Whiting & Birch (E-Journals)
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Online Teaching and Learning of Transferable Skills Through Task Group Practice Online Teaching and Learning of Transferable Skills Through Task Group Practice
No full textStudents joined online task groups to complete one assignment in a social work diversity class that aims at developing critical-thinking and group work as transferable skills. The researcher used a phenomenological perspective to analyze phenomena that occurred during the group development process. Fifty-six undergraduate students provided data on their groups regarding task-completion, interactions, and decision-making processes, as well as other factors that influenced the outcome of the group process. The analysis revealed that students learned and put into practice critical thinking and group work skills used as they dealt with group phenomena such as group composition, setting up a contract and effective communication channels, and conflict management. The significance of this teaching case resides in its potential to enhance the effectiveness of online teaching through task groups. Social work instructors, field liaisons, and supervisors who use this teaching method may deliver effective and efficient signature pedagogy to a high number of supervisees. Limitations reside in the qualitative nature of the collected data, as well as in the small sample size, which precludes the generalizability of the findings. Future work with quantitative methodologies wil
Working with people who have experienced political oppression: messages from the literature for group workers
No full textThis article highlights key messages from the literature on groupwork, political oppression and cultural competence in human services delivery, which are relevant to group workers involved with participants who have experienced political oppression and migration, related to that experience of oppression. Research findings regarding the effects on individuals of political oppression and related migration are summarised and the relevance of this information for groupwork planning and delivery are considered.
The role of paid sick leave benefits on employees and public health
No full textThere is growing momentum toward mandating paid sick leave benefits in countries without comprehensive social insurance programs. The goal of these mandates is to protect public health and provide employees with ways to manage health and caregiving responsibilities. In an effort to inform the discussion this article reviews all the scholarly evidence on the role of paid sick leave benefits on employees and family health and public health concerns. A systemic review of the literature was conducted identifying 29 relevant articles. The research falls into four broad domains: impact on employment, work/family conflict, public health and worker health. It is clear more research is needed to evaluate the impact of paid sick leave as policy makers and employers contemplate expanding access to this employee health benefit
Strategies for Family Engagement in Evidence-Based Programmes: A Meta-Synthesis of Systematic Reviews from a Social Casework Approach
Get PDFThis paper explores the role of social work practice in youth risk prevention through evidence-based interventions, such as the Strengthening Families Programme. It begins by analysing the aetiology of social work practice in prevention and the theories that aim to explain social work practice as one of the most important disciplines for meeting the skill development requirements of risk prevention. Research has shown that evidence-based interventions applied at the family level can delay the onset of substance use. Various studies have backed working with these kinds of systems to ensure the effectiveness of interventions aimed at reducing substance abuse; however, family participation has also been shown to be one of the disadvantages of this kind of intervention. For this reason, the main goal of the present research is to identify the most effective strategies for engaging families in the context of social casework. We present a meta-synthesis of two systematic exploratory reviews of scholarly articles concerning family involvement, adherence, and findings that lead to achieving coupling. We discuss the family factors that social workers should consider in order to ensure that different members of family systems commit to building supportive relationships
‘We need to talk about… Giving and Receiving feedback in social work’ – A Practice Note Report
No full textThis practice report gives a perspective on what it is like for a social worker in the UK to receive feedback and coaching on their work with families.It also considers what it is like for the author to then be in the position to give feedback and ocaching. It further considers what skills could be considered required for supervisors to give feedback and coaching
“Technology and Boundary Concerns in Social Work Field Education”
Get PDFField educators and social work students use technology in various realms of practice, including provision of services to clients and provision of supervision for students. This article identifies how professional boundary issues may arise when social workers, field educators, or students use technology. This article also explores four ways that field educators can educate and support students in relation to pre-empting and managing technology-related boundary issues: policy clarification, role modeling through interactions with clients and others, role modeling within supervisory relationship, and advocacy
Māori student perceptions of group work in their social work degree
No full textFew practitioners today would argue the value of group work as an effective teaching approach to enhance deep learning opportunities for social work students – but how many of us have stopped towonder whether our students agree? This paper presents the findings from an interpretive study, using a mixed method approach to investigate students’ perceptions of group work. A particular focus was the experiences of Māori students, as one of the frequently cited assumptions about Māori cultural teaching and learning preferences is that they are a communally-minded culture with a preference for group, rather than individualized processes and inquiry.Māori are the indigenous people of Aotearoa New Zealand,comprising 15% of the population. Like many indigenous and colonized cultures, Māori have experienced ongoing oppression and practices of colonization resulting in significant disparities in social, economic status, education, health and wellbeing (Ministry of Health, 2015; Tertiary Education Commission, 2011). Māori are a large client group for social workers, and the profession is keen to ensure a strong Māori presence among the qualified practitioners to work alongside their own people. It is important, then, that teachers give Māori students in higher education every assistance to succeed.The findings from this study highlighted a few surprises. Māori students revealed mixed and, at times, contradictory perceptions of the value of group work. As one participant revealed, “Group work can be really awesome but it can also be really stunting”. While acknowledging a number of benefits, students emphasised peer influences and the role of the teacher as having a significant impact on whether group work was deemed a positive or negative experience. This paper discusses these, and other key themes related to positive and negative group work experiences, along with strategies students suggested to enhance their social work study experience. The paper concludes that generalizing about Māori, and/or possibly other indigenous cultures who naturally thrive in collective environments, does not mean we can assume they will thrive during group work in the higher education classroom. Finally, some reflections and implications for best practice are offered
Group work and social enterprise: using group members’ skills for social and economic development
No full textPoverty is a major issue of concern worldwide and rife in South Africa. Minority groups such as women suffer the most and often have little or no access to opportunities for employment. Social workers have an obligation toward social and economic justice. Although small social enterprises cannot get rid of poverty, it can provide a pathway to address several challenges thereof. This article provides a discussion of a case study from South Africa where a group work project assisted in developing and expanding a social enterprise to combine social and economic development. Group work with its aim of support, growth, mutual aid and cohesion provides an ideal medium to identify, enhance and use the skills and capacities of group members to manage their challenges, and in the process, to enhance their sense of self-worth. It is recommended that social workers need knowledge and skills of entrepreneurship to facilitate the development of sustainable social enterprises. However, multi-stakeholder involvement can assist in the aim of such ventures to work towards sustainability. In this discussion of a case study, and with a strength perspective as foundation, three groups of unemployed individuals were formed that made conference bags and key rings while discussing life issues. Using meso skills can bridge the divide to address macro issues