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“I would report it even if they have not committed anything”: social service students’ attitudes toward minor-attracted people
- Authors:
- WALKER Allyn, BUTTERS Robert P., NICHOLS Erin
- Journal article citation:
- Sexual Abuse a Journal of Research and Treatment, 34(1), 2022, pp.52-77.
- Publisher:
- Sage
This study explores future mental health providers’ assumptions about minor-attracted people, using data from a survey of 200 students preparing for entry into social service professions at a public university in the state of Utah. Survey results show that more than half of the students believe clients who identify themselves as pedophiles must be automatically reported to the police, which has implications for providers’ understandings about the term “pedophile,” as well as their knowledge of guidelines for when clinicians may break client confidentiality. This belief was not significantly affected by taking ethics courses, nor courses that discussed mandated reporting guidelines. Despite this finding, 91% of students did not believe that they would need to report a client who had attractions to children, but who had never committed a sexual offense against a child. The majority of students indicated a willingness to work with minor-attracted clients, and commonly indicated in comments that they wanted more information about MAPs and when to break client confidentiality in their programs of study. Study results indicate a need for education among social service students about these issues. (Edited publisher abstract)
Exploring the involvement of men who use intimate partner violence in social work education: student and service user views
- Authors:
- JURY Rebecca, BOXALL Kathy
- Journal article citation:
- International Social Work, 64(6), 2021, pp.917-930.
- Publisher:
- Sage
There is growing international interest in service user involvement in social work education, but some service user groups are more likely to be included than others. This article explores the possibility of involving male service users who use intimate partner violence in Australian social work education. The article describes focus groups conducted separately with social work students and men who use intimate partner violence, which explored participants’ understandings of lived experience, service user involvement in social work education and the place of men who use intimate partner violence in the social work academy. The findings suggest it may be possible to involve previously excluded service user groups in social work education. (Edited publisher abstract)
Predictors of job burnout among fieldwork supervisors of social work students
- Authors:
- MALKA Menny, KASPI-BARUCH Oshrit, SEGEV Einav
- Journal article citation:
- Journal of Social Work, 21(6), 2021, pp.1553-1573.
- Publisher:
- Sage
Summary: In the helping professions, professional burnout is widely acknowledged to play a key role in work retention and turnover. However, although the literature on fieldwork education in social work engages with the importance of continuity and commitment regarding the role of fieldwork supervisor, the effects of job burnout are under-researched. Furthermore, there is also a gap in the literature with respect to the internal factors that contextualize burnout and retention among fieldwork supervisors. Against this background, the objective of the present study was to examine the factors that predict professional burnout among fieldwork supervisors in Israel. Questionnaires measuring burnout, as well as several internal explanatory factors for burnout - career identity, work significance, and personality traits - were used. Findings: The findings of the study indicated that career identity, together with the personality characteristics of agreeableness and consciousness predict burnout negatively, while neuroticism positively predicts burnout. Applications: The article discusses these findings in light of resource conservation and existential theories of burnout, as well as the potential implications for practice and policy. (Edited publisher abstract)
‘Resilient when it comes to death’: exploring the significance of bereavement for the well-being of social work students
- Authors:
- TURNER Denise, PRICE Marie
- Journal article citation:
- Qualitative Social Work, 20(5), 2021, pp.1339-1355.
- Publisher:
- Sage
This article describes a pilot qualitative research study, exploring the impact of bereavement experiences, on pre-qualifying social work students in two UK Universities with diverse demographics. The research study took place in the context of general concern about the mental health of UK University students and suggests that social work students may be at particular risk of developing emotional wellbeing issues linked to bereavement. Interviews followed a free association narrative technique, with analysis of the data highlighting four main themes. Firstly, bereavement is associated with practical problems which may trigger wellbeing issues. Secondly, there is an increased need for specific bereavement training and support to be embedded within social work programmes, alongside skills and knowledge of cultural diversity and the part this plays in the bereavement process. Lastly, the study demonstrated that bereavement experiences are not isolated but linked to other losses and therefore students may need effective support to process these before they can effectively support others. The study appears to be distinctive in its focus on the impacts of bereavement on social work students and has significant implications for the ways in which students are supported by social work education programmes, as well as paving the way for further research in this area. (Edited publisher abstract)
Beyond a sugarcoated pill: critical approaches to social work field supervision
- Authors:
- KOSTECKI Tina, et al
- Journal article citation:
- Research on Social Work Practice, 31(7), 2021, pp.770-779.
- Publisher:
- Sage
Critical pedagogy seeks to link education to social change and often forms a basis for social work curriculum in some university courses. However, less of this emphasis is given to understanding critical supervision practice for social work students while on placement in terms of the development of a critical praxis. We believe critical approaches to supervision are an overlooked and crucial aspect to maintaining critical social work practice in current neoliberal welfare contexts. This article presents key approaches that we have found useful in constructing and realizing a critical approach to social work field supervision and ultimately, the future practice of students in their respective fields. This article contributes to an ongoing discussion and strengthened engagement in critical approaches to field supervision and supports the development of social work students as critical thinkers and practitioners. (Edited publisher abstract)
When field isn’t field anymore: Innovating the undergraduate social work field experience in response to the COVID-19 pandemic
- Author:
- CROCETTO Johanna
- Journal article citation:
- International Social Work, 64(5), 2021, pp.742-744.
- Publisher:
- Sage
This essay summarizes one undergraduate social work field program’s innovative response to the enormity of the COVID-19 pandemic. The virtual field program provided flexible, accessible options meeting the diverse and immediate needs of students. Reflections here include the project’s implementation, insights gained, and plans to sustain these new field initiatives. (Edited publisher abstract)
Social work digital storytelling project: digital literacy, digital storytelling, and the makerspace
- Authors:
- LA ROSE Tara, DETLOR Brian
- Journal article citation:
- Research on Social Work Practice, 31(6), 2021, pp.599-609.
- Publisher:
- Sage
Purpose: The Social Work Digital Storytelling project was a research study undertaken to (1) enhance digital literacy of practitioners and students through digital storytelling training, (2) diversify engagement in a local public library technology hub (the “makerspace”), and (3) understand and enhance social work leadership knowledge among students and practitioners through the creation and sharing of leadership-focused digital stories. Method: Free hands-on digital storytelling workshops where social workers/students created stories about leadership exposed social workers to technologies accessible in the community and provided hands-on experience using hardware (e.g., IMac computers, digital cameras, portable data recorders, and a recording booth) and software (e.g., Adobe Photoshop, I-Movie, and GarageBand) as well as online social media platforms (e.g., Flickr, YouTube, and Facebook). Results: Before and after the workshops, participants completed a brief online qualitative self-evaluation survey through which they reflected on their skills, values, and beliefs about digital technology in practice. Participants gained knowledge of perspectives of online ethical tenants and exposure to Creative Commons Copyright and the NASW Technology Standards of Practice. Discussion: Prior to participation, the social workers reported fear and hesitancy using technology. After workshop completion, workers experienced a greater sense of confidence using digital technology as well as identifying organizational and systemic issues, which hindered field-based technological engagement. (Edited publisher abstract)
Constructing a conceptual framework for professional identity development in international social work students: a meta-ethnographic review
- Author:
- YAO Hui-Yu
- Journal article citation:
- Qualitative Social Work, 20(4), 2021, pp.928-949.
- Publisher:
- Sage
There has been a significant increase of international students in Australian social work education over the past decade. Issues around international students’ language skills, cultural capital or competence, special needs and field education experiences have been explored in social work literature. However, the literature to date has a tendency to focus on international students’ deficits, or the strategies implemented to address the identified deficits. Professional identity, a critical aspect of social work education, remains an under-researched topic in international students. Professional identity development in social work is often considered a complex process which is influenced by interacting internal or external factors. For example, personal or cultural identities can contribute to professional identity development in social work students in general, while discrimination or institutional oppression is found to negatively affect professional identity development in social work students. Intersectionality sees a person’s identity as fluid and multifold, and offers a useful framework for understanding identity issues in international students. Applying the concept of intersectionality, this meta-ethnography reviews six qualitative studies, guided by the seven phrases established by Noblit and Hare. The findings show professional identity development in international students can be influenced by interacting personal, linguistic, professional, academic, cultural and social factors. An intersecting model incorporating the six identified key themes was developed to provide a conceptual framework for professional identity development in international social work students. (Edited publisher abstract)
“Thanks for hearing me out”: voices of social work students during COVID-19
- Authors:
- COLE Sarah J., et al
- Journal article citation:
- Qualitative Social Work, 20(1-2), 2021, pp.63-66.
- Publisher:
- Sage
As social work educators and students, the COVID-19 pandemic impacted our teaching and learning in challenging ways. We embarked on a qualitative research study to better understand the ways in which the pandemic was affecting the social work students in our program. Three faculty mentors worked collaboratively with five social work students across BSW, MSW, and PhD programs to interview 66 BSW and MSW students about their experiences, challenges, and hopes during the early months of the pandemic. BSW and MSW students led the analysis and early dissemination for the project. This essay describes the unique experiences of social work students by using a research poem to capture the emotional and experiential aspects of the students we interviewed. (Edited publisher abstract)
A review of research about the transition from student social worker to practitioner: exploring diversity
- Authors:
- BATTAGLIA Lana M., FLYNN Catherine A.
- Journal article citation:
- Journal of Social Work, 20(6), 2020, p.834–857.
- Publisher:
- Sage
With increasing student mobility to and from western host-universities, newly qualified social workers are more likely to enter the field in an unfamiliar context. To examine whether current knowledge appropriately informs education and support for a diversifying cohort of newly qualified social workers in the Australian context, a scoping review was conducted on 53 articles investigating the transition to social work practice. Research conducted over a 45-year period from a broad range of international contexts was included in the review. Findings: Findings suggest that current understandings do not reflect the needs or experiences of the present cohort of newly qualified social workers as they transition to social work practice. Rather, study samples, mostly derived from western contexts, are notably homogenous, with most participants described by researchers, as ‘white’. Additionally, there is an assumption that students transition to practice within the same context as their education. Current knowledge therefore does not capture the various ways internationally mobile, newly graduated social workers may transition to practice, or how it is experienced. Applications: Findings suggest that further examination is urgently needed on the pathways navigated to practice by diverse and mobile early career social workers. Further consideration of the influences of diversity and mobility on experience is needed, using more inclusive research methods, to capture the variability and complexity of the transition to practice as the profession diversifies and mobilises. (Edited publisher abstract)