Pub Date : 2023-11-08DOI: 10.1080/0312407x.2023.2267046
Carmela Bastian, Sarah Wendt, Georgia Rowley, Ali Elder
ABSTRACTDomestic and family violence experienced by women and children is a significant social issue. Children and young people’s exposure to domestic and family violence is a recognised form of child abuse and neglect nationally and internationally reflected in child protection legislations and practice guidelines. There is an increasing imperative to ensure effective responses are provided to children and young people, however there are significant service gaps that warrant urgent attention. In this article it is argued that the way forward to responding to the increasing numbers of children and young people who experience domestic and family violence is to build capacity in the existing structure and expertise in women’s shelters.IMPLICATIONSBuilding capacity in existing structures and expertise within women’s shelters can help workers respond to the needs of children and young people.Implementing a child-centred and child-informed practice approach within shelters and employing specialists can ensure that children and young people will be safely and effectively supported.KEYWORDS: Domestic and Family ViolenceChild ProtectionChild-centred PracticeWomen’s SheltersEarly InterventionChildrenYoung PeopleMothersSouth AustraliaSocial Work PracticeWomen’s RefugesSupport ServicesCrisis AccommodationPathwaysCapacity BuildingSocial Worker ExpertiseOut-of-home Care AcknowledgementsWe would like to thank the practitioners in women’s shelters who have supported and guided work informing this analysis. We would also like to thank the Channel 7 Children’s Research Foundation for funding this project.Disclosure StatementNo potential conflict of interest was reported by the author(s).
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Pub Date : 2023-10-05DOI: 10.1080/0312407x.2023.2250324
Betty Haralambous, Ronnie Egan, Francesca Gullaci
ABSTRACTNeo-liberalism has driven a crisis in Social Work Field Education (SWFE) globally, creating competition, funding cuts, increased workload, and limited capacity to support students. This has been exacerbated by widespread disruptions associated with the global pandemic and other disasters. This article outlines how one Australian university SWFE team has enhanced placement opportunities for students and industry during times of crisis, via a partnership approach. Outcomes include multiple student placements, joint initiatives, mutual relationship, and reciprocity, placing all students during a pandemic. The article contributes to addressing global SWFE challenges, provides a framework for consideration, and identifies areas for further investigation.IMPLICATIONSAn innovative SWFE partnership model can assist universities and industry to withstand global crises impacting placements.Committed partners and placements, collegial relationships, and a reference group that collaboratively sets agendas for agency and university increases placement opportunities for all students.KEYWORDS: Field EducationPartnershipPlacementSocial WorkCollaborationWork Integrated Learning (WIL)Australia AcknowledgementsThe authors would like to acknowledge Dr Patrick O’Keeffe and Dr Christina David (School of Global, Urban and Social Studies, RMIT) for providing valuable advice and guidance.Disclosure StatementNo potential conflict of interest was reported by the author(s).
摘要新自由主义在全球范围内引发了社会工作领域教育(SWFE)的危机，造成了竞争、资金削减、工作量增加和支持学生的能力有限。与全球大流行病和其他灾害有关的广泛破坏加剧了这种情况。本文概述了澳大利亚西南财经大学的一个团队如何在危机时期通过合作方式为学生和行业增加就业机会。结果包括多个学生安置、联合行动、相互关系和互惠，在大流行期间安置所有学生。本文有助于解决全球主权财富基金面临的挑战，提供了一个考虑框架，并确定了进一步研究的领域。创新的SWFE合作模式可以帮助大学和行业抵御影响就业的全球危机。承诺的合作伙伴和实习，学院关系，以及一个为机构和大学共同制定议程的参考小组，为所有学生增加了实习机会。关键词:实地教育伙伴关系实习社会工作协作工作综合学习(WIL)澳大利亚致谢作者要感谢Patrick O 'Keeffe博士和Christina David博士(RMIT全球、城市和社会研究学院)提供的宝贵建议和指导。披露声明作者未报告潜在的利益冲突。
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Pub Date : 2023-09-21DOI: 10.1080/0312407x.2023.2251434
Clare Tilbury, Mark Hughes, Christine Bigby, Clarissa Hitchcock
While social work research in Australia is in reasonable shape, it requires a strong research culture promoting rigorous research to enhance its credibility and influence on social policy discourses. This study explored proposals to advance social work research, based on interviews with 20 experienced Australian social work researchers. Strategies identified include improving research culture and training, the development of research infrastructure to promote and stimulate research, and forming new partnerships both among researchers and between researchers and research end-users. Growing and strengthening the research foundations of the discipline is essential to its future relevance.
{"title":"Advancing Social Work Research in Australia: Experienced Researcher Perspectives","authors":"Clare Tilbury, Mark Hughes, Christine Bigby, Clarissa Hitchcock","doi":"10.1080/0312407x.2023.2251434","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2251434","url":null,"abstract":"While social work research in Australia is in reasonable shape, it requires a strong research culture promoting rigorous research to enhance its credibility and influence on social policy discourses. This study explored proposals to advance social work research, based on interviews with 20 experienced Australian social work researchers. Strategies identified include improving research culture and training, the development of research infrastructure to promote and stimulate research, and forming new partnerships both among researchers and between researchers and research end-users. Growing and strengthening the research foundations of the discipline is essential to its future relevance.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/0312407x.2023.2246204
Helen Hickson
"Responding to Domestic Violence: Difficult Conversations." Australian Social Work, 76(4), pp. 619–620
《应对家庭暴力:艰难的对话》《社会工作》，76(4)，pp. 619-620
{"title":"Responding to Domestic Violence: Difficult Conversations <b>Responding to Domestic Violence: Difficult Conversations</b> , by Kate Seymour, Sarah Wendt, and Kris Natalier, London, Routledge, 2023, 138 pp., $252.00 (hardback), ISBN 9780367774288","authors":"Helen Hickson","doi":"10.1080/0312407x.2023.2246204","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2246204","url":null,"abstract":"\"Responding to Domestic Violence: Difficult Conversations.\" Australian Social Work, 76(4), pp. 619–620","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136373973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/0312407x.2023.2247833
David Hodgson, Lynelle Watts, Susan Gair
Social work is a profession committed to integrity and social justice. The AASW Social Work Practice Standards (AASW, 2023) calls on social workers to be critically reflective, ethical practitioners engaged in lifelong professional development and learning. Equally, social work education seeks to prepare students for research-informed, culturally-responsive practice across a diverse range of contexts, and in this Issue, we showcase critical social work education and practice diversity. However, a different ethical challenge to integrity and practice standards is the focus of this Editorial. Here, we highlight some of the concerns and implications of generative Artificial Intelligence (generative AI) for social work education, research, practice, and scholarly publishing. In November 2022, OpenAI released ChatGPT, a generative AI Large Language Model (LLM) that could generate realistic and natural text outputs from simple prompts. This technology had been in development for some time but had not been released to the public for general use. Since then, there has been a proliferation of different AI models that can generate and augment text, images, video, and audio. Generative AI is being used to perform analytical and interpretive tasks such as language translation; responding to queries on specific data sources, coding, and interpreting code; summarising documents and webpages; and creating case assessments and plans. This technology can be used to construct legal documents; machine learning for facial recognition; and for undertaking medical, mental health, and other diagnostic assessments. These are just some examples. In this fast-moving field, the uses and applications seem endless. The open-sourcing of generative AI models and their underlying architecture means developers are starting to create a myriad of practical applications and tools that rapidly increase the depth and scale of automation, potentially replacing or augmenting many everyday tasks normally performed by humans. The implications for social work education, practice, research, and scholarship are extensive. As with any new technology, there are a range of stances, from early adopters to positions that have resonance with luddism. This adds to the complexities of responding to AI as a whole profession. Nevertheless, what is clear is that the rise and integration of generative AI systems, at scale, will yield a wide range of practical, ethical, and epistemological problems for many professions, including social work. It is to some of these problems we turn our attention below. Beginning with social work education, generative AI will have profound effects on assessment and learning for higher education providers. It is likely to cause educators to re-evaluate their educational practices, assessments, and assumptions about what is core to a social work curriculum. Social work will need to refine and reappraise its ideas about critical thinking, ethical decision making, profession
{"title":"Artificial Intelligence and Implications for the <i>Australian Social Work</i> Journal","authors":"David Hodgson, Lynelle Watts, Susan Gair","doi":"10.1080/0312407x.2023.2247833","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2247833","url":null,"abstract":"Social work is a profession committed to integrity and social justice. The AASW Social Work Practice Standards (AASW, 2023) calls on social workers to be critically reflective, ethical practitioners engaged in lifelong professional development and learning. Equally, social work education seeks to prepare students for research-informed, culturally-responsive practice across a diverse range of contexts, and in this Issue, we showcase critical social work education and practice diversity. However, a different ethical challenge to integrity and practice standards is the focus of this Editorial. Here, we highlight some of the concerns and implications of generative Artificial Intelligence (generative AI) for social work education, research, practice, and scholarly publishing. In November 2022, OpenAI released ChatGPT, a generative AI Large Language Model (LLM) that could generate realistic and natural text outputs from simple prompts. This technology had been in development for some time but had not been released to the public for general use. Since then, there has been a proliferation of different AI models that can generate and augment text, images, video, and audio. Generative AI is being used to perform analytical and interpretive tasks such as language translation; responding to queries on specific data sources, coding, and interpreting code; summarising documents and webpages; and creating case assessments and plans. This technology can be used to construct legal documents; machine learning for facial recognition; and for undertaking medical, mental health, and other diagnostic assessments. These are just some examples. In this fast-moving field, the uses and applications seem endless. The open-sourcing of generative AI models and their underlying architecture means developers are starting to create a myriad of practical applications and tools that rapidly increase the depth and scale of automation, potentially replacing or augmenting many everyday tasks normally performed by humans. The implications for social work education, practice, research, and scholarship are extensive. As with any new technology, there are a range of stances, from early adopters to positions that have resonance with luddism. This adds to the complexities of responding to AI as a whole profession. Nevertheless, what is clear is that the rise and integration of generative AI systems, at scale, will yield a wide range of practical, ethical, and epistemological problems for many professions, including social work. It is to some of these problems we turn our attention below. Beginning with social work education, generative AI will have profound effects on assessment and learning for higher education providers. It is likely to cause educators to re-evaluate their educational practices, assessments, and assumptions about what is core to a social work curriculum. Social work will need to refine and reappraise its ideas about critical thinking, ethical decision making, profession","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/0312407x.2023.2232609
{"title":"Vale Helen Cleak, 1951–2023—An Esteemed Member of Australian Social Work Editorial Board","authors":"","doi":"10.1080/0312407x.2023.2232609","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2232609","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136374226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/0312407x.2023.2256703
Doris Testa
This micro-level study investigated interprofessional collaboration between social workers, psychologists, and teachers who work together to support young people in secondary schools. Drawing on focus group data obtained from 42 key wellbeing staff across four Catholic secondary schools in Melbourne, Victoria, Australia, the results indicate that interprofessional collaboration between social workers, psychologists, and teachers strengthens student wellbeing policies, programs, and processes, and has the potential to provide holistic and focused attention on student wellbeing. However, the study also found that there is a tendency for social workers and psychologists to engage in intensive interventions at the expense of targeted and universal interventions. Effective interprofessional collaboration can expand the knowledge, resources, and support available to students, in turn supporting students’ health and wellbeing. The findings contribute to how school-based social workers and psychologists can use their expert skills and knowledge to support student wellbeing policies and programs.
{"title":"Interprofessional Collaboration: How Social Workers, Psychologists, and Teachers Collaborate to Address Student Wellbeing","authors":"Doris Testa","doi":"10.1080/0312407x.2023.2256703","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2256703","url":null,"abstract":"This micro-level study investigated interprofessional collaboration between social workers, psychologists, and teachers who work together to support young people in secondary schools. Drawing on focus group data obtained from 42 key wellbeing staff across four Catholic secondary schools in Melbourne, Victoria, Australia, the results indicate that interprofessional collaboration between social workers, psychologists, and teachers strengthens student wellbeing policies, programs, and processes, and has the potential to provide holistic and focused attention on student wellbeing. However, the study also found that there is a tendency for social workers and psychologists to engage in intensive interventions at the expense of targeted and universal interventions. Effective interprofessional collaboration can expand the knowledge, resources, and support available to students, in turn supporting students’ health and wellbeing. The findings contribute to how school-based social workers and psychologists can use their expert skills and knowledge to support student wellbeing policies and programs.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/0312407x.2023.2258561
"Special Issue: Safety and Innovation in Out-of-home Care." Australian Social Work, 76(4), p. iv
特刊:家庭外护理的安全和创新澳大利亚社会工作，76(4)，第4页
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Pub Date : 2023-09-06DOI: 10.1080/0312407x.2023.2240293
Lana M Battaglia, Catherine A. Flynn, Fiona McDermott
{"title":"Transitioning to Professional Practice: Experiences of International Master of Social Work [MSW] Graduates from Australian Programs","authors":"Lana M Battaglia, Catherine A. Flynn, Fiona McDermott","doi":"10.1080/0312407x.2023.2240293","DOIUrl":"https://doi.org/10.1080/0312407x.2023.2240293","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49531061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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