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Racial, Social and Spatial Inequalities: Supporting Black African students on practice placement using Ubuntu Philosophy
Get PDFThis paper highlights racial, social and spatial inequalities that impact Black African social work students. It also considers the implication for Practice Educators in Ireland to address gaps identified from a review of relevant literature. It encourages field coordinators and practice educators to ensure a culturally responsive and supportive practice placement for Black students using the philosophy of Ubuntu, which is underpinned by showing humanity towards others. This practice Note, uses the principles of Ubuntu to support Black African students, a visibly increasing population in Irish social work education. There is limited literature regarding the challenges experienced by social work students and ways of supporting them in Ireland; that which exists deal with issues students commonly experience (Roulston et al., 2021). Literature from the UK and USA reveals that Black social work students experience differential attainment compared to their white counterparts (Fairtlough et al., 2014; GSCC, 2012; Liu, 2017; Mbarushimana and Robbins, 2015). In light of this limited definitive knowledge base, it is necessary to highlight the inequalities impacting Black social work students on placement and how their practice educators can support them to complete and achieve quality learning on placements using the Ubuntu Philosophy.
Various definitions of the term Black have been provided; indeed, this paper will use Black and Black African interchangeably to refer to social work students of African descent who are of black skin colour (Singh, 1992; Gabriel & Tate, 2017). The existing scholarship provides valuable insights into how the interplay of racial hierarchy and social inequality impacts most Black students throughout their social work education. Additionally, significant disparities of inequity, inequality in education and other social necessities lend to the poor representation of Black students, practitioners and educators (Kavroudakis et al., 2013). Such spatial inequality contributes to differential outcomes for Black social work students., Ubuntu translates as, 'I am because we are'. Bangura (2005) identifies that the principles of Ubuntu exist in other worldviews. The author recognises that it provides a unique African interpretation of social work education given that the philosophy is holistic in its approach and, endeavours to meet the needs of individuals and groups; hence, its uniqueness as an underpinning guideline for supporting Black social work students in practice placement.
 
Neo-liberal State and Child Welfare Policy in Nigeria
Get PDFNigeria has many child welfare policies; however, many do not have effective impact on the welfare of children. . Economic dynamics in Nigeria and the introduction of the neoliberal state and economic policies which led to the breakdown of the family structure undermine the implementation of child welfare policies in Nigeria. This study argues that the introduction of the neoliberal state, that is a minimalist state and its economic policies such as privatization, removal of state subsidies and deregulation undermine the implementation of existing child welfare policies in Nigeria. These policies are market and profit driven perspective which has a significant impact on the prospects of sustainable development and welfare of children. The aim of the study is therefore to explain how the introduction of neoliberal economic policies created a gap in policy implementation in which children are not provided for within the social safety nets in the neoliberal Nigeria. These gaps have increased the rate of exclusion and integration of children in the area of education, health, protection, nutrition and wellbeing among others. This is mainly because the priorities of neoliberal policies are to expand market forces, facilitate open competition, enhance mass production, attract foreign investment, and maximize consumption which in many ways undermines child welfare and development. The article adopts a methodology involving qualitative research based on interviews of 70 participants and analyzed using thematic analysis
Shifting to remote learning: An American 'Rust Belt' university challenged by the pandemic
Get PDFThe COVID-19 pandemic reached the U.S. in March 2020. This prompted an abrupt shift from face-to-face to remote instruction in universities globally. In one hard-hit urban region in the Midwestern Rust Belt, a public four-year university, its faculty, students, and staff struggled logistically, financially, academically, psychologically, and otherwise in order to create a working educational community during the pandemic. The social work department and its field education program were severely impacted and developed flexible options so that students could succeed in the classroom as well as in field
Can a simulated hospital interprofessional experience between allied health and nursing students change self-efficacy beliefs?
Get PDFThe purpose of this study was to determine if participation in a hospital simulation experience could change the students’ self-efficacy to engage in interprofessional behaviors. This single-group pre-test and post-test design study utilized students from: Occupational Therapy, Physical Therapy, and Nursing programs. The student assumed their roles as health-care practitioners collaboratively in a simulated hospital IPE session (SHIPES) while they managed patients admitted to the hospital played by live actors. The student participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) questionnaire that consists of a total score and two subscales scores (Interprofessional interaction and Interprofessional team evaluation and feedback) before and after the SHIPES. Results: significant (p<0.001) increase in the total and two subscales scores indicating an increased student self-efficacy to engage in interprofessional learning after participation in the SHIPES. Increased self-efficacy is a positive indicator of future behavior and could facilitate more interprofessional collaboration in clinical settings
La collaboration interprofessionnelle au carrefour du travail social de groupe et de l’intervention familiale : analyse théorique de l’évolution de pratiques menant à des services intégrés au Nouveau-Brunswick
No full textCet article propose une réflexion théorique sur les pratiques d’intervention de groupe avec des familles en contexte de collaboration interprofessionnelle. Un court historique de l’intervention de groupe avec les familles est présenté au début de l’article pour ensuite élaborer sur des nouveaux modèles hybrides de pratique. Ce qui est spécifique à ces nouveaux modèles est leur complexité structurale et fonctionnelle ainsi que la multiplicité des formes de collaboration employées lors de l’intervention. La Prestation des services intégrés (PSI) pour les enfants, les jeunes et les familles est l’une des pratiques novatrices basées sur la collaboration interprofessionnelle. Ce programme permet à des équipes interprofessionnelles d’élaborer des plans communs d’intervention afin d’accompagner les familles qui ont des enfants vivant avec des problèmes de santé mentale. Ces modèles de pratique soulèvent des enjeux par rapport à la formation des étudiants en travail social sur le plan des interventions collaboratives et de la résolution de situations complexes. This article proposes a theoretical analysis of group intervention practices with families in the context of interprofessional collaboration. A short history of group intervention with families is presented before we elaborate on new hybrid models of practice. These new models are characterized by their structural and functional complexity, and by the multiplicity of forms of collaboration used during interventions. One of these innovative practices based on interprofessional collaboration is Integrated Services Delivery (ISD) for children, youth and families. This program enables interprofessional teams to develop joint intervention plans to support families who have children with mental health problems. These practice models raise issues concerning social work education with regards to collaborative work in intervention and the resolution of complex situations
Travail de groupe avec des hommes et aide mutuelle : l’exemple d’un service pour des pères séparés ayant des difficultés d’accès à leurs enfants
No full textCet article présente les résultats d’une recherche portant sur l’expérience de groupe telle qu’elle est perçue par des pères ayant des difficultés d’accès à leurs enfants. Ils ont fait appel aux services d’un organisme communautaire proposant un groupe de soutien ouvert pour des pères dans leur situation. En étudiant les récits recueillis auprès de quatorze pères et de deux intervenants, on constate la présence de plusieurs dynamiques d’aide mutuelle. L’analyse des entrevues permet de faire des liens entre la conceptualisation de l’aide mutuelle et les témoignages des pères, puis d’élaborer de nouvelles pistes d’intervention auprès de groupes d’hommes.This article presents research findings on group experience as perceived by fathers facing children custody issues. They used the services of a community organization that offered an open group for fathers in their situation. By studying interviews with 14 fathers and 2 practitioners, we note the presence of several dynamics of mutual aid. The analysis of the interviews indicates links between the conceptualization of the mutual aid and the testimonies of the fathers as well as describing new ways of intervention, especially with men’s groups
Thematic Group Supervision to support Practice Learning Opportunities in Belfast Health and Social Care Trust. : Group supervision for students within practice learning opportunities
No full textWithin this article we reflect on the Belfast Health and Social Care Trust (BHSCT) Workforce Learning Development Improvement Service’s response to Covid19, and the need to support social work students commencing their Practice Learning Opportunity/placement (PLO) within Adult Services in August 2020. It was recognised that the global response to the Covid19 pandemic generated a landscape of significant change and innovation for both the Workforce Learning Development and Improvement Service within the Belfast Health and Social Care Trust (BHSCT) and students who were due to commence their PLOs within BHSCT for a period of practice learning from August – December 2020. The article explores how the Workforce Learning Development Improvement Service across in Adult Services within the BHSCT responded to meet changing need for social work students, BHSCT practice teachers (practice educators) and the operational context within which social workers practiced. The initiative, now consolidated within the student experience of their Practice Learning Opportunity (PLO) within BHSCT, is audited annually, and this article explores the learning from the initial audits in December 2020 and June 2021, as well as the ongoing changes embedded within the teams as we emerge from the Covid19 pandemic.
Within this article we reflect on the Belfast Health and Social Care Trust (BHSCT) Workforce Learning Development Improvement Service’s response to Covid19, and the need to support social work students commencing their Practice Learning Opportunity/placement (PLO) within Adult Services in August 2020. It was recognised that the global response to the Covid19 pandemic generated a landscape of significant change and innovation for both the Workforce Learning Development and Improvement Service within the Belfast Health and Social Care Trust (BHSCT) and students who were due to commence their PLOs within BHSCT for a period of practice learning from August – December 2020. The article explores how the Workforce Learning Development Improvement Service across in Adult Services within the BHSCT responded to meet changing need for social work students, BHSCT practice teachers (practice educators) and the operational context within which social workers practiced. The initiative, now consolidated within the student experience of their Practice Learning Opportunity (PLO) within BHSCT, is audited annually, and this article explores the learning from the initial audits in December 2020 and June 2021, as well as the ongoing changes embedded within the teams as we emerge from the Covid19 pandemic
Una relectura crítica y post-pandémica de la relación teoría práctica en Trabajo Social Grupal: A critical and post-pandemic re-reading of the theory-practice relationship in social group work
No full textAbstract: This paper intends to approach, from the systematizations of our questions as a teaching team, a critical re-reading of the instrumental contributions of Pichon-Rivière and Paulo Freire. We propose to do this re-reading from the contributions of the decolonial theories and the Latin American feminisms, noticing the immanent dialogue that our profession maintains with the immediate emergency contexts, as well as with the structural conditioning factors. Both aspects, in the current context of world pandemic, intensify their incidence in the daily reproduction of the existence of the subjects with whom we work. The theoretical, epistemological and political intention is to think the dialogue and integration of these debates under an operational look in the construction of instrumental tools such as coordination and observation in the field of professional intervention. To integrate these contributions is to broaden our view from intersectional dimensions of the Social Question, dialoguing the epistemic matrixes of our American feminisms and decolonial theories, with the historicization and politicization of the tactical-operational or instrumental elements of group social work.
El presente trabajo pretende abordar, desde las sistematizaciones de nuestros interrogantes como equipo docente, una relectura crítica de los aportes instrumentales de Pichon-Rivière y Paulo Freire. Esta relectura la proponemos hacer desde los aportes de las teorías descoloniales y de los feminismos nuestroamericanos, advirtiendo el diálogo inmanente que nuestra profesión mantiene con los contextos de emergencia inmediatos, así como con los condicionantes estructurales. Ambos aspectos, en el actual contexto de pandemia mundial, agudizan su incidencia en la reproducción cotidiana de la existencia de les sujetes con les que trabajamos. La intencionalidad teórica, epistemológica y política es pensar el diálogo e integración de estos debates bajo una mirada operacional en la construcción de herramientas instrumentales como la coordinación y la observación en el campo de intervención profesional. Integrar estos aportes es ampliar nuestra mirada desde dimensiones interseccionales de la Cuestión Social, haciendo dialogar las matrices epistémicas de los feminismos nuestromericanos y teorías descoloniales, con la historización y politización de los elementos táctico-operativos o instrumentales del trabajo social grupal
Trabajo grupal, autogestión y co-investigación en Argentina: Una formulación teórico-metodológica para analizar las construcciones de poder: Group work, self-management and co-research in Argentina. A theoretical-methodological formulation to analyse the constructions of power
No full textThe period 1930-1983 in Argentina is chosen in order to provide an account of the context in which some central ideas on group work were developed in different fields (clinical-therapeutic, educational, artistic-cultural and productive-economic). Based on these aspects, we then explain the development of a theory on power in groups anchoredconceptually in three hubs: power in the matrix, dispersion of power and power in parity and mutuality, by linking this theory with work carried out with different types of organisations (schools, universities, work cooperatives, mental health users’ cooperatives, family agriculture working groups, community cultural circuits, among others). Finally, some of the current effects of a part of our country’s history in connection with other geographies are discussed, effects that will be identified as cross‑pollinations,while also examining the place of memory in this context.
Se sitúa el lapso 1930-1983 en Argentina para dar cuenta del contexto en que se desarrollaron algunas ideas centrales sobre el trabajo grupal en distintos ámbitos (clínico-terapéuticos, educativos, artístico culturales y económico productivo). Elaborando sobre estos aspectos se explican luego los desarrollos de una teoría sobre el poder en los grupos con un anclaje conceptual en tres ejes: poder enmadre, dispersión del poder y poder en paridad y mutualidad, a través de vincular esta teoría con trabajos realizados junto a diferentes tipos de organizaciones (escuelas, universidad, cooperativas de trabajo, cooperativas de usuarios de salud mental, mesas de trabajo de la agricultura familiar, circuitos culturales comunitarios, entre otros). Finalmente se elabora acerca de algunos de los efectos en la actualidad de una parte de la historia de nuestro país en conexión con otras geografías, efectos que se identificarán como polinizaciones cruzadas, retomando también el lugar de la memoria en esas derivas