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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)
On guard against bureaucracy: depictions of the social work bureaucrat in syllabi texts
- Author:
- LIODDEN Tone Maia
- Journal article citation:
- Social Work Education (The International Journal), 40(5), 2021, pp.577-592.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article investigates the depiction of social workers and bureaucracy in selected social work syllabi texts in Norway. The core message is that bureaucracy threatens to undermine important social work principles. The texts emphasize individual responsibility and that social workers cannot assume that the ‘system’ will be ethical. As bureaucrats, social workers should prioritize loyalty to the clients and the political agenda of the profession above the demands of public bureaucracies. This entails that social workers need to oppose rules and policies when necessary, engage in critical reflection, approach clients in a personal and holistic manner, promote anti-hierarchical attitudes and actively combat social inequality on a structural level. While the texts promote an image of the social work bureaucrat as an antidote to the dark sides of bureaucracy, they to a limited extent reflect the ethos of bureaucracy as a sphere with distinct values that are important in democratic societies. (Edited publisher abstract)
Guidelines for advancing clinical social work practice through articulating practice competencies: the Toronto simulation model
- Authors:
- BOGO Marion, et al
- Journal article citation:
- Clinical Social Work Journal, 49(2), 2021, pp.117-127.
- Publisher:
- Springer
- Place of publication:
- New York
Knowledge for clinical social work practice is ever evolving and consists of underlying explanatory concepts, practice models, and intervention skills. Conceptualization and identification of competencies for practice provides a bridge from knowledge and understanding to actual skills needed in clinical sessions. Articulating competencies also guides education of students and provides grounded skills and behaviors needed for clinical research. Analysis of simulation-based practice provides a useful methodology to identify generic practice competencies as well as competencies in specialized fields of practice. This paper presents a simulation education model and illustrates how the use of simulation enabled clinical scholars to articulate core competencies in specialized areas of social work practice. Case examples and related competencies for practice with adolescents, victims of elder abuse, and in mental health practice will demonstrate this process. Examples are drawn from reflections on practice wisdom, analysis of experienced social work practitioners, and relevant literature. Resulting competencies contribute to scholarship for clinical practice. (Edited publisher abstract)
Identification with the social work profession: the impact of education
- Authors:
- TERUM Lars Inge, HEGGEN Kare
- Journal article citation:
- British Journal of Social Work, 46(4), 2016, pp.839-854.
- Publisher:
- Oxford University Press
The aim of this study is to examine how education affects students' identification with the social work profession. In particular, it examines the impact of students' experiences of their interactions with teachers, peers and supervisors at placement. A longitudinal design is applied. Data were collected from students during their first and third (final) year in social work education from seven universities and university colleges in Norway, representing a sample (panel) of 390 students. To evaluate the degree of students' identification with the profession, comparisons with student nurses are conducted. The analyses indicate (i) that students' dedication to and identification with the social work profession are largely established at a very early stage of education and (ii) that education has a positive impact on students' identification with the social work profession. At the end of their social work education, students who experience support and feedback from teachers and have confidence in their supervisors' competence express a higher degree of identification with the social work profession. (Edited publisher abstract)
Interim report by the Chief Social Worker for Adults
- Author:
- ROMEO Lyn
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2015
- Pagination:
- 13
- Place of publication:
- London
This interim report provides a summary of developments in social work in adult services in 2015. The report focuses on: quality of social work education, training and practice, including new knowledge and skills statements for social work with adults, children and families; announcement of the ‘Think Ahead’ post-graduate programme for social work in mental health, due to start in 2016; introduction of principal social workers in statutory adult social care; and increasing prominence of social work expertise in respect of the Care Act and Mental Capacity Act. (Edited publisher abstract)
The struggle for the soul of social work in England
- Author:
- HIGGINS Martyn
- Journal article citation:
- Social Work Education (The International Journal), 34(1), 2015, pp.4-16.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
There is a debate or struggle for the nature and future of social work in England. This tension is between a narrow or limited type of practice and a broader and emancipatory social work, grounded in the International Federation of Social Work and the wider conception of the profession in other European states. The limited model of social work seems to provide a dominant paradigm, which may result in the loss of a more visionary and humane social work. This is a qualitative study of an undergraduate social work programme in England. There were 48 participants, comprised of academics, students, service users and practice educators. Interviews and focus groups were used and a thematic analysis was undertaken. The key finding of this study is that the paradigm of state or statutory social work in England threatens to replace a broad conception of social work as understood in such definitions as the International Federation of Social Work and social work in other European states. (Publisher abstract)
A contemporary history of social work: learning from the past
- Author:
- BAMFORD Terry
- Publisher:
- Policy Press
- Publication year:
- 2015
- Pagination:
- 256
- Place of publication:
- Bristol
Drawing lessons from the recent history of social work to identify how and why it has lost its privilege and influence, this book challenges social work students to understand why social work has failed to maintain its position as a driver of social reform. The author looks forward to a new model of practice that places a commitment to putting social justice back at the heart of professional practice. The book contributes to the topical debates about social work education and the identity of the profession, encouraging critical thinking about organisation models, practice content and meaning of professionalism in social work. The book provides students of social work, history of social work and social policy, with a greater understanding of how social work became an unloved profession, whilst simultaneously charting a more hopeful course for the future. (Edited publisher abstract)
Lessons from America
- Authors:
- SULLIVAN Mary Pat, MILNE Alisoun
- Journal article citation:
- Social Work Matters (e-Magazine), February 2014, Online only
- Publisher:
- The College of Social Work
As the population ages, the author argues there is a need to develop gerontologise social work and build the profession's capacity to improve care for older people and their families. The article draws on practice from the United States which demonstrate the effective contribution that social work plays in the care of older people. Details of the John A Hartford Geriatric Social Work Initiative in the United States is provided as a case study of a programme to promote cultural change in social work to ensure it is meeting the needs of an ageing society in terms of social work education, training and competency. (Original abstract)
Suitability for professional practice: assessing and developing moral character in social work education
- Author:
- HOLMSTROM Cath
- Journal article citation:
- Social Work Education (The International Journal), 33(4), 2014, pp.451-468.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article considers the importance of an explicit focus upon the ‘character’ of social work applicants and students in debates regarding suitability for professional education and practice. Drawing upon the growing body of literature concerning gate-keeping decisions and the literature exploring the relevance of virtue ethics for social work, this article examines the benefits of an approach that foregrounds the assessment and development of moral character. The discussion is located within the context of the most recent reforms to social work education within England, whilst recognising the international relevance of these debates. It is argued that incorporating an approach informed by virtue ethics has the potential to bridge traditional fault-lines within selection debates that have focused upon the tensions between a widening access perspective and a focus upon academic ability. Crucially, this article examines the curriculum and pedagogic issues arising from a commitment to provide opportunities to develop moral character and virtue. The article argues that a dual focus upon selection and pedagogic issues, with an explicit focus upon character throughout, is critical to the development of wise, effective and virtuous social workers who are able to exercise sound judgment and wisdom across a range of practice contexts. (Publisher abstract)
Graduate students' perceptions of professional power in social work practice
- Journal article citation:
- Journal of Social Work Education, 49(1), 2013, pp.108-121.
- Publisher:
- Council on Social Work Education
The study of ways that professional power is perceived in social work practice is limited. This exploratory qualitative study analyses second-year MSW students' perceptions of professional power in social work practice. This inquiry is guided by social constructivism and symbolic interactionism perspectives. The authors used constant comparison methods to analyse documents (student papers on professional power). Two emergent themes, operationalising power and conceptualising professional power, are presented. The importance of understanding and taking responsibility for power dynamics endemic to social work relationships is discussed. (Publisher abstract)