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Establishing the qualification criteria for social worker registration in Aotearoa New Zealand: conflict and compromise
- Authors:
- HUNT Sonya, STANIFORTH Barbara, BEDDOE Liz
- Journal article citation:
- Social Work Education (The International Journal), 38(7), 2019, pp.894-907.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Education requirements are integral to professionalization and regulation processes, debated alongside levels of qualification, standards, core curricula, and graduate attributes. The purposes of professional qualifications include ensuring quality, baseline knowledge and skills for practice, and meeting the responsibilities of the profession. In 2003, social work in Aotearoa New Zealand experienced a major change process with the introduction of the Social Workers Registration Act (SWRA). To implement the SWRA, the inaugural Social Workers Registration Board (the Board) consulted with key stakeholders to establish registration criteria. The Board set benchmarks for qualification, as well as policies for competence, fit and proper status, competence to practice social work with Māori and different ethnic and cultural groups in New Zealand, and sufficient levels of practical experience to meet section 6 of SWRA. Drawing on qualitative interview data and archival materials this article focuses on the establishment of the qualification criteria, exploring the impact of mixed priorities and agendas. Inevitable conflicts between stakeholders and the Board surfaced, requiring compromise. The Aotearoa New Zealand registration history has similarities and differences to Australian and English experiences of regulation as responses to risk averse environments, reflecting tensions between prescriptive regulation and professional autonomy. (Edited publisher abstract)
Transnational social workers’ transition into receiving countries: what lessons can be learned from nursing and teaching?
- Authors:
- SHAJIMON Peter, BARTLEY Allen, BEDDOE Liz
- Journal article citation:
- European Journal of Social Work, 22(1), 2019, pp.16-29.
- Publisher:
- Taylor and Francis
Appropriate interventions for assisting transnational social workers (TSWs), nurses and teachers in their transition into the receiving country are significant for enabling competent and safe professional practice. These professionals form a significant part of the professional workforce of many countries as globalisation and liberal migration policies encourage many to cross borders for professional practice. Engaging in employment overseas, however, is a challenging process for them as it entails relocating to a new country and working in unfamiliar sociocultural and practice contexts. While some form of profession-wide assistance is found in nursing and teaching, social workers rarely receive any such interventions. This article discusses existing support offered to transnational nurses and teachers in English-speaking countries such as the UK, US, New Zealand, Australia and Canada and suggests how a similar approach to social workers can assist their transitioning into the receiving country. It draws on the findings of a thematic review of the literature addressing support for transnational nurses, teachers and social workers. The imperative of interventions to assist transition of TSWs into host countries is explored and the article concludes with recommendations for some intervention strategies and mechanisms.
Social work education: shifting the focus from reflection to analysis - commentary
- Author:
- BEDDOE Liz
- Journal article citation:
- Australian Social Work, 72(1), 2019, pp.105-108.
- Publisher:
- Taylor and Francis
Commentary on “student reflections on vulnerability and self-awareness in a social work skills course” (Blakemore & Agllias, 2018) and “Reflective practice, reflexivity, and critical reflection in social work education in Australia” (Watts, 2018) (Edited publisher abstract)
Social work education in Aotearoa New Zealand: building a profession
- Author:
- BEDDOE Liz
- Journal article citation:
- Practice: Social Work in Action, 30(4), 2018, pp.305-320.
- Publisher:
- Taylor and Francis
Social work in the Pacific nation Aotearoa New Zealand has developed within a unique cultural and socio-political context. An essentially western model of social work developed sixty years ago in a colonial state which imposed British education, policing, child welfare, criminal justice and mental health systems into to the lives of Māori people. Growing awareness of the negative impacts of those systems on Māori families and communities led to significant challenges to the social work profession, leading to conflict and continuing ambivalence about the emergent professionalisation project. Social work education reflects these tensions, being influenced by political forces, the global struggles of indigenous peoples and, in the last three decades, the impact of neoliberalism in social welfare reform. A limited form of statutory regulation in 2003 saw the introduction of benchmark educational qualifications for entry to social work. In 2018, legislation will introduce mandatory registration and protection of title. The aim of this article is to explore the history of social work in this national context with reference to a Bourdieusian framework of professional capital to explain why social work education is, and will remain, a site of struggle in its mission for social justice and human rights informed practice. (Edited publisher abstract)
To post or not to post? perceptions of the use of a closed Facebook group as a networked public space
- Authors:
- BALLANTYNE Neil, LOWE Simon, BEDDOE Liz
- Journal article citation:
- Journal of Technology in Human Services, 35(1), 2017, pp.20-37.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Members of a closed Facebook group, established to discuss professional social work issues, were surveyed to explore what they valued about the group, the problems or issues associated with membership, and factors associated with participation or reluctance to participate. A non-probability, self-selection sample (N = 53) completed an online survey during January and February 2016. Survey findings suggest that participants valued feeling connected to a community of practice, the ability to post and share information, and access to news and information. However, participants also expressed concern about online incivility and experienced reluctance to post opinions because of concerns about the critical comments of others. (Publisher abstract)
‘Going live’: a negotiated collaborative model for live observation of practice
- Authors:
- DAVYS Allyson Mary, BEDDOE Liz
- Journal article citation:
- Practice: Social Work in Action, 27(3), 2015, pp.177-196.
- Publisher:
- Taylor and Francis
Observation of practice in social work, as in other helping professions, has occurred as one response to requirements for public and professional accountability of professional practice. Observation can be considered in three contexts: peer observation, supervisor observation and observation for assessment. This paper introduces and examines a ‘negotiated collaborative model’ for ‘doing’ live observation which offers practitioners an opportunity to affirm and develop practice skills and practice knowledge, whilst at the same time accommodating reporting requirements. The model has four steps: preparation, negotiated observation, debriefing, feedback and observation and next steps. The authors examine the negotiated collaborative model in depth, identify pertinent questions for each step and, through a series of vignettes, illustrate how the model works in practice. (Edited publisher abstract)
‘Never trust anybody who says “I don’t need supervision”’: practitioners’ beliefs about social worker resilience
- Authors:
- BEDDOE Liz, DAVYS Allyson Mary, ADAMSON Carole
- Journal article citation:
- Practice: Social Work in Action, 26(2), 2014, pp.113-130.
- Publisher:
- Taylor and Francis
Yin noted the requirement for social workers to provide ‘supportive, empowering and strengths-based (resilience building) services’ and asked ‘when the workers themselves are burning out … do we provide the same for them?’. Many researchers have since explored this question, seeking explanations as to how some social workers survive and thrive and others are lost to the profession. The authors of this small exploratory study were interested in exploring practitioners’ understanding of resilience. A qualitative approach was employed to explore practitioner views about what contributed to their own resilience, augmented by data gathered in interviews with those providing supervision to students. Findings suggest a conceptual framework incorporating three aspects of resilience: core attributes within the individual, the practice context and a series of mediating factors. Participant accounts suggested a multifaceted and dynamically balanced awareness of resilience that highlighted the relational and contextual characteristics of their experience. This article reports one significant theme emerging from the study; namely that supervision and collegial support are recognised as vital in the nurturing of practitioner resilience. (Publisher abstract)
Educating resilient practitioners
- Authors:
- BEDDOE Liz, DAVYS Allyson, ADAMSON Carole
- Journal article citation:
- Social Work Education (The International Journal), 32(1), 2013, pp.100-117.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Many social workers face challenges maintaining professional optimism and personal well-being in their chosen career. The retention of capable practitioners is important to employers and the wider profession. This paper reports on elements of an ongoing study into practitioner resilience in social work in health and non-statutory practice settings. The project aims to explore experienced social workers' understanding of their resilience in the face of workplace demands and stressors. Findings from a small, qualitative study of experienced practitioners in New Zealand suggest that social work education contributes in multi-faceted ways to preparing resilient practitioners. The authors recommend the strengthening of these elements in pre-service education. (Publisher abstract)
Migrant social workers’ experience in New Zealand: education and supervision issues
- Authors:
- BEDDOE Liz, et al
- Journal article citation:
- Social Work Education (The International Journal), 31(8), 2012, pp.1012-1031.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work has an increasingly mobile workforce, with many social workers working in countries different from the one where they obtained their professional qualifications. This paper considers the issues of workforce mobility and professional registration in New Zealand. It draws on work conducted as part of the study ‘Crossing borders: an exploration of migrant professional workforce dynamics’. The paper reports on the views and reported experiences from focus groups and survey data of migrant social workers with respect to education issues, continuing professional development (CPD), supervision and the role of schools of social work in their support. The findings are discussed under the following themes: relevance of overseas training for work in New Zealand; Continuing Professional Development (CPD); supervision; and Schools of Social Work in New Zealand and the support of migrant social workers. Core themes emerged related to the experience of the ‘politics’ of social work in New Zealand and conflicts over cultural and practice issues. Migrant social workers require a degree of acculturation and support into the norms and behaviours governing the practice of social work in a new context. In addition, practitioners, employers and educators can stand to learn from the perspectives and experiences of these new colleagues. Implications are discussed with reference to education and supervision.
Interprofessional supervision in social work and psychology: mandates and (inter)professional relationships
- Authors:
- BEDDOE Liz, HOWARD Fiona
- Journal article citation:
- Clinical Supervisor (The), 31(2), July 2012, pp.178-202.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
As the use of clinical supervision of practising professionals in the health, justice and social services sectors in New Zealand has grown, there has also been an increase in demand for competent supervisors and an increase in interprofessional or cross-disciplinary supervision. This article provides an overview of the New Zealand context, including mandates for supervision, and discusses the benefits and disadvantages of interprofessional supervision (IPS). It then reports on a survey of 243 psychologists and social workers practising (offering, receiving, or both) IPS, aiming to explore their opinions and experiences. It presents and discusses the results, with examples from the survey responses, covering rationale for, benefits of and problems with IPS for supervisors and supervisees, circumstances under which IPS should not proceed, and ethics in IPS. It reports that the overall findings indicate that IPS is a relatively common practice in psychology and social work, is providing valuable opportunities for practitioners, and that advantages reported by participants outweighed disadvantages. The authors note that professional mandates limit IPS in some cases, but its development as a practice suggests that guidance is needed to ensure it meets the aspirations of its practitioners. The survey questions are included in an appendix.