Social Work Approach Research Articles

Bringing the community into the classroom: professional identity and practice of social workers who studied alongside at-risk adolescent girls

ABSTRACT This study explores the professional identity development of social workers who participated in an academic elective course alongside at-risk adolescent girls aged 16–18. The course, influenced by critical pedagogy, and community and feminist social work, emphasized three core principles: flattening power hierarchies, challenging socio-structural oppression, and mutual learning. In-depth interviews were conducted with course graduates, social workers with 1 to 4 years of experience. Phenomenological analysis uncovered that the course acted as a ‘transitional space’ between student and professional life. Three subthemes emerged: recognizing the vulnerability and strengths of adolescent girls, reflecting on personal life experiences, and learning about forming partnerships with clients. Forming partnerships with clients was enabled by three vehicles: daring to be equal, daring to be authentic, and learning from clients’ knowledge. This study highlights the creation of a ‘community of practice’ through innovative teaching methods and community involvement. It underscores the importance of hands-on experiences and engagement with real-life contexts to bridge the gap between theory and practice, enhancing understanding of concepts like partnership and nonhierarchical approaches in both community and general social work.

Enabling Emergency Department Staff to Support Domestic Violence Victims of Strangulation

ABSTRACT The study reported here investigated what enables emergency department (ED) staff to support domestic violence victim-survivors of strangulation, which poses potentially life-threatening medical and psychosocial risks. Informed by Appreciative Inquiry, interviews were conducted with twelve staff from eight emergency departments in New South Wales, Australia. Doctors, nurses, and social workers with experience in supporting victim-survivors of domestic violence-related strangulation were interviewed. De-identified transcripts were analysed using inductive thematic analysis. Themes identified from the data were the importance of recognising strangulation injuries, that understanding experiences of violence improves ED staff’s responses to victim-survivors of strangulation, the value of social work in multidisciplinary response, and that informal support sustains staff in this work. These themes highlight the need for emergency department staff education in identifying and responding to domestic violence and strangulation, which enables informed responses, positive patient engagement, and effective multidisciplinary care. IMPLICATIONS Multidisciplinary care for health and safety assessments are essential for domestic violence victim-survivors of strangulation presenting to emergency departments. 24-hour access to social workers in emergency departments facilitates safety planning and may mitigate the risks of escalating violence. Strangulation and domestic violence education is essential for emergency department staff. There is an evident need for increased social work roles in EDs, especially in rural hospitals, to support victim-survivors and to apply a social work approach to train ED staff to respond appropriately. Formalising supportive structures through enhancing social work and domestic violence education in emergency departments whilst encouraging informal support networks for staff may enhance safety for victims-survivors and maximise staff emotional wellbeing.

Their stories, our history: Ken Daniels

INTRODUCTION: This article forms part of the “Their stories, our history” series which provides information regarding some of the major contributors to the profession of social work in Aotearoa New Zealand. Ken Daniels is featured in this article. METHODS: A life history methodology is used to document some of the contributions made by Ken Daniels. Life history is a qualitative methodology where various forms of data are used to piece together a narrative. Interviews, documents, articles and other historical artifacts have all contributed to the development of this article. FINDINGS: Ken Daniels has pioneered a number of social work advances in the areas of mental health, social work education and the professionalisation of social work. He has also made outstanding contributions nationally and internationally in the field of assisted human reproduction through a time of rapid change. Using a calm, compassionate and determined approach, Ken has been able to navigate through the complexities of practice, policy and education. CONCLUSIONS: Ken Daniels has exemplified a practice which has centred a generalist social work approach, working in different ways and at different systems levels to achieve desired outcomes.

Enhancing resilience to climate events: A multi-capital approach in social work

Climate events have been identified as issues of global concern due to their devastating impacts. Social work seeks to reduce inequalities and promote empowerment to achieve the welfare of individuals and communities. It is, therefore, one of the key professions in reducing vulnerability and enhancing resilience to natural hazards. This study explores how social work could enhance individuals’ resilience to climate events through employing the multi-capital approach. This qualitative study uses 43 semi-structured interviews with social workers, non-governmental organisation workers, religious leaders, and service users in Oman. After analysing their experiences thematically, the data indicate that risk is differentially distributed between and within communities. Climate events may affect two communities differently and even people within the same community differently. Based on the concepts of vulnerability and resilience, the impacts of climate events and individual responses would vary based on their capital levels. The findings also indicate that the multi-capital approach can be used as a guiding approach that assists social workers in identifying both strong and low capital and working to strengthen them. Interestingly, although the multi-capital approach does not consider spiritual capital, the findings illustrate that every aspect of human nature must be linked to God in Islamic societies and stresses faith and stability. Some implications for policy, practice, and education have been outlined, such as developing social work curricula by considering the modification proposed to the multi-capital approach. Moreover, integrating spiritual capital into disaster resilience frameworks is crucial for holistic policy development.

Transforming field education in social work: A special issue on field education

Welcome to this special issue of Transformative Social Work, dedicated to social work field education. As we navigate a rapidly changing world, the need for dynamic and impactful field education has never been more crucial. This special issue brings together a diverse range of perspectives and innovative approaches, highlighting how field education can be transformative in both practice and theory. In this collection of thought-provoking articles, we explore the latest research and new practices that are reshaping the way social work students, field educators, and practitioners engage with the field. Articles include discussions on Indigenous field education, developmental and green social work approaches, and field models such as macro placements, self-directed placements, and rotational hospital placements. We also feature the experiences of practicum students during the COVID-19 pandemic and examine what motivates field instructors to engage in field education. As we look to the future, the aspirations and commitments articulated by our contributors in this special issue offer a hopeful vision. The articles in this issue illuminate the adaptability of social work students, field educators, researchers, and practitioners, particularly in the face of unprecedented global disruptions such as the COVID-19 pandemic. The innovations not only address current challenges but also lay the groundwork for more dynamic and responsive field education programs. There is a collective resolve to integrate lessons learned, foster interdisciplinary collaboration, and uphold the principles of social justice that underpin our profession. By doing so, we can ensure that social work field education continues to evolve in ways that are inclusive, effective, and aligned with the needs of our diverse communities. We invite you to explore these contributions, reflect on their insights, and consider how they might inspire and inform your own practice in field education.

Animal-assisted interventions in a farm setting: Integrating global perspectives, social work, and ecological approaches for overall welfare

Abstract The focus of the article is the integration of global perspectives, social work, and ecological approaches in animal-assisted interventions in a farm setting, presenting a model that addresses animal, human, and environmental welfare. The authors use a literature review and case scenario illustrating this model that suggests that welfare can be achieved through the simultaneous consideration of the following realms: Global initiatives of One Health and United Nations Sustainable Development Goals, the Five Domains of Animal Welfare, social work theory and practice, and regenerative agriculture. Future research should include the practice of this model in a fashion that allows collecting and studying the outcomes for animals, humans, and the environment involved.

Innovative fieldwork education in Africa

My remarks focus essentially on the theme of social work education in Africa. I observe that social work education per se has two prongs – classroom instruction and field practicum. I then indicate that the paper is interested in the practicum component of social work education. It notes that in the context of Africa, there has been a clarion call for relevance in social work on the continent. To this end, terms like Ubuntu and indigenisation, have emerged in the context of the discourse on the quest for relevance of social work on the continent - concepts which are consistent with a developmental social work model. My argument is in order to successfully promote the development approach in social work, change has to begin in the education component. The challenge though is that some institutions of education and training in social work, have purported to be promoting the developmental social work education approach, when in fact, the practicum component of their education and training programmes is not consistent with the developmental approach. Apparently, some social work educators are not very clear in terms of what the developmental approach entails, while others are curtailed by institution culture and policies. I then argue that in order to produce a cadre who is well versed in the developmental social work approach, the fieldwork practicum component has to be consistent with the key tenets of the developmental approach. Six models of the developmental social work approach to fieldwork placements are presented as examples of the kind of field placements that would go with the developmental approach. Advantages of the developmental type of placements are briefly explored. HOW TO REFERENCE USING ASWDNET STYLE Mupedziswa R. (2024). Africa Day Indaba 2022 – Innovative Fieldwork Education in Africa. presentation made during Africa Day Indaba 2022. African Journal of Social Work, 14(3), 126-132. https://dx.doi.org/10.4314/ajsw.v14i3.3 Visit journal website: https://ajsw.africasocialwork.net

Dynamics of Social Work Approach in Childcare; An Analysis of Integration of Islamic Kafala Theory and Bowlby’s Attachment Theory and Application Thereof in Childcare in Saudi Arabia

This paper explores the dynamic integration of Islamic Kafala theory and attachment theory within the context of childcare and welfare in Saudi Arabia. Despite the growing recognition of diverse cultural and theoretical frameworks in social work practice, there is very limited research on how specific theories are integrated and applied in childcare, particularly within Islamic contexts. This study aims to fill this gap by analyzing the application of these theories in enhancing child welfare and social work practices in Saudi Arabia. Utilizing a mixed-methods approach, the research draws on qualitative data from surveys of child welfare professionals and families engaged in the Kafala system, supplemented by case study analyses in various Muslim countries. The findings reveal that the integration of Islamic Kafala theory and attachment theory offers a culturally sensitive and effective framework for improving childcare practices, promoting the emotional and psychological well-being of children in care. The study highlights practical implications for social workers, suggesting strategies for the successful incorporation of these integrated theories into child welfare practices in Saudi Arabia. It also identifies challenges and limitations within the current system, offering recommendations for policymakers to enhance child welfare services. This research contributes to the theoretical and practical knowledge of childcare and welfare, advocating for a more nuanced and culturally informed approach to social work in Saudi Arabia.

Structural Inequalities in Namibia and South Africa: A Critical Social Work Perspective

Namibia and South Africa share land and maritime borders and the interrelated structural challenges of poverty and socio-economic inequalities amidst progressive economic growth that are rooted in their apartheid past and contemporary economic development trajectories. Such inequalities are defined along racial, class, gender and other social locations that either grant privilege, power and access to socio-economic opportunities or result in marginalisation, oppression and resource deprivation. The rationale for this article is linked to the historic call for social work to intensify efforts in promoting social and economic equality. Despite Namibia and South Africa’s geographical proximity and their intertwined histories, there is a dearth of social work studies that offer a comparative critical social work perspective on structural inequalities in these former apartheid strongholds. While social work should actively engage in contesting the structural contradictions of poverty and inequalities amidst abundant resources, the reality is often that of the uncritical acceptance of existing socio-political inequalities, such that the profession’s enunciated commitment to social justice becomes perimetric. Thus, the article argues for the inclusion of critical social work approaches in social work education and practice against a backdrop of ideological divides, political trends and contextual factors that limit social workers’ critical and structural level engagement.

Lay perceptions of mental health among Afghan forced migrants residing in Finland

ABSTRACT This study explores lay perceptions of mental health among Afghan forced migrants in Finland. Semi-structured interviews were conducted with 25 participants. Reflexive thematic analysis was used as the method of analysis. The analysis produced two main themes: external symptoms (changes in physical appearance and behavior) and internal symptoms (burdensome feelings and sensations). Participants rarely used explicit mental health terminology, preferring nuanced culture-specific, individual expressions, and indirect communication about stress and trauma. This study contributes to the understanding of Afghan forced migrants’ lay perceptions of mental health and calls for culturally-safe approaches in social work and mental health services for forced migrants.

Social work with encamped refugees: reflections from Tongogara refugee camp in Zimbabwe

ABSTRACT In this article, we draw on our joint experiences as social work practitioners and researchers in a rights-restricting practice context, a refugee camp. We reflect on social workers’ roles in navigating the conundrum, that is, advocating against and in some unfortunate instances, perpetuating exclusionary systems. Refugee camps are physical zones designed to disentitle refugees of rights reserved for citizens. Faced with structural restrictions, social workers working with refugees have negotiated for rights with and on behalf of their clients at the center of their practice. We offer accounts of contextual application of anti-oppressive social work approaches for refugee wellbeing and access to rights like shelter, water, food, health, education, livelihoods, nutrition, sanitation, and protection. In the second half of our analysis, we offer a critical analysis of human rights education in Zimbabwean schools of social work given the manifest rights violations in the country’s refugee welfare practice context. We examine the extent to which the pedagogy of human rights and notions of indiscriminate human development, democracy, and justice are infused in curricula to equip aspirant social workers with the requisite skills to transform their practice orientation from social control to the social change function which the practice context demands.

Black Male Veterans’ Mental Health: Exploring Their Lived Experiences

ABSTRACT This study delves into the mental health experiences of Black male veterans, bridging their military service with the historical context of Black men’s mental health. Amid limited literature on this demographic, qualitative methods, including focus groups, are utilized to gather nuanced insights. Themes such as mental health awareness gaps, diverse therapy encounters, familial and social stigmatization, and lacking support networks emerge. The study underscores the urgent need for heightened attention to this overlooked population within social work research, education, and practice. It advocates for an inclusive, culturally sensitive approach in social work, offering implications for practitioners, educators, and curriculum development tailored to the unique needs of Black male veterans. Despite constraints, this research provides vital perspectives, urging further inquiry and support initiatives to better comprehend and aid the mental well-being of Black male veterans.

Understanding emerging schools of social work in Tanzania through the Ubuntu perspective

The article presents a comprehensive assessment of the emerging social work schools in Tanzania through the Ubuntu perspective. Ubuntu formed the basis of educational pedagogy in pre-colonial Tanzania but colonial rule imported Western social work approaches in the 1940s to replace it. The challenges include fragmented training with an influence of inherited colonial structure, outdated curricula, training materials that do not replicate African ecology and cultural values, indigenization of training, and lack of indigenous inputs even as graduates do not fit into the global market. Despite the challenges, emerging social work training schools have rendered several opportunities including social work research and consultancy, the emergence of indigenization of social work, abundance of social work indigenous elites and literature, TESWEP transformed into ASSWOT that advocated and participated in social welfare policies review that contain more African requirements. The paper recommends that key stakeholders should develop a comprehensive social work policy and related legislation to control the quality of training and practice for realization of Ubuntu goals. Also, Ujamaa competence should be restored in the training package while TASWO, and ASSWOT should address the gap between educators and practitioners while speeding up the indigenization of social work education with Ubuntu values.

‘Rocking the boat’ at the boundaries of social work practice

The response to the immigration crisis of 2015 raised issues about how social work as a profession in the UK was responding to what was unfolding in Calais, France. This article draws on evidence from a qualitative study conducted between 2018 and 2020 that analysed the narratives of 13 front-line local authority social workers’ experiences of volunteering with a charity. It was found that social workers were motivated to volunteer with the charity due to its commitment to social work’s core values of social justice and human rights through a radical social work approach and activism on issues affecting asylum seekers and refugees. This article highlights the opportunities for an alternative social work practice and recommends ways of embedding this in social work practice and education.

CHILD SAFEGUARDING POLICY IN LEMBAGA PENYELENGGARA KESEJAHTERAAN SOSIAL (LPKS)

Lembaga Penyelenggaraan Kesejahteraan Sosial (LPKS) is an institution that organizes social rehabilitation programs for children in conflict with the law. LPKS applies a social work and child rights approach to achieve children's social functioning, growth, and development in a safe environment while participating in social rehabilitation programs. LPKS chose the Child Safeguarding Policy (CSP) to uphold a safe environment. CSP is a system or collection of activities, procedures, documents, and responses in addressing child protection issues in the context of the institution. It covers a range of activities from prevention to response to child abuse issues. This article aims to describe the process of the Social Welfare Institution in implementing the Child Protection Policy. This article is a qualitative article based on the framework of constructivism and interpretivism, using ethnographic methods. Its selection is based on the benefits of collecting information through involvement in implementation, participatory observation, field notes, and report documents. The process of LPKS in implementing the Child Protection Policy implies (1) the role of leaders in demonstrating the commitment of the institution to protecting children from the risk of abuse, (2) the Child Protection Policy must be carried out integrally through awareness, prevention, reporting, and response to child abuse issues, (3) the Protection Policy must be carried out in an integrated manner.

“How do I tell the story?”: Exploring sexual harassment and victimization among male students in Nigerian universities

The paper investigated the phenomenon of sexual harassment in tertiary institutions in Nigeria. It however differs from the well-trodden path of perceiving sexual harassment as limited to the female gender. Sexual harassment is an old phenomenon that has ravaged societies and institutions for decades but has not yet been fully comprehended as a problem afflicting both genders in the society. Conventionally, sexual harassment was perceived as tool used by men to exhibit dominance over women. Incidentally, the paper utilizing qualitative methods of study discovered that even men (mainly male students and men in lower positions in organizations) experienced sexual harassment at one point or another in their lives. It also found out that these experiences are hardly reported or investigated. This situation derives mainly from the patriarchal nature of the African society where men are not socialized to express their pains and emotions openly as the society sees men as the stronger gender. In view of the foregoing, the paper makes a strong case for the utilization of social work approach among other strategies in tackling the problems faced by these silent victims of sexual harassment in tertiary institutions.

Educational approaches in African social work: Implications for U.S. social work training

This paper presents a comprehensive exploration of the methodologies in social work education, focusing on the potential integration and synergy between African and U.S. systems. Set against the backdrop of an increasingly globalized world, the study aims to bridge the gap between these two distinct educational paradigms, highlighting the rich diversity and potential for mutual learning. The scope of the paper encompasses a detailed examination of the historical evolution, pedagogical approaches, and the role of culture and tradition in social work practices within both regions. Adopting a comparative educational analysis as its methodological backbone, the study foregoes traditional fieldwork in favor of an extensive literature review and case study analysis. This approach facilitates a nuanced understanding of the differences and similarities in social work education across these diverse cultural contexts. The main findings reveal significant disparities in curriculum design, pedagogical methods, and the integration of community engagement and indigenous knowledge. African social work education, characterized by its community-centric approaches and cultural inclusivity, offers valuable insights that could enhance the U.S. framework. Conversely, the structured methodologies and technological advancements in U.S. programs present opportunities for African social work education. The study concludes with a call for a collaborative, reciprocal educational model. Recommendations include joint curriculum development, faculty exchanges, and shared research initiatives. Such collaborative efforts are essential for preparing future social workers to effectively address global challenges, fostering a more inclusive and culturally sensitive approach to social work education.

Ecosocial work among social welfare professionals in Finland: Key learnings for future practice

AbstractAn ecosocial approach implies integrating social and ecological sustainability on all levels of social work practice (Boetto, British Journal of Social Work, 2017:47(1), 48–67). This survey study explored the frequency of ecosocial work practices in Finnish social work and the factors that enable or hinder adopting ecosocial work in social work practice. The study found that ecosocial work practices are quite rarely applied in Finnish social work. It indicates that personal interest in and knowledge of the ecosocial approach, organizational practices, and client attitudes play an important role. Social welfare professionals as well as the organizations where they work should be informed of environmental issues affecting human wellbeing and of the ecosocial approach in social work. This study examines the present state of the ecosocial approach in Finnish social work and provides opportunities to reflect on the relationship between social work and the natural environment.

Changes in the approach of social work with young people in out-of-home care in Riga

At the end of 2019, an innovative approach was launched in social work with young people in out-of-home care in Riga. This approach included prevention, changes in the form and methods of social work, and planning for the transition period. To implement the new approach, a new structure – the Youth Support Centre – was established. In 2022, a study with a mixed research methodology was conducted to evaluate the impact of the Youth Support Centre’s approach and activities on changes in the social functioning of young people. The analysis revealed several significant findings that shed light on the factors influencing social functioning among young people, which also indicates the necessary changes in the administration of social services.

A social work contribution in end-of-life care: incorporating critical spirituality.

This article outlines how a framework for critical spirituality incorporated into a social work perspective, can contribute to work in end-of-life care. This is based on my experience of working in interdisciplinary teams, including pastoral care workers or chaplains, nurses, doctors, a range of carers and other allied health professionals. Traditionally, social workers have focused on the holistic well-being of the dying person and their families but tended not to actively include the spiritual. However, there is increased recognition in social work of the value of integrating critical spirituality: understanding the person's own sense of meaning and the social assumptions that might influence how this can be expressed. This might mean working with individuals and families on understanding how societal expectations of the dying process are undermining the person's desire to die in a particular way. To do this, workers must themselves recognise their own internalised societal assumptions and be willing to challenge these. The article explores the potential value of how such a social work approach can integrate critical, postmodern, green and relational theories as well as indigenous worldviews with key qualities of practice such as humility, deep listening and waiting, and the ability to be critically reflective. Key ideas are used to help focus practice and the inclusion of critical spirituality. These include (1) exploring the influence of the person's history and social context; (2) the value of particular relationships and networks, including community and environmental connections and activities and processes that are an intrinsic aspect of the person's well-being; (3) challenging workers to be critically and reflectively aware of their own assumptions and values to ensure the dying person can truly express their preferences related to death and dying. Examples from my experience are used to illuminate how such perspectives can be actively included in practice across professional boundaries to shift perceptions of 'how things are done here' to what can be more life enhancing for those in palliative care.