Pub Date : 2022-08-17DOI: 10.1080/0312407X.2022.2101013
Lyn Mahboub, Robyn Martin, David Hodgson
ABSTRACT Participation and involvement of service users, carers, and families into the design, delivery, evaluation, and development of mental health policy and services is now a standard expectation. As social workers are employed in mental health settings, it is vital that graduates understand and ethically engage with mental health consumers, survivors, ex-patients, and family (CSX + F) in a meaningful and authentic manner. We argue this extends to fostering critical understandings of dominant discourses about distress, trauma, diagnosis, and intervention as a routine component of social work education. The Valuing Lived Experience Program (VLEP) described in this article within the Curtin University School of Allied Health aims to meaningfully embed the voices of people with lived experience of mental distress, trauma, and service use into the education of tertiary students and academics. Lived experience education in social work is vitally important and requires appropriate resourcing, clear purpose and principles, and attention to the democratisation of knowledge in order to achieve epistemic justice. In this article, the authors describe and contextualise the VLEP as a contemporary example of how lived experience in social work education can occur and be developed. IMPLICATIONS Meaningful participation of people with mental health lived experience is important to social work education. Lived experience education needs to be underpinned by clear ethical and theoretical principles for teaching and learning. Programs that rigorously engage with lived experience in mental health education can make a positive contribution to critical understandings of mental distress.
{"title":"A Program for Valuing Mental Health Lived Experience in Social Work Education","authors":"Lyn Mahboub, Robyn Martin, David Hodgson","doi":"10.1080/0312407X.2022.2101013","DOIUrl":"https://doi.org/10.1080/0312407X.2022.2101013","url":null,"abstract":"ABSTRACT\u0000 Participation and involvement of service users, carers, and families into the design, delivery, evaluation, and development of mental health policy and services is now a standard expectation. As social workers are employed in mental health settings, it is vital that graduates understand and ethically engage with mental health consumers, survivors, ex-patients, and family (CSX + F) in a meaningful and authentic manner. We argue this extends to fostering critical understandings of dominant discourses about distress, trauma, diagnosis, and intervention as a routine component of social work education. The Valuing Lived Experience Program (VLEP) described in this article within the Curtin University School of Allied Health aims to meaningfully embed the voices of people with lived experience of mental distress, trauma, and service use into the education of tertiary students and academics. Lived experience education in social work is vitally important and requires appropriate resourcing, clear purpose and principles, and attention to the democratisation of knowledge in order to achieve epistemic justice. In this article, the authors describe and contextualise the VLEP as a contemporary example of how lived experience in social work education can occur and be developed. IMPLICATIONS Meaningful participation of people with mental health lived experience is important to social work education. Lived experience education needs to be underpinned by clear ethical and theoretical principles for teaching and learning. Programs that rigorously engage with lived experience in mental health education can make a positive contribution to critical understandings of mental distress.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"76 1","pages":"441 - 454"},"PeriodicalIF":1.8,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43672236","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 : 2022-08-15DOI: 10.1080/0312407X.2022.2102431
Peniche Reu, Michele Jarldorn
ABSTRACT Despite the growing number of publications focusing on eco-social work, there remains a lack of eco-social work approaches taught in social work degree programs. Social workers are often at the forefront of responding to the needs of communities post natural disasters, and it has become apparent that the natural environment is increasingly a major influence on social work practice. However, the apparent dearth of eco-social work content in social work education leaves practitioners uncertain about how they might respond to environmental issues. This study explored social work students’ perceptions of eco-social work, the extent to which they felt prepared to respond to environmental issues, their desire to learn more about eco-social work, and where they felt those lessons might fit within their degree. This research contributes to a growing body of literature by arguing that to adequately prepare social workers to practice in a world increasingly impacted by environmental changes, eco-social work must be embedded in the coursework of Australian social work degrees. IMPLICATIONS Social work students understand environmental issues as a key factor influencing the individuals and communities they work with. For social workers to address environmental injustice, they need to learn about eco-social work practice approaches. Social work educators need to include eco-social work approaches in their curricula.
{"title":"Social Work Students’ Perceptions of Eco-Social Work in the Curriculum","authors":"Peniche Reu, Michele Jarldorn","doi":"10.1080/0312407X.2022.2102431","DOIUrl":"https://doi.org/10.1080/0312407X.2022.2102431","url":null,"abstract":"ABSTRACT Despite the growing number of publications focusing on eco-social work, there remains a lack of eco-social work approaches taught in social work degree programs. Social workers are often at the forefront of responding to the needs of communities post natural disasters, and it has become apparent that the natural environment is increasingly a major influence on social work practice. However, the apparent dearth of eco-social work content in social work education leaves practitioners uncertain about how they might respond to environmental issues. This study explored social work students’ perceptions of eco-social work, the extent to which they felt prepared to respond to environmental issues, their desire to learn more about eco-social work, and where they felt those lessons might fit within their degree. This research contributes to a growing body of literature by arguing that to adequately prepare social workers to practice in a world increasingly impacted by environmental changes, eco-social work must be embedded in the coursework of Australian social work degrees. IMPLICATIONS Social work students understand environmental issues as a key factor influencing the individuals and communities they work with. For social workers to address environmental injustice, they need to learn about eco-social work practice approaches. Social work educators need to include eco-social work approaches in their curricula.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"76 1","pages":"480 - 492"},"PeriodicalIF":1.8,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42879653","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 : 2022-08-15DOI: 10.1080/0312407X.2022.2106443
Jacynta Krakouer, S. Nakata, James Beaufils, Sue Hunter, Tatiana Corrales, Heather Morris, H. Skouteris
ABSTRACT Aboriginal and Torres Strait Islander cultures are integrated into child protection and out-of-home care (OOHC) systems via the connection element of the Aboriginal and Torres Strait Islander Child Placement Principle (ATSICPP). This article focuses on cultural connection in Australian child protection and OOHC systems over time, from its inception to its contemporary use to improve health and wellbeing and ameliorate cultural disconnection. An expanded understanding of cultural connection in Australian OOHC systems is articulated where cultural connection is theorised as a process of culturally connecting, while a critical position concerning the risk of cultural disconnection in OOHC is held. Indigenous cultures are fundamental to individual and community health and wellbeing. However, cultural connection in Australian OOHC systems risks becoming a site of bureaucratic policy compliance to ameliorate the effects of cultural disconnection produced by disproportionate First Nations child removals. This article illuminates this critical position while theorising how culturally connecting can be better understood in OOHC. IMPLICATIONS Cultural connection for First Nations children and young people is important for health and wellbeing, but is poorly understood in child protection and out-of-home care contexts. Cultural connection includes a community element, where culture acts as a point of distinctiveness to show that Indigenous peoples are surviving. At this juncture, cultural connection is a tool to resist the assimilatory impacts associated with ongoing child protection removals. Cultural connection can be understood as a complex journey of connecting for First Nations children and young people.
{"title":"Resistance to Assimilation: Expanding Understandings of First Nations Cultural Connection in Child Protection and Out-of-home Care","authors":"Jacynta Krakouer, S. Nakata, James Beaufils, Sue Hunter, Tatiana Corrales, Heather Morris, H. Skouteris","doi":"10.1080/0312407X.2022.2106443","DOIUrl":"https://doi.org/10.1080/0312407X.2022.2106443","url":null,"abstract":"ABSTRACT Aboriginal and Torres Strait Islander cultures are integrated into child protection and out-of-home care (OOHC) systems via the connection element of the Aboriginal and Torres Strait Islander Child Placement Principle (ATSICPP). This article focuses on cultural connection in Australian child protection and OOHC systems over time, from its inception to its contemporary use to improve health and wellbeing and ameliorate cultural disconnection. An expanded understanding of cultural connection in Australian OOHC systems is articulated where cultural connection is theorised as a process of culturally connecting, while a critical position concerning the risk of cultural disconnection in OOHC is held. Indigenous cultures are fundamental to individual and community health and wellbeing. However, cultural connection in Australian OOHC systems risks becoming a site of bureaucratic policy compliance to ameliorate the effects of cultural disconnection produced by disproportionate First Nations child removals. This article illuminates this critical position while theorising how culturally connecting can be better understood in OOHC. IMPLICATIONS Cultural connection for First Nations children and young people is important for health and wellbeing, but is poorly understood in child protection and out-of-home care contexts. Cultural connection includes a community element, where culture acts as a point of distinctiveness to show that Indigenous peoples are surviving. At this juncture, cultural connection is a tool to resist the assimilatory impacts associated with ongoing child protection removals. Cultural connection can be understood as a complex journey of connecting for First Nations children and young people.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"76 1","pages":"343 - 357"},"PeriodicalIF":1.8,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133883","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 : 2022-08-15DOI: 10.1080/0312407x.2022.2108328
B. Crisp, Garth Norris, Wendy Bowles, N. Moulding, S. Stanford
{"title":"Saving Australian Social Work: The Save Social Work Australia Campaign and the Effective Use of Social Media","authors":"B. Crisp, Garth Norris, Wendy Bowles, N. Moulding, S. Stanford","doi":"10.1080/0312407x.2022.2108328","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2108328","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47399266","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 : 2022-08-15DOI: 10.1080/0312407X.2022.2107433
J. Theobald, J. Watson, Freda Hayett, S. Murray
ABSTRACT Despite the significant needs of pregnant homeless women, the paucity of literature on this topic has contributed to a gap in practice and policy knowledge about this vulnerable group. Drawing on two research projects undertaken in Victoria, Australia, the authors analysed interviews with women experiencing homelessness and interviews and focus groups with policy practitioners and service providers. Service system barriers faced by pregnant homeless women and the support needed to stabilise housing were explored. Results showed how the resource-depleted housing context, combined with organisational restrictions that constrained care coordination and continuity, generated exclusionary outcomes for pregnant homeless women. These findings, informed by a feminist critical social work framework, draw attention to: the harms of gender-blind policy and practice; the approaches to providing care that work; and a need within social work to address challenges unique to pregnant women experiencing homelessness. IMPLICATIONS Policy and practice that do not recognise gender generate exclusionary outcomes for pregnant homeless women. There is a pressing need for affordable, suitable and long-term housing options for pregnant homeless women Rapid rehousing into permanent accommodation that recognises pregnancy as a criterion is needed to meet requirements of pregnant homeless women. A feminist critical social work approach highlights the need for continuous and coordinated care provision for pregnant homeless women
{"title":"Supporting Pregnant Women Experiencing Homelessness","authors":"J. Theobald, J. Watson, Freda Hayett, S. Murray","doi":"10.1080/0312407X.2022.2107433","DOIUrl":"https://doi.org/10.1080/0312407X.2022.2107433","url":null,"abstract":"ABSTRACT Despite the significant needs of pregnant homeless women, the paucity of literature on this topic has contributed to a gap in practice and policy knowledge about this vulnerable group. Drawing on two research projects undertaken in Victoria, Australia, the authors analysed interviews with women experiencing homelessness and interviews and focus groups with policy practitioners and service providers. Service system barriers faced by pregnant homeless women and the support needed to stabilise housing were explored. Results showed how the resource-depleted housing context, combined with organisational restrictions that constrained care coordination and continuity, generated exclusionary outcomes for pregnant homeless women. These findings, informed by a feminist critical social work framework, draw attention to: the harms of gender-blind policy and practice; the approaches to providing care that work; and a need within social work to address challenges unique to pregnant women experiencing homelessness. IMPLICATIONS Policy and practice that do not recognise gender generate exclusionary outcomes for pregnant homeless women. There is a pressing need for affordable, suitable and long-term housing options for pregnant homeless women Rapid rehousing into permanent accommodation that recognises pregnancy as a criterion is needed to meet requirements of pregnant homeless women. A feminist critical social work approach highlights the need for continuous and coordinated care provision for pregnant homeless women","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"76 1","pages":"34 - 46"},"PeriodicalIF":1.8,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064919","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 : 2022-08-15DOI: 10.1080/0312407x.2022.2105163
K. Gribble, A. Villarosa, P. Ghimire, Stacy Blythe
{"title":"Enduring Familial Relationships and Identity Preservation Make Simple Adoption the Preferred Permanency Option for Children in Out-of-Home Care","authors":"K. Gribble, A. Villarosa, P. Ghimire, Stacy Blythe","doi":"10.1080/0312407x.2022.2105163","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2105163","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46753754","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 : 2022-08-10DOI: 10.1080/0312407x.2022.2105162
L. Mccosker, R. Ware, A. Maujean, Stephen J. Simpson, M. Downes
{"title":"Homeless Services in Australia: Perceptions of Homelessness Services Workers During the COVID-19 Pandemic","authors":"L. Mccosker, R. Ware, A. Maujean, Stephen J. Simpson, M. Downes","doi":"10.1080/0312407x.2022.2105162","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2105162","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42847762","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 : 2022-08-10DOI: 10.1080/0312407X.2022.2105164
Bindi Bennett
ABSTRACT Social work in Australia requires educators to teach skills, knowledge, and Aboriginal ways of knowing, doing, and being to ensure graduates are culturally responsive and potential allies when working with Aboriginal peoples and communities. This education should include an accurate teaching of Australian Aboriginal history and sharing of Aboriginal knowledge. Currently, non-Aboriginal educators are more likely to teach Aboriginal content, which can foreclose opportunities for Aboriginal educators. On the surface this appears to be a continuation of colonialism where white privileged groups speak for, speak about, and occupy, in this instance, the educational spaces related to Australian Aboriginal peoples and other minority racial groups. This occupation of the educational space in social work is an interesting predicament when considering whether social work educators are allies to the processes of decolonisation. This article explores the experiences of non-Aboriginal educators and asks the question—how do we decolonise social work to create culturally responsive practitioners? IMPLICATIONS Universities need to be aware of and address the continuation of colonising practices in teaching Aboriginal and Torres Strait Islander content. There is the potential to create a transformative future in social work education with the sharing of two world views.
{"title":"The Non-Indigenous Educator Teaching Australian Aboriginal Content in Social Work Education","authors":"Bindi Bennett","doi":"10.1080/0312407X.2022.2105164","DOIUrl":"https://doi.org/10.1080/0312407X.2022.2105164","url":null,"abstract":"ABSTRACT Social work in Australia requires educators to teach skills, knowledge, and Aboriginal ways of knowing, doing, and being to ensure graduates are culturally responsive and potential allies when working with Aboriginal peoples and communities. This education should include an accurate teaching of Australian Aboriginal history and sharing of Aboriginal knowledge. Currently, non-Aboriginal educators are more likely to teach Aboriginal content, which can foreclose opportunities for Aboriginal educators. On the surface this appears to be a continuation of colonialism where white privileged groups speak for, speak about, and occupy, in this instance, the educational spaces related to Australian Aboriginal peoples and other minority racial groups. This occupation of the educational space in social work is an interesting predicament when considering whether social work educators are allies to the processes of decolonisation. This article explores the experiences of non-Aboriginal educators and asks the question—how do we decolonise social work to create culturally responsive practitioners? IMPLICATIONS Universities need to be aware of and address the continuation of colonising practices in teaching Aboriginal and Torres Strait Islander content. There is the potential to create a transformative future in social work education with the sharing of two world views.","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":"76 1","pages":"455 - 467"},"PeriodicalIF":1.8,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49469645","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 : 2022-08-10DOI: 10.1080/0312407x.2022.2104654
Jessica Dobrovic, J. Boddy, P. O’Leary
{"title":"Social Impact Bonds and Homelessness: A Review of the Literature","authors":"Jessica Dobrovic, J. Boddy, P. O’Leary","doi":"10.1080/0312407x.2022.2104654","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2104654","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49072674","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 : 2022-07-28DOI: 10.1080/0312407x.2022.2101935
Bina Fernandez, H. Athukorala
{"title":"Care Support Experiences of Older Ethiopian Refugees Resettled in Australia","authors":"Bina Fernandez, H. Athukorala","doi":"10.1080/0312407x.2022.2101935","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2101935","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45531296","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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