scholarly journals The Auckland MA Sociology (Option II- Social Welfare and Development): A social work qualification gone but not forgotten

2018 ◽  
Vol 30 (2) ◽  
pp. 42-56 ◽  
Author(s):  
Barbara Staniforth
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Welfare ◽  
Structured Interviews ◽  
Resource Limitations ◽  
Social Work Training ◽  
Work Training ◽  
History Of ◽  
Work Education ◽  
The University

INTRODUCTION: The University of Auckland MA in Sociology (Option II–Social Welfare and Development) (“the Programme”) was a qualifying social work programme that admitted students from 1975 to 1979. This article describes this programme and some of the issues that led to its short-lived tenure.METHODS: Semi-structured interviews were conducted with 12 staff and students who had been involved with this programme. One person, involved in the accreditation of the Programme was also interviewed, and one person provided feedback in an email. Information was also obtained through archived University of Auckland documents, reports, and various forms of personal correspondence provided by June Kendrick. FINDINGS: The Programme was championed by the Head of the Department of Sociology (David Pitt). There were resource limitations and philosophical tensions within the Department about the qualification. There was little support for its continuation at the end of a three-year grant and after the departure of David Pitt. The New Zealand Social Work Training Council accredited it after its discontinuation.CONCLUSION: The Programme made a valuable contribution to the profession of social work and social work education and forms an important part of the history of social work in Aotearoa New Zealand. 

Strengthening Social Welfare Administration Practice in India: A Context Centric Social Work Approach

2020 ◽  
Author(s):  
Alex Akhup
Keyword(s):  
Social Work ◽  
Social Welfare ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Work Training ◽  
The People ◽  
Work Training ◽  
History Of ◽  
School Of Social Work ◽  
Work Education

Abstract This article explores the possibility of strengthening social welfare administration practice in social work training and education to respond to complex and varied issues located within Indian social reality keeping in view the people in concrete situations of vulnerabilities. Based on the case analysis approach, it situates the history of social work education and practice closely linked to the social welfare administration practice in Mumbai School of Social Work. The experience in this school reaffirms the contribution of social work administration practice towards welfare and development of people, and suggests the need for strengthening the practice suited to the changing needs of the time. Learning from this experience, this article argues for a positive recognition of context centric approach in social work practice.

scholarly journals Tiromoana and Taranaki House: A tale of their times

2015 ◽  
Vol 27 (1-2) ◽  
pp. 5-23
Author(s):  
Barbara Staniforth
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Historical Record ◽  
Aotearoa New Zealand ◽  
Social Work Training ◽  
Work Training ◽  
History Of ◽  
Set Up ◽  
The 1960S ◽  
Work Education

The overall history of social work education in Aotearoa New Zealand has been well documented by authors such as McCreary (1971a,b), Nash (1998) and Cranna (1989). Tiromoana and Taranaki House social work residential training institutions were set up by the Education Department, Child Welfare Division to meet a gap in social work training in the country in the 1960s and 70s. These programmes, which were at times contentious, appeared to be unique and particular to their time, place and context in Aotearoa New Zealand. This article provides some history and participant recollections about Tiromoana (Porirua) and Taranaki House (Auckland) for social work’s historical record. This article attempts to piece together various sources, including recent interviews, and to weave together some of the facts and stories of these two institutions. 

scholarly journals Human geography and questions for social work education

2012 ◽  
Vol 7 (2) ◽  
pp. 55-68
Author(s):  
Pat Wilkinson ◽  
Gavin Bissell
Keyword(s):  
Social Work ◽  
Social Responsibility ◽  
Social Work Education ◽  
Physical Environment ◽  
Social Work Students ◽  
Human Geography ◽  
Health Training ◽  
Social Work Training ◽  
Work Training ◽  
Work Education

Despite a sometimes implied lead, in the social work literature, of social work training over health training in the area of values, since the decline of community social work in the 1980s health training has developed a focus upon the physical environment which seems set to leave social work education trailing behind in the area. This paper therefore explores inter - professional overlap in the area of human geography, and in particular its relation to professional identity and the core social work value of social responsibility. Finally, it outlines ways of raising awareness of the physical environment among social work students, and in doing so seeks to break free of the placement/learning environment dichotomy and link social responsibility to the campus experience itself.

scholarly journals Professionals’ accounts of genetic testing in adoption: a qualitative study

2019 ◽  
Vol 105 (1) ◽  
pp. 74-79 ◽  
Author(s):  
Michael Arribas-Ayllon ◽  
Angus Clarke ◽  
Katherine Shelton
Keyword(s):  
Genetic Testing ◽  
Qualitative Study ◽  
Social Workers ◽  
Single Gene ◽  
Chromosomal Microarray ◽  
Structured Interviews ◽  
Social Work Training ◽  
Work Training ◽  
History Of ◽  
Genetic Technologies

ObjectiveTo explore social workers’ and medical advisors’ accounts of genetic testing in adoption.MethodsA qualitative study using semi-structured interviews to gather in-depth accounts of retrospective cases. Data were analysed thematically to identify professionals’ knowledge and expectations.ResultsTwenty professionals working in adoption services (including 8 medical advisors and 12 social workers) participated in this study. Social workers adopted an essentialist (single-gene) model to discuss genetic testing in relation to past cases. They assumed that testing was a generic procedure for detecting the presence or absence of a specific aetiology, the results of which were believed to be definitive and mutually exclusive. By contrast, medical advisors were circumspect and agnostic about the meaning of results, especially in relation to chromosomal microarray testing. Whereas social workers believed that genetic testing provided clarity in assessment and therefore assisted adoption, medical advisors emphasised the uncertainties of testing and the possibility that prospective adopters might be misled. Medical advisors also reported inappropriate requests to test children where there was a family history of a genetic condition, or to confirm or exclude a diagnosis of fetal alcohol spectrum disorder in children presenting with non-specific dysmorphic features.ConclusionRecent advances in genetic technologies are changing the ways in which professionals understand and tolerate uncertainty in adoption. Social workers and medical advisors have different understandings and expectations about the clinical utility of genetic testing. These findings have implications for social work training about genetic testing and enabling effective communication between professional groups.

scholarly journals ‘Always take the weather with you’ – Aotearoa New Zealand social work in a dynamic global society

2016 ◽  
Vol 26 (2-3) ◽  
pp. 29-38
Author(s):  
Sarah Fraser ◽  
Sophie Simpson
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
South Pacific ◽  
Global Context ◽  
Aotearoa New Zealand ◽  
Political Forces ◽  
History Of ◽  
Definition Of ◽  
Work Education

Social work in Aotearoa New Zealand and in the international community has weathered many storms over the years. The forecast is for further challenges ahead as the world continues to grapple with economic uncertainties, changing political forces and environments. While in the South Pacific, indigenous and local models of practice are being recognised, developed and refined, social work is also shaped by the global context of our profession. This article reviews the history of the 2000 International Definition of Social Work (International Federation of Social Workers (IFSW), 2000) and explores the increasing diversity of voices behind the proposed new definition to be presented forratification at the Joint World Conference on Social Work, Education and Social Development in July 2014. The influence that social workers from our small South Pacific nation are having on the future of global social work is then explored from the perspectives of an emerging social work student and one who has been active in the profession for over three decades.

scholarly journals Pedagogic assistance to self-realisation of students of the direction of training “Social Work” in the educational space of the university

2021 ◽  
Vol 27 (2) ◽  
pp. 104-108
Author(s):  
Anfinogenov Ilya Leonidovich ◽  
Vericheva Olga Nikolaevna
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Empirical Study ◽  
Value Orientations ◽  
Social Work Training ◽  
Work Training ◽  
The Social ◽  
Personal Qualities ◽  
The University

The article is devoted to the study of the mechanisms of pedagogic assistance to self-realisation of students of the "Social Work" training direction in the educational space of the university. We considered and substantiated the theory of student-centred education in the conditions of a university. The mechanisms of students' realisation of their existential needs in the process of obtaining higher education are considered. The article defines the conditions conducive to student self-realisation in the educational space of the university. The content of the article substantiates an algorithm for the formation of significant personal qualities of a student in the educational space of the university. Particular attention is paid to the model of pedagogic assistance to self-realisation of students in the educational space of the university. The text provides effective forms of pedagogic assistance to self-realisation of students in the educational space of the university. The article analyses the results of an empirical study of the process of pedagogic assistance to self-realisation of students in the direction of training "Social Work" in the educational space of the university. During the analysis of the literature and the study, it was revealed that in the process of self-realisation there is always something that encourages the student to carry out self-realisation – a motive reflected in the goal of self-realisation, which affects the final result of its studies at the university. The necessity of timely determination of interests, abilities, inclinations, value orientations, students’ capabilities and ways of overcoming barriers that hinder self-realisation is shown. In this case, the teacher acts as a partner, coordinator, consultant, mentor, thereby providing more opportunities for the student's independence and responsibility.

scholarly journals A matter of degrees: The role of education in the professionalisation journey of social work in New Zealand

2016 ◽  
Vol 26 (2-3) ◽  
pp. 17-28 ◽  
Author(s):  
Liz Beddoe
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Work Education ◽  
Professional Education ◽  
Professional Status ◽  
Aotearoa New Zealand ◽  
History Of ◽  
A Site ◽  
Work Education ◽  
The Impact

Social work in Aotearoa New Zealand (ANZ) is a contested profession on a journey of professionalisation in an era where contradictory forces impact on its position and strength. Social work education reflects these tensions, being influenced by economic and political forces. The delineation of a benchmark qualification for entry is a core feature of professional status and so the inception of professionalregistration has impacted on social work education in ANZ as it has elsewhere. The aim of this paper is to explore dimensions of the history of social work education in ANZ, the impact of the Social Workers Registration Act (2003) (SWRA) and to examine some current constraints and consider the challenges professional education faces in the next 50 years. It is argued that social work education has been, is and will remain a site of struggle.

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