Whiting & Birch (E-Journals)
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The view of foster parents’ on the adequacy of foster care grant in meeting the needs of recipients in Amathole District, South Africa
Get PDFInitially, foster care grant originated to assist children removed from their families of origin and placed in alternative care due to their vulnerability, neglect and abuse. Foster care grant forms part of the child protection system and it is issued to children whom require care and protection and are deprived of proper upkeep. The aim of the study was to explore the view of foster parents on the sufficiency of the child support grant in meeting the basic needs of beneficiaries. The study adopted a qualitative research approach. Moreover, in-depth interviews were used to collect data with purposively selected participants. The finding of this study revealed that the grant is sufficient in providing for the nutritional, educational and sartorial needs of beneficiaries. The study sample consisted of twenty-five participants. The study concluded that the grant is sufficient but could be increased to provide funds for some additional stuffs like educational policies, which is essential in securing a decent future for children.
Keywords:
Sufficiency, basic needs, foster care grant, beneficiaries
Innovations in Practice Learning, Edited by Dr Sue Taplin: Critical Skills for Social Work
No full textGroup work on the edge. Embracing the messiness of group facilitation with marginalised peoples
No full textThis poster explores concepts of discomfort and messiness in terms of what they mean for participants, facilitators and auspicing agencies of group work. Where 'tidy' theory does not prepare social workers for the 'messiness' of group work practice, this poster proposes a model for working with group processes that captures both linear and organic understandings. Further, the poster explores opportunities for maximising the benefits of group work in the context of unpredictable group processes as well as participants’ and facilitators’ potentially chaotic lives
‘Keeping the ‘heart’ in practice: the importance of promoting relationship-based practice in practice learning and assessment’.
No full textAbstract: This article will explore the importance of sound relationship-based practice in the supervision and assessment of social work students in practice learning. It will consider the origins of relationship-based practice and explore and analyse the literature and most notable theorists in this area. It will go on to explore the links between attachment theory and relationship-based practice in order to demonstrate its pivotal importance to social work practice. It will draw parallels between good relationship-based practice in the supervision of social work students and the formation of successful and meaningful working relationships between the students and the people they support on placement, giving attention to the theoretical concept of parallel process. It will provide practice examples from student supervision sessions to model how sound relationship-based practice compliments the assessment process with students, and leads to good partnership working and shared goals on placement. By providing practice examples it will demonstrate that good relationship-based practice between student and supervisor can lead to successful outcomes for students on placement which, in turn, can lead to successful outcomes for the people the students go on to support. It will argue that good relationship practice is the basis for all good social work practice and its foundations should be laid early within the practice teaching relationship between supervisor and student.
Keywords: relationship-based practice; social work students; practice teaching; supervision; assessmen
Applying Self-Directed Groupwork and Social Action Research Methodology with francophone parents of trans children and youth in Rural Quebec
No full textParental support is an important protective factor in preventing suicide among trans youth. However, parents often struggle to accept their child’s gender transition. Having access to a group and to meeting other parents facilitates the acceptance process, but support groups are rare and even more so outside urban areas. The research project discussed in this article was developed to understand specifically the experience of parents of francophone trans youth living in rural and remote communities in Quebec. A Self-Directed Group approach (Mullender, Ward and Fleming 2013), combined with Social Action Research (Author et al. 2015) was initiated to offer a platform for parents to explore the specificities of parenting a trans child in rural francophone Quebec. Parents were recruited through social and traditional media and a series of group meetings was planned to collect data and as well as to facilitate the parents' mobilization. Despite applying the Self-Directed Groupwork principles and process, many challenges were encountered, stimulating a number of reflections on the use of self-directed group work and social action in remote geographical areas. This paper explores some of those challenges and discusses a possible way forward for research
The Kindness Group
No full textAll students in their senior year in the BSW Undergraduate Program at the University of Southern Maine are required to complete a yearlong field work placement. To support and enhance this process, the students also attend a weekly seminar for the entire academic year. In addition, students are required to complete a Capstone Project. The intent of this Project is that it will have a lasting impact after the student has left their placement. Over the course of the academic year 2017-2018, Kim Lamothe was placed at a Middle School in the Mid Coast region of Maine. For her Capstone Project, Kim came up with the concept of the Kindness Group after reviewing the School’s mission statement, which talked about providing a safe, positive environment for all students whereby respect and appreciation for all differences is the norm. Using her assessment skills and theories that she had covered in her other social work classes, Kim realized that the School could do a better job in realizing these goals. The Kindness Group was an open group. Flyers were distributed throughout the School encouraging students to attend. The Group also used actionable activities, for example, students designed posters and t-shirts. They had a Twin and Triplets Day in which students coordinated outfits. Students were encouraged to listen to their peers and try and imagine what it must be like to walk in their shoes. As part of the long-term legacy activity, the students along with a number of community partners held a yellow tulip project. In the fall semester, they planted hundreds of tulip bulbs. These bulbs all bloomed in the spring and the students dedicated these tulips to those who were suffering from mental illness. Each week in the seminar Kim discussed the Kindness Group. She talked about the successes and frustrations of the Group and all of her peers were extremely supportive. At the end of the academic year, Kim presented her Capstone Project to the class. Everyone was extremely impressed with the work she had undertaken. In addition, Kim and I presented this work at the IASWG 2019 Symposium at NYU. Again, at the Symposium Kim was met with numerous accolades. It was apparent to all that this peer support group had created and cultivated a positive inclusive environment for all
