Building Competence in Practice with the Polyamorous Community: A Scoping Review

Social Work ◽  
2020 ◽  
Vol 65 (2) ◽  
pp. 188-196
Author(s):  
Miriam Israela Laufer Katz ◽  
John R Graham

Abstract The landscape of relationships, gender, and sexuality continues to change rapidly across the world. This includes recognition of relationship styles such as polyamory, in which individuals have multiple romantic relationships with the knowledge and consent of all involved. In the academic literature on polyamory, social work perspectives are noticeably absent. Thus, a scoping review concerning social work, counseling, and polyamory was conducted to assess knowledge from the last decade and to contribute to the field. The themes that arose were the need for clinicians to examine their biases toward monogamy and polyamory, including perceptions of insecure attachment and a lack of commitment in polyamorous relationships. The literature also recognizes that polyamorous individuals often have fluid identities and sexual orientations. Finally, social workers have a duty to create a safe environment for polyamorous clients because of widespread societal stigma. As social work values client self-determination and examination of societal discourses, the field would benefit from further research into polyamory; this article is just the beginning.

Author(s):  
Lei Wu ◽  
Yunong Huang ◽  
Qiang Chen ◽  
Yu Shi

Abstract Field placements provide social work students with opportunities to learn to handle ethical difficulties in a professional manner. In many developed countries, field staff are generally employed to supervise social work students’ field placements. ‘Code of Ethics’ and other ethics documents have also been developed to guide students’ professional activities. However, there is a lack of field staff, ‘Code of Ethics’ and other ethics documents in China, which may lead to ethical difficulties amongst students during their field placements. Based on the interviews of twenty-four social work students who completed field placements in 2016 at a university in China, this research revealed that students encountered many ethical difficulties in field placements. They tried to handle the difficulties in the beginning, but gradually adapted to the difficulties passively due to the lack of support. Most students also reported that they adhered to social work values and ethics in field placements and learned from field placements. The findings suggested that social work profession associations, Departments or Schools of Social Work, social work agencies and social work academia in China need to collaborate to create a more professional and supportive environment for students’ field placements.


Author(s):  
Toula Kourgiantakis ◽  
Karen M. Sewell ◽  
Sandra McNeil ◽  
Eunjung Lee ◽  
Judith Logan ◽  
...  

2018 ◽  
Vol 61 (6) ◽  
pp. 758-766 ◽  
Author(s):  
Mark Henrickson

The Dame Eileen Younghusband Lecture is presented every two years at the joint world conferences of international social work. In 2016 it was presented in Seoul and was based on the conference theme ‘promoting the dignity and worth of people’. The lecture includes a review of heroes, legal, political and social successes, and challenges for sexual and gender minorities around the world. It challenges the binary of gender and sexuality. The privilege of social work is to choose either to challenge or to reproduce oppression based on sexuality and gender, and protect the dignity and worth of all peoples.


2016 ◽  
Vol 24 (2) ◽  
pp. 19-26
Author(s):  
Anita Gibbs

In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users. 


1982 ◽  
Vol 7 (1) ◽  
pp. 41-49 ◽  
Author(s):  
Joy D. Johnson ◽  
David A. Shore

2017 ◽  
Vol 14 (3) ◽  
pp. 64-80
Author(s):  
Jean Gordon ◽  
Gillian Mackay

The Practice Pyramid is a learning tool that supports social work students’ ability to integrate their understanding of personal and professional values, theory and practice during field placements. Although it has been used by practice educators in Scotland for over 20 years, it is not well known elsewhere and has yet to be evaluated. This paper, written by a practice educator and a student social worker, describes the Practice Pyramid and provides a case example to illustrate how it contributed to one student’s learning during a practice placement. Four factors that appear to contribute to its success are proposed: its model of pedagogy, the visual and accessible nature of the tool, flexibility and the support it gives to collaborative learning processes. It is suggested that the Practice Pyramid may usefully support learning in a range of social work and non social work contexts, and would benefit from more extensive evaluation of its role in supporting practice - theory integration.Keywords: Practice Pyamid; social work students; field placements; Scotland; collaborative learning


Author(s):  
Clive Diaz

In this chapter social workers’ and independent reviewing officers’ views on the work they carry out with children in care are presented. Pressures on professionals were a recurrent concern. It was also noted that social workers’ understanding of the concept of participation was limited and the examples provided illustrated that children’s and young people’s participation was largely tokenistic. There appeared to be a disconnect/dissonance between professionals’ views of how important participation is and their actual practice with families. Social workers and IROs both stated that children’s participation was very important to them but then went onto explain that generally children played no role in deciding where the review took place, when it took place, who was invited and what was on the agenda. Social workers and IROs also stated that reviews took place without children to meet statutory timescales and that on occasions CIC reviews would take place just after Personal Education Planning meetings leading to very long meetings. Despite legislation giving children rights to have a say in their care and their wishes taken into consideration, there remains a lack of commitment to this from professionals, high caseloads, systemic pressures and a focus on completing paperwork rather than engaging meaningfully with children seems to be the reason for this. This appears to resonate with Forrester’s (2016) idea of ‘zombie social work’, and appears clear evidence of ‘doing things right instead of doing the right thing’ (Munro 2012).


1985 ◽  
Vol 66 (5) ◽  
pp. 318-320
Author(s):  
Katherine A. Kendall

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