Australian Association Of Social Workers Research Articles

Australian Students’, Educators’, and Practitioners’ Experiences of Modified Field Education Standards During the COVID-19 Pandemic

ABSTRACT Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling students, educators, and practitioners to trial modified placements normally considered non-compliant. This article reports the findings of a national qualitative and quantitative survey that used Appreciative Inquiry to examine key stakeholders’ experiences of the modified field placements. The findings demonstrated strong support for the modifications. The findings are discussed in the context of international standards and hold implications for the future development of ASWEAS. IMPLICATIONS A trial of modified field placements under revised ASWEAS due to the COVID-19 pandemic represented a timely opportunity to conduct a nation-wide, empirical study to explore experiences of different field placement models. Emerging empirical evidence confirmed enduring field education problems, and highlighted experiences that could inform more flexible, sustainable field placements.

Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students’, Educators’ and Practitioners’ Perceptions

Abstract In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educators’ and practitioners’ perceptions of proposed strategies to address the challenges identified with existing field education requirements. Descriptive statistics were calculated using Excel. Qualitative data were coded for thematic analysis. The main finding of the survey involving 1,191 participants was a call for a reimagined model of field education with flexibility in all aspects of how future placements are conceptualised, structured and delivered. The findings provide important and previously unavailable empirical evidence about field education strategies to inform and support the reimagining of existing Australian Social Work Education and Accreditation Standards. Recommendations for change, which have implications for both the Australian Association of Social Workers and the Australian Government, are discussed in the context of international standards for social work education and the social justice goals of the profession.

‘Caring as a Female Concern’: Social Work Students’ Choices within the Boundaries of care

Abstract Australian social work university cohorts are increasingly made up of female, mature-aged students. The Australian Association of Social Workers (AASW) mandates a requirement of 1,000 h of unpaid field education across two placements, with full-time attendance as the norm. There is a growing body of research that suggests students experience financial, social, emotional and psychological stress during lengthy unpaid field placements. Yet little is currently known about the impacts specific to female students who have caring responsibilities at the time of their placement. In response, this initial Honours research conducted by a student with this lived experience explored the experiences of fifteen female social work students who had caring responsibilities at the time of their field placements. The analysis was situated in a feminist paradigm and generated five themes from the student responses, and this article focuses on one theme, ‘caring as a female concern’. The findings suggest that mature aged female students who juggle caring responsibilities, unpaid placement and other life responsibilities are particularly disadvantaged at the time of field placement, to the detriment of their own and their families’ financial, social, emotional, and psychological wellbeing. It calls for urgent changes to the AASW accreditation standards.

Should social work become a registered profession? An examination of the views of 15 Australian social workers

AbstractIn contrast to most Western jurisdictions, social work in Australia is not currently a registered profession. However, in late 2021, the South Australian Parliament passed a Bill to register social workers in that state. This follows a long‐standing but previously unsuccessful campaign by the Australian Association of Social Workers (AASW) to attain social work registration at a national level. Yet, to date, there has been no empirical research on the views of social workers—whether members or the AASW or not—concerning the merits of registration. This paper presents the findings of a qualitative study of the views of 15 social workers regarding registration. The findings suggest that the profession holds diverse views concerning the potential benefits or harms emanating from registration. Some conclusions are drawn regarding priorities for future research including particularly the impact of registration on Aboriginal and Torres Strait Islander social workers and service users.

First Contact Social Work: Responding to Domestic and Family Violence

ABSTRACT Domestic and family violence (DFV) is a pervasive social problem that social workers often encounter in practice. Responses to DFV require specialist and non-specialist services. Research suggests that first contact social workers can experience a lack of confidence, both in engaging with men who use violence and working with women and children who disclose experiencing violence. This article reports on the findings of an Australian survey (N = 100) that sought to identify the knowledge and practice skills that social workers draw on when they are the first responders to DFV. The survey invited qualified social worker participants from all sectors across Australia through the national online bulletins of the Australian Association of Social Workers (AASW) and Child Family Community Australia (CFCA). Whilst 28% of the respondents demonstrated working in specialist DFV and child protection sectors, 72% worked in other sectors. The research found that most participants recognised signs of DFV, but responses were mainly focused on referring women victims to practical or accommodation support, and children to psychological support. Responding to perpetrators was rarely mentioned. Equipping non-specialist DFV practitioners with knowledge and skills to respond safely can create an opportunity for engagement, earlier intervention, and increased interagency collaboration with specialist services. IMPLICATIONS Social workers need to be able to recognise domestic and family violence and know how to respond when it presents itself in their work contexts. Continuing professional development in domestic and family violence is required in social work so practitioners can maintain, improve, and broaden their knowledge and skills as first responders.

Social Work and the Sustainable Development Goals: A Student Placement Model

ABSTRACT The United Nations’ Sustainable Development Goals (SDGs) provide a blueprint to address urgent global challenges, with a clear role for social workers. This paper explores a Sustainable Development Goal’s focused student placement at the Australian Association of Social Workers, with RMIT University. Students reviewed the AASW’s policy actions and their contribution to the SDGs, including recommendations for future work. The review identified advocacy in key areas, and the need for action on several issues, including climate action. Students learned about social work policy, practice, and sustainability. The placement itself provides a model for other organisations to align their actions to the SDGs. IMPLICATIONS There is a need for greater social work engagement with the United Nations’ SDGs to address urgent social and environmental challenges. Field education placements can provide an important opportunity for students to learn about sustainability, social work policy practice, and the SDGs. The placement model proposed in the article is suitable for any organisation that seeks to review their actions and better align their work to the SDGs.

From crisis to opportunity? Innovations in Australian social work field education during the COVID-19 global pandemic

ABSTRACT In the context of the COVID-19 pandemic, Australian universities have had to radically rethink and reconfigure many aspects of social work education. This has been particularly pronounced for field education, as human service organizations that ordinarily host student placements have also needed to rapidly design remote modes of service delivery in the context of current social distancing requirements, and unprecedented demands for assistance. Prior to COVID-19, a growing body of literature had emerged, mounting concerns about the current Australian model of field education. During the pandemic, the Australian Association of Social Workers (AASW) has modified some of the standards related to field education. Such variations are entirely necessary in the context of the pandemic and create opportunities for social work educators, not only to imagine new models of field education that are more suitable for contemporary contexts but to implement and trial them in ways that have not been possible until now. This paper largely focuses on innovations in field education that are currently being developed and implemented at Queensland University of Technology (QUT), in Australia.

Making Continuing Professional Development Relevant and Accessible in Regional Social Work

ABSTRACT Continuing professional development (CPD) is an integral component of quality social work practice (Australian Association of Social Workers, 2013). Despite this, there is a lack of knowledge around the perceived needs and challenges of accessing CPD for rural and regional social work practitioners. This research explored professional development education needs and challenges for rural social work practitioners. The findings revealed an increase in complex cases in practice leading to the need for more training in mental health, legal aspects, and therapeutic interventions. Strong demand for CPD was evident, with a preference for face-to-face training instead of online modules. In the face of persistent challenges some innovative solutions were possible from a partnership between service providers, higher education providers, and the professional body to better meet the needs of the rural social work practitioners. IMPLICATIONS Increasing complexity in rural, regional, and remote social work practice has placed extra demands on the knowledge resources of social workers. Continuing professional development (CPD) must be relevant and readily accessible to meet the needs of those who practice in these areas. Partnerships between agencies, higher education providers, and professional bodies, along with the use of technology can increase accessibility for rural, regional, and remote social workers.

Lengthy unpaid placements in social work: exploring the impacts on student wellbeing

ABSTRACT In Australia, there are 130,000 students studying social work across 30 universities. The Australian Association of Social Workers (AASW) mandates the completion of at least 1,000 hours of field education for qualification, across at least two placements in different fields of practice. This means a full-time social work placement at 7.5 hours per day is typically just under 3.5 months’ duration. Yet, recent Australian research has demonstrated that students experience significant levels of financial and other stress during lengthy, unpaid placements. In response to this, we surveyed Bachelor of Social Work (BSW) students who were currently undertaking or had recently undertaken (n = 60) their first or second field placement at Victoria University, in Australia to elicit their feedback on their experiences of lengthy unpaid placements. The descriptive survey was completed anonymously online and consisted of 38 short answer questions that elicited demographic information and respondents’ opinions on key field placement criteria. The results of this study have important implications for field education, as it adds to the existing calls for a reworking of the AASW accreditation standards to address this issue. Future research could incorporate feedback from field liaisons, and field directors.

Children's Human Rights and Social Work Advocacy: “Lawful Correction”

ABSTRACTIn Australia, adults are afforded greater protection from assault than children. The “lawful correction” defence stems from an 1860 UK judgement that condoned the correction of “evil in the child” through the infliction of “moderate and reasonable corporal punishment”, including with an implement. While more enlightened attitudes towards children are now evident, “childism” (discriminatory and disempowering attitudes towards children) persists. Corporal punishment remains an outdated parental privilege, and a lawful infringement of children’s human rights. In light of increasing scientific research evidence of its detrimental effects, it is also a public health issue, and this article advocates for its full prohibition. Despite United Nations’ censure, and bans in 54 countries, Australian governments have failed to adequately recognise children’s rights to dignity and protection from harm. As social work positions itself as a human rights profession seeking to address injustice, disempowerment, and disadvantage, social workers and the Australian Association of Social Workers (AASW) are called to advocate for children and for law reform.

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

Repositioning Social Work in Mental Health

This paper emerges in response to the recent initiative by the Australian Association of Social Workers (AASW) to mandate the inclusion of specific, clinically based mental health curriculum into qualifying social work programs across Australia. Whilst the authors affirm the importance of an emphasis of mental health in social work education, we further suggest that the professional repositioning of social work in mental health must be informed by critical/postmodern theoretical approaches. If social work is to engender and maintain its unique and vital role in problematising simplistic, depoliticised and individualising constructions of mental health and illness, we need to promote more contextualised and holistic understandings of people’s experiences. The paper concludes by offering an example of critical mental health curriculum.

Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia

ABSTRACTIt is well documented that colonization and subsequent repressive policies have wrought devastating changes in the lives of Aboriginal people in Australia. Social workers are an essential group for improving social justice and self-determination for Australian Aboriginal people. The Australian Association of Social Workers (AASW) acknowledges that Aboriginal people make a unique contribution to the life of the nation and mandates that social work educational programs provide culturally responsive content that acknowledges the value and contributions of Aboriginal people. Social work educators need to embed this content without reinforcing stereotypes or being tokenistic. This is a challenge when teaching about intersecting identities, such as lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) Aboriginal people. We outline the terms used in this space and propose that cultural humility is an acceptable framework to consider. We introduce key conceptual terms used in LGBTQI Aboriginal communities. Finally, we provide recommendations for engaging with LGBTQI Aboriginal peoples.

Building research capacity for social work practitioners: a regional perspective

ABSTRACTThis article explores the research experiences, interests and capacity of social work professionals working as frontline workers and managers in human service organizations in regional South Australia. It also draws attention to social work practice issues requiring further investigation as identified by these professionals. The research data for this paper were collected using quantitative and qualitative methods. Quantitative data provided evidence to show the extent of research interests among social work practitioners in the region. Qualitative data added depth to the findings by identifying social work practice issues as described by research participants. The study revealed that few participants had any research experience; however, the majority felt the need to undertake research, expressed interest in research training and a desire to be involved in research projects. These findings have implications for higher education providers in the social work discipline. They draw attention to the importance of better preparing students for research in practice, and also for schools of social work to actively engage in building research capacity and output in regional Australia.Abbreviations: Frontline social work professionals (FLSWP); The Australian Association of Social Workers (AASW)

Is there a case for the registration of social workers in Australia?

The Australian Association of Social Workers has campaigned for many years for the registration of social workers in Australia, but with little success to date. This paper critically examines the key arguments for and against registration with reference to academic and government policy literature from international jurisdictions (primarily New Zealand and England) where government regulation of social work already exists. This review of existing literature found that arguments in favour of registration broadly centre on two main assumptions. They are improved protection of clients and amplification of professional standing. The findings indicate that there is only limited empirical evidence as to whether registration does in fact lift the professional standing of social workers or protect consumers from substandard practice. We conclude that further research is required to examine whether registration of social workers is justified in Australia, and particularly to ascertain whether the regulation of social workers generally or in specific practice areas such as child protection can realistically take place independently of the large number of human service practitioners who are not social work trained.

Practices of exclusion and injustices within social work education

Despite being a major influence, there are few studies investigating the impact of accreditation on the social justice remit of social work education. This article is guided by two questions: What are the social justice responsibilities of professional associations regulating social work education via accreditation? and What contribution can institutional ethnography make to understanding and change in this area? Drawing on a data-subset from a larger institutional ethnography, selected narratives of two informants, a social work student and a social work lecturer, are discussed. These narratives reveal how key documents of the Australian Association of Social Workers (AASW) used to re-accredit social work courses influence how the study and work of the informants happens. Analysis of the narratives and documents bring the textually organised process of the re-accreditation of social work programmes into view. While this article reports on an Australian context, the issues raised concerning social injustice, epistemological equity and the implicit curriculum are relevant for social work education across many parts of the world. The contribution of this article is to recommend institutional ethnography as a research approach to generate understanding and transformation of organisations with social justice objectives, to redress exclusion and injustice.

Social Work Registration: What’s the Contention?

ABSTRACTIn the face of consistent lobbying for the national registration of social workers by the Australian Association of Social Workers (AASW), the Council of Health Minsters maintains the view that registration is not required, placing it at odds with comparable countries around the world. One factor that shapes this current decision is the view that social work does not pose a significant risk to the health of individuals to warrant the need for this level of regulation. In light of this ongoing debate, the following article provides an overview of the discussion to date, summarising the risks, harms, and the associated costs. Additional evidence of harm and cost are then posited, followed by suggestions for further steps that can be taken to support the Council of Health Ministers making an informed decision on whether or not to include the social work profession in the National Registration and Accreditation Scheme (NRAS).IMPLICATIONSRegistration of social work is an under-researched topic. Research will provide much needed evidence to help understand the impact and efficacy of registration in protecting the public.Research will inform the Australian Association of Social Workers strategy in pursuing mandatory registration and also support the federal government in its decision making.Research in this area may have broader implications for other professions and government policy both nationally and internationally.

Migrating Qualifications: The Ethics of Recognition

As a contribution to theorising the field of international social work practice, this article explores the Australian approach to recognition of overseas qualifications for social workers. Recognition of qualifications across borders both enables and is constitutive of internationalised social work practice. Migration of social workers has previously been discussed with reference to portability of values, skills and knowledge across cultural contexts, and the ethical implications of social workers migrating from countries which need their services. Questions of professional recognition through skilled migration have received less scholarly attention, compounded by a lack of empirical data documenting trends and analysing international implications. In this article, information gathered from the Australian Association of Social Workers (AASW) provides a preliminary picture of recent migration of social workers to Australia. Critical analysis of the assumptions underlying the qualifications assessment process supports the conclusion that the current approach rests on an understanding of social work that risks excluding migrant social workers who ostensibly do not conform to the model of social work practice on which the assessment process is based, potentially excluding valuable contributions to internationalising practice through transnational migration.

The characteristics of oncology social work in Australia: Implications for workforce planning in integrated cancer care.

To describe the demographics, professional characteristics, self-reported professional development needs and research involvement of oncology social workers in Australia and to describe perceived barriers to provision of quality psychosocial care. A cross-sectional online survey was administered to social workers working in the oncology field who were contacted through three professional organizations; the Australian Association of Social Workers, Oncology Social Work Australia and the Psycho-oncology Co-operative Research Group, the University of Sydney. A snowball recruitment method was adopted to maximize the sample size. Two thirds of respondents had over 10 years professional practice experience but with lesser experience in oncology settings. Twenty-eight percent had post-graduate qualifications. Professional development needs were reported as moderate or high by 68% of respondents. No association between professional needs and work setting was found. Years of experience in oncology practice and living in an urban area increased the likelihood of involvement in research. Barriers to psychosocial care included poor understandings of the social work role, time constraints and an inadequate number of social work positions. In this first Australian study of the social work oncology workforce, the results demonstrated active, well-qualified and experienced social workers providing frontline services to people with cancer and their caregivers in geographically diverse locations across Australia. Inadequate resources and a lack of integrated psychosocial care were identified as barriers to comprehensive cancer care. The need for Aboriginal and Torres Strait Islander social workers was identified as an urgent workforce priority.

How good is good enough? Exploring social workers’ conceptions of preparedness for practice

This study examined the question: ‘How do social work practitioners construct preparedness for practice?’ The answer to this question was explored through a research conducted in 2013 consisting of a survey based on the Australian Association of Social Workers’ Practice Standards and interviews with social work practitioners who had experience working with graduating social work students in their final field education placements. The responses of 25 survey participants suggest that social work practitioners generally expect new graduates to have ‘moderate’-level skills across the different practice areas, although a small but notable number of supervisors expect new graduates to have general work preparedness at a ‘developed’ level. In addition to having a clear understanding of and identification with professional values, purpose and ethics, the eight interview participants spoke of the importance of empathy and the ability to work within a multidisciplinary organisational environment.