Profession and Workplace Expectations of Social Workers: Implications for Social Worker Subjective Well-Being

The expectations people have of social workers, and those that social workers hold of themselves, can negatively affect social worker's perceived well-being, via work stress and strain and other negative workplace experiences. This qualitative research presents findings that help to better understand what aspects of these expectations have the greatest impact on the well-being of a sample (n = 19) of social workers with reported low levels of workplace and profession satisfaction. Our data support a conceptual framework of social worker's expectations that relate to outcomes of practice, social worker roles, the perceived functioning by other health-related professionals, conflict in direct practice with social worker identity and having to work in adverse situations, as all contributing to the well-being of social workers. Findings are discussed in relation to social work practice and the role and function of professional associations and educational programmes in addressing these issues that emerge in practice.     

Gender roles and social control

Drawing upon social control theory in criminology, this paper examines the relationship between gender roles and the inhibitors of deviance. We develop and test hypotheses that “traditional” females, defined in terms of either position in the social structure or gender‐role attitudes, perceive higher levels of three types of sanctions assocíated with crime than do males; while “nontraditional” females are similar to males in their perceptions of sanctions. Results indicate that while changing gender roles and gender‐role attitudes affect perceived threats of guilt‐feelings and social stigma, they do not appear to influence women's perceptions of legal sanctions.     

‘You Could Damage Somebody's Life’: Student and Lecturer Perspectives on Commitment

Retention problems in the social work profession have been well documented. There is evidence that social workers experience a shorter working life compared to many other professional groups. Despite existing links between commitment to the job role and important work outcomes such as retention, few studies have investigated commitment in social work students. This study utilised qualitative data to examine this issue from the perspective of seven social work students and three lecturers. Aspects of commitment, as well as associated concepts such as perceptions of support and perspectives on the social work profession were explored. Commitment was primarily seen by students and lecturers as synonymous with dedication to the profession and its values. The extent and nature of support from a range of sources was seen as varying in quality, although peer support was generally seen in positive terms. It is suggested that interventions to enhance peer support have the potential to enhance student commitment and, consequently, retention.     

What would you learn to improve your work in child protection? Social workers’ continuing education requests

This article presents the results of a study of the continuing education requests of child protection social workers. The work presented is part of a larger research project realized in Lombardy (a region of Italy), conducted to gain knowledge and data about social workers’ opinions, activities, and workloads. Through the participation of 300 child protection social workers engaged in fieldwork, a specific part of the research was dedicated to continuing education requests. Starting with their perceptions about the competences and abilities required for practice, social workers were invited to express their opinions about educational needs. Using an online survey constructed ad hoc, the social workers’ continuing education needs were investigated first with multiple choice questions and subsequently using a priority scale. The interviewees expressed educational needs in 22 different areas. The data collected open perspectives to new child protection work and encourage the people responsible for education to support democratic and participatory approaches. The conclusions offer suggestions for social work education and practice.     

Social work as gendered issue from a generational point of view

Social work is a gendered activity in terms both of its workforce and of the students who enter this profession. In this paper we analyse the underlying dynamics of this phenomenon in the Italian context, according to the characteristics and points of view of different generations of social workers. Data from a 2008 survey of 1000 interviews and 50 in-depth informant interviews are considered. Two multinomial linear models have been included in order to analyse the perceptions of younger and older social workers with regard to social work as ‘female work’ or ‘male work’. The results show that the perception of social work as a matter of gender is stronger among younger social workers, and that the younger generations appear to be less oriented towards equal gender roles. Longer work experience contributes to explaining different gender models. The chronological age of social workers, however, seems to be a less important variable in explaining the differences between generations.     

A postcolonial perspective on language and difference in social work: bilingual practitioners working in the linguistic borderlands

This paper employs a postcolonial perspective to explore the issue of language identity and difference in social work. It presents a case study of three bilingual practitioners who acquired English either as a result of colonial or postcolonial language policies in their respective countries of birth and who at the time of the study were residing in Australia. These informants demonstrate a variety of patterns of cross-border mobility currently being exercised by social workers in an era marked by transnational activities such as education and practice. The three accounts are mediated through a postcolonial lens in order to reveal some of the distinct linguistic dimensions of social work in terms of how and why personal language biography may become a salient issue in practice. The discussion that follows illustrates the potential of a postcolonial perspective for enhancing understandings of language in social work in terms of four themes: the relocation of difference from the margins to the centre; the historical dimensions of language identity; the spatial dimensions of linguistic relations; and the role of English in knowledge production.     

Global standards for social work education and training

This paper explores the ways in which social workers can be helped to acquire the wider understanding of relevant legal frameworks which is currently necessary for child-centred practice, given the influence of an ecological perspective on such practice. It arises from the development of a module on child care social work and the community for the Post Qualifying Child Care Award by members of the Law and Social Work Departments at Brunel University. The authors believe that to reach beyond a tokenistic acknowledgement of the ecological perspective requires an understanding and experience of the complex layers which make up the widening and complex social worlds of the child. The paper explains how social workers were encouraged to appreciate both the ever-widening circles of potentially relevant law and the different roles through which law operates. It concludes that a deeper engagement with the legal implications of an ecological dimension to practice would make such practice more effective and would also help combat social exclusion and discrimination.     

Ethical Dilemmas of Practicing Social Workers Around Psychiatric Medication

Abstract

It is acknowledged that social workers in mental health and other settings routinely experience client-related ethical dilemmas. Further, there is wide recognition of the potential impact of ethical dilemmas on social work practice with clients who use psychotropic medication. Little is know empirically, however, about the experiences of practitioners with these dilemmas. This article describes the results of a national survey of practicing social workers regarding the nature of ethical dilemmas they face related to their work with clients on medication issues. The results make it clear that social workers regularly confront a variety of ethical dilemmas in this type of practice. Many of these dilemmas are related to ambiguities around the knowledge base of practice, appropriate roles of providers, and basic personal and professional values. The authors present implications of these findings for social work practice and further research.     

Single Session Social Work in Hospitals

This paper reports on three complementary research studies that set out to examine the incidence and nature of single sessions in hospital social work practice. The first study was a data‐mining exercise that used statistics recorded by practitioners in nine public hospitals over a 12‐month period to establish the extent of single session work, the clinical areas in which it occurred, and the types of issues it covered. This quantitative information was enhanced with the qualitative findings of the two subsequent studies: the first with hospital social workers; and the second with singlesession clients. We concluded that single session work has not been sufficiently acknowledged in social work education and literature, and that it needs to become a more legitimate part of social work practice and training. At best, it represents social work at its highest level of skill, requiring expertise in quickly building rapport, assessment, and knowledge about sources of practical aid and information.     

Social professionals' perceptions of activating citizenship

This article reports on qualitative research among 48 social professionals, managers and policymakers and their perceptions of activating citizenship, social work roles and responsibilities, carried out in Utrecht and Tartu. Professionals from both countries agreed to the idea of activating citizenship but stressing the perspective of personalised or lived citizenship, each person to his own capacities and embedded in the personal context. Nearly all respondents were critical about the recognition of social workers as a full profession, about the new management way of steering social work and about cooperation between different groups of professionals and services. Although both countries have quite different historical and cultural backgrounds, the authors found many similarities among social workers regarding their ideas on support, participation and commitment to the people they work for and work with. International research projects contribute to a more strongly recognised social work theory and social work practice by getting a better understanding, in particular of the way social work adapts to different contexts but from a highly recognisable international discourse within social work.     

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.     

Social Workers’ Preparation for Child Protection: Revisiting the Question of Specialisation

Abstract

Child welfare work is a key field of practice for social work graduates and for graduates of a growing range of disciplines. In the present paper, the authors drew on a survey of 208 child welfare workers and interviews with 28 senior personnel in child and family welfare agencies to analyse perceptions of the educational preparation of social workers and other human science graduates for this field of practice. The findings indicated that child welfare workers and employers are ambivalent about the value of social work and other generic social science and human services programmes as preparation for tertiary or statutory child protection practice, which involves investigation, assessment, and intervention in child abuse and neglect. The authors argue that the social work profession must better balance generic and specialist aspects to prepare graduates for practice in specialist fields of high social work involvement, particularly in tertiary child protection work.     

The Family,The Statutory Worker and the Therapist Working Together for Change

Myths have developed for some therapists and statutory workers that have prevented or interfered with their forming a satisfactory working relationship. In such a climate, families tend to remain confused and disempowered and become more dependent on the authority of the legal and statutory system. This paper describes work with one particular family and a local Community Services, Victoria social worker, where these issues were addressed in a way that allowed the workers to be clear about their roles and enabled the parents to resume their responsibility for parenting. The emphasis in this article is on practice issues.     

The Place and Relevancy of Practice with Couples in Graduate Social Work Education

Social workers often provide services and therapy for couples; however, little literature has been published that suggests models for teaching—from a social work perspective—marriage counseling or social work with couples. This article reports the results of a survey that examined how faculty in graduate schools of social work are teaching practice content in marriage counseling and their perceptions of its relevancy to social work practice. Findings indicated that some content on social work practice with couples is evident in most master of social work programs. Moreover, faculty perceived social work practice with couples as moderately relevant to all practice settings listed in the survey.     

Interdisciplinary Social Work and Law

Collaboration between social workers and lawyers has been of particular interest to schools of social work due to the increasing frequency with which social workers intervene with clients involved in the legal system. This article presents an educational model specifically designed to teach the interdisciplinary knowledge and skills necessary to work effectively with domestic violence. The model provides training in collaborative practice between social workers and lawyers while integrating domestic violence content with the relevant legal regulations and procedures and social work interventions. The article describes course content, teaching techniques, and student assessment, and discusses special challenges of interdisciplinary collaboration.     

Transitioning from ‘outside observer’ to ‘inside player’ in social work: practitioner and student perspectives on developing expertise in decision-making

ABSTRACT

This paper reports on a six-year qualitative study of social workers’ perspectives on factors influencing decision-making in children and families social work in England. Data collected between 2010 and 2016 reflect frontline practice during a period of substantial change and reform in UK social work. This paper builds on an earlier analysis with data from all three stages of the study capturing the lived experiences of practitioners ranging from student social workers to qualified advanced practitioners in management roles. Data from 9 focus groups comprising 51 participants were analysed using grounded theory. Data analysis generated four representative categories: developing agency in the social work role; troubling emotions; transitions in the development of expertise and the impact of organisational cultures in children and families social work services. An emerging theoretical framework is presented. This identifies the significance of transitions and threshold concepts in the development of the social work professional from the role of students as ‘outside players looking in’ through to the expertise of qualified practitioners as ‘inside players’ within organisations. Recognising periods of liminality, transitional learning and uncertainties in developing decision-making expertise may be of significant benefit to social work education and the profession.     

To die destitute today: What are the implications for social work?

The link between the public hospital and the destitute funeral has a long historical background with hospitals today continuing to retain their delegation over the fates of those who die destitute within them. This qualitative study evaluates the roles and skills of social workers when assessing the need for a destitute funeral in the public hospital system. Social workers located in two public hospitals within the same Area Health Service participated in interviews to evaluate the roles and responsibilities of social workers when working with destitute funeral recipients and their significant others. Emergent from these interviews are the social workers' candid perception of the importance of the destitute death. The analysis is structured according to the priority that the social workers themselves accorded: the importance of the destitute death to the organisation, the family and friends of the destitute person, the social workers themselves and to society as a whole. The implication for social work practice is that this study informs policy locally within the hospital social work department, and public health policy within the hospital system. In addition, it is a springboard for practice reflection and advanced clinical practice by social workers in the field of destitute funerals.     

Perceived Continuing Education Needs of Licensed Clinical Social Workers

Abstract

Although recent studies have explored various aspects of licensed practice in social work, there is little information about the current continuing education activities and needs of professionals involved in such practice. This paper describes a 1992 survey of a random sample of 421 licensed clinical social workers in Virginia to assess their perceived educational needs. Overall, practice theories and practitioner roles were most often identified as areas in which training is needed. Private practitioners wished for training in object relations theory more often—and training in supervision and cognitive theory less often—than their agency-based colleagues. The implications of these findings for continuing social work education and for the profession are discussed.     

Do Canadian Social Workers Practice Advocacy?

Involvement in advocacy and social action activities by direct practitioners as well as community organizers is essential if social workers are to develop the capacity to oppose economic and social oppression. Little is known, however, about advocacy as a component of social work practice or those factors which determine whether a social worker engages in such activities. Although a number of researchers have examined the prevalence of advocacy practice among social workers in the United States, no similar studies of advocacy have been conducted among Canadian social workers. The author examines the prevalence of case, self-help, and class advocacy practice among social workers in southwest Ontario. The prevalence of social action-related activities (lobbying for legislation, protests, and involvement in politics) is also assessed.     

Evidence-based practice knowledge and utilization among social workers

In this study the researchers examined the knowledge, skills, and use of Evidence-Based Practice in a sample of social workers from different practice settings. Using an electronic survey, data were collected from a group of social work practitioners (N = 200). Participants in their 30s and 40s demonstrated the most knowledge and use of Evidence-Based Practice. In addition, a high percentage of social workers reported to be knowledgeable about social work research databases; a smaller percentage actually used online resources in their practice. Through this study the researchers add to what is currently known about social workers' perceptions, knowledge, and use of Evidence-Based Practice.