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.     

Practitioner Research Capacity: A Survey of Social Workers in Northern Queensland

Abstract

Strategies to build practitioner research capacity need to be developed in order to increase the research base for social work. To be effective, strategies need to be informed by an understanding of the organisational context and the social work workforce. This paper reports the results of a cross-sectional survey of social workers conducted as part of a larger study of health practitioners in a public sector health organisation in northern Queensland. The survey demonstrates a high level of interest in research. Research methods congruent with social work's person in environment focus were favoured by participants. However, consistent with the literature, lack of confidence, limited knowledge and skills, and practical constraints impeded research activity. This study contributes to research capacity building initiatives by identifying research strengths and areas of research activity where support is required. Approaches to evidence-based practice consistent with social work and strategies for research capacity building are discussed.     

Views,events, and debates

Welcome to Gender & Development's Views, events, and debates section. We'd like to invite readers to respond to any of the views expressed in this section, to contact us with reports of events, and to suggest debates on issues relevant to the journal's concern: to inspire and strengthen development initiatives which support the goals of gender equality and women's empowerment.

We'd also like to invite you to send us your feedback on Gender & Development, and suggestions for future issues, to: gadeditor@oxfam.org.uk     

Engaging Parents in Parentline Plus’ Time to Talk Community Programme as Part of England’s Teenage Pregnancy Strategy: Lessons for Policy and Practice

Based on 65 interviews with professionals and parents conducted during 2007–2008, this 16‐month, mainly qualitative evaluation of Parentline Plus’ Time to Talk Community Programme (a preventative initiative within England’s teenage pregnancy strategy) found that a community development approach and an ethos of partnership with parents and professionals facilitated engagement. Respectful and realistic implementation involved skilled workers building relationships of trust. By consulting with other professionals and parents it was possible to establish local need and to build on existing provision. Initially, insufficient prior local consultation and negotiation created perceptions of an imposed initiative, led by outsiders, resulting in wary local parents and professionals. The engagement and evaluation processes are considered in relation to the short‐term nature of the initiative and potential conflicts between responding flexibly to the needs of parents and delivering targeted programmes.     

Why do they stay? A study of resilient child protection workers in three European countries

Whilst 50% of child protection workers across much of Europe and the affluent ‘West’ leave after two years, many stay and develop substantial professional careers. This paper discusses research in Italy, Sweden and England examining what factors explain ‘remaining’ for more than three years in this stressful job. Underpinned by a hermeneutic epistemology, qualitative interviews were undertaken and subject to an interpretative thematic analysis. The findings proved to be complex and multi-layered and this paper presents an overview of these. The theoretical framework for the project mainly drew on organisations and resilience, and the initial sections of the paper consider how formulations of resilience as contextual and relational can elucidate professional sustainability. Organisational issues are considered, including the impact of work management, of supervision and of allocation in different national contexts. The paper also focuses on the role of friendships and informal support at work. Threaded through these established themes are more, perhaps surprising, concepts: for example, creativity, power, reflexive spaces and interpersonal relations as explanatory of remaining in child protection work.