Whiting & Birch (E-Journals)
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Waka tētē as a groupwork intervention with young women impacted by domestic violence
Full text linkThe first place in the 2021 Student Groupwork Competition was awarded to Sarah Marr, a student on the Bachelor in Social Work degree at Toi Ohomai Institute of Technology, in Rotorua New Zealand with Dr Donna Guy as the student supervisor. The essay is now published here
El Trabajo Social con grupos en la Universidad: una experiencia práctica en el Grado en Trabajo Social de la Universidad de Alicante (España): Social Work with groups in the university: A practice experience for the social work degree at the University of Alicante (Spain)
No full textThe degree in social work at the University of Alicante (Spain) began during the 2010-2011 academic term. Its plan of study includes the course Social Work With Groups (hereafter referred to as SWG), a required semester course of 6 ECTS credits generally taken in the second semester of the third year. This article shows how we apply the Sustainable Development Goals (SDG) of the United Nations 2030 Agenda in the course, through providing a practical experience in the classrooms for students. This article describes the practices carried out and the evaluation of their results.
El Grado en Trabajo Social de la Universidad de Alicante (España) comienza a implantarse en el curso académico 2010-2011. Su plan de estudios contempla la asignatura Trabajo Social con Grupos (en adelante TSG), asignatura semestral obligatoria de 6 créditos ECTS que se imparte en el segundo semestre de 3º curso. Este artículo muestra la aplicación de los Objetivos de Desarrollo Sostenible (ODS) de la Agenda 2030 de Naciones Unidas a la asignatura, a través del desarrollo de una experiencia práctica llevada a cabo en el aula con el alumnado. En el artículo se describe la práctica realizada y se muestran los resultados de la evaluación de la misma
Understanding the Agony of Child Brides from Low Resource Family Settings in Nigeria: Implication for Social Work Engagement
No full textThe involvement of under-18s in legal unions has become a topical human rights concern. It appears to be more prevalent among female children from low-resource family settings, manifesting as another shade of gender inequality. The consequences of child marriages are enormous, affecting the psychosocial, physical and health status of victims. This study details the experiences of victims of child marriages, with concerns about females from low-resource family settings in Nigeria. The study employed a qualitative method of data collection utilizing Key Informant Interviews (KIIs) to elicit data from 12 female participants who are currently married and aged below 18 years and four renowned women residing in the community who are conversant with the issue in Enugu, Nigeria. Findings revealed that child marriage still prevails, though with the full consent of some girls, whereas others were lured. The result suggests that child marriage is adopted as a cover-up strategy by parents when dealing with poverty/teenage pregnancy. Other factors exacerbating child marriage were social norms, family size, structure, ignorance, deception, lack of support services and poverty level. Identified consequences of child marriage were health hazards, physical, emotional and financial difficulties. Coping strategies used by victims of child marriage were attending religious gatherings, adopting traditional medication/birth control methods and engaging in petty income-yielding businesses. Assistance for child brides came only from religious groups and good-spirited community members. Social workers’ engagement in the fight towards ending child marriage in Nigeria was not visible owing to poor involvement in child protection services. The study therefore recommends intensified efforts by social workers and the Nigerian government to enforce policies that will protect the girl-child, challenge the social norms and mitigate gender-based discrimination and violence. Government and non-governmental organizations in collaboration with social workers should brace-up efforts to ensure that welfare packages trickle down to child brides and ultimately end child marriage in Nigeria
The counter-narrative of an ‘unaccompanied minor’-young offender in Spain: Lessons to be learnt for policies and practice
No full textUnaccompanied Foreign Minors (UFM) are often framed as criminals by many people in the general population, rather than as at-risk children. This paper analyses the case of Ibrahim, a Moroccan boy who had both identities (migrant and offender), but whose case ended positively, in order to dismantle prejudices, show underlying inequalities, and learn from good practice. The research was carried out using a biographical research methodology, using the cross-narrative model. The main sources of information and data collection techniques were: a) Interviews with 12 key informants; b) Documentary records (all files related to his case); and c) More than 200 photographs, mostly of his rehabilitation process. The results are divided into two parts. The first one shows the (risk factors) living conditions of the unaccompanied minors in their contexts of origin. And the second one analyses the most relevant aspects of the successful intervention carried out with him. The conclusions are drawn from their analysis: Firstly, an approach is recommended that is focused on humanising ‘UFM’ and ensuring a basic standard of living conditions, which would also reduce migration and anti-social behaviour. Secondly, a social, personalised, ecological and empowering model of intervention must be applied to support individuals transforming their circumstances
Groupwork with disadvantaged communities in North West, Lokaleng village in South Africa- social responsibility
Full text linkNorth West University has in its many community engagement endeavours and projects developed a “We deliver” project to give back to the community as part of its social responsibility initiative.
The department of social work used this platform to advance self-help, education, mutual aid, social relief and general development within the community. Generalist approach of Kirst-Ashman, (2002) was particularly used which incorporated multiple levels of intervention. Attempts at improving the life of the disadvantaged involves imparting of knowledge about the manifestation of social problems like poverty, unemployment and self-defeating behaviours like teenage pregnancy, teenage alcohol abuse and drug misuse. Social group work as one of the primary methods was used to reach the community through learners focusing on empowerment and skilling. The latter was provided by the relevant stakeholder Department of Social Development (DSD). The target group which served as a link to the community was high school learners in Lokaleng Village near Mafikeng, North West Province. The results were shared with the leaders of the community who served as gatekeepers and who will ensure sustainability.
Keywords: group work, community, disadvantaged, social responsibility, sustainability
 
Pedagogy as Praxis: Education and training in initial professional education for Community Workers and Youth Workers
No full textThis paper examines apraxis-focused pedagogical approach to professional formation in community work and youth work developed over four decades at the Department of Applied Social Studies, Maynooth University. The approach is rooted in collectivity, participation, and empowerment, and is based on Freirean and feminist analysis of social structures and embedded systemic discriminations including racism. It aims to develop critical praxis in students through an integrated curriculum grounded in theory and practice, a dialectic of classroom and fieldwork learning, interactive assessments, active student participation in their practice learning, mentoring from departmental staff and fieldwork supervisors. Taken together these elements model ‘pedagogy as praxis’
Scoping the Development of Implementing an Undergraduate Operating Department Practitioners Buddy Scheme
Full text linkIntroduction: In England, higher education institutions (HEIs) are modifying their processes to implement support strategies to decrease attrition rates. Some HEIs offer student buddy schemes to foster support networks, and knowledge exchange, build friendships, and increase confidence. Buddy schemes include peer-to-peer support coordinated by institutions, pairing experienced and non-experienced individuals aimed to provide support, advice, and training. At present, there is a lack of evidence capturing Operating Department Practitioner (ODP) students’ opinions about the implementation of a buddy scheme to improve student retention. Thus, to address this gap, a qualitative study with second year ODP students was undertaken.
Methods: Nine second year ODP students in the Midlands, England attended two focus groups. Questions relating to students’ thoughts and perceptions of barriers, and facilitators to a buddy scheme guided the discussion. All focus groups were audio-recorded and transcribed verbatim, and data were analysed using reflexive thematic analysis.
Results: All students regarded the buddy scheme to be potentially advantageous. The reflexive thematic analysis identified three main themes: (1) the value of having a buddy in supporting wellness; (2) the sharing of students’ experiences; and (3) the structure of the buddy scheme.
Implications For Practice: All participants agreed that a buddy scheme would greatly support fellow students both academically and professionally. ODP students see buddy schemes as critical for support and shared experience in completing their studies. Co-design is vital for developing the buddy scheme for ODP students, and further studies are needed to inform the effectiveness of evidence-based buddy schemes
Review of: Don't put us away: Memories of a man with learning difficulties
No full textBook review of SU led boo