Pub Date : 2023-01-02DOI: 10.1080/0312407X.2023.2135361
P. Cordoba
When reflecting on the consistent theme threaded through articles in this themed Issue on Promoting Dignity, Inclusion, and Systemic Reform and looking at the state of the world, I can’t help but fluctuate between hope and despair. We continue to witness unprecedented events to the degree that the word “unprecedented” has almost lost its meaning. What is clear is that the world is facing unparalleled levels of social and environmental crises. Humanity cannot continue down the same path as we collectively face the ever-growing crisis of climate change and global inequality, compounded by the Covid-19 pandemic. The legacies of colonialism and neoliberalism, among numerous other factors, have created systems and structures built on exploitation, inequality, obsessive growth, and hyper-individualisation that are not sustainable. Without urgent action, this situation may lead to environmental and social collapse, making the need for systemic advocacy and change all the more pressing. The United Nations’ (UN) Sustainable Development Goals (SDGs) exemplify both the possibilities and barriers towards global action. The SDGs are a non-binding (barrier number 1) resolution signed by all 193 UN member states, yet it is those same states that are the biggest barriers to action. The SDGs lay out a series of 17 goals and 169 targets that countries must meet by 2030. The goals recognise the varied and systemic dimensions of sustainability and that all rights are interconnected and inalienable. For example, we will not achieve climate action (SDG 13) without gender equality (SDG 5), and so forth. As of 2022, not a single member state is on track to meet a single SDG, with the pandemic setting back progress as we see an increase in extreme poverty for the first time in a generation (UN, 2022b). The SDGs have great potential and offer a pathway for systemic reform (the official name for the SDGs is Transforming our world: the 2030 Agenda for Sustainable Development), a point that is often lost among the bright colours, catchy slogans, and tokenistic implementation (e.g., Australia). The SDGs continue to be further evidence of core problems within the UN system with the lack of accountability, empty symbolism, and perpetuation of Western colonialism (Liverman, 2018; Schultz, 2020; Yap &Watene, 2019). The UN will only overcome these issues if it works in partnership with the nongovernment sector, including social workers, who in many cases around the world are among the groups achieving SDG progress despite the many barriers imposed by member states. While the issues are numerous, climate change is one of the greatest challenges that we face, highlighting the interdependence of all life on the planet. The changes confronting our environment because of human-induced global warming are already profound and extensive, with 2021 breaking all sorts of horrible records. For example, the years from 2013 to 2021 all rank among the 10 warmest years on record, resulting in in
{"title":"Transforming Our World: Promoting Dignity, Inclusion, and Systemic Reform","authors":"P. Cordoba","doi":"10.1080/0312407X.2023.2135361","DOIUrl":"https://doi.org/10.1080/0312407X.2023.2135361","url":null,"abstract":"When reflecting on the consistent theme threaded through articles in this themed Issue on Promoting Dignity, Inclusion, and Systemic Reform and looking at the state of the world, I can’t help but fluctuate between hope and despair. We continue to witness unprecedented events to the degree that the word “unprecedented” has almost lost its meaning. What is clear is that the world is facing unparalleled levels of social and environmental crises. Humanity cannot continue down the same path as we collectively face the ever-growing crisis of climate change and global inequality, compounded by the Covid-19 pandemic. The legacies of colonialism and neoliberalism, among numerous other factors, have created systems and structures built on exploitation, inequality, obsessive growth, and hyper-individualisation that are not sustainable. Without urgent action, this situation may lead to environmental and social collapse, making the need for systemic advocacy and change all the more pressing. The United Nations’ (UN) Sustainable Development Goals (SDGs) exemplify both the possibilities and barriers towards global action. The SDGs are a non-binding (barrier number 1) resolution signed by all 193 UN member states, yet it is those same states that are the biggest barriers to action. The SDGs lay out a series of 17 goals and 169 targets that countries must meet by 2030. The goals recognise the varied and systemic dimensions of sustainability and that all rights are interconnected and inalienable. For example, we will not achieve climate action (SDG 13) without gender equality (SDG 5), and so forth. As of 2022, not a single member state is on track to meet a single SDG, with the pandemic setting back progress as we see an increase in extreme poverty for the first time in a generation (UN, 2022b). The SDGs have great potential and offer a pathway for systemic reform (the official name for the SDGs is Transforming our world: the 2030 Agenda for Sustainable Development), a point that is often lost among the bright colours, catchy slogans, and tokenistic implementation (e.g., Australia). The SDGs continue to be further evidence of core problems within the UN system with the lack of accountability, empty symbolism, and perpetuation of Western colonialism (Liverman, 2018; Schultz, 2020; Yap &Watene, 2019). The UN will only overcome these issues if it works in partnership with the nongovernment sector, including social workers, who in many cases around the world are among the groups achieving SDG progress despite the many barriers imposed by member states. While the issues are numerous, climate change is one of the greatest challenges that we face, highlighting the interdependence of all life on the planet. The changes confronting our environment because of human-induced global warming are already profound and extensive, with 2021 breaking all sorts of horrible records. For example, the years from 2013 to 2021 all rank among the 10 warmest years on record, resulting in in","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44378051","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 : 2022-12-12DOI: 10.1080/0312407x.2022.2135452
Angela Daddow
{"title":"Social Work Students Respond to Greening Social Work Curriculum: “It is Important to See a Change in the Narrative”","authors":"Angela Daddow","doi":"10.1080/0312407x.2022.2135452","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2135452","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44505914","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 : 2022-09-07DOI: 10.1080/0312407x.2022.2075304
Rosalie Pockett
{"title":"Associate Professor Fiona McDermott: in appreciation","authors":"Rosalie Pockett","doi":"10.1080/0312407x.2022.2075304","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2075304","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47539242","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 : 2022-09-07DOI: 10.1080/0312407x.2022.2119640
{"title":"“Our Voices: Being Seen and Heard”","authors":"","doi":"10.1080/0312407x.2022.2119640","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2119640","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44859779","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 : 2022-09-07DOI: 10.1080/0312407x.2022.2074067
F. McDermott
This October 2022 issue of Australian Social Workmarks both endings and beginnings. What unites the nine papers in this Issue is their clear focus on social work education, practice, and policy, and the value of looking backwards, and then critically evaluating the present in order to remain future-focused. Tilbury et al. (2022) review of the history of child protection policy and practice in Queensland in the 1960s and 1970s demonstrates the value in analytically appraising the social policy field during a time of considerable change and upheaval. Their historical gaze invites us to learn from past events in order to understand as best we might, the rapidly evolving and turbulent context of the present. The articles by Harris (2022), and by Jefferies et al. (2022) are both future-focused, using their research into current deficits in social workers’ knowledge of technology and the use of technology and simulation modelling, emphasising the need for social work education in technology. These articles suggest that we thoughtfully consider how both a better understanding and “curating” of technology for social work has become essential if we are to adequately prepare students for contemporary practice, as well as to explore ways in which technology might be developed to benefit service users. Nouman and Azaiza (2022) and Cordoba and Bando (2022) remind us in different ways, that social workers are already active players in an interconnected world, a location that is only likely to increase and become of greater significance. While Nouman and Azaiza (2022) have reported on their research in Israel with Arab-Palestinian social workers, their message about the importance of recognising the status of minority ethnic groups resonates in countries such as Australia, in a world characterised by ongoing (sometimes forced) migration, population dispersal, and diverse populations. These authors have highlighted the importance of support, resources, and training in ensuring that such minority groups have the opportunity to contribute to policy development and thereby to practice and service delivery. Social work engagement with the United Nation’s sustainable development goals (SDGs) was the focus of the article by Cordoba and Bando (2022), who reported on their innovative student placement project, during which students engaged with the SDGs, encouraging them to learn about advocacy, social justice, equality, and climate change within a global context. Such an opportunity will prove indispensable to their current and future practice. Four articles take us “back to basics”, reminding us that at the heart of social work practice and direct service is a human relationship. Morley (2022) has stressed the centrality of relationship building, noting that in a context characterised by economic and technical rationality, recognition of the time and emotional energy required to build and sustain relationships may become compromised and under threat. In such a climate
{"title":"Australian Social Work: Looking Back and Looking Ahead","authors":"F. McDermott","doi":"10.1080/0312407x.2022.2074067","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2074067","url":null,"abstract":"This October 2022 issue of Australian Social Workmarks both endings and beginnings. What unites the nine papers in this Issue is their clear focus on social work education, practice, and policy, and the value of looking backwards, and then critically evaluating the present in order to remain future-focused. Tilbury et al. (2022) review of the history of child protection policy and practice in Queensland in the 1960s and 1970s demonstrates the value in analytically appraising the social policy field during a time of considerable change and upheaval. Their historical gaze invites us to learn from past events in order to understand as best we might, the rapidly evolving and turbulent context of the present. The articles by Harris (2022), and by Jefferies et al. (2022) are both future-focused, using their research into current deficits in social workers’ knowledge of technology and the use of technology and simulation modelling, emphasising the need for social work education in technology. These articles suggest that we thoughtfully consider how both a better understanding and “curating” of technology for social work has become essential if we are to adequately prepare students for contemporary practice, as well as to explore ways in which technology might be developed to benefit service users. Nouman and Azaiza (2022) and Cordoba and Bando (2022) remind us in different ways, that social workers are already active players in an interconnected world, a location that is only likely to increase and become of greater significance. While Nouman and Azaiza (2022) have reported on their research in Israel with Arab-Palestinian social workers, their message about the importance of recognising the status of minority ethnic groups resonates in countries such as Australia, in a world characterised by ongoing (sometimes forced) migration, population dispersal, and diverse populations. These authors have highlighted the importance of support, resources, and training in ensuring that such minority groups have the opportunity to contribute to policy development and thereby to practice and service delivery. Social work engagement with the United Nation’s sustainable development goals (SDGs) was the focus of the article by Cordoba and Bando (2022), who reported on their innovative student placement project, during which students engaged with the SDGs, encouraging them to learn about advocacy, social justice, equality, and climate change within a global context. Such an opportunity will prove indispensable to their current and future practice. Four articles take us “back to basics”, reminding us that at the heart of social work practice and direct service is a human relationship. Morley (2022) has stressed the centrality of relationship building, noting that in a context characterised by economic and technical rationality, recognition of the time and emotional energy required to build and sustain relationships may become compromised and under threat. In such a climate","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42969890","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 : 2022-09-05DOI: 10.1080/0312407x.2022.2105161
Michelle Jones, Sarah Wendt
{"title":"Developing an Intake Assessment for Domestic and Family Violence Supported Accommodation","authors":"Michelle Jones, Sarah Wendt","doi":"10.1080/0312407x.2022.2105161","DOIUrl":"https://doi.org/10.1080/0312407x.2022.2105161","url":null,"abstract":"","PeriodicalId":47275,"journal":{"name":"Australian Social Work","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42654094","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 : 2022-08-17DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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