scholarly journals Quality social work placements for Māori social work students

2020 ◽  
Vol 32 (3) ◽  
pp. 54-67
Author(s):  
Hannah Mooney ◽  
Michael Dale ◽  
Kathryn Hay
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Academic Staff ◽  
Social Work Students ◽  
Field Education ◽  
Open Communication ◽  
Face To Face ◽  
Aotearoa New Zealand ◽  
Pasifika Students ◽  
Work Education

INTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations.METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori and Pasifika students, a hui was undertaken with a roopu (Māori branch) of the Aotearoa New Zealand Association of Social Work (ANZASW) in late 2014. This article focuses on their views of what constitutes a quality placement for Māori social work students. The project explored two key areas: what does a quality placement look like for Māori social work students and what can tertiary institutions do to better support Māori students to have a quality placement?FINDINGS AND CONCLUSIONS: Participants emphasised the usefulness of placement preparedness, clear expectations and open communication prior to, and during, placement. The placement should also be culturally safe and adequately challenge the student. Tertiary providers should support the student’s placement by being in regular face-to-face contact; preparing the student for the placement environment; supporting external cultural supervision; and by critically reviewing their curriculum.

scholarly journals Developing Kia Tene/Off the Cuff – A resource for field educators in social work in Aotearoa New Zealand

2016 ◽  
Vol 23 (4) ◽  
pp. 34-44 ◽  
Author(s):  
Jude Douglas
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Work Students ◽  
Field Education ◽  
Teaching Excellence ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Aotearoa New Zealand ◽  
Tertiary Teaching ◽  
Work Education

Kia Tene denotes something to hand, something easily picked up and used. It is the name for a resource set of 14 learning and teaching activities designed specifically for field educators working with social work students in the field in Aotearoa New Zealand. It is available for viewing and use under the Creative Commons 3.0 share-alike licence at http://akoaotearoa.ac.nz/kia-tene. The Kia Tene/Off the Cuff resource was completed during 2009 and 2010 and funded by Ako Aotearoa National Centre of Tertiary Teaching Excellence. The project was a collaboration between 12 schools of social work led by Jude Douglas. Students, field educators and fieldwork coordinators were involved with its development. This paper outlines the context of field education in social work education in Aotearoa New Zealand and then describes some key challenges and how this project serves as a response to them. 

scholarly journals "There is competition": Facing the reality of field education in New Zealand

2018 ◽  
Vol 30 (2) ◽  
pp. 16-27 ◽  
Author(s):  
Kathryn Hay
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Work Students ◽  
Professional Associations ◽  
Field Education ◽  
Regulatory Body ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Aotearoa New Zealand ◽  
Group Interviews

INTRODUCTION: Anecdotal evidence of increasing competition for field education placements has raised concerns about the availability of quality learning opportunities for students and so it was considered timely to examine stakeholder perspectives.METHOD: In late 2014, 15 tertiary educators from 11 tertiary institutions and 31 social work students from three Aotearoa New Zealand tertiary institutions engaged with the researcher in individual or focus group interviews on aspects of quality field education.FINDINGS: Overall, the tertiary educators revealed considerable pressure on them to secure quality student placements due to competition with other tertiary providers, limited placement opportunities in some locations, high workloads and inadequate funding. Students recognised these pressures but questioned whether the educators are adequately supported by the tertiary institution. Placement availability was also affected by organisations experiencing funding pressures, placement fatigue, limited space and physical resources, and high workloads.CONCLUSIONS: These qualitative findings raise questions for all the key stakeholders in field education: tertiary institutions, educators, social service organisations, the professional associations, the regulatory body and students. The findings from this study signal the need for a comprehensive, sector-wide examination of the social work field education context in Aotearoa New Zealand. 

scholarly journals Social work education: Reflections during Covid-19 lockdown

2020 ◽  
Vol 32 (2) ◽  
pp. 46-48
Author(s):  
Kelly J. Glubb-Smith ◽  
Tania Roberts
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
University Campus ◽  
Face To Face ◽  
Aotearoa New Zealand ◽  
Student Resilience ◽  
The Face ◽  
To Come ◽  
Work Education ◽  
The Impact

Teaching social work students in Aotearoa New Zealand during the Covid-19 crisis produced an acute awareness of the impact of lockdown levels 3 and 4 on student wellbeing. Students were required to rapidly adapt to study in a fully online environment without the face-to-face support of university campus life. Normal social and academic pressures were immediately intensified, with no immediate relief in sight. Student resilience was tested further due to multiple factors such as: suddenly reduced incomes, parenting during lockdown, caring for whānau both within and external to their “bubble”, and being unable to come together with loved ones to celebrate life events or mourn those who had passed.

Still doing what we do: Defining social work in the 21st century

2011 ◽  
Vol 11 (2) ◽  
pp. 191-208 ◽  
Author(s):  
Barbara Staniforth ◽  
Christa Fouché ◽  
Michael O'Brien
Keyword(s):  
Social Change ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Professional Organizations ◽  
Social Work Educators ◽  
Aotearoa New Zealand ◽  
Indigenous Perspectives ◽  
Definition Of ◽  
Work Education

• Summary: Members of the Aotearoa New Zealand Association of Social Workers (ANZASW) were asked to provide their definition of social work. Over 300 responses were analysed thematically in order to determine if practitioner views corresponded to recent shifts in social work education and theory which emphasized the importance of social change, strengths based perspectives and the importance of local and indigenous contexts. • Findings: The findings demonstrate that while there was some recognition of social change and strengths-based perspectives in the definitions of social work provided, that those working in the field remain focused on ‘helping individuals, families and groups’ engage in change. Respondents did not, for the most part, acknowledge local or indigenous perspectives in their definitions. • Applications: Results from this study may be useful for social work professional organizations, and social work educators, students and future researchers who are interested in the definition of social work and its scopes of practice.

scholarly journals Rising wealth and income inequality in Australia and New Zealand: A radical social work critique and response

2017 ◽  
Vol 29 (2) ◽  
pp. 6-18 ◽  
Author(s):  
Christine Morley ◽  
Phillip Ablett
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Income Inequality ◽  
Political Activism ◽  
Economic Equality ◽  
Policy Practice ◽  
Aotearoa New Zealand ◽  
Neoliberal Governance ◽  
The Social ◽  
Work Education

INTRODUCTION: Wealth and income inequality is increasing in most societies, including Australia and Aotearoa New Zealand, with detrimental social impacts. However, despite professional marginality, the renewal of radical social work critiques with their emphasis on structural issues highlight, the need for alternative practice responses.METHOD: We employed a critical and synthetic review of the literature to examine major trends in wealth and income inequality (both globally, and in Australia and Aotearoa New Zealand) and the social work responses to increasing economic inequality.CONCLUSIONS: Resurgent wealth and income inequality has reached new crisis points in both countries but individualising analyses and programmes render most social work responses complicit with neoliberal governance. These responses do little to reduce inequality. Alternatives promoting economic equality can be found in radical social work approaches.IMPLICATIONS: At a minimum, effective radical responses to economic inequality must advocate critical social analyses in social work education and practice, including fostering practitioners' capacity for critical reflection, policy practice and political activism.

scholarly journals Asians in Aotearoa New Zealand: A population of interest for social work

2021 ◽  
Vol 33 (4) ◽  
Author(s):  
Hagyun Kim
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Ability To Work ◽  
Aotearoa New Zealand ◽  
Life Challenges ◽  
The Social ◽  
Full Participation ◽  
Work Education ◽  
Inclusive Society

Aotearoa New Zealand is a country where cultural differences are widespread and longstanding. The Treaty of Waitangi laid the foundation for an inclusive society where citizens’ full participation is granted. Nevertheless, a number of Asians seem to have limited access to the benefits of an inclusive society, with great concerns over social isolation and marginalisation. This requires social workers attend to Asians’ life challenges, justified by key principles of human rights and social justice; yet a paucity of training exists in social work education, limiting their ability to work with this population. More training is necessary in the social work curriculum through which social workers enhance cultural competence, with relevant knowledge and skills, in relation to working with Asians in Aotearoa New Zealand.

scholarly journals Cultural support workers in the Aotearoa New Zealand healthcare setting: Challenge and opportunity for health social work

2019 ◽  
Vol 31 (4) ◽  
pp. 48-59 ◽  
Author(s):  
Maree Goh
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Healthcare Providers ◽  
Linguistically Diverse ◽  
Healthcare Setting ◽  
Aotearoa New Zealand ◽  
Key Issues ◽  
Cultural Support ◽  
Work Education ◽  
The Impact

INTRODUCTION: In Aotearoa New Zealand, as elsewhere in the world, healthcare providers are seeking better ways to engage with increasingly ethnically and linguistically diverse communities. The use of cultural support workers (CSWs) to act as a bridge between services and such communities is proving to be an effective strategy for achieving this. For the social work profession, the advent of CSW roles presents both challenges and opportunities.APPROACH: A review of literature outlines the challenge of delivering culturally responsive and appropriate services to migrant and refugee communities and describes the role played by CSWs to increase the cultural understanding of healthcare providers and improve health outcomes for these communities. The impact of such roles on health social work is explored and how current social work education prepares practitioners for practice in an increasingly multicultural society.CONCLUSIONS: This article outlines the key issues that arise from the introduction of CSWs, the potential for collaboration and the opportunity that exists for health social work to refocus and redefine its role in the healthcare setting.

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