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Disability Competency in Social Work Education: Tools for Practice Teaching
Get PDFSocial work education has been slow to integrate the intersectionality of disability, even though the prevalence of social work practice with disabled persons is increasing. The profession has historically prescribed to a medical model of disability and struggles with how best to support service users in the disability community. Social workers’ attitudes toward disabled persons is an essential component to the rapport and working relationship with persons with disabilities. As most social work graduates will encounter persons with disabilities in their practice, training and field education must incorporate assessment tools to assist in student evaluations with this population. Evidence suggests that field instructors need additional assessment tools for evaluating students’ preparedness for the field (Vinton & Wilke, 2011). This paper has three objectives: 1) to review disability competence within the social work profession in the North American context, 2) to compare the validity, practicality, and theoretical frameworks of two disability attitudinal scales as potential assessment tools for student evaluations, and 3) to offer recommendations for the implication of social work education and practice
Before and After: Digital story telling with social work students in Northern Ireland
Get PDFThis article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (1st – 3rd week of placement) and at the end (16th – 18th week of placement). Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification
Review of: Supporting Older People using attachment-informed and strengths-based approaches
No full textTeaching and Learning in Higher Education, Disciplinary approaches to educational enquiry, Second edition Elizabeth Cleaver, Maxine Lintern and Mike McLinden (Eds.)
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Swimming upstream: A survey of articles on groupwork in social work journals 1986-87
No full textThis is a literature review of articles appearing in weekly social work journals 1986-1987, describing groupwork projects and developments. The articles were classified into the following categories groupwork methods; groups used in child abuse; women’s group; ethnic issues; parents groups; work with offenders; groups for elderly and physically handicapped people and self-help groups. The paper gives a brief description of the groupwork, and discusses the implications of this work for service delivery particularly in local authority social work departments.Publisher’s note: We are now putting all back issues of Groupwork on line. Articles in this issue have been scanned to pdf files as viable original typesetting files no longer exist. Though they may not look it, these files are searchable. This issue was published nearly 30 years ago. We have stated author professional details as received at time of publication
Groupwork as the method of choice with black children in white foster homes
No full textWhilst professional child care thinking has rightly moved increasingly towards ‘same race’ placements as the placements of choice for black children in care, the needs of those young people who are already established in long term transracial foster homes and of their carers have frequently been ignored. The authorities which made these placements in the past have a continuing responsibility in the present to support them, with appropriately targeted intervention. Some of the key advantages of a groupwork response are explored, and the impact of one particular group on the self-image of its young black members is evaluated. The conclusion is reached that the existence of such a group allowed essential black identity work to be commenced at an earlier stage than is normal in one-to-one work. Some of the features of the group itself are critically examined in relation to its overall aims, and a further, complementary groupwork model is put forward. The conclusion is reached that all such efforts must take place within a context of far reaching agency policies which attempt to combat institutional racism and to offer developmental input to foster carers and social workers as well as to transracially placed young people themselves.Publisher’s note: We are now putting all back issues of Groupwork on line. Articles in this issue have been scanned to pdf files as viable original typesetting files no longer exist. Though they may not look it, these files are searchable. This issue was published nearly 30 years ago. We have stated author professional details as received at time of publication (though where we have current email addresses we have added them). Abstracts are word-for-word transcriptions of the original abstracts without any attempt to update terminology
Sustaining Staff Who Support
No full textThe Irish Mental Health Service has undergone significant transformation in recent decades, with A Vision for Change, the national policy on mental health, outlining a multidisciplinary approach facilitated through local Community Mental Health Teams (CMHTs). Despite this emphasis on teamworking, there has been little formal direction around teamworking and team functioning within CMHTs and there is no recognition of the complexities that often arise within groups of people. International research reiterates the importance of positive teamworking when providing a health service; that is that an awareness of group dynamics, and an ability to address any difficulties can enhance team functioning. This study examined the group dynamics that arise within CMHTs to determine the impact that this has on team functioning. This was done through an interpretive phenomenological approach whereby ten CMHT professionals were interviewed using a semi-structured format that focused on their attitudes and experiences of working in their multidisciplinary teams. The findings demonstrated that interprofessional group dynamics were a consistent feature of CMHTs. The Consultant Psychiatrist is usually viewed as nominal lead of individual CMHTs, which had a direct impact on team functioning. This impact on team functioning was exacerbated by unclear lines of governance, with many CMHT members reporting to line managers external to the team. Specific further study is needed to develop this research on a national level, which would include research with teams where a Team Coordinator has been appointed.Key Words: Community Mental Health Teams; Leadership; Groups; Teamwork; Interdisciplinary; Governanc
Supporting mothers through groupwork in a community setting: An exploration of a groupwork programme
No full textThis paper explores how groupwork can be utilised to support mothers in community settings. In particular it focuses on a groupwork programme which has been recently developed and facilitated in numerous community settings in Co. Cork, Ireland. The authors conducted a small-scale piece of focus-group research which investigated the experiences of mothers who participated in the programme. Their insights, honest reflections and suggestions are documented and provide valuable learning for both the future direction of the programme and more broadly for practitioners supporting mothers using groupwork as an intervention