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Social work: 'the appliance of social science' - a cautionary tale
- Author:
- ORME Joan
- Journal article citation:
- Social Work Education (The International Journal), 19(4), August 2000, pp.323-334.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The author argues that with the expectation that research be relevant to users and that teaching ensures that graduateness involves teaching people to be fit for a purpose, social sciences in British universities are being encouraged to interact with employers, politicians and policy makers. This paper was presented at an ALSISS/ESRC conference on Interactive Social Sciences and argues that social work educators have a great deal to teach their colleague academics about interactivity, but that that very interactivity has led to their place in the academy being placed under threat.
The 1996 research assessment exercise and the response of social work academics
- Authors:
- LYONS Karen, ORME Joan
- Journal article citation:
- British Journal of Social Work, 28(5), October 1998, pp.783-792.
- Publisher:
- Oxford University Press
In 1996 in the Higher Education Funding Council undertook the fourth Research Assessment Exercise (RAE) in universities in England, Wales, Scotland and Northern Ireland. Performance in research is a crucial measure in university departments because it has direct implications for funding, but some doubt that the criteria used are appropriate measures of quality of research. Describes how the Joint University Council Social Work Education Committee undertook a survey of department which teaches social work to try and elicit responses to the assessment exercise which might inform preparations for the next RAE.
History of the development of doctoral education in the United Kingdom
- Author:
- ORME Joan
- Journal article citation:
- New Global Development, 18(1/2), 2002, pp.99-112.
- Publisher:
- Dialogues
Describes how, until recently, doctorates in social work have been invisible in the UK. In describing the causes of this invisibility the article explains the politics of social work education in the context of higher education in the UK. It ends optimistically with an acknowledgement that as a result of lobbying by social work academics, doctoral education is becoming part of the continuum of professional development in social work.
Social work practice
- Authors:
- COULSHED Veronica, ORME Joan
- Publisher:
- Palgrave Macmillan
- Publication year:
- 2012
- Pagination:
- 320p.
- Place of publication:
- Basingstoke
- Edition:
- 3rd ed.
This book offers essential introductory guidance for all areas of social work study and provides the fundamentals for understanding skills, processes and contexts of social work. The book text is divided into three sections: part 1 guides you through the social work process, detailing each stage and offering a new chapter on reflection; part 2 introduces key methods of intervention, encompassing a broad range of theories and approaches, including new material on strengths based approaches and solution focused practice; and part 3 identifies the variety of contexts in which social work takes place, with individuals (both children and adults), groups and communities. Together the three parts offer a complete foundation to every social work course, with cross-referencing and signposting allowing the reader to easily navigate the content. Numerous practice examples and summaries of research illustrate the discussion and extensive further resources and websites aid the reader in exploring topics further.
Why does social work need doctors?
- Author:
- ORME Joan
- Journal article citation:
- Social Work Education (The International Journal), 22(6), December 2003, pp.541-554.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article seeks to explore the contribution that doctoral education can make to social work, as a profession and an academic discipline. In doing so it explains current arrangements for approving doctoral education by the research council and describes different routes to acquiring a doctorate. This overview highlights that doctoral education provides both opportunities and challenges both to those undertaking it, and to university departments offering it.
'It's feminist because I say so!' : feminism, social work and critical practice in the UK
- Author:
- ORME Joan
- Journal article citation:
- Qualitative Social Work, 2(2), June 2003, pp.131-153.
- Publisher:
- Sage
This article explores the contribution of feminism to critical social work practice within the UK. It does so by examining a claim that social work students and practitioners have taken a simplistic stance to feminist theory: 'it's feminist because I say so'. While this position might be a consequence of unease with theory within some approaches to feminism it is compounded by arrangements for social work education in the UK. It is argued that such a stance denies the complexities of feminist theory and fails to recognize some of the tensions within feminism. Identifying that in UK social work there are struggles to reconcile 'standpointism' with postmodern feminism, the article uses the examples of feminist analyses of care and researching domestic violence to argue that critical practice is enriched by explorations of theoretical differences.