scholarly journals Expanding field education: Hope Trust Community Garden

2021 ◽  
Vol 33 (1) ◽  
Author(s):  
Sandra Heerink ◽  
Vivienne Sinclair-Phillips ◽  
Alison Jagger ◽  
Kathryn Hay
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
External Field ◽  
Environmental Justice ◽  
Community Gardens ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Field Education ◽  
Community Garden ◽  
Aotearoa New Zealand

Field education is well known as a defining experience in the personal and professional development of social work students. Authentic, meaningful learning opportunities in the workplace contributes to students becoming socialised to the profession and being able to integrate theoretical learning into their practice. Field education occurs across myriad fields of practice and organisational environments. Community gardens are an emerging field of practice for student placements in Aotearoa New Zealand. This viewpoint reflects on the value of field education in this domain from the perspectives of the field mentor, student and external field educator. The reflections highlight the value of this space for learning and supporting social and environmental justice for clients and communities.

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 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. 

Ngā Ao e Rua | The Two Worlds: Psychotherapy, Biculturalism, and Professional Development in Aotearoa New Zealand

2014 ◽  
Vol 12 (2) ◽  
pp. 129-150 ◽  
Author(s):  
Grant Dillon ◽  
Andrew Duncan ◽  
Jonathan Fay ◽  
Crea Land ◽  
Margaret Poutu Morice ◽  
...  
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Aotearoa New Zealand

Zooming in: Social work supervisors using online supervision

2017 ◽  
Vol 29 (3) ◽  
pp. 126-130
Author(s):  
Jason Rushton ◽  
Jo Hutchings ◽  
Karen Shepherd ◽  
Jude Douglas
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Professional Supervision ◽  
Online Supervision ◽  
Geographically Dispersed ◽  
Aotearoa New Zealand ◽  
Social Work Practitioners ◽  
Online Group

A group of geographically dispersed social work practitioners who provide professional supervision responded to an invitation put out through the Aotearoa New Zealand Association of Social Workers (ANZASW) networks to be part of an online group in late 2015. Seven members committed to meeting for one hour every eight weeks using the online meeting platform, ZoomTM. This viewpoint provides an opportunity to share our experience of the development and process of this group, with its potential for ensuring a safe reflective space and ongoing professional development. 

scholarly journals Co-Management in Theory and Practice: Co-Managing the Waipaˉ River

2021 ◽  
pp. 325-357
Author(s):  
Meg Parsons ◽  
Karen Fisher ◽  
Roa Petra Crease
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Environmental Justice ◽  
Sustainable Management ◽  
Theory And Practice ◽  
River Catchment ◽  
Aotearoa New Zealand ◽  
Equitable Sharing ◽  
Research Findings ◽  
Formal Recognition

AbstractIn Aotearoa New Zealand, co-management initiatives are increasingly commonplace and are intended to improve sustainable management of environments as well as foster more equitable sharing of power between the settler-state and Indigenous Māori iwi (tribes). In this chapter we examine one such co-management arrangement that recognises and includes Ngāti Maniapoto iwi in decision-making about their ancestral river (the upper section of the Waipā River Catchment) and whether the implementation of initiative translated into tangible benefits for the iwi. Our research findings highlight how co-management agreement is perceived as overwhelming positive by both government and Ngāti Maniapoto representatives. However iwi note that they still face substantive barriers to achieving environmental justice (including the lack of formal recognition of their authority and power, and limited resourcing).

scholarly journals Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand

2020 ◽  
Vol 32 (2) ◽  
Author(s):  
Liz Beddoe ◽  
Neil Ballantyne ◽  
Jane Maidment ◽  
Kathryn Hay ◽  
Shayne Walker
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Great Variability ◽  
Mixed Methods Study ◽  
Integrated Systems ◽  
Ethical Practice ◽  
Aotearoa New Zealand ◽  
Recent Graduates

INTRODUCTION: Many social work professional bodies and regulators mandate regular supervision and professional development. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner’s work for adherence to organisational expectations, and support for practitioner wellbeing.METHOD: Phase two of the Enhancing the Readiness to Practice of Newly Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) are, in their first two years of practice, to enter professional social work. A survey of managers/supervisors and NQSWs in Aotearoa New Zealand about the readiness to practise of recent graduates was conducted.FINDINGS: Questions about supervision and professional development were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice by supervisors was either very infrequent or entirely absent from the professional development of NQSWs.IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention and practitioner wellbeing. More integrated systems of supervision, peer support and planned professional development are needed.

scholarly journals Conclusion: Spiralling Forwards, Backwards, and Together to Decolonise Freshwater

2021 ◽  
pp. 463-482
Author(s):  
Meg Parsons ◽  
Karen Fisher ◽  
Roa Petra Crease
Keyword(s):  
New Zealand ◽  
Environmental Justice ◽  
Settler Colonialism ◽  
Theory And Practice ◽  
Colonial State ◽  
Tribal Group ◽  
Aotearoa New Zealand ◽  
Settler Societies ◽  
Key Dimensions ◽  
Justice Movements

AbstractIn this concluding chapter, we bring together our earlier analyses of the historical and contemporary waterscapes of the Waipā River (Aotearoa New Zealand) to consider the theory and practice of Indigenous environmental justice. In this chapter, we return to review three key dimensions of environmental justice: distributive, procedural, and recognition. We summarise the efforts of one Māori tribal group (Ngāti Maniapoto) to challenge the knowledge and authority claims of the settler-colonial-state and draw attention to the pluralistic dimensions of Indigenous environmental (in)justice. Furthermore, we highlight that since settler colonialism is not a historic moment but still a ongoing reality for Indigneous peoples living settler societies it is critically important to critically evaluate theorising about and environmental justice movements through a decolonising praxis.

Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study

2020 ◽  
Vol 16 (4) ◽  
pp. 387-394
Author(s):  
Jacquie Kidd ◽  
Heather Came ◽  
Sarah Herbert ◽  
Tim McCreanor
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Pilot Study ◽  
Focus Groups ◽  
Indigenous Peoples ◽  
Broad Spectrum ◽  
Qualitative Design ◽  
Aotearoa New Zealand ◽  
Kaupapa Māori

This pilot study explored Māori (Indigenous peoples of Aotearoa (New Zealand)) and Tauiwi (non-Māori) nurses’ perspectives of anti-racism. A critical qualitative design was utilised, informed by kaupapa Māori (Māori philosophical approaches). Senior nurses with more than 7 years experience were recruited for focus groups. Two focus groups, one Māori ( n = 5) and one Tauiwi ( n = 4), were conducted September 2019 in Auckland. Data were analysed using the framework of a continuum of praxis which included themes of (a) problematic or racist, (b) variable and (c) proactive or anti-racism. Problematic praxis included examples of racism and White fragility. Variable praxis included Māori language and commitment to professional development. Proactive praxis included Māori workforce and reflexivity. These overarching themes illustrate a broad spectrum of anti-racism praxis within nursing. This continuum illustrated with examples is a potentially useful tool to assess and build proactive anti-racism praxis in nursing.

scholarly journals Legal and Ontological Pluralism: Recognising Rivers as More-Than-Human Entities

2021 ◽  
pp. 235-282
Author(s):  
Meg Parsons ◽  
Karen Fisher ◽  
Roa Petra Crease
Keyword(s):  
New Zealand ◽  
Environmental Justice ◽  
Indigenous Peoples ◽  
Environmental Governance ◽  
Ontological Pluralism ◽  
Aotearoa New Zealand ◽  
Indigenous Knowledge Systems ◽  
Settler Societies ◽  
Definition Of

AbstractWe explore the ways in which the formal recognition (to some extent) of Indigenous knowledge systems within environmental governance and the role of reconcilition in achieving environmental justice. We examine whether recent agreements between the New Zealand Crown (Crown) and Māori tribal groups (iwi), known as Treaty ‘settlements’, to establish shared co-governance and management over rivers encapsulate and are capable of achieving environmental justice for Māori. We draw on schoalrship on legal and ontological pluralism to consider questions of how to remedy environmental injustice and what reconciliation between Indigenous and non-Indigenous peoples means in settler societies. Rather than seek to provide a singular definition of Indigenous environmental justice (IEJ), we instead examine how Indigenous peoples in Aotearoa New Zealand and other colonial societies are engaged in efforts to negotiate with and challenge the colonial legal orders, develop their laws, policies, and governance frameworks to achieve justice within the freshwater realm.

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