Responses to Homelessness in Australian Cities: Social Worker Perspectives

Abstract

Responses to homelessness in Australia are provided by a range of government and nongovernment services. The present study examined the experiences of social workers within these diverse services. The article discusses how social workers make meaning of their professional identity and responses to homelessness in contemporary practice and policy settings. The findings of a qualitative study of 39 social workers employed in Adelaide, Melbourne, and Sydney are analysed from a social constructionist perspective. The practice dilemmas for social workers interviewed related to the dominating influence of the contemporary political and economic climate, the managerial requirement of organisations, and the personal and professional tensions these political and organisational contexts created.     

Combating Poverty and Social Exclusion: Implications for Social Work Education

This article considers the importance of understanding poverty for social workers and the ways it is delivered on social work programmes. It reviews the context in which poverty is experienced by service users and social workers. It then goes on to consider the ways in which teaching about poverty has been approached in social work education. Drawing on the experiences of the authors of designing and delivering a module on social work, poverty and social exclusion on a postgraduate DipSW programme it considers an approach to developing poverty aware social work practice for social workers in training. Finally it discusses ways in which the new three year qualification for social work training might develop this subject more fully in ways that seek to combat poverty and social exclusion amongst social work service users.     

Social Exclusion,Social Identity and Social Work: Analysing Social Exclusion from a Material Discursive Perspective

Within this article I explore the concept of social exclusion, considering how it has been defined and the implications of this for social exclusion policy. It is suggested that the current use of the concept focuses on material definitions of exclusion, obscures the discursive origins of exclusion and tends to individualise the problem. I argue that we need to adopt a broader approach to defining and analysing social exclusion which understands social exclusion as a process which is influenced by both material and discursive factors. The connections between discourse, identity and marginalisation are discussed and these arguments are illustrated using examples related to different aspects of social identity. Finally the article presents a framework for analysing social exclusion from a material discursive perspective and suggests that adopting this perspective clarifies the role of social work in working with people who experience exclusionary processes.     

The Expansion of the Peer Adviser Workforce: Opportunities and Challenges for Social Work

ABSTRACT

Peer adviser roles are becoming an increasingly common—and celebrated—aspect of agencies where social workers are located. This article reports on a qualitative research study exploring the experiences of staff within a homelessness outreach service in which three peer advisers (people with a lived experience of homelessness) commenced employment. Drawing on action research principles, the study explored the experiences of the peer advisers and the broader team following the introduction of the peer adviser roles. Themes identified include, realising the skills of peer advisers, defining the role, taking a “whole of team” approach, and reflecting on power. This study demonstrates that the introduction of peer adviser roles into human service organisations is a promising strategy for creating services that are more likely to respond effectively to the needs of service users. However, social workers need to be aware of the pitfalls of tokenism and the devaluing of experiential knowledge.

IMPLICATIONS

• Peer advisers in health and welfare agencies add significant benefits to an agency’s capacity to respond to the needs of service users.

• The introduction of the peer workforce is aligned to social work values of service user empowerment and the valuing of experiential knowledge.

• In order to avoid tokenism, the introduction of peer adviser roles should be supported by both the attitudes and actions of other staff members, as well as organisational support structures.

     

Water Insecurity: A Case for Social Policy Action by Social Workers

Abstract

This article discusses the nationally and internationally urgent water insecurity issue, and why it represents a highly relevant area for social policy action by social workers, both at local and global levels. Drawing on secondary data analysis, the paper explores the nature and scope of water insecurity as a global social work issue, discusses its social policy dimensions, and suggests a framework for social policy action by social workers. It argues that, due to the complex nature of the water insecurity issue and its consequences, particularly on the poor and disadvantaged groups, and on ecosystems, it is critical to analyse it from conservation, distribution, and access perspectives and to act. Social workers need to think creatively about the application of their knowledge, skills, and virtues to the water insecurity issue in order to bring about necessary changes in human and institutional behaviour relating to water.     

Social Distress Theory and Teaching About Homelessness: A Retrospective Analysis

This paper provides a retrospective analysis of our course:“Hamelessness in the United States: An Interdisciplinary Approach.” It analyzes how such a course reveals social distress on two distinct levels: course content and course process. We deploy the concepts, tenets and insights of social distress theory to provide a retrospective analytical framework for the course. In addition, we extend the theory by presenting two corollaries to it and show how the literature on homelessness provides alternative connections among the major elements ofsocial distress theory. Thus, we raise new questions for the theory to consider. We also make recommendations for potential teachers of courses on homelessness.     

Responding to People Sleeping Rough: Dilemmas and Opportunities for Social Work

Abstract

Rough sleeping refers to the state of being literally without shelter or residing in shelter not fit for human habitation. People who sleep rough are thought to be a group who experience a range of complex problems in addition to their homelessness. Despite their small numbers relative to the broader homeless population, rough sleepers have been identified as a target group for policy and practice intervention. This article critically examines outreach responses directed toward people sleeping rough. Moving beyond traditional charity approaches or interventions that “move people on”, emerging models of “assertive outreach” have been implemented in Australia as part of broader strategies to reduce homelessness. Challenging the idea that assertive outreach is a shift from a social work approach, it is argued that interventions to actively end rough sleeping are consistent with social work principles. Indeed, this article takes it that social work must advocate for the provision of affordable housing as central to rough sleeping interventions. Housing not only enables people to achieve human dignity and worth, but the linking of housing with outreach responses to rough sleepers will facilitate a trusting and effective working relationship.     

Digital Exclusion: Potential Implications for Social Work Education

QAA Subject Benchmark 5.9 requires social work students to demonstrate the ability to have a critical understanding of the social impact of ICT, including an awareness of the impact of the ‘digital divide’. In the twenty-first century, the implications of digital exclusion may become increasingly relevant for the social work profession with its values of empowerment and anti-oppressive practices. As governments and organisations move closer to the provision of online services, the social worker may find themselves addressing the disempowerment of service users and carers disconnected from a virtual welfare state. The concern is that Benchmark 5.9 does not go far enough, that the full significance of this requirement may not be sufficiently realised and a greater awareness urgently called for.     

Cross-cultural Child Development for Social Workers: An Introduction

Abstract

The transgender community represents a highly marginalised portion of the Australian population, frequently experiencing discrimination, social isolation, and harm. This review explores literature informing Australian social work with transgender people. It highlights the importance of generating a transgender-positive discourse within Australian social work to effectively engage with and advocate for individuals with nontraditional gender identities. Key themes emerged from reviewing the literature related to the medical model, the mental health of transgender people, interdisciplinary and alternative transgender literature, minority status of transgender people, existing social work approaches to transgenderism, and Indigenous transgender literature. The views of transgender Australians are largely absent from the literature. However, the Australian transgender community's emerging voice and political activism highlights the potential for collaboration to play a significant role in the process of building a working knowledge base for social work. Based on the identified gaps in literature, in this paper we call for continued progress in developing a theoretical and practical knowledge base that incorporates the lived experiences of transgender Australians. We argue for the development of an approach to practice that is responsive to gender diversity. Highlighted in the review are the conditions that promote greater engagement with the transgender community.     

The Salvaging of Identities among Homeless Men: Reflections for Social Work

Abstract

This research reveals the social and individual processes that dominate the experiences of homeless men through an exploration of their struggle to achieve ontological worth. Drawing on eight in-depth interviews with homeless men who are experiencing homelessness, this research demonstrates this struggle is because of the situated nature of identities that homeless men continually reconstruct and renegotiate. It proposes that relations to this set of identities are relevant to homeless men, in particular the construction and reconstruction of their identities within homelessness. The central findings of this research reveal that homeless men actively manage their identities to cope with the instability inherent to the experience. The implications of this for social work practice are explored, focusing on the importance of self-conception and the restoration of positive identities.     

Social Communities and Homelessness: A Broader Concept Analysis of Social Relationships and Homelessness

Pathways to and from homelessness were examined from the perspective of people who were both employed and homeless in Calgary, Alberta. Based on data collected through semi-structured open-end interviews (n = 61) with employed homeless people (N estimated at 2,400), we found that respondents identified aspects of five predominant social relationships that had the greatest impact on their present homeless situation: relationships with friends and family, acquaintances in shared accommodation, landlords and employers, other homeless people, and the social service delivery system. The findings provide a model for beginning to understand the complex social communities in which homelessness exists. Further research needs to explore the relationship between service providers and individuals' other social relationships and the role those can play in finding a pathway from homelessness.     

Some of my Students are Prisoners: Issues and Dilemmas for Social Work Educators

Higher education recruitment principles and procedures which seek to redress social exclusion have inadvertently resulted in the authors discovering that some of their students are incarcerated. Notwithstanding the important logistical issues which may emerge as a consequence of accepting prisoners into a programme of social work education, it would seem that the inclusion of prisoners is symbolic of a fundamental difference in philosophy with a risk management stance which expects that social work educators act as gatekeepers to the profession, especially in respect of students with criminal convictions.     

Predictors of Nursing Home Admission: A Social Work Perspective

Abstract

Institutionalisation of geriatric patients is a growing trend in ageing societies, such as Singapore. Earlier studies focused on the sociodemographic profile and attributes of nursing home residents and applications, but neglected to address the predictors of nursing home admission from a social work perspective. The present retrospective study identifies independent risk factors that predispose a patient to a nursing home discharge from a general rehabilitation ward in a community hospital in Singapore, with a multidisciplinary emphasis on clinical intervention. Factor analysis results reinforced findings that functional impairment and dementia are consistent predictors of nursing home admission. Multivariate logistic regression analysis showed that positive predictors of nursing home admission include older age, length of hospital stay, low socioeconomic status, dementia, and functional disability. Social work interventions include early referrals to the medical social worker, so that options for social and family support can be explored prior to deciding to place patients in a nursing home. Other interventions include suitable family therapy and counselling for patients and their families.     

Borderline Personality Disorder and Access to Services: A Crucial Social Justice Issue

A diagnosis of Borderline Personality Disorder (BPD) can significantly affect access to services. Two Australian approaches to addressing this crucial social justice issue are compared: Project AIR (Affect Integration and Recovery), exemplifying changes within the existing psychiatric paradigm; and Adults Surviving Child Abuse's Practice Guidelines for Treatment of Complex Trauma and Trauma Informed Care and Service Delivery. Changes within the existing paradigm do not address stigma and fragmented services that create barriers to service. By comparison, the Guidelines represent a trauma informed perspective that recognises underlying complex trauma for most with the BPD diagnosis. Implications for services are discussed.     

Social Work Sense and Sensibility: A Framework for Teaching an Integrated Perspective

The divisions between ‘micro practice’ and ‘macro practice’ are often traced to historical splits between the originating strands of the social work profession. These splits have been reified in social work education and in institutional settings that largely focus on particular aspects of practice. We argue that this split has been overly polarized and, more importantly, disregards the science and ethics of social work—what we call the sense and sensibility of the profession. Science requires that we recognize the complexity of human activity; ethics require that we alleviate individual suffering and work to attack its root causes. Social work sense and sensibility interweave expectations that practice, policy, theory and research understandings must all be informed by, and inform, ethical social work practice. This bridging framework can help educators respond to calls for connecting all levels and types of social work practice.     

Creating Continuous Conversation: Social Workers and Learning Organizations

This article presents some findings on one aspect of a qualitative study of the continuing education of social workers in New Zealand. Social workers interviewed were aware of the contemporary discourses of lifelong learning and in particular, the concept of learning organizations. Analysis reveals that while practitioners are positive about the ideals of the learning organization; this is tempered by practical considerations and constraints which reflect the critique of the learning organization found in the literature. When asked to define their hopes for post‐qualifying learning, participants identified intellectual refreshment, critical reflection and acknowledging successful work as priorities. Social workers clearly want ‘learning workplaces’ and as educators we need to support their development. Top‐down models may not provide the answer and small‐scale local initiatives which engender critical, reflective and inquiring ‘continuous conversations’ may serve practitioners better.     

Reflexive Development: A Model for Helping Social Workers Contribute to a Sustainable Global Future

It is difficult for many social work students to grasp the importance they and their traditional client base play in global environmental issues. International development generally focuses on supporting human development through the development of natural resources. However, increased human consumption everywhere in the world is disrupting the global system upon which all life depends. Continued Western consumption habits are simply unsustainable. It is therefore incumbent that any increase in consumption, even in the ‘developing’ world, be considered in terms of global environmental sustainability; change must also occur within the developed world. To address this problem, reflexive processes that support transnational analysis and action must be developed. This paper suggests classroom activities that help students analyze and problem solve around this process of Reflexive Development.     

A Comparative International Analysis of Religion and Spirituality in Social Work: A Survey of UK and US Social Workers

As service populations have changed, the social work profession in the UK and the US has attempted to respond to the needs of diverse cultures, which often include issues of religion and spirituality. This can be problematic, however, due to the extrication of religious and spiritual concerns from the public social services that resulted from the process of secularization. Members of the British Association of Social Workers (BASW) and the National Association of Social Workers (NASW) in the US were sampled to explore the attitudes and perceptions of social workers regarding the placement of religion and spirituality in practice and education. In general, US social workers in this sample were more accepting of religion and spirituality than their UK counterparts, even among those respondents who expressed non‐religious world views (e.g. atheism). A majority of the respondents in the UK (76%) and the US (73%) indicated that their training programs lacked content on religion and spirituality. In the UK, 57% of the respondents believed that social workers should increase their knowledge on spirituality, compared with 90% of the US respondents. The lower level of acceptance of religion and spirituality among UK social workers may be related to higher levels of secularism in UK society.     

Developing Effective Practice Learning for Tomorrow's Social Workers

This paper considers some of the changes in social work education in the UK, particularly focusing on practice learning in England. The changes and developments are briefly identified and examined in the context of what we know about practice learning. The paper presents some findings from a small scale qualitative study of key stakeholders involved in practice learning and education in social work and their perceptions of these anticipated changes, which are revisited at implementation. The implications for practice learning are discussed.     

Teaching the Child Perspective in Social Work Education: Ethical Principles and Classroom Strategies

Aimed at graduate and undergraduate social work instructors, this article identifies the problem of inadequate attention to children in social work education in the US. The authors argue that social work ethics require social work educators to address children as a vulnerable population. They argue that children will be more central in social work education if instructors adopt a child perspective defined by three knowledge categories, development, well‐being and hope, that serve as reference points in teaching. A triangular strategy of position, attitude and action is provided to guide the day‐to‐day use of a child perspective in the classroom. The authors examine sources of the problem, describe its effects on students' education and future practice and provide classroom examples and teaching techniques.