Social problem and policy analysis using an empathic diary tool in a master of social work class in Hong Kong

本文目的在於以英國為例，嘗試著說明社會政策治理邏輯的改變如何影響其福利服務輸送體系，進而影響社會工作專業發展，藉此說明社會工作專業發展是如何鑲嵌於特定的國家文化、歷史脈絡和政治經濟脈絡中。在方法上，我們採取歷史追蹤分析方法。本文研究結果發現如下，在戰後福利國家的黃金年代，在以社會行政為基礎的科層治理形塑社會工作的專業主義上，社會工作者對於社會服務使用者的需求評估和處遇擬定都受限於科層體系的規範，也就是那些進入社會工作和社會服務體系的公民的社會權是被專業科層體系和法律所規範。在1980年代之後，西方福利國家立基於新自由主義，而使其治理模式轉往以管理主義以強調效率和選擇等價值，也影響社會工作轉向以管理主義為基礎，在論述上，強調透過個案管理、賦權和使能等概念以強化和正當化對於效率和個人責任的重視。但是，同時，新管理主義在過度強調效率和個人責任的情況下，反而削弱了社會工作者和接受服務者的自主性。2000年之後，社會投資政策理念興起，使得社會政策治理邏輯改以新公共治理為主，不再強調最佳模式，而必須反映了治理客體的現實，因此強調共同生產和網絡治理，且社會工作者可在其中扮演服務協調與創新的角色，而使得未來社會工作教育可能會進一步強調夥伴關係和社會創新等等價值與概念。我們認為本文也提出一些未來研究的可能性，認為未來可以更進一步強化社會政策與社會工作之間的連結，並將台灣的社會工作專業體系置於國際比較的脈絡中。This article aims to identify linkages between social policy and social work. Over the past few decades in Taiwan, social workers and social work educators have emerged as formal professions. However, the relationship between social policy and social work is often ignored, particularly how social work (education) is developed and shaped by social policy. This is because in the process of professionalization and specialization, social policy and social work are treated independently, and the linkage between them goes unacknowledged. Social work studies often focus on micro-level social work practices and methods, and social work is rarely seen as a type of policy model or regime at the institutional level. As a result, social work is often regarded as single undifferentiated policy model, with social work systems and education presented as identical across the world. However, a growing number of comparative studies have identified significant cross-national variations in national social work systems due to idiosyncratic historical, cultural and political economic contexts. This raises the need for additional research on comparative social work systems. In this study, we argue that the key to studying the linkage between social policy and social work is using models of governance to analyze and understand how social work systems are developed and understood. Models of social policy governance influence how social work is practiced and how social work curricula are designed. The remainder of this study is structured as follows: Section two focuses on how hierarchical governance and new public management shapes social policy and social work systems. Section three examines the impact of new public governance on social investment for social work systems. Finally, section four summarises the influence of various models of social policy governance on the development of social work systems, and propose issues for future research. We identify three stages of welfare state development. In the Golden Age of the welfare state, the logic of social administration underpins the model of social policy governance and broader hierarchical governance. The rights and obligations of welfare benefits as well as social work practices were legislatively regulated, along with the relationship between social workers and their clients, resulting in the professionalization of social work. In this stage, client assessments and treatments were be regulated to discipline client behavior and attitudes. However, with the neoliberalism of the Thatcher and Reagan governments, respectively in the UK and the USA, the welfare state shifted towards a workfare state, and the models of social policy governance shifted to a new public management paradigm. The welfare state discursively began to emphasize the role of the market in welfare provision, stressing values such as efficiency and choice, and embedding a managerialist approach in social policy governance. Social work practices and education were therefore transformed, and social workers were/are often regarded and trained as case managers, emphasizing concepts such as case management, choice, empowerment and enablement. Moreover, the relationship between social workers and clients was also transformed into a “manager-consumer” duality, in which the rights and obligations of welfare benefits are regulated by contracts and market mechanisms. This transformed the role of the client into that of the consumer. Third, after 2000, the emergence of social investment concepts has driven the emergence of a new approach to public governance in response to new social risks and the complexities of social problems, raising multiple obstacles to clients accessing welfare benefits. This new public governance pushes concepts of co-production and network governance to cope with social complexities and the emergence of new social risks. This has naturally changed the role of social workers in the provision of welfare provisions from case managers into coordinators of resources and services and policy innovators. The role of welfare beneficiaries is neither client nor consumer, but rather a stakeholder in the coordination and innovation of welfare provisions. In this study, we show that social work practices and education are not identical but are rather shaped by social policy governance and political economic contexts. We compare three models of social policy governance in terms of how social work practices and education are shaped, and propose issues for future research. First, additional attention should focus on the linkage between social policy and social work to provide a better understanding of the development of social work and social work education. Second, the development of social work in Taiwan should be examined in comparison to international practices.

Donald Everard Chambers (1929–2023) was an influential proponent of the systematic analysis of social policies and social programs. His personal life experiences and professional practice and education shaped his work. For example, he was born at the beginning of the Great Depression. Throughout childhood, he was mainly in the care of his mother, Ruth Swenson. Her work in human services led them to live in several Midwestern states in early childhood. She obtained a master’s in social work at New York University around 1938. Her subsequent work for United Service Organizations brought them to several other midwestern and western states, including California. During this period, Chambers gained experience living with people of various social classes impacted by economic hardship and World War II. He also learned to be flexible and adaptable to changing life circumstances and to challenge health and mental health inequities and injustices in social policies. Chambers obtained a BA degree at Stanford University in biology and psychology in 1950 and an MSW at the University of Nebraska in 1952. He was a social work practitioner for about 15 years in the fields of rural social work, mental health, and health in Nebraska, Idaho, and Iowa. Chambers attended Washington University’s Doctor of Social Work program, obtaining his degree in 1967. He was on the faculty of the University of Kansas from 1967 to 1996, where he taught graduate courses on social policy and program analysis. His research and service focused on issues of poverty, child welfare, and analysis of social programs and policies. In 1977–1978, he studied the British Workman’s Compensation system and social policy at the British Library in London. In 1990–1991, he studied child welfare and adoption in Central America as a Fulbright scholar. His most influential book was Social Policy and Social Programs: A Method for the Practical Public Policy Analyst.

The purpose of the paper. An analysis of the national social policy in Ukraine and Japan, based on research, making recommendations for the improvement of the social policy situation in Ukraine. Methodology. The theoretical and methodological base of scientific research made of national and foreign scholars on the analysis of social policy, official statistical data of the State Statistics Committee of Ukraine, reports of the NBU and central bank of Japan. To ensure the authenticity and validity of the research results to the goal, the following methods are used: induction and deduction – during theoretical generalizations and conclusions; analogy method – when comparing foreign experience of social policy; economics and statistics as methods of macroeconomic policy of Ukraine analysing; retrospective analysis, which determines social policy; methods of system analysis and synthesis. Results. In the article, social policy in Ukraine and Japan is investigated. The macroeconomic situation in each country is analysed. Reasonable steps for the further using of the investigated country experience for Ukraine are founded. A particular attention to the normative acts improvement is given. Practical implications. The results of this study can be used by public authorities, such as the Ministry of Finance, state statistical agencies. Value/originality of the results is a complex theoretical and practical analysis of social policy in Ukraine and Japan. For the first time, comparative social policy in Ukraine and Japan is analysed. Further research should relate to the construction of an own social policy model. In the process of its implementation, it is necessary to use the experience of foreign countries.

Part 1 Social policy and social change: from Socialist to Liberal Utopia - change in Poland's social policy since 1989, Jozefina Hrynkiewicz politics and social policy in the new Poland, Fred Powell current trends in family policy - European Union countries and Poland, Marek Rymsza family policy and family life in Poland, Anna Kwak social policy and the family in the United Kingdom, Gillian Pascall changes in prison policy as part of a political and economic transformation in Poland, Andrzej Mosciskier recent trends in English penal policy, Paul Roberts. Part 2 Social policy and economic change: higher education and the labour market in Britain, Daniel Lawrence trends of the 1990s in Swedish welfare policy - implications for social work education, Lennart Nygren the prevention and relief of unemployment in Britian, Paul Ransome changes in the Polish labour market during the period of transformation, Ewa Giermanowska and Jozefina Hrynkiewicz. Part 3 Social work in the new Europe: the Irish model of social work, Fionnuala Lordon and Izabela Rybka the development of social work in Britain 1869-1996, Mark Lymbery the history of social work in Sweden, Staffan Oberg social work education in Britain, Mark Lymbery delivering social work education in partnership in Britain, Tina Eadie the development of social welfare in Poland, Izabela Rybka.

Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.

Students of accredited social work programs are expected to demonstrate ten core competencies, including the ability to "engage in policy practice to advance social and economic well-being and to deliver effective social work services" (Council on Social Work Education, 2008). Despite this expectation, almost half of licensed social workers surveyed disagreed with the notion that they were adequately prepared for political engagement by their social work education (Ritter, 2007). Because social welfare policy courses are the primary curricular means for preparing generalist social workers for political advocacy, this study explores how undergraduate students respond to social welfare policy instructors' efforts to prepare them for political engagement. Quantitative and qualitative data from social work students in two distinct social welfare policy courses support the idea that participation in such a course can contribute to an increase in political interest and internal political efficacy. Based on surveys (n=31), focus groups (n=28), and interviews (n=11) with students, a model for social welfare policy instruction is proposed, which includes 11 recommended teaching methods and 7 key aspects of the students' learning experience. By listening to the voices and experiences of social work students, this study begins to fill a gap in the social work education and policy practice literature. The final conclusions of the study help clarify for social work educators methodologies by which they can more effectively support students in the development of political interest, internal political efficacy, and ultimately policy practice.

Ethical Dilemmas in Applying Second-Wave Information Technology to Social Work Practice

Globalization is a theme that is at the centre of debate by education policymakers, scholars, professionals and practitioners worldwide. It is a concept that provokes intense debate and examination. Therefore, globalization is described as „the flow of technology, economy, knowledge, people, values and ideas .... across borders. Globalization affects each country in a different way due to each nation‟s individual history, traditions, cultures, resources and priorities. A social work-based definition of globalization describes the concept as “a process of global integration in which diverse peoples, economies, cultures and political processes are increasingly subjected to international influences” (Midgley, 1997, p. xi). Additionally, Midgley suggested that globalization indicates “the emergence of an inclusive worldwide culture, a global economy, and above all, a shared awareness of the world as a single place” (1997, p. 21). In the 21st century, globalization leads to changes that challenge social work practice and education, and the idea of postmodernism challenges the validity of a universal knowledge base. This is because where societies are built on different cultural and social assumptions globalizations raises questions about the dominance of any particular set of ideas, both generally and in social work. The influence of globalization on Social Work educator‟s knowledge, attitude and practice of Social Work education has raised questions about whether Western models of social work education and organization are universal in their application. This research paper will provide a framework for understanding the impact of globalization in social work education in India.

There and Back Again: A Commentary on Social Welfare Policy in the Wake of 2020

In this article, “China” refers to “mainland China.” Social work as academic discipline was first introduced to China’s most important universities, such as Yenching University, in the 1920s. However, social work, like other social science disciplines, was labeled as “bourgeois pseudo-science” and removed from Chinese universities in the 1950s, based on the idea that there were no social problems in socialist China, and thus no need for social work education. After the introduction of the Open Door and Economic Reform policy in 1978, social science disciplines were gradually reestablished in universities in mainland China beginning in the late 1980s, after a lapse of over thirty years. China’s rapid social and economic transformation has created different social problems since the late 1970s. As a measure to alleviate emerging social problems, the return of social work programs was advocated by the Ministry of Civil Affairs and by leading academics, who saw the need to develop professional social workers to handle the increasingly complex social problems arising from rapid social and economic transitions. Thus, the Chinese government reintroduced social work education programs to the universities in the late 1980s, for the clear political mission of establishing social stability and a harmonious society. Peking University was the first higher educational institute to launch a social work program at both the undergraduate and postgraduate levels in 1988. Gradually, other universities and cadre training colleges in China followed its lead. In China in 2018, there were 348 undergraduate social work programs and 150 master’s of social work (MSW) programs. In China’s specific context, rural social work is one of the major subfields of social work. As social work was developed in the Western urban context, when it was reintroduced to China, some of the Chinese social work educators were aware of the differences in cultural and societal context between China and the West. They emphasized the indigenization of social work in China, and rural social work was regarded as the major component of this effort. They also thought social development and poverty alleviation should be a major factor. For example, Professor Wang Sibin, a leading social work scholar from Peking University, opined that social development and poverty alleviation should be the primary focus of social work education in China, and that individualized practice should only constitute a supplementary and secondary role in the social work curriculum. This is the context and direction of rural social work development in China since it was reconstructed in the 1980s. However, even today, rural social work is underdeveloped in terms of academic research and publication. Most of the bibliographies are in Chinese, and very few academic papers have been published in English in the area of rural social work in China. Nonetheless, in this bibliography, priority will be given to English academic papers. Only important and high-quality Chinese articles will be cited.

This article provides an analysis of social policy regarding social protection of vulnerable groups in Albania, by screening whether the welfare state has responded to the varying needs of socially excluded citizens. The scope is to explore how the consecutive reforms of social policy have addressed the social effects of poverty and social exclusion. The analysis delves into the welfare policy official documents to discover how the vulnerable groups needs are addressed and what is the impact of policymakers, service providers, and service users on social policy shape. Social policy reforms developed after the totalitarian regime and have promoted familialism and gender regime, which have reinforced gender stereotypes of women as primary caregivers and have denied them equal access and full participation in the free labour market. During the transition period, the reforms faced conceptual barriers delaying their application. The minimalist approach of social policy offered insufficient protection to vulnerable citizens from the adversities of life. Social care services for children, elderly and people with disabilities suffer from a persistent lack of funding. The social welfare is offered through few social services provided from civil society. Due to the lack of social care services, the users of the welfare state lack the substantial means for inclusion. The welfare state policies need a reformation to offer decent economic aid and social care services.

This study attempts to cross-compare social work education, curriculum, research, fieldwork, and professional social work practices across India and Australia. It reviews the development of social work education along with its best practices in both these countries. In doing so, it aims to understand the policies related to social work and social welfare in both the countries. In India, the social work training began in the year 1936 whereas in Australia, it started in 1940 with its launch in the University of Sydney. In Australia, the professional association called Australian Association for Social Work (AASW) accredits course work authority while in India it is the University Grants Commission (UGC) and the National Accreditation and Assessment Council (NAAC). Social work education in Australian universities is generic and its aim is to produce graduates with a broad range of skills in a considerable range of practice settings. India offers both generic and specialised course works. Interestingly, to date, social work in none of the countries has a registration in compliance with any state or federal agency. However, self-regulation alongside continued professional development, and peer supervisions are encouraged and followed. In Australia, the practice standards are maintained by the Australian Social Work Education and Accreditation Standards (ASWEAS) who also regulate and guide curriculum development for social work programs in Australia. Fieldwork placement of social and community work students are dependent on the voluntary good will of the managers of social service agencies to support and resource.

To make social work education relevant, educators, students, and practitioners must assess the extent to which taught concepts, theories and techniques are relevant for practice within the local context. Currently, there is little empirical research in Ghana that reviews the social work curriculum in relation to practice. This paper relies on data collected from BA Social Work graduates working with various social service agencies in Ghana. These graduates earned their undergraduate degrees from one of Ghana’s top public universities, offering social work education. Respondents were asked to reflect on their education and their work contexts and to comment on the extent to which they find taught concepts relevant and practical for their work. While we do not draw broad conclusions from our study, we believe that our methodological approach can help other Ghanaian educators evaluate and enhance social work education for effective practice.

This article seeks to stimulate debate around the relationship between Post‐Qualifying Social Work education and social work practice. Whilst initially welcomed as a positive development for the continuous professional development of qualified social workers, the author questions if in a work climate increasingly dominated by concerns about meeting global market forces PQSW education has the potential to support discriminatory and oppressive practice and undermine social work values?Higher education in England has been given the task by the General Social Care Council to develop Post‐Qualifying Social Work (PQSW) education that delivers both academic and vocational learning as national occupational standards, workforce planning and concerns around globalisation drive professional development. Indeed, a positive selling point for the PQSW framework is its apparent ability to bring together practitioners' career choices with professional development, employers' workforce planning strategies and the government's modernisation agenda for public service provision. However, could a system of education designed to meet such a variety of agendas undermine social work practice and reduce higher education to primarily providing programmes designed to meet regulatory requirements rather than professional social work that promotes an anti‐discriminatory and anti‐oppressive approach to practice? The article concludes that whilst evidence suggests PQSW education does make a positive difference to practitioners and their organisations, debate is still required to ensure it supports agreed social work values and a commitment to anti‐oppressive and anti‐discriminatory practice.

Social Policy, Target Populations and Policy Analysis in Colombia