Whiting & Birch (E-Journals)
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Notions of support challenged by participatory research with adults with Asperger's syndrome
No full textAbstract: The article discusses the findings of participatory research involving co-researchers with Asperger's syndrome. The findings of the research led to the development of a model of mutual understanding: the Triad of Understanding. The article discusses how the findings were arrived at and the implications for traditional notions of support.Keywords: autism; Asperger's syndrome; participatory research; suppor
Experiential practice learning: Providing a theoretical knowledge foundation
No full textAbstract: Using experiential activities is one way to provide alternative content that moves groupwork practice away from the structured curriculum-driven or facilitator-driven approach, and moves groupwork practice more toward the direction of group activity that promotes cooperative group member learning and growth. However, we should recognize the importance of providing a theoretical knowledge foundation prior to learning about experiential practice; it is vital to learn the foundational knowledge pertinent to the successful use of experiential activities in groups.Keywords: activities; group planning; group stages; group types; theoretical knowledge; support; group work; groupwor
Women trauma survivors of the Rwandan genocide: A seven week group building exercise
No full textThe article highlights the need for a support community group for women who survived the Rwandan Genocide, and who are completing groupwork for Post traumatic Stress Disorder. The authors review practice literature, discuss specific strategies for adult women, many of whom had been children during the genocide, and introduce a seven-week group experience that leads to development of a community of survivors. The seven-week group incorporates a Rites of Passage in association with a spirituality framework. The authors incorporate Rwandan cultural practices familiar to women who had lived in the country prior to the genocide.Keywords: groupwork; group work; trauma; Rwandan genocide; PTSD; survivors; wome
The new neoliberal realities of social services in Russia
No full textAbstract: The paper summarizes the recent history of Russian population’s sudden immersion into the market economy and the ensuing transformation of social service under neoliberalism. The main problems that arose during the transition from the former Soviet paternalistic model to the modern neoliberal model of social services from 2005 to 2016 are analyzed. Changes in Russia’s social sphere due to the adoption of the new Federal Law 442-FL of January, 2015 ‘On the Basics of Social Services for Citizens in the Russian Federation’ and the permitting of private for-profit service providers on an equal basis with State structures are discussed. Advantages and disadvantages of neoliberal transformations in social services and social work are also examined.Keywords: Russian social services; neoliberalism; paternalis
Student perceptions of social work practice skills: A comparison of blended and traditional learning
Get PDFBlended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students’ (N = 45) perceptions of social work practice skills gained in two different blended and traditional face-to-face courses. Results of the study were that students’ perceptions did not significantly differ between the blended and traditional course. We also explore future directions for social work education using blended and online delivery.Keywords: Blended learning; hybrid courses; online programs; practice behaviors; social work educatio
‘Everyday knowledge’: A mixed-methods study using factor analysis and narrative approaches to explore social worker’s knowledge
No full textThis study explored how social workers defined, produced, used, developed and disseminated knowledge within their everyday practice. A mixed-methods approach utilised Q-factor/Centroid (Exploratory) Factor Analysis (CFA) (n=37) and post-Q-sort semi-structured interviews to identify latent variables relating to perceptions and practices concerning ‘knowledge work’. Results suggest that the type of practice social workers were engaged in, the context and nature of the practice situation itself and expectations of employing organisations had a significant influence on practitioner knowledge and the way research findings were utilised. Conclusions suggest that the range of knowledge currently seen to be required in order to inform social worker practice is highly influenced by systemic factors, and the profession needs to reconsider its stance regarding the forms and types of knowledge deemed to be acceptable in and for practice. The findings have significant implications for both qualifying education and post-qualifying training and development. Original data is available for inspection upon written request to the author.Keywords: practice-based knowledge; mixed methods; epistemology; pragmatism
Social work and professional development: A critical reflection about groupwork
No full textAbstract: This paper discusses the importance of a social work Groupwork approach. It explores the complex dynamics of this approach, alongside well-established theoretical ideas about the processes involved. It highlights how groupwork can have a positive impact on a person’s self-esteem. The paper highlights my learning and development whilst undertaking a 70 days placement within a local school. The groupwork involved girls of secondary school age ranging from 11-15 years of age, who had little contact with each other.Keywords: groupwork; group work; girls; self-esteem; empowerment; reflection; theor
Guest Editorial Populism: A challenge for groupwork?
Get PDFPopulism is a word of the moment. It is cited and linked withTrump’s ascendency to the presidency in the USA, Brexit in the UK,Marine Le Pen’s challenge in France, Duterte’s brutal regime in thePhilippines, to name a few. It is said to reflect a resurgence of thewill of an erstwhile excluded section of the citizenry, newly inspired,energised and empowered to ensure that their self-defined needs andinterests are taken into account and actually met by national leadersand governments. This description resonates uncannily with thedemocratic values espoused by groupwork (Abels and Garvin, 2010)and, especially those of self-directed and social action groupwork(Mullender, Ward, Fleming, 2013). Is there an issue; if so, what dowe need to consider; what might we do? I am looking to provokeresponse and debate
Group Work Camp: A once in a blue moon unique experience
No full textAbstract: In this article, a two and a half day experiential Group Work Camp experience, sponsored by the International Association of Social Work with Groups (IASWG) and held for professional groupworkers, educators, and students is described after pinpointing motivations for attending and participant benefits including self-care, learning to learn from experiences and making connections. Group Work Camp activities offer participation in nondeliberative forms of practice which stimulate learning in diverse and creative ways. In conclusion, it is strongly suggested to multiply Group Work Camp opportunities for groupworkers to enhance practices, load toolboxes, integrate knowledge, develop competencies, increase networks, and to maintain and enhance professional passion for groupwork as an alternative to traditional trainings.Keywords: Group Work Camp; nondeliberative practice; social work with groups; groupwor
Group Work Camp: Rekindling the campfire
No full textAbstract: A group facilitator and retired social worker describes and reflects on experiences, activities and learnings as participant facilitator at three Group Work Camp events. A mechanism through which personal and professional growth occurs using experiential learning is described. The author shares aspects of workshop design, workshop execution, and workshop as intervention, as well as a limit to and successful uses of emergent design. Collaboration and relationship growth across differences when diversity is respected is illustrated, as is the use of song for claiming voice, empowerment and healing. The ability of groups to assist when individuals fear losing or have lost their professional voice through life changes is demonstrated. Impacts occur on various levels: on the individual and interpersonal/interactional levels as the author relates personal insight into Erikson’s developmental stages and interactions with a co-facilitator; on the group/organizational level as the author relates empowerment through song to help rekindle benefits of song around the campfire; and on the societal/community level relating to social justice, generativity across differences and disciplines, international symposia participation and publication.Keywords: group work; experiential learning; nondeliberative; song; empowerment; collaboration; groupwor