Pub Date : 2023-05-17DOI: 10.1080/09503153.2023.2212984
Wulf Livingston
The centrality of the role of women in social work was neatly encapsulated in Hanner and Statham’s (1988) seminal text, where they concluded so much of social work was about women working with women. Hanner and Statham and then White (2006) in her equally seminal text identified that the commonalities that women as social workers and clients share, are by necessity shaped through economic, organisational, political and social contexts. While change has taken place during the intervening years, the need to continue to understand practice and professional perspectives through the feminist lens remains. Such experiences of women as social workers, mothers, carers, and victims, are the foci of this issue, which collates examples taken from around the world. We begin with Meenu Anand’s feminist exploration of an Indigenous Model of Practice in India. She begins by acknowledging that social work is largely construed as a feminised occupation. From this starting point she develops a theoretical article that intersects the commonalities of feminism and social work. These basis are used to then formulate a rich contextualised practice framework which in turn is amplified into developing an Indian model for feminist social work. The article then concludes with three illustrative case study vignettes and by drawing out some implications for practice. Anand’s concluding message is that by embracing the existing struggle for gender equality and justice, feminism continues to play a dynamic and central role in contemporary social work. The explicit discussion of the value of feminism to social work is maintained in our second theoretical article by Vasintha Veeran, Susan Flynn and LeighAnn Sweeney, who explore feminist egalitarian discourse in social work education within an Irish context. They begin by usefully outlining for the reader the specifics of the Irish social work and education perspective. The article then moves on to explore the apparent resistance to engaging with feminist
{"title":"Feminist Social Work: Unfinished Business","authors":"Wulf Livingston","doi":"10.1080/09503153.2023.2212984","DOIUrl":"https://doi.org/10.1080/09503153.2023.2212984","url":null,"abstract":"The centrality of the role of women in social work was neatly encapsulated in Hanner and Statham’s (1988) seminal text, where they concluded so much of social work was about women working with women. Hanner and Statham and then White (2006) in her equally seminal text identified that the commonalities that women as social workers and clients share, are by necessity shaped through economic, organisational, political and social contexts. While change has taken place during the intervening years, the need to continue to understand practice and professional perspectives through the feminist lens remains. Such experiences of women as social workers, mothers, carers, and victims, are the foci of this issue, which collates examples taken from around the world. We begin with Meenu Anand’s feminist exploration of an Indigenous Model of Practice in India. She begins by acknowledging that social work is largely construed as a feminised occupation. From this starting point she develops a theoretical article that intersects the commonalities of feminism and social work. These basis are used to then formulate a rich contextualised practice framework which in turn is amplified into developing an Indian model for feminist social work. The article then concludes with three illustrative case study vignettes and by drawing out some implications for practice. Anand’s concluding message is that by embracing the existing struggle for gender equality and justice, feminism continues to play a dynamic and central role in contemporary social work. The explicit discussion of the value of feminism to social work is maintained in our second theoretical article by Vasintha Veeran, Susan Flynn and LeighAnn Sweeney, who explore feminist egalitarian discourse in social work education within an Irish context. They begin by usefully outlining for the reader the specifics of the Irish social work and education perspective. The article then moves on to explore the apparent resistance to engaging with feminist","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"197 - 199"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59552613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/09503153.2023.2213426
H. Acar, Burcu Yakut Çakar, Yüksel Baykara Acar, Durdu Baran Çiftçi
{"title":"Contemporary Challenges Facing Social Work in Turkey: Would Global Agenda Be Relevant?","authors":"H. Acar, Burcu Yakut Çakar, Yüksel Baykara Acar, Durdu Baran Çiftçi","doi":"10.1080/09503153.2023.2213426","DOIUrl":"https://doi.org/10.1080/09503153.2023.2213426","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43970794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1080/09503153.2023.2208786
Lorne Power, L. Dean, Lucy Evans, Andrew Haughton, Cath Holmström
Health and social care integration has been promoted by successive governments as the answer to meeting increased need within limited budgets. However, there has been little research in the UK regarding Social Workers working in integrated health teams. This study explores how social work is perceived by a range of professionals working within three different models of integration in the same acute hospital in the South-East of England. The research team (all practicing social workers) used a mixed method approach - combining questionnaires and focus groups – to explore similarities and differences in the perception of the social work role held by professionals working within contexts which had different types or models of integration. Thematic analysis of the qualitative data identified five key themes. These included social workers: providing ‘checks and balances’ to health professionals, ‘linking and bridging’ between the hospital, the community and patients, holding ‘mysterious knowledge’, having ‘strong interpersonal skills’ and providing a ‘function in team dynamics’’. We conclude by outlining recommendations for practice and further research, the limitations of our study and our approach to reflexivity as research practitioners.
{"title":"Mystery and Magic: Perceptions of Social Work within an Acute Hospital Setting","authors":"Lorne Power, L. Dean, Lucy Evans, Andrew Haughton, Cath Holmström","doi":"10.1080/09503153.2023.2208786","DOIUrl":"https://doi.org/10.1080/09503153.2023.2208786","url":null,"abstract":"Health and social care integration has been promoted by successive governments as the answer to meeting increased need within limited budgets. However, there has been little research in the UK regarding Social Workers working in integrated health teams. This study explores how social work is perceived by a range of professionals working within three different models of integration in the same acute hospital in the South-East of England. The research team (all practicing social workers) used a mixed method approach - combining questionnaires and focus groups – to explore similarities and differences in the perception of the social work role held by professionals working within contexts which had different types or models of integration. Thematic analysis of the qualitative data identified five key themes. These included social workers: providing ‘checks and balances’ to health professionals, ‘linking and bridging’ between the hospital, the community and patients, holding ‘mysterious knowledge’, having ‘strong interpersonal skills’ and providing a ‘function in team dynamics’’. We conclude by outlining recommendations for practice and further research, the limitations of our study and our approach to reflexivity as research practitioners.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45153928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1080/09503153.2023.2208782
Susan Burke, Jane Bouey, C. Madsen, L. Costello, G. Schmidt
This article reports on data shared by Indigenous kinship caregivers in a larger study on kinship care conducted in British Columbia (BC), Canada. There is a significant amount of research on kinship caregivers, but little of it focuses specifically on Indigenous carers. The findings presented here add to that small but growing body of literature. The larger study was done in partnership between Parent Support Services of BC (PSS), a charitable non-profit organization that supports kinship caregivers in BC, and the University of Northern BC (UNBC) (Burke et al. 2022). Data for this secondary analysis arose from surveys that focused on the experiences and needs of kinship caregivers. The findings suggest that supports should be delivered in ways that acknowledge the heterogeneity of Indigenous peoples and respond to individual needs, that programs should be designed in ways that support caregivers’ efforts to heal from the impacts of colonialism, and that policies designed for Indigenous kinship carers should be evaluated to ensure their efficacy. Suggestions regarding future research include research that focusses on the optimism that exists among kinship caregivers despite the challenges they face, research on non-grandparent caregivers, and research that is designed to be culturally sensitive to Indigenous peoples.
本文报告了在加拿大不列颠哥伦比亚省(BC)进行的一项大型亲属照顾研究中土著亲属照顾者共享的数据。有大量关于亲属照顾者的研究，但很少特别关注土著照顾者。这里提出的研究结果增加了这个虽小但不断增长的文献体系。更大的研究是在BC省父母支持服务(PSS)(一个支持BC省亲属照顾者的慈善非营利组织)和北BC大学(UNBC) (Burke et al. 2022)之间合作完成的。这一次要分析的数据来自于关注亲属照顾者的经历和需求的调查。研究结果表明，提供支持的方式应该承认土著人民的异质性，并对个人需求作出反应，项目的设计应该支持照顾者努力从殖民主义的影响中恢复过来，为土著亲属照顾者设计的政策应该进行评估，以确保其有效性。关于未来研究的建议包括关注亲属照顾者面临挑战时存在的乐观情绪的研究，对非祖父母照顾者的研究，以及旨在对土著人民具有文化敏感性的研究。
{"title":"Supporting Indigenous Kinship Caregivers","authors":"Susan Burke, Jane Bouey, C. Madsen, L. Costello, G. Schmidt","doi":"10.1080/09503153.2023.2208782","DOIUrl":"https://doi.org/10.1080/09503153.2023.2208782","url":null,"abstract":"This article reports on data shared by Indigenous kinship caregivers in a larger study on kinship care conducted in British Columbia (BC), Canada. There is a significant amount of research on kinship caregivers, but little of it focuses specifically on Indigenous carers. The findings presented here add to that small but growing body of literature. The larger study was done in partnership between Parent Support Services of BC (PSS), a charitable non-profit organization that supports kinship caregivers in BC, and the University of Northern BC (UNBC) (Burke et al. 2022). Data for this secondary analysis arose from surveys that focused on the experiences and needs of kinship caregivers. The findings suggest that supports should be delivered in ways that acknowledge the heterogeneity of Indigenous peoples and respond to individual needs, that programs should be designed in ways that support caregivers’ efforts to heal from the impacts of colonialism, and that policies designed for Indigenous kinship carers should be evaluated to ensure their efficacy. Suggestions regarding future research include research that focusses on the optimism that exists among kinship caregivers despite the challenges they face, research on non-grandparent caregivers, and research that is designed to be culturally sensitive to Indigenous peoples.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"317 - 333"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47285056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1080/09503153.2023.2208788
Tonimarie Benaton
{"title":"Exploring How Social Workers Experience and Perceive the Participation of Care Experienced Children and Young People: A Qualitative Pilot Study","authors":"Tonimarie Benaton","doi":"10.1080/09503153.2023.2208788","DOIUrl":"https://doi.org/10.1080/09503153.2023.2208788","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49515973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.1080/09503153.2023.2208779
R. Munford
Social workers around the globe are seeking to better understand the needs of people living with mental health challenges. Drawing on learning from social work practice and support partnerships, this article explores current thinking on recovery processes and the factors that contribute to effective support for people living with mental health challenges. The article presents a framework for practice which is informed by current thinking on recovery and support and draws on the key elements of transformative social work practice. Transformative practice involves support at an individual level and interventions at multiple levels (organisational practices, community contexts, and policy development) to enhance capability and achieve sustained and enduring change. Relational approaches are a cornerstone of transformative practice which promote respectful and trust-based partnerships that enable people living with mental health challenges to create meaning in their lives and receive meaningful support and resources. Central to this practice is critical reflection; social workers reflect on their practice and their role in challenging the systems and practices that prevent people living with mental health challenges from determining their own recovery pathways.
{"title":"Transformative Social Work Practice: Providing Meaningful Support to People Living with Mental Health Challenges","authors":"R. Munford","doi":"10.1080/09503153.2023.2208779","DOIUrl":"https://doi.org/10.1080/09503153.2023.2208779","url":null,"abstract":"Social workers around the globe are seeking to better understand the needs of people living with mental health challenges. Drawing on learning from social work practice and support partnerships, this article explores current thinking on recovery processes and the factors that contribute to effective support for people living with mental health challenges. The article presents a framework for practice which is informed by current thinking on recovery and support and draws on the key elements of transformative social work practice. Transformative practice involves support at an individual level and interventions at multiple levels (organisational practices, community contexts, and policy development) to enhance capability and achieve sustained and enduring change. Relational approaches are a cornerstone of transformative practice which promote respectful and trust-based partnerships that enable people living with mental health challenges to create meaning in their lives and receive meaningful support and resources. Central to this practice is critical reflection; social workers reflect on their practice and their role in challenging the systems and practices that prevent people living with mental health challenges from determining their own recovery pathways.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44687118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/25783858.2023.2229487
Isobel Dawes
Research from the COVID-19 pandemic raised concerns for the Special Educational Need Coordinator’s (SENCo) ability to continue advocating for pupils with Special Educational Needs and Disabilities (SEND) when the educational climate was risking further focus on performativity. This study aimed to gain a greater understanding of the lifeworld of a SENCo, how they enacted the role, and the challenges they faced in the prevailing pandemic measures. It explored their efforts to challenge exacerbated inequalities faced by the children and families in their care. Using a small-scale phenomenological approach, diary entries and interviews of four primary school SENCos were analysed using Interpretative Phenomenological Analysis (IPA). The findings illustrated the multi-faceted nature of the role of the SENCo and the influences that impacted their work in the context of English lockdown measures. During the crisis, the advocacy role of the SENCo was brought into sharp relief as the research findings reflected a prioritisation for maintaining an inclusive school ethos while supporting pupils and their families who were at risk of greater marginalization. This study illuminated the frictions SENCos felt against ideologies of governmentality and performativity as the pressure to make up for lost time weighed down heavily on schools, staff, and pupils.
{"title":"Firefighting marginalisation: the lived experiences of the primary special educational needs coordinator under lockdown measures in England","authors":"Isobel Dawes","doi":"10.1080/25783858.2023.2229487","DOIUrl":"https://doi.org/10.1080/25783858.2023.2229487","url":null,"abstract":"Research from the COVID-19 pandemic raised concerns for the Special Educational Need Coordinator’s (SENCo) ability to continue advocating for pupils with Special Educational Needs and Disabilities (SEND) when the educational climate was risking further focus on performativity. This study aimed to gain a greater understanding of the lifeworld of a SENCo, how they enacted the role, and the challenges they faced in the prevailing pandemic measures. It explored their efforts to challenge exacerbated inequalities faced by the children and families in their care. Using a small-scale phenomenological approach, diary entries and interviews of four primary school SENCos were analysed using Interpretative Phenomenological Analysis (IPA). The findings illustrated the multi-faceted nature of the role of the SENCo and the influences that impacted their work in the context of English lockdown measures. During the crisis, the advocacy role of the SENCo was brought into sharp relief as the research findings reflected a prioritisation for maintaining an inclusive school ethos while supporting pupils and their families who were at risk of greater marginalization. This study illuminated the frictions SENCos felt against ideologies of governmentality and performativity as the pressure to make up for lost time weighed down heavily on schools, staff, and pupils.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1080/25783858.2023.2196030
Thi-Luyen Bui, N. Nguyen, T. Nguyen
{"title":"Developing Vietnamese communicative competence for ethnic minority students in Vietnam’s lower secondary boarding schools—current situation and solutions","authors":"Thi-Luyen Bui, N. Nguyen, T. Nguyen","doi":"10.1080/25783858.2023.2196030","DOIUrl":"https://doi.org/10.1080/25783858.2023.2196030","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47632885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.1080/09503153.2023.2181947
Latika Henry
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Pub Date : 2023-04-03DOI: 10.1080/25783858.2023.2198143
J. Allison
ABSTRACT The development of computing as a subject area and the skills gaps present in society has placed an increased emphasis on the teaching of computing and what practices enable effective student learning. Within England, colleges have been described as pivotal in addressing these skills gaps, but there is a lack of computing education research within a college setting. This paper therefore aims to answer the following research question: How are computing educators within English colleges enabling effective student learning for computing? Through conducting 24 semi-structured interviews with computing educators from 13 English colleges, six themes were identified which include having staff who care, building a positive relationship with students, developing student soft skills, challenging current practice, putting an emphasis on students, and other teaching tips. This paper augments findings of good practice that have been found in other educational settings such as the use of unplugged activities, flipped learning, and pair programming, but in the unique context of teaching computing within English colleges. Furthermore, this paper more explicitly contributes to knowledge and practice through detailing how a focus on student needs is deemed more important for enabling effective student learning for computing than the choice of curriculum or available resources.
{"title":"Factors for enabling effective student learning within English colleges: the case of computing","authors":"J. Allison","doi":"10.1080/25783858.2023.2198143","DOIUrl":"https://doi.org/10.1080/25783858.2023.2198143","url":null,"abstract":"ABSTRACT The development of computing as a subject area and the skills gaps present in society has placed an increased emphasis on the teaching of computing and what practices enable effective student learning. Within England, colleges have been described as pivotal in addressing these skills gaps, but there is a lack of computing education research within a college setting. This paper therefore aims to answer the following research question: How are computing educators within English colleges enabling effective student learning for computing? Through conducting 24 semi-structured interviews with computing educators from 13 English colleges, six themes were identified which include having staff who care, building a positive relationship with students, developing student soft skills, challenging current practice, putting an emphasis on students, and other teaching tips. This paper augments findings of good practice that have been found in other educational settings such as the use of unplugged activities, flipped learning, and pair programming, but in the unique context of teaching computing within English colleges. Furthermore, this paper more explicitly contributes to knowledge and practice through detailing how a focus on student needs is deemed more important for enabling effective student learning for computing than the choice of curriculum or available resources.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43491148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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