Search results for ‘Subject term:"social work education"’ Sort:
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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)
One step in a thousand-mile journey: can civic practice be nurtured in practitioner research? Reporting on an innovative project
- Authors:
- BEDDOE Liz, HARINGTON Phil
- Journal article citation:
- British Journal of Social Work, 42(1), 2012, pp.74-93.
- Publisher:
- Oxford University Press
During social work education, students rarely encounter the expectation that they will need to engage in scholarly activities in their role as social workers. This article draws on the experience of academics and practitioners who participated in a mentoring programme, Growing Research in Practice (GRIP), which examined the challenge of raising the research capability and confidence of groups of social workers in Auckland, New Zealand. The authors explore the insights gained in this project to developing a conceptualisation of civic social work, where scholarly inquiry is a practice imperative. Data were collected via a small number of individual and group interviews, recorded discussions, evaluations and debriefing activities, and from field notes. The findings indicate considerable enthusiasm for practitioner research, despite the many challenges faced, but suggest that building professional confidence requires several strategies. Implications for developing the programme are discussed.
Change, complexity, and challenge in social work education in Aotearoa, New Zealand
- Author:
- BEDDOE Liz
- Journal article citation:
- Australian Social Work, 60(1), March 2007, pp.46-55.
- Publisher:
- Taylor and Francis
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.
Supervision of students: a map and a model for the decade to come
- Authors:
- DAVYS Allyson, BEDDOE Liz
- Journal article citation:
- Social Work Education (The International Journal), 19(5), October 2000, pp.437-449.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper proposes a map and a model for the supervision of social work students. The authors have placed renewed emphasis on the somewhat neglected supervisory aspect and include an integration of adult learning theory within the supervision process. This model is located within a 'map' of the placement process and within a broader understanding of the learning milieu of the fieldwork placement. The authors suggest that this model will better meet the needs of practice in the new decade.
A new era for supervision
- Author:
- BEDDOE Liz
- Journal article citation:
- Social Work Now: the Practice Journal of Child, Youth and Family, 7, August 1997, pp.10-16.
- Publisher:
- Child, Youth and Family (Department of Child, Youth and Family Services, Te Tari Awhina I te Tamaiti, te Rangatahi, tae atu ki te Whanau)
Seeks to demonstrate that supervision has a key role to play in social work professionalisation in New Zealand. Outlines current issues and discusses organisational culture and the state of supervision, training implications at 3 levels (graduates and inductees, senior practitioners, and established supervisors), whether training should be internal or external, and issues of individual accountability. Concludes that a professional mandate approach will ensure best outcomes. The future will require the development of constructive partnerships between practitioners, their professional body, social work educators and trainers and social work agencies. Summarises supervisors' responsibilities.
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)
Live supervision of students in field placement: more than just watching
- Authors:
- BEDDOE Liz, et al
- Journal article citation:
- Social Work Education (The International Journal), 30(5), August 2011, pp.512-528.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Supervision of students in social work has always been directed towards facilitation of learning in genuine practice settings. It is a structured, interactive and collaborative process which takes place within a professional relationship. However, supervision of social work students in real work is generally absent. This article presents an overview of the key literature before examining the need for supervision of students during training. It 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. The article includes brief student vignettes from the evaluations undertaken after live supervision activities.
The reflective learning model: supervision of social work students
- Authors:
- DAVYS Allyson Mary, BEDDOE Liz
- Journal article citation:
- Social Work Education (The International Journal), 28(8), December 2009, pp.919-933.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The Reflective Learning Model emphasises the importance of reflection for responsive practice. This paper presents a model designed to support the importance of both facilitative and information giving and instruction interventions within effective supervision of social work students, and which guides the supervisor through the process from the beginning of the supervision session to the end. The model, called the Reflective Learning Model of supervision, describes beginning and ending and four stages: event, where the student and supervisor identify the core issue or key question to address; exploration, where the work of supervision occurs and where the issue is explored, understood and potential solutions identified; experimentation, attending to how the student will move forward with the issue; evaluation, to consider whether or not the agenda item has been successfully addressed. A case study is used to demonstrate the model in action.
Continuing professional social work education in Aotearoa New Zealand
- Authors:
- BEDDOE Liz, HENRICKSON Mark
- Journal article citation:
- Asia Pacific Journal of Social Work and Development, 15(2), December 2005, pp.75-90.
- Publisher:
- Taylor and Francis
The registration of social workers in Aotearoa New Zealand and other jurisdictions raises issues of cost, benefit, and equity of access to opportunities for further education. There is frequently lack of clarity or competition among employers, registration and examining boards, and professional associations about what continuing professional education is appropriate or valued. This paper is a report of a national survey of social workers: what they value and identify as barriers and bridges to continuing professional education. Almost all of the 285 social worker respondents in our study highly value continuing professional education, and would like clarity and increased support in order to carry it out.
Building on the high hard ground
- Authors:
- BEDDOE Liz, HYSLOP Ian
- Journal article citation:
- Social Work Now: the Practice Journal of Child, Youth and Family, 24, June 2003, pp.31-37.
- Publisher:
- Child, Youth and Family (Department of Child, Youth and Family Services, Te Tari Awhina I te Tamaiti, te Rangatahi, tae atu ki te Whanau)
There is a strong expectation that a social work degree should prepare graduates for the 'real world'. This article describes the development process of creating a new course within a social work undergraduate degree programme in New Zealand which looked at social work practice in statutory settings. The course covered child and family social work. The experiences of curriculum development is explored with reference to the larger debate about social work as a profession and how the technical knowledge and skills for social work is balanced with the assimilation of a professional identity without losing sight of a critical perspective.