are a fairly new venture in New Zealand, the early childhood curricu-lum-Te Whariki, the woven mat, is a document which is based on the relationships between people and their environment. It is an ecological model where the context of a child's life is a critical factor in determining well-being, a sense of belonging, communication, a desire to explore, and contribution to society. These are the living strands of Te Whariki which are woven together to provide a sense of place from which children can grow strong and confident. These strands also apply to older people as they move through life's changes. This paper will explore the ways in which Te Whariki is an intergenerational curriculum that can be applied to any context and any age.     

Change,Complexity, and Challenge in Social Work Education in Aotearoa,New Zealand

Abstract

Social work education in New Zealand is undergoing considerable change as new registration and education policies take effect. Within a complex environment, the major force is the implementation of registration since the passing of legislation in 2003. Parallel to this is considerable change in tertiary education policy. Both the Social Workers Registration Act (2003) and the New Zealand Tertiary Education Strategy (2002) will have considerable impact on social work education. The present article explores the challenges of this environment and briefly considers strategies to ensure that the perspectives of key stakeholders are sought in the development of responses to this complex situation. Students, practitioners, social work educators and researchers, agencies, and the communities we ultimately serve all have a stake in what we do in schools of social work, but have different roles. A review of the system and nature of social work education may be timely.     

Quoting ethnicity: Constructing dialogue in Aotearoa/New Zealand1

Within the system of direct quotation, speakers have a number of resources at their disposal from which they can select to construct dialogue. This article presents an investigation of the ways in which Maori and Pakeha English speakers deploy these resources. The analysis reveals extensive differences in the construction of dialogue between Maori and Pakeha which include, but are not limited to, quantitative differences in the use of individual verbs of quotation. Distinct effects of tense/temporal reference and mimetic re‐enactment permeate the systems, and patterns of use surrounding the zero quotative emerge as central to many points of differentiation. It is argued that these patterns form distinct strategies in the deployment of quotative resources and in this sense are indexical of ethnic identity in Aotearoa/New Zealand.     

Community development: working in the bicultural context of Aotearoa New Zealand

This paper explores the relationship between community developmentand working within bicultural contexts in Aotearoa New Zealand.It identifies a number of key themes that have been found bythe authors to have significance for working with biculturalcontexts. It provides definitions that are used within AotearoaNew Zealand and identifies how lessons learned in this countryhave relevance for an international context. While the paperexamines the tensions and struggles in working within a biculturalframework, it also articulates possibilities for sustained changethat has positive outcomes for diverse populations.     

The historical context of community development in Aotearoa New Zealand

Community development in Aotearoa New Zealand can be conceptualizedas three concurrent processes such as (1), statutory work undertakenby the State through central government departments and localauthorities (consisting of a system of legislation, fundingassistance to individuals, groups and organizations and theprovision of social services), (2) social change processes undertakenprimarily through the collective action of individuals, groupsand organizations that give voice to marginalized groups andcommunities and (3) the forces of change within Tangata Whenuacommunities working for tino rangatiratanga, self determination.Three time-periods are identified to help structure the discussionthat begins from 1840, the time of the signing of the Treatyof Waitangi between the Queen of England and Maori, the indigenouspeoples of Aotearoa New Zealand, signalling the birth of modernAotearoa New Zealand. This paper argues that community developmentas policy and the practice (methodology) of social change throughorganizing, coordinating and initiating activities that enhancethe wellbeing of individuals, groups and communities is morethan ‘pedagogy of the oppressed’ and, therefore,cannot be conceptualized simply in terms of ‘resistance’.It is a holistic process of transformation encompassing socio-economic,political, cultural, environmental and spiritual dimensions.     

Political activation and social movements: Addressing non-participation in Aotearoa New Zealand

The decline of participation in traditional civic political processes, like voting in elections and writing to elected representatives, continues to deepen in contemporary liberal democracies. However, civics comprise only one avenue for political participation. Social movements also play a key role in influencing political affairs by exerting pressure on established institutions from outside rather than within. ‘Political activation’ is key to understanding and addressing non-participation in both movement and civic settings alike, yet activation in movement settings, like non-participation more generally, remains under-researched. This article seeks to address this imbalance by exploring ways of using political activation theory to synthesise research on the fields of political participation and non-participation, in both civic and social movement contexts. After reviewing the literature on activation, which favours political participation in civic settings, I then juxtapose this existing scholarship with a case study focused more on non-participation and social movements as they are understood by movement organisers in Aotearoa New Zealand. In so doing, I demonstrate how civics, social movements, participation and non-participation can be better understood together to advance scholarship on why people do or do not engage with politics.     

Racializing the "Social Development" State: Investing in Children in Aotearoa/New Zealand

This paper focuses on the claim that the child is emerging asa key figure of social governance. International studies suggestthat as liberal welfare states increasingly draw on social investmentdiscourse, the child—particularly the child-as-worker-in-becoming—hasemerged as an iconic figure. This has resulted in the childbecoming the central subject of social policies and programsand the focus of new spending priorities. In Aotearoa/New Zealand,however, the figure of the child is much less prominent thanelsewhere. Moreover, in the policies and programs of the NewZealand "social development" state, the child is often racializedby virtue of its location within specific family groupings andgeographical communities. In turn, this has implications forthe positioning of women. As we show, the child/mother who standsto benefit from the "investments" of social development in Aotearoa/NewZealand is actually more likely to be a Pkeh child/mother, whereasthe child/mother requiring continued programmatic interventionis more likely to be Mori or Pacific. This finding points tothe need for feminist scholars to examine further the complexinterpenetration of gender and race/ethnicity in the shapingof contemporary socio-political landscapes.     

Resisting Hybridity in Community-Based Third Sector Organisations in Aotearoa New Zealand

The influence of the state policy agenda though a neo-liberal contracted funding environment is redefining the boundaries of the third sector through a process of hybridisation. Hybridised organisations adapt to possess characteristics and logics of multiple sectors (public, private or community). Increasing hybridity within the New Zealand community and voluntary sector has resulted in a perceived dichotomy separating organisations that adapt to these challenges from those that resist. In this paper, we apply a hybridity lens to seven community development organisations, who have predominantly resisted marketisation and alignment with the state policy agenda, to assess the extent of their hybridity and how this has impacted on their place in the community and voluntary sector and access to funding opportunities available from the state.     

Achieving pay equity: Strategic mobilization for substantive equality in Aotearoa New Zealand

In an unprecedented move the New Zealand Government in 2017 announced a $2 billion pay equity settlement for 55,000 healthcare workers in aged and disability residential care and home and community support services. The settlement reversed the Government's previous austerity stance that pay equity for carers was too expensive, and that pay parity in the sector was out of the question. The political concession followed five years of intensive equal pay feminist activism. While pay equity settlements overseas have generally used either legal opportunity structures or government intervention, this article argues it was the combination of complementary and intersecting elements of mobilization that led to the negotiated settlement. These elements include a statutory human rights inquiry; legal opportunity; civil society coalition building; increased women's voice; and a government‐led negotiated settlement. The novel theoretical contribution of this article is its empirical support for the concept of substantive equality.