‘We hear not just the words’: an evaluation of storytelling using podcasts in social work education

Although the situations in many African countries require the presence of social workers, social work education is not yet well established in many parts of the Continent. The lack of social work educators presents a significant challenge to developing and running social work education programs. Hence, understanding how a social work education program can be opened despite such a shortage is very important. This article presents innovative strategies for developing a social work education program when local social work educators are not in place. It documents how Ethiopian graduate students assumed academic roles with the support of international social work faculty to manage and implement a social work education program. In 15 years, this initial program has resulted in the blossoming of social work education in Ethiopia, with 12 other universities and colleges currently offering social work degrees. Yet there have been many challenges along the way to this success. How these challenges became opportunities is instructive. This article documents the strategies used to overcome these challenges and make the School of Social Work at Addis Ababa University a sustainable national model. Lessons for social work educators and those interested in starting social work education programs are discussed.

This special issue in the Journal of Social Work Education is a forum for professional and scholarly discourse on military social work education initiatives developed to educate and train social work professionals and students for practice with military personnel, veterans, and their families across the micro–macro continuum. Special emphasis was given to educational and technological trends, innovations, and challenges related to educating the next generation of social workers to provide evidence-based services to a new generation of veterans that incorporate the CSWE’s (2010) advanced knowledge and practice behaviors in military social work and NASW’s (2012) practice standards. Additional focus was given to university–community and university–military partnerships, collaborations, and initiatives that involve community and military stakeholders. Quantitative, qualitative, mixed methods, and conceptual manuscripts from researchers, educators, and practitioners on military social work education and practice were solicited from the professional social work community. In this special issue we highlight select exemplars of the social work profession’s unique contributions to military social work education. The issue is divided into two sections: (1) discourse on the integration of military social work into professional social work education and (2) innovative military social work education and training programs for doctoral and master’s students, student veterans, and licensed social work professionals—many including program evaluation and other research components. Each section is described in following paragraphs, including a brief overview of representative manuscripts. Integration of Military Social Work Into Professional Social Work Education Four manuscripts highlight military social work as a field of practice requiring specialized knowledge and skills, teaching strategies based on the CSWE competencies and advanced practice behaviors in military social work, the inclusion of military and veteran culture in social work education curricula, and adapting social work field placements for training in military social work practice. Wooten presents a rationale for military social work as a specialized field of practice, the need for military social work education, and opportunities and challenges for professional social work education. She delineates foundation and advanced knowledge in military social work and concludes by proposing an integrated model of intellectual capital to guide strategic planning for professional military social work education in addition to professional infrastructure needed to develop intellectual capital in military social work. For social work educators unfamiliar with military and veteran culture, Daley provides examples of teaching strategies based on CSWE’s advanced practice behaviors in military social work for integration into social work courses, specifically focusing on their application to CSWE’s Educational Policy and Accreditation Standards (EPAS; CSWE, 2008). He identifies foundation and advanced year military social work educational goals based on EPAS 2.1.1 to 2.1.10 and suggests that the infusion of military social work across the social work curriculum will assist students and faculty in becoming more sensitive to the issues faced by military service members, veterans, and their families. Continuing the application of CSWE’s EPAS to military social work education, Canfield and Weiss proposes the inclusion of military-related material into the foundation courses of undergraduate and graduate social work education because social workers providing services in civilian settings not focused on military-related difficulties may encounter military personnel, veterans, and families who seek services outside of the DoD and VA. Key issues, military examples, and resources are recommended for the integration of military culture into human behavior in the social environment, generalist practice, research methods, and social policy core curricula. With a focus on field education as the signature pedagogy of social work education, Selber, Chavkin, and Biggs advance a promising field instruction model in military social work with the growing student veteran population on American campuses. This innovative approach to field education expands placement opportunities beyond the VA for professional training in service delivery to current and past military cohorts.

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.

The competence profile of teaching staff in social work education programs - a strategic issue for the field of social work In the past four decades, the higher education in social work has expanded greatly in Sweden, but analyses of what this development means for the field of social work are few. No scientific text pays specifically attention to the competence profile of the teaching staff. The aim of this article is to investigate the quality of the education with a focus on the competence profile among teaching staff in social work education programs. The competence profile is analysed by studying the competence on social work as academic discipline (Bachelor of Science in Social Work for non-PhD teaching staff and PhD in social work for staff with doctoral degree) and scientific level (PhD among the teaching staff) based on two quality criteria: two-thirds of the teaching staff with doctoral degree and two-thirds with social work as their main academic discipline. The article has a comparative approach by comparing both the competence profile between higher education institutions with social work programs 2020 and the development between 2008-2020. The article uses quantifiable data that has been collected through a survey with basic facts about the teaching stuff from all institutions with social work programs and statistical data from the Swedish Higher Education Authority. The analyses of the empirical material has led to two main conclusions regarding the competence profile of teaching staff: none of the higher education institution with social work program in Sweden meets both quality criteria and the differences between the institutions risk to develop an stratified higher education with a hierarchy between social work programs with negative consequences for the discipline as well as for the students’, labour market entry after graduation and for clients.

ABSTRACTReligion is an integral part of life in Islamic countries in the Arabian Gulf nations of Bahrain, Oman, Qatar, Saudi Arabia, and the United Arab Emirates (UAE), and thus it informs social work education, practice, and policies. With the expansion of social work education around the world—both through Western universities opening international campuses and local universities developing social work programs—any Western faculty is part of developing social work education programs outside of their homeland. The development of social work education programs outside the Western world requires intentionality to avoid colonization (or recolonization) by, for example, adoption of inappropriate curricula and textbooks and/or promotion of culturally irrelevant or inappropriate interventions. Additional challenges, ethical considerations, and knowledge are needed to develop culturally relevant undergraduate and graduate social work education programs in the Arab Gulf region. This article focuses on the experience of Western social work educators in the Arab Gulf who are all Western-born and Western-trained social work faculty members who worked extensively in social work education in the Arabian Gulf region. They have developed programs in these nations and taught in both BSW and MSW programs in the Arab Gulf.

ABSTRACTIn recent years, young people’s behavior has undergone major changes as they have been affected by the crisis that influences their future perspectives and goals. In this context, the demands of youth pose a relevant challenge to social work education. To respond to this challenge, social work education programmes should be adapted. Using meta-analysis methods, this article reviews the current situation of educational programmes focused on young people in the field of social work. Four areas were identified as results from the literature review: social work education programmes focused on specific needs, the adoption of ICTs to complement social work education services, the development of children’s programmes to address problematic situations in their earlier stages, and proposals for improving educational programmes. The main findings show that most studies focused on improving social work education programmes and analyzing the specific needs of social work users. On the other hand, ICTs are not included in most of the articles selected. These results allow us to identify several key recommendations that will assist social work education programmes in successfully adopting and implementing changes experienced to better meet the needs of young people in their daily practice.

This chapter gives insight into the development of social work education in Latvia since 1991, when the Higher School of Social Work and Social Education Attīstība (Development) established its first social work education programme.

One of the major problems facing social work education in the United States is that there are too many programs. Currently 463 Bachelor of Social Work programs exist in the United States. The growth spurt of programs has been justified by the belief that the profession of social work will grow faster than average by 2018. Institutions of higher learning are feeling the pressure to fill the impending demand for more social workers in the U.S. and social work education programs are feeling the pressure to fulfill the demand by increasing student enrollment. This demand for growth has created a massive competition for social work education programs to recruit and retain social work majors. The purpose of this project was to discover how decolonization was used in the revitalization of a social work education program at a historically Black university. This project looked at the challenges with which social work education programs at historically black colleges and universities face, and how the usage of decolonization would be beneficial to their growth by creating a sense of ownership among students. This project revealed that the framework of decolonization made a significant difference with students majoring in social work at a historically Black university and that when it is utilized in the context of revitalization and change among students is self-initiated, evolutionary or additive within a social work higher education program, the student’s ownership towards their major will result in the promotion of positive change. Also highlighted within the context of this project was the importance of compassion, family and democratic teaching in relation to student morale. Future researchers can utilize this project to view the importance of the relationships between faculty and students and their interconnection with recruitment and retention. This project gave new meaning to the revitalization of social work education programs in higher education and what it really takes to thrive.

The social work profession in Albania is relatively young and social services in the country continue to develop. But over the past three decades, Albania has experienced significant growth and transformation in its social work education programmes. Nevertheless, there is very little published work on the Albanian social work education system and its implementation on the ground. Currently, the main sources of social work graduates are three Schools of Social Work in Tirana, Shkodra, and Elbasan. Programmes at the bachelor's and master's level all incorporate policy, research, and practice education. The social work curriculum, originally transplanted from the United States, has gone through reforms following the Bologna process and continues to be revised to meet local needs. Drawing from a multi-country study of the social service workforce in southeast Europe, this paper presents baseline data on social work education in Albania. 62 participants were interviewed using semi-structured interviews, case stories, and focus group discussions with consensus-building exercises. The findings highlight both the opportunities and challenges of this relatively young profession in Albania. Besides increasing understandings of social work education in Albania, this research adds to emerging regional and global themes in the development of social work education and practice.

Social work, a practice-based profession focused on social justice, is increasingly recognizing sexual wellbeing/health as a practice area that students need to build competence. Yet there remains a paucity of opportunities to do this effectively, ways that are brave, not merely safe, for the student-learner, as well as for the social work educator. To address this need, the authors designed and produced a podcast episode called, ‘Episode 13 – Sexual Justice as Social Justice’ to support student learning and exploration of sexual health/wellbeing as a key social worker competency. This article examines the use of social work podcasting, a deeply personal pedagogical approach, as an effective method for engaging with the deeply personal in social work education. First, we highlight the need for and importance of greater inclusion of sexual health/wellbeing education for social workers, highlighting scholarship that grounds this topic as being of universal relevance and importance, especially for social work practice. Next, we explore both podcasting as a pedagogical tool for engaging students and implications of social work podcasting. Finally, we offer five student learning outcomes for social work educators to consider in their approach to integrating discussions on sexuality into their teaching using podcast episodes.

Summary This study investigated the frequency and patterns of technology use among 200 Israeli social workers in their practice with service users, colleagues, and other professionals. The study employed a cross-sectional descriptive quantitative design and an online survey to gather data on social workers’ use of technology, their sense of safety, and the training they received on technological and information security issues. Findings The results showed that text messages, instant messaging, and phone calls were frequently used by social workers in their practice. A higher sense of safety in using technology was associated with a higher frequency of using video calls, text messages, instant messaging, and email. Over half of the participants (57%) received training on technological and/or information security issues from their employer, and those who received training felt significantly safer using technology compared to those who did not. Applications The findings suggest the importance of providing training programs to enhance social workers’ proficiency in using technology effectively and safely. Policies should prioritize funding for technology training initiatives within social work education and professional development programs. The implications of this research offer valuable insights for social work practice, education, and policy worldwide, emphasizing the need to implement safety protocols and guidelines for technology use in social work settings.

Australia's environment is unique and diverse. It is renowned for its extraordinary wildlife and spectacular landscapes. But Australia's environment is also at great risk. Australian social workers have long considered environmental issues in their practice and within social work education. This chapter provides an overview of Australian social work's responses to environmental issues in social work education and practice. It explores the environmental context in which social work is practised in Australia, and the key themes that Australian social work practitioners and academics. The chapter focuses on including practice in relation to climate change-induced disasters, place-based green social work, the relationship between gender and environmental issues, and the role of eco-social transitions, eco-spiritual perspectives, ecological living in social work practice and education, and social work education and the environment. It concludes with a number of recommendations for Australian social work to further embrace green social work practice and education.

Summary This article explores the discourses employed by social work educators in their constructions of social work identity, practice and education. The research data for this qualitative study was collected from in-depth interviews with social work educators from two South Australian universities, who were eligible for membership with the Australian Association of Social Workers. Findings Using Gee’s discourse analysis framework, the key discourses used by social work educators to construct social work, social workers, clients and social work educational institutions are identified. Social work educators drew on professional, helping/caring, emancipatory and social control discourses to highlight the ‘typical’ story of ‘social work’ and construct social workers and social work educators as ‘a who doing a what’, to distinguish social work from other professions. Application Despite being constructed as having the power to act as ‘gate keepers’ to the profession, very little research examines how social work educators reflect on their practice as social workers and social work educators. Further national and international research is required to examine how social work students, service users, employers and other disciplines interpret these social work discourses.

This is a reflective and theoretical article that discusses the impact of COVID-19 on social work practice. The pandemic, which made its presence felt globally from early 2020, continues to have ongoing and significant consequences for lives, livelihoods, public health, and personal freedoms. We argue that, while its specific contours are yet to be comprehensively researched, let alone the final outcomes understood, the pandemic has presented opportunities to develop new ways of thinking about social work and social work education. Through a discussion of relevant literature, including a recent work of fiction, we contend that social workers have been able to adapt, to some extent, to the pandemic but in reactive rather than proactive ways. The biopsychosocial and person-in-environment perspectives that characterize social work education, theory, and practice might be greatly enhanced by the introduction of complexity theory in terms of developing new thinking about the theoretical basis of social work, enabling new questions and new strategies to emerge to strengthen social work responses to the challenges posed by COVID-19. Arising from this theoretical article, there are many implications for introducing complexity theory within social work education programs. Complexity theory can provide a conceptual frame fit-for-purpose for social work pandemic and post-pandemic theory and practice.

With efforts to create and sustain racial diversity and inclusive practices at institutions of higher education, a corollary emphasis on proactive implementations to support students of color in these environments is essential. Informed by a commitment to social justice, there are rich opportunities for social work to take leadership in strategizing new ways of approaching and prioritizing the wellness and success of students of color. This paper serves to explore the impact of racism specific to Black students by applying the theoretical lens of Racial Battle Fatigue (RBF) to challenge social work education in confronting racialized experiences within their programs. A modified, context-specific framework is proposed that (1) defines microaggressions in social work education programs, 2) prompts critically informed dialogue to enhance how social work as a profession understands the prevalence and role of microaggressions in social work educational contexts, and (3) explores considerations for the unique needs and challenges of Black social work students in an effort to inform strategies to most effectively recruit, retain, support and empower.