Social Work and Sustainable Social Development: Teaching and Learning Strategies for ‘Green Social Work’ Curriculum

It is increasingly recognized that social work has a vital role to play in shaping effective responses to environmental degradation, climate change and disasters. Innovative teaching and learning strategies can be used to facilitate understanding of complex, interrelated and systemic social, economic and environmental challenges. This article shares the development and design of a new social work course entitled ‘Social work and sustainable social development’. Teaching methods and strategies are provided including individual and group mind maps, case studies and presentations, guest speakers and evaluation methods. Implications for social work education and the profession are discussed in order to build capacity to address environmental justice and sustainability.     

Social Work and Social Justice: What Are We Fighting For?

Abstract

A cardinal value of social work practice is social justice. Social justice ranks as the second of five values that underpin the Code of Ethics of the Australian Association of Social Workers (AASW. However, although social work's commitment to promoting social justice is laudable and, indeed, may even be a distinguishing feature of the profession, precisely what kind of social justice does social work espouse? The answer to this question remains unclear. Views about the nature and scope of social justice stem from broader conceptions of justice that not only differ from, but may also conflict with, each other. Therefore, it is important not only for social work to be clear about the type of social justice that it currently advocates, but also to ensure that it is one that the profession seeks to defend and maximise. It is argued that the choice must be as egalitarian as possible. Indeed, it must be radically so. Otherwise, what is social work fighting for?     

What Is a Social Enterprise? Revising Old Concepts and Interviewing Social Entrepreneurs

The concept of social enterprise (SE) has been developed by an emerging and collective effort of scholars over the world. However, a comprehensive meaning of ‘SE,’ which embeds traditional knowledge of organizational management has potential to be explored further. Due to the relevance of ‘SE’ in the contemporary society, new conceptual and practical insights are desirable. This study proposes to shed light on building up a definition for ‘SE’ that is inspired by existing definitions of organization and ‘SE’ and rely on real-world evidence. Literature review and comprehensive interviews with social entrepreneurs were conducted. Data analysis defines ‘SEs’ as an autonomous organization managed in a participative way and created by and for the community, with a relatively identifiable boundary, that strives to generate social wealth, and for this, produces goods and/or services that guarantee its financial viability, consequently, its continuity. Its integration into its environment generates consequences guided by social, economic, and environmental goals.     

“Social Work Idealism” and Students’ Perceived Reasons for Entering Social Work

This article reports the results of a study designed to measure “social work idealism” and factors influencing career choice among beginning BSW and MSW students. Influence factors were categorized as altruism, professional concerns, and influence of others. The investigators explored the predictive capacity of idealism and student demographics on the career choice factors reported by students. Overall, idealism ran high among all students, and altruistic reasons were reported as more important than professional reasons in their career choice. Also, students who scored high on social work idealism tended to attach greater importance to altruistic reasons than to professional concerns, as did younger students and female students.     

Social Work Intellectuals in the Twenty‐First Century: Critical Social Theory,Critical Social Work and Public Engagement

Frequently, observation of social work students in ‘live’ work is absent or haphazard. An overview of the key literature examines the need for observation of students during training, explores the strengths and challenges of live supervision and describes a planned process for conducting live supervision. This approach incorporates four phases: collaborative preparation for a session of direct practice; observation of the student's work by a field educator; debriefing and feedback; and the development of a plan for further learning steps. Brief vignettes are used to illustrate the process. The article is enriched by the inclusion of student comments from the evaluations undertaken after live supervision activities.     

Fashionably Late? Social Work and Television Production

SUMMARY

In the enthusiasm for faster and more efficient technology for practice and education, social workers should not deny the obvious. Television has been, and will continue to be, the most influential tool of communication in American society. This article examines the role of social workers in broadcast television and describes the mechanics of TV production for novice social worker/producers.     

Virtual Social Work Education—Theory and Experience

This paper critically analyses the experience of providing social work education over the Internet. It argues that the interactivity and responsivity integral to e‐learning are significant capabilities that can facilitate the kind of student centred learning in social work that is consonant with the emerging consensus on effective educational and professional practices. Associated with this it argues that e‐learning better provides equality of access and opportunity to a diverse range of students to pursue social work education through the creation of critical mass and technological adaptations to diverse needs. Research with a group of students who have pursued online learning is presented. The research indicates that though e‐learning is largely considered a positive and enabling experience by students, it is still experienced as isolating by most. A balance therefore needs to be struck in future between face to face and online interaction ensuring students are not isolated and that infrequent use of e‐learning does not delay engagement with the medium and the passing of online developmental milestones. This paper concludes that there is a longer term future for e‐learning within social work education but that this future needs to be based on androgenic constructivist strategies to student learning and a responsive blend of online and physical interactivity.     

Formal and Informal Social Organization: Do Geography,Structural Inequality,and Other Forms of Social Organization Matter?

Neighborhood social organization is one way that neighborhoods matter for residents, as well as an intervention opportunity for macro practitioners. Neighborhood social organization encapsulates how neighborhoods differentially organize, both formally and informally. We tested whether neighborhood structural inequality, types of social organization, and spatial clustering were associated with both formal and informal neighborhood social organization. Formal and informal social organization were mutually reinforcing. Formal social organization, measured by organizational participation, predicted informal social organization. In multivariate spatial analysis, organizational participation was also influenced by adjacent neighborhoods. Practitioners should consider how adjacent neighborhoods could affect place-based interventions.     

Can Social Media Use Produce Enduring Social Ties? Affordances and the Case of Katrina Bloggers

Can previously unacquainted, grieving individuals who use social media to organize and participate in decentralized mobilizations build strong, lasting social ties? If so, how? What is it about particular social media technologies and platforms that might explain the strength and longevity of their social ties? Drawing on a case study of New Orleans bloggers who took part in a variety of contentious and non-contentious mobilizations after hurricane Katrina, we find that people who mobilize through social media like blogs can form strong and lasting social ties. We argue that this is partly because of the types of communication and interaction that blogs afford. We identify two types of affordances, mechanical and cultural, as distinct qualities of social media like blogs, and illustrate how they enable the building of strong, digitally mediated social ties among grieving people.     

Social Workers’ Attitudes Towards and Engagement in Self-Disclosure

This article reports on a study of social workers’ engagement in self-disclosure. Consistent with theory and research, participants limited their use of personal self-disclosure but were more willing to be transparent with clients. Yet, the social workers in this study did not always feel prepared by their education to appropriately engage in self-disclosure nor did they believe their use of this skill was grounded in theory or research. Many of the participants also didn’t feel comfortable talking about self-disclosure in supervision or with colleagues. Findings suggest that more attention should be devoted to teaching social work students about appropriate use of self-disclosure, particularly its different manifestations and its indications and contraindications. The findings also underscore the need for more open and direct discussion of this set of skills in supervision and consultation.     

Litigating Change? Social Movements and the Court System

Social movement actors increasingly turn to the law and pursue litigation in their efforts to bring about social change. Our article provides an overview of scholarship on collective and politicized litigation, drawing from sociolegal studies, political science, and sociology. We consider scholarship that illuminates why activists turn to litigation tactics in the first place and circumstances in which a social movement litigation strategy can be successful. We also consider additional impacts of movement litigation. Given that social movement researchers in sociology have, to date, paid only limited attention to activist litigation, we encourage scholars in the discipline to investigate further this important form of social movement mobilization.     

Social focus on health and children’s well-being

This special section on children’s health and well-being is an outgrowth of the 2010 International Sociological Association’s (ISA) World Congress in Gothenburg, Sweden. Within the Congress, the Research Committee 53, Sociology of Childhood, organized a panel focused on the health and well-being of children. Together, this collection makes two distinct contributions: first in terms of considering children’s health disparities as an area of concern within sociology, and second by considering children’s health as a factor that shapes other areas of children’s well-being. In addition, these papers offer novel empirical research on children’s health and varied methodological and theoretical orientations. Each paper also makes contributions to social policy, first in the area of infant health affecting later educational outcomes, second in the area of family structure and children’s health, and additionally in understanding type 2 diabetes for children at the individual and structural levels. Finally, these studies highlight the interplay—between the individuals’ health on the one hand and structure and culture on the other—as children’s life chances are shaped.     

Journalism and Social Science: A New Relationship?

This article argues that the use of social science perspectivesand methods by journalists is not a recent phenomenon, but onewhich began to develop long ago within the dominant humanisticphilosophy of professional journalism. Changing definitionsof news in recent times, however, are likely to enhance therole of the social sciences in both professional journalismand journalism education, especially as some journalists seekto move beyond the reporting of specific, isolated events toproviding a context which gives them meaning. If journalisticand social science methods are to become more closely wedded,one very important condition, in addition to interest by editorsand availability of talent, is financial support from thosewho own and control mass media.     

Social Work Practice and Education in México

Social work education and practice in Mexico has emphasized need for social change, family, and community involvement. Education includes casework, group work, and community organization with extensive field work experience that is community based. Education programs rely heavily on literature from South American countries including liberation theory such as that espoused by Paolo Friere. Social work education at the college level prepares graduates for practice, with a licencia. Social Workers in Mexico work in medical settings, children's services, rehabilitation, family services, work settings and a variety of community based programs. Mexico has begun to develop graduate education. Education in the US, Canada, Mexico and other countries could be enhanced with further exchanges of faculty, students and literature.     

Social work and the politics of ‘austerity’: Ireland and Italy

ABSTRACT

No detailed analyses have been undertaken comparing and contrasting how social work is responding to the problems generated by the imposition of so-called ‘austerity’ measures in Europe. Comprised of three sections, the discussion is focused on Ireland and Italy. This comparative exploration locates social work within encompassing frameworks related to the changing population, political economy and welfare regime in each of these jurisdictions. Aspects of contemporary social work within Ireland and Italy are charted and the possibilities for confronting neoliberal ‘austerity’ are analysed. The article seeks to prompt and encourage comparative reflection within Europe in relation to how the social work imagination can be imbued with a new radicalism in the first quarter of the twenty-first century.     

‘It's About People and Their Environment’: Student Social Workers' Definitions of Social Work Research

This article considers constructions of social work research from the perspectives of student social workers in New Zealand. There have been many academic discussions of the unique epistemology that can be called social work research but little is known of students and/or practitioner views. Are they interested in social work research? Do they even care about debates on epistemology? Forty-three student social workers considered two questions while attending a social work research methods course: ‘What is social work research?’ and ‘What kind of social work researcher might I be?’. A subset of 18 distance students explored a third question: ‘Should social work research be part of everyday practice or not?’. To answer these questions students provided comments in a short survey, material from their written student assignments and comments from online discussion board activities. The results suggest that student social workers have a preference for social work research that is compatible with their clearly articulated social work value base, and that social work research primarily should benefit the client group with which a social worker is closely linked. Student social workers also recognise the importance of research for their everyday practice, yet at the same time feel there are organisational constraints to this happening.     

Private and Confidential? Handling Personal Information in the Social and Health Services

Abstract

The present article examines the strengths of small group teaching within the context of the professional and ethical requirements of social work education. It outlines some of the strategies adopted to ensure that reliance on this mode of educational delivery contributes to the excellence of practice knowledge and teaching standards to which universities commit and which professional associations and clients expect. Small group teaching continues to be perceived as an integral component in the preparation for professional social work practice and has important functions in the mentoring and socialisation of beginning practitioners. It would be valuable, in the light of developments in technology-assisted educational modes of delivery, to further research the relative impact of face-to-face teaching and its alternatives, given contemporary pressures upon both tertiary institutions and social work students.     

Messages to Social Work Education: What Makes Social Workers Continue and Cope in Child Welfare?

This article examines the positive elements which make social workers continue their career with a focus on statutory child welfare. Such analysis is needed, as existing research tends to highlight stress, exhaustion and career break-up issues. The empirical data consist of focus groups of 28 social workers and a questionnaire addressed to 56 professionals in child welfare in two Finnish urban municipalities. The focus groups were targeted at novice, expert and veteran social workers. The analysis presents organisational, person-related and client-work-related positive elements from the point of view of social workers. The results highlight that social work in child welfare may be experienced as being rewarding and professionally challenging. The positive elements vary among novice, expert and veteran social workers, with the latter especially viewing their work as independent expert work with major opportunities to make a change in children's lives. Commitment to care of children is one of the key motivating factors. The study suggests that social work education should recognise that the subjective motivation to do social work may change during one's career and that social work may be simultaneously both stressful and rewarding. Students should learn how to balance these aspects of their work.     

关于Social

概念的表达形式是语词,语词运用得妥当与否,对于正确理解概念关系甚大。尤其在社会学领域,外来概念特别多,这使我们在选择汉语对译时颇费斟酌。social一词即是一例。在社会学中,最基本的概念莫过于“社会”,社会的英语形式是society。笔者注意到,许多社会学的教科书,大都围绕society进行社会一词的考证,并不很重视social一词。这恐怕是由     

Professional Distance and Social Work: Stretching the Elastic?

Abstract

Professional distance and the parallel concept of models of practice reliant on professional objectivity have been major platforms in professional education. In social work, these ideas are often seen as contentious, unreasonable and, in some cases, unrealistic. Radical, feminist and rural social work approaches, for example, suggest that the expert role is not only inappropriate, but can be counter-productive and disrespectful of the people with whom we work. Postmodern approaches call for a deconstruction of professionalism in favour of context-specific partnerships between worker and client. How can workers ensure good, professional practice within a more flexible approach to professional distance and expertise? What are the issues and how may they be resolved? Are the boundaries of the professional relationship elastic and, if so, what are the consequences for practice and the individual worker? The present article explores the notion of flexible, elastic boundaries using literature and research from radical, postmodern, feminist and rural social work approaches.