Challenges for social work and welfare education in 21st century: A contextual analysis
- Authors: Green, Rosemary
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Annual International HERDSA Conference 2005, Sydney : 3rd - 6th July, 2005
- Full Text:
- Reviewed:
- Description: The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
- Description: E1
- Description: 2003001260
- Authors: Green, Rosemary
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Annual International HERDSA Conference 2005, Sydney : 3rd - 6th July, 2005
- Full Text:
- Reviewed:
- Description: The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
- Description: E1
- Description: 2003001260
Rural social welfare practice : Stories from the western region of Victoria
- Authors: Green, Rosemary
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at the 7th National Rural Health Conference, Canberra : 1st - 4th March, 2003
- Full Text:
- Reviewed:
- Description: This study explored rural welfare practice issues with six welfare professionals working in contentious fields of practice such as child welfare, family violence and the justice system in the western region of Victoria. Participants were selected on the basis of difference to provide a range of experiences. The six participants completed a questionnaire and were subsequently interviewed in depth about their own experiences. The study asked participants about issues of concern to them and strategies that they find useful in their professional practice in small communities. Issues of concern included: risk and experience of violence and harassment, managing confidential information gathered from formal and informal sources, providing services that are non stigmatising, managing dual and multiple roles and lack of anonymity and privacy. Participants were concerned about the dilemmas of personal privacy versus community “right to know” particularly when they had privileged information about perpetrators of violence and child sexual assault within their communities. Participants shared their practical solutions and personal survival strategies, as well as their concerns. Many employing organisations did not recognise these factors effectively in work practices, and supervision was focused on agency accountability rather than professional development and support. On a broader level, workplaces and educators need to recognise the impact of the occupational demands and stressors relevant for rural practitioners, where anonymity and privacy are frequently compromised, and respond sensitively to these issues. This paper includes a number of recommendations for educators and organisations employing welfare staff in rural areas. The author sincerely thanks the six welfare professionals for sharing their stories in such rich detail and with such honesty and frankness. Identifying details have been altered to protect their privacy.
- Description: E1
- Description: 2003000562
- Authors: Green, Rosemary
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at the 7th National Rural Health Conference, Canberra : 1st - 4th March, 2003
- Full Text:
- Reviewed:
- Description: This study explored rural welfare practice issues with six welfare professionals working in contentious fields of practice such as child welfare, family violence and the justice system in the western region of Victoria. Participants were selected on the basis of difference to provide a range of experiences. The six participants completed a questionnaire and were subsequently interviewed in depth about their own experiences. The study asked participants about issues of concern to them and strategies that they find useful in their professional practice in small communities. Issues of concern included: risk and experience of violence and harassment, managing confidential information gathered from formal and informal sources, providing services that are non stigmatising, managing dual and multiple roles and lack of anonymity and privacy. Participants were concerned about the dilemmas of personal privacy versus community “right to know” particularly when they had privileged information about perpetrators of violence and child sexual assault within their communities. Participants shared their practical solutions and personal survival strategies, as well as their concerns. Many employing organisations did not recognise these factors effectively in work practices, and supervision was focused on agency accountability rather than professional development and support. On a broader level, workplaces and educators need to recognise the impact of the occupational demands and stressors relevant for rural practitioners, where anonymity and privacy are frequently compromised, and respond sensitively to these issues. This paper includes a number of recommendations for educators and organisations employing welfare staff in rural areas. The author sincerely thanks the six welfare professionals for sharing their stories in such rich detail and with such honesty and frankness. Identifying details have been altered to protect their privacy.
- Description: E1
- Description: 2003000562
Rural social welfare : preparing students to work effectively in rural communities : an Australian experience
- Authors: Green, Rosemary
- Date: 2000
- Type: Text , Conference paper
- Relation: Rural Communities & Identities in the Global Millennium, International Conference, May 1-5, 2000
- Full Text:
- Reviewed:
- Description: The complexity of rural practice in rural and remote communities means that higher order skills are required by rural social workers. In 1991, the University of Ballarat in Victoria (Australia) began teaching a course to prepare students for work in rural social welfare. The course was developed partly to meet industry needs, as local agencies were unable to attract qualified staff. While generic skills, such as counseling and group work, are taught, they are taught with emphasis on particular issues likely to occur in rural settings. Contextual issues include the role of the practitioner as a professional and a community member, confidentiality and privacy, and working within and between complex social networks. Existing courses of social work and welfare address rural practice in a peripheral fashion, whereas rural practice is thoroughly integrated into all elements of this course: course philosophy, curriculum design, teaching strategies, and assessment. The course's philosophical approach emphasizes community development principles of engagement and empowerment within communities. A brief framework of the course and evaluations completed by staff and students are provided. (Contains 15 references.) (TD)
- Description: E1
- Authors: Green, Rosemary
- Date: 2000
- Type: Text , Conference paper
- Relation: Rural Communities & Identities in the Global Millennium, International Conference, May 1-5, 2000
- Full Text:
- Reviewed:
- Description: The complexity of rural practice in rural and remote communities means that higher order skills are required by rural social workers. In 1991, the University of Ballarat in Victoria (Australia) began teaching a course to prepare students for work in rural social welfare. The course was developed partly to meet industry needs, as local agencies were unable to attract qualified staff. While generic skills, such as counseling and group work, are taught, they are taught with emphasis on particular issues likely to occur in rural settings. Contextual issues include the role of the practitioner as a professional and a community member, confidentiality and privacy, and working within and between complex social networks. Existing courses of social work and welfare address rural practice in a peripheral fashion, whereas rural practice is thoroughly integrated into all elements of this course: course philosophy, curriculum design, teaching strategies, and assessment. The course's philosophical approach emphasizes community development principles of engagement and empowerment within communities. A brief framework of the course and evaluations completed by staff and students are provided. (Contains 15 references.) (TD)
- Description: E1
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