Social work leadership: reflections on a student-led conference

Servant leadership encompassing collaborative mentorship, empowerment and a faculty/student partnership approach contributed to the success of an international social work conference led by undergraduate students and supported by faculty members. Using a retrospective case study design, data were collected from social work undergraduate students on the conference planning committee, reflections of faculty, and documentation from conference evaluations. This paper explores the findings of the conference planning experience and considers how social work principles can foster student engagement and build capacity for undergraduate students to practice leadership skills within higher educational settings.     

Defining social work is a never-ending story

ABSTRACT

In this paper, we present some of the reasons why defining social work is a difficult task. A brief history of the definition of social work is presented. We introduce a division of definitions of social work into the enumerative and abstract. The first fail to cover the entire palette of social work practices, while the second are paradoxically both too narrow and too inclusive. In order to tackle the problem of the over-inclusiveness of the definitions, we delimit the area of operation of social work using the duality of Habermas’ lifeworld and system. We maintain that Habermas’ theory should be used as a guideline for re-thinking what ‘goes wrong’ when social work is to be defined. Namely, social work practice mainly takes place in the borderlands between lifeworld and system, where both fail. This fact influences the definitions of social work, its theory, and its practice. The definition of social work is dependent not only on local knowledge and determinants, but on social problems that are local but also globally determined as well. As social problems change and evolve, the definition of social work remains a never-ending story.     

Spatial approaches to social work – theoretical foundations and implications for practice and research

ABSTRACT

Spatial approaches have inspired and grounded the social sciences and social geography already for a longer time. Beyond these models, the theory discourse on social work developed innovative concepts and models of socio-spatial approaches. They set a special focus on aspects of individual and social development, the concept of acquirement and emancipatory approaches to spatial design. For interventions, special methods for socio-spatial analyses were developed. This article reflects the main approaches of this theory discourse and asks for its key implications for social work practice and research.     

Science and social work: a sketch

While recognizing that understanding of ‘science’ varies across time and countries, there are strands of a shared albeit diverse inheritance. Failures to see where we are located within this inheritance make the social work community vulnerable to simplistic claims regarding what, for example, ‘doing science’ is like. This in turn makes it difficult to deal adequately with questions such as in what ways can or should we distinguish social work science from other kinds of knowledge? Is science in some recognizable way a unified form of knowledge? How ought we to deal with disputes and disagreements in social work science? What kinds of consequences might we envisage from social work science? I deal in turn with each of these questions.     

Conceptualizing anxiety among social work students: implications for social work education

Student anxiety is frequently discussed within social work education. Due to its potentially devastating impacts, social work educators need to have a full understanding of anxiety in this context, in order to determine the best way to support students. Research on student anxiety from a broad body of literature provides implications for social work classrooms and field education. Key underlying concepts from previous social work and related research on student anxiety inform a conceptual model to help educators develop a more complex understanding of student anxiety. Implications for further research and important next steps in the development of support strategies for social work students are identified.     

Towards an actor-oriented approach to social exclusion: a critical review of contemporary exclusion research in a Swedish social work context

Social exclusion has emerged as a key concept within Swedish social work research during the last decade. Yet, despite the plethora of conceptualisations put forward there is a dearth of critical discussion on potential pitfalls and limitations following this fragmentation. This article investigates the deployment of social exclusion in national social work research during the period 1999–2016. Three separate but linked research strands are identified: (1) a policy-absorbed approach, characterised by conceptual and analytical closeness to the Swedish policy discourse on exclusion, (2) a diluted approach, characterised by conceptual confusion and conflation and (3) an autonomous approach, distinguished by its conceptual and analytical distance from the official policy discourse on exclusion. Based on presented findings, we argue that there is need for an actor-oriented approach to social exclusion within social work research. We conclude with proposing a multi-level analytical framework that involves studying the sequence of events leading up to people being denied access to social, economic, material, cultural and/or political resources.     

Social work educators and social policy: a cross-professional perspective

This article seeks to contribute to the ongoing debate within European social work on the role of social work educators in influencing social policy. It reports on a study that examined the role of social work educators in furthering social policy by comparing Israeli social work educators’ engagement in policy with faculty members in professional schools with strong ties to social policy, namely education and healthcare. While the findings show some similarities between the three groups of educators, they also underscore marked differences between educators in social work and the other professions. In particular, social work educators are more involved in, and more committed to, social policy engagement than faculty members of other professional schools are. These divergences are attributed to the greater focus upon policy practice in social work and its prevalence in teaching programmes, as well as to the profession’s focus on disenfranchised clients, who are especially impacted by social policies.     

Social work and interprofessional education: integration,intersectionality, and institutional leadership

Over the last decade healthcare policies and practices in the US have placed significant emphasis on healthcare integration, mental health parity, and implementation of team-based practice models to improve quality, safety, and affordability of service. With these incentives in mind, schools of social work have joined with national and international health education organizations to reduce disciplinary silos and increase shared learning opportunities across professions and programs. The social work profession has long supported collaborative practice however, students are rarely paired with others in the classroom or intentionally taught about counterparts’ roles and expertise. Social work leaders are also responsible for addressing the intersectionality between collaborative competencies and sociocultural factors. The 2015 EPAS and 2016 Core Competencies for Interprofessional Collaborative Practice create multi-level opportunities for social work educators to provide Interprofessional Education (IPE) innovation and leadership across common curricula and educational settings. The authors examine historic challenges to integrating IPE in social work curricula, provide three examples of IPE/social work initiatives in higher education, describe the intersectionality of the EPAS and the IPEC competencies, and identify institutional benefits associated with the integration of IPE in schools of social work culture and curriculum.     

Social work guanxi: a reflexive account of the social work relationship in the Chinese context

ABSTRACT

In a guanxi-driven acquaintanceship, the worker, the client, and the community are tied together more closely than they are in mutually agreed-upon service contracts. This paper re-examines the contemporary boundaries in the social work relationship, especially in Asian nations such as China, where ‘relationships’ are generally translated and perceived as ‘guanxi’. The indigenisation of social work must be managed with care when translating from West to East. Drawing from the experiences of community development projects in rural Hong Kong, this paper discusses how guanxi among social workers, clients and other stakeholders in Chinese communities might challenge the professionalism of social work and breach the boundaries of social work relationships.     

Women and work: Ascending to leadership positions

The purpose of this qualitative study is to explore women’s ascension to leadership positions. Two women CEOs were interviewed for this study. The literature on women leadership shows that many women might not be attaining CEO positions because of a lack of mentors, leadership-career aspirations, and experience, gender inequality, and companies’ preference for leadership styles based on masculine characteristics. The literature shows these factors affect women’s ascension to such leadership positions. This study found that women fall under the masculine leadership styles, even though their preferences differ. Furthermore, gender inequality seemed to be tied to age discrimination as well. The article concludes with an examination of nuances concerning gender inequality as it relates to leadership ascension, that is, the minute micro-aggressive messages that might be perceived as part of the culture. Furthermore, the implication that women need more mentors to prepare them for leadership roles is examined. This implication holds further ramifications as leadership approaches play roles in empowering or disempowering women.     

The psychological goods on clinical social work: a content analysis of the clinical social work and social justice literature

The purpose of this content analysis was to evaluate the extant literature on clinical social work and social justice. In July 2009, an online search of the university databases EBSCO Host (1988–2009) was conducted to identify articles on clinical social work and social justice. Thirty-six peer reviewed journal articles were identified and extracted. The majority were non-empirical articles (75%) published in the United States (94%) over a 21-year period from 1988 to 2009. Overall, clinical social work practice was described as psychological and/or sociopolitical interventions that had a direct and/or indirect effect on psychological and sociopolitical level social justice outcomes. Theories and practices consistent with social justice were advanced. These findings suggest that clinical social work's promotion of psychological well-being remains an underdeveloped area in the scholarly and research literature. In this era of professional educational reform, additional research and professional training on social justice based clinical social work practice is warranted.     

New voices in social work: an explorative study of female Turkish and Moroccan-Dutch professionals in social work in the Netherlands

In social work, the participation of Turkish and Moroccan-Dutch professionals, second and third generation migrant women from a Muslim background, is increasing. In this participative qualitative inquiry, new professionals were actively involved as co-researchers, doing research with peers from the same background. The question addressed is how these professionals deal with identity tensions and if they find positive sources of identification in social work. The new professionals claim a positive identity, connected to what they consider their strength and in particular their faith and ‘otherness’. At the same time, this increases their vulnerability, in a context in which Islam by some is considered a threat to society. The importance of a supportive professional social work identity is advocated.     

How transformational leadership positively impacts organizational citizenship behavior in successful Chinese social work service organizations

Social work service organizations (SWSOs) have developed quickly, and there were nearly 8,000 of such organizations throughout China in the end of 2017. However, this rapid growth has brought both great opportunities and challenges. Globally, leadership has received increasing attention in the social work profession in the 21st century. Among different types of leadership, transformational leadership has been identified as a key issue in bringing more innovation and motivating employees' organizational citizenship behavior to overcome such challenges. Therefore, this study aimed to focus on social workers from the 170 applicants of the “Top 100 Social Work Service Organizations of 2017” which could be seen as the more successful SWSOs in China to examine how transformational leadership impacts organizational citizenship behavior by considering two mechanisms, workplace social capital and professional autonomy, in different areas throughout China. A two‐step process analysis was employed. First, a structural equation model was theoretically built, and it examined the direct and indirect relationships among all four latent variables, considering two mediation effects. Second, multiple group (high social work developed area group versus low social work developed area group) analyses tested the moderation effect. This study confirmed the key role of transformational leadership in the success of SWSOs and found workplace social capital as a full mediator and professional autonomy as a partial mediator in the relationship between transformational leadership and organizational citizenship behavior. These findings may shed light on the further development of SWSOs from the perspective of enhancing social workers' organizational citizenship behavior.     

Motivations to become a master in social work: a typology of students

ABSTRACT

In the field of social work education, many studies address students’ motivations to become social workers. Most of these studies focus on bachelor‘s students in social work and confirm that altruistic and expressive motivations underlie students’ decisions to enter the social work profession. However, few studies focus on students earning a Master in Social Work (MSW). The purpose of this paper is to explore why students want to earn a master’s degree in social work. An online questionnaire was developed, and the results of six focus group discussions were used. The sample includes 116 graduates from the past 8 years and current students from the MSW programme at the University of Antwerp. We use exploratory factor analysis and identify two types of motivation. In line with earlier studies, we find that the first type is an expressive motivation. These students want to learn more about poverty and social justice and are motivated to improve the life conditions of vulnerable target groups. The second type is an instrumental motivation. These students are oriented towards the development of their professional careers.     

Neoliberalisation,the social investment state and social work

ABSTRACT

This article focuses on the challenges to social work evolving from two major discourses contributing to the common sense contextualising social work within the new spirit of capitalism and the governing of the soul. Beside neo-liberal ideas and values challenging social work values and the welfare state, the question is also about managerialism. To what extent is the social worker able to contribute to liberating, reflexive critique, or exert pastoral power? I have chosen to see how the idea of the social investment state may be linked to Rose’s and Foucault’s ideas about expanding governmentality and end my discussion by relating to some of the early writing on social work’s challenges in confronting ideas and practices interpreted as neoliberalisation moves.     

Sociological social work: a cartoon

I trace an account of social work—and sociology—that I believe holds a promise for re-forming the relationship between the two. I develop the argument in two ways. First, taking 1920s Chicago as a case study, I will attempt ‘a history of the present’ to suggest how the relationship between sociology and social work came to be as it is. I will suggest that the practice of some (both familiar and forgotten) people in 1920s and 1930s sociology and social work is best explained as a form of ‘sociological social work’. Second, after tracking this genealogy, I suggest an agenda for sociological social work that consists of straining to enact certain kinds of inter-disciplinary relationships, developing methodological social work practice, hearing occasional sociological frontier conversations and shared theorising. I illustrate how these arguments challenge both sociology and social work and both theory and practice.     

Protest leadership in the age of social media

This article challenges the idea that social media protest mobilization and communication are primarily propelled by the self-motivated sharing of ideas, plans, images, and resources. It shows that leadership plays a vital role in steering popular contention on key social platforms. This argument is developed through a detailed case study on the interaction between the administrators and users of the Kullena Khaled Said Facebook page, the most popular online platform during the Egyptian revolution of early 2011. The analysis specifically focuses on the period from 1 January until 15 February 2011. It draws from 1629 admin posts and 1,465,696 user comments, extracted via a customized version of Netvizz. For each day during this period, the three most engaged with posts, as well as the 10 most engaged with comments, have been translated and coded, making it possible to systematically examine how the administrators tried to shape the communication on the page, and how users responded to these efforts. This analysis is pursued from a sociotechnical perspective. It traces how the exchanges on the page are simultaneously shaped by the admins’ marketing strategies and the technological architecture of the Facebook page. On the basis of this exploration, we argue that the page administrators should be understood as ‘connective leaders’. Rather than directing protest activity through formal organizations and collective identity frames, as social movement leaders have traditionally done, connective leaders invite and steer user participation by employing sophisticated marketing strategies to connect users in online communication streams and networks.     

Translations in social work

This article is concerned with the relation between classical texts within social work and the interpretation of these classics in contemporary literature. It aims to explore how classical texts influence and work in our perception of, and writing about, our history, but also how they influence our perception of social work today. A study is made of Mary Richmond’s classic text Social diagnosis [1917. Social diagnosis. New York, NY: The Russell Sage Foundation] and later interpretations of her text in secondary literature. Through this analysis, a grand narrative within the effective history of social work: social work as a ‘borrowing field’ is questioned. Using translation theory as an alternative to the borrowing metaphor, I analyze the transference of ideas and concepts from other disciplines into social work and how these processes have been perceived. The dynamic processes of translation places social work within an interdisciplinary field, where ideas and concepts are continually exchanged between disciplines. It is the thesis of this article that research into authorities within the discipline and early contributions to the development of social work strengthen the discipline’s insight into past and current theoretical contributions within the discipline itself and the knowledge base of social work.     

Motives and career choices among Ugandan social work students

Despite the fact that social work has quite a long history in countries such as Uganda, there are few studies available about social work students’ motives and career wishes. The intention of this article is to start to fill this gap by using some of the motives explored in studies of European social work students and to compare them with those of Ugandan social work students. The data used draws on 149 students at the department of Social Work and Social Administration, Makerere University. It is based on a mix methods study using a survey and focus group discussions. The majority of social work students come from urban or semi-urban areas. Some students choose a programme where they are certain to get a scholarship. There was generally a positive relationship between interest and perceived status of the social work area. Those areas that scored high on interest were also rated highly in terms of status. Therapy and counselling, education and research, and health social work were ranked high, while social work with the elderly, abused and with poor people and social assistance ranked low. Social work students in Uganda do not expect to get a social work job after their graduation.