Returning to Normality: Substance Users' Work Histories and Perceptions of Work During and After Recovery

Correspondence to Andreas Cebulla, National Centre for Social Research, 35 Northampton Square, London EC1V 0AX, UK. E-mail: a.cebulla{at}natcen.ac.uk Summary New service provisions designed to improve the employment prospectsof former substance users will enhance the roles and responsibilitiesof Drug Action Teams (DATs), Jobcentre Plus offices and otherproviders and co-ordinators of support services for substanceusers. This paper discusses the findings of a study of 30 currentand former drug and alcohol users, exploring past substanceuse histories and current employment aspirations. The researchinforms new policy initiatives designed to assist substanceusers’ entry or return to work. Differences in presentperceptions of work-readiness were observed, which reflectedusers’ perceptions of the nature of their addiction. Theattribution of blame for the substance dependency to either‘the drug’ or the individual’s psychologywas a critical influence on users’ work-readiness assessments.Work was perceived to benefit recovery from substance dependency.The evidence suggests that substance users’ return towork might be helped by their staged (re-) introduction to thelabour market as well as encouraging the primary labour marketto employ (more) recovering substance users. The research highlightedthe need for joint working between employment services and DATsto help substance users into work and to support their recovery.It also highlighted the need for mutual understanding and recognitionof each collaborator’s expertise.     

Change,Complexity, and Challenge in Social Work Education in Aotearoa,New Zealand

Abstract

Social work education in New Zealand is undergoing considerable change as new registration and education policies take effect. Within a complex environment, the major force is the implementation of registration since the passing of legislation in 2003. Parallel to this is considerable change in tertiary education policy. Both the Social Workers Registration Act (2003) and the New Zealand Tertiary Education Strategy (2002) will have considerable impact on social work education. The present article explores the challenges of this environment and briefly considers strategies to ensure that the perspectives of key stakeholders are sought in the development of responses to this complex situation. Students, practitioners, social work educators and researchers, agencies, and the communities we ultimately serve all have a stake in what we do in schools of social work, but have different roles. A review of the system and nature of social work education may be timely.     

Readiness to practice social work in Aotearoa New Zealand: perceptions of students and educators

The readiness to practice of newly qualified social workers in Aotearoa New Zealand is a contested subject. In recent years, criticism by public figures including government ministers and the New Zealand government-appointed Children’s Commissioner have stimulated debate within the profession. Media critique of social work practice has highlighted many of the challenges faced by social workers. Significant policy developments, in particular a substantive government review of child protection services, have also increased the scrutiny of the capabilities of social workers.

A timely 3-year multi-phase project ‘Enhancing readiness to practise’ is the first large study of social work education to be funded in Aotearoa New Zealand. The findings reported here have been derived from data collected in a series of focus group interviews with social work educators and students, in which they reflected on curricula in their programs and explored their perceptions of readiness to practice. Overall, educators were positive about the preparedness of their graduating students but held concerns over the organizational environments they would enter. Students were more ambivalent about their readiness, but hopeful and committed to ongoing learning. Development of programs to support graduates to transition to employment is recommended.     

Yes, we are prejudiced

Understanding is always translated into language. The dangeris we then take-for-granted a shared common meaning of language.Gadamer reminds us that we each understand according to prejudicesborn of our whole life experience. None of us can escape suchprejudices for they are ‘how’ we understand. A hermeneuticapproach calls us to strive to articulate our prejudices, recognisingthat others may have an understanding that is different.     

The connections between disability and child abuse: A review of the research evidence

Two possible connections between disability and abuse are explored: that disability can be the outcome of abuse, and that children with disabilities are differentially vulnerable to abuse. Evidence supporting both propositions is presented and assessed. Major problems in research and research methods are highlighted: the differing definitions of disability and abuse, the reliance on data drawn from clinical samples and case files, and failure to develop innovative methods which would enable direct participation of children and adults with a range of disabilities. The paper concludes that our current knowledge base is inadequate to either distinguish between the two connections or provide clear guidance on a range of concerns within the child protection field.     

Operationalizing a QLR project on social change and whiteness in South Africa, 1770s–1970s

The Whites Writing Whiteness project is concerned with changes to the racial order in South Africa over a long time-period and connects ‘big numbers’ and work on very large archive collections with close textual analysis of particular documents. It uses longitudinal data within a Qualitative Longitudinal Research methodological approach, combining formal analysis with a sampling process. In operationalizing this, letters from the Findlay Family collection with thousands of documents, a group of around 190 letters by Elizabeth Price, and a small set of Gottlob Schreiner’s letters, are discussed. In doing so, useful conceptual and methodological tools for analysing other large longitudinal datasets are provided.     

Experiences of grandparents raising grandchildren in getting income support from work and income offices in New Zealand

Grandparents raising grandchildren in New Zealand are entitled to the unsupported child benefit (UCB) if they meet the conditions for eligibility. To access the support, they are required to attend the offices of Work and Income. In a large survey of such grandparents undertaken in 2016, participants articulated a wide range of qualitative comments around their experiences in accessing this important form of income support. While a proportion had positive experiences, most were critical of the operation of the offices. Between the policy of providing financial support for children unable to live with their own parents, and the practice of being a grandparent looking after such children, lies a complex set of systems of which grandparents were often extremely critical, for a range of reasons which are explored in this paper.