International Federation Of Social Workers Research Articles

Being, knowing and doing: aligning ontology, epistemology, and axiology to develop an account of social work as practice

This article takes as its starting point reflections from social work academics at a Scottish university around persistent tensions between the nature of social work practice and the ways in which social work students and social workers talk about it. Practice (perhaps by definition) is practical, whereas how it is spoken and written about often betrays instrumental, narrow or dated clinical orientations. Picking up on the International Federation of Social Workers (IFSW) definition of social work as a practice-based profession and drawing on the literature around the scholarship of teaching and learning (SOTL), we seek to (re)invigorate the case for social work as practice. We argue that this offers students and practitioners a conceptual framework through which they might articulate and validate what they do. We begin by critiquing current orientations to social work. We then come on to propose a broadly Aristotelean concept of practice. We make some suggestions for how this might better orient social work to the nature and demands of contemporary professionalism. We conclude by considering the implications of our argument for social work education and practice.

Social work, solidarity economy and decent work

Eradicating poverty is a fundamental objective of social work, both at local and at global levels. After COVID-19, the United Nations Commission for Social Development and Sustainable Development Goals, the global agenda developed by the International Association of Schools of Social Work, the International Council on Social Welfare and the International Federation of Social Workers have placed the fight against poverty and the role of decent work at the forefront of the public agenda. We analyse most recent publications on decent work, highlighting two strategies to promote poverty eradication from social work: participation and education.

Ethical challenges of social work in Spain during COVID-19

This article presents the main ethical challenges faced by social work professionals in Spain during the "first wave" of COVID-19 in 2020. The pandemic had a serious impact not only on the health sector, but also in the field of social work. During this time, social workers had to address serious ethical questions regarding issues such as confidentiality breaches, how to fairly distribute available resources, the lack of personal contact and emotional connection with the service users, the difficulties of working in isolation and online, doubts about the reliability of the information they were handling and the difficulty of making proper diagnoses. An international research group led by Dr. Sara Banks conducted a broader research project in collaboration with the International Federation of Social Workers, which collected information through an online questionnaire aimed at social workers from various countries. In this article we analyse the results related to the main ethical challenges faced by social workers in Spain. The research group identified two types of ethical challenges that they have separated into two sections: the first section is related to direct intervention with users, which includes topics such as the lack of emotional support, reliability, use of technology, the appropriate care, compliance with the highest professional standards, confidentiality, vulnerability, and the fair distribu-tion of resources. The other section is related to the ethical challenges around the daily work within social entities, which involved dealing with issues such as the e-social work and coordination difficulties, the management of pressure in social bodies and changes in the intervention methodology. Keywords: Social work ethics, pandemic, international research, COVID

The place of indigenous knowledge in environmental social work in Zimbabwe

Environmentalism has gained momentum in social work. Practitioners and educators now acknowledge that leaving out environmental issues in their teaching curriculum and practice short charges their clients. This paper brings to the fore the element of indigenous knowledge in environmental social work practice. It explores how traditional beliefs and practices, Ubuntu philosophy, and mythology help in the preservation of the environment and adapting to climate change. The paper takes an Afrocentric approach by arguing that if reconsidered, indigenous knowledge systems have the potential to promote environmental preservation. Social workers have come to the acknowledgment that it is critical for the person-in-environment to include the natural environment. They advocate for change and aspects of social justice including environmental issues. The robustness of social work, positions the helping profession as a natural connection to the environment, ecological preservation, and humanity. International bodies like the International Federation of Social Workers emphasize the need for social work interventions to be underpinned by theories that factor use of indigenous knowledge. Environmental social work is one of the emerging fields of social work education and practice that address developmental interventions. In this paper, the authors use their experiences as social work educators and practitioners on the place of the Indigenous knowledge in environmental social work in Zimbabwe.
 How to reference using ASWNet style:
 Mukurazhizha R., Muridzo N., Sunungurayi Charamba S. & Simbine S. (2023). The place of indigenous knowledge in environmental social work in Zimbabwe. African Journal of Social Work, 13(2), 110-117. https://dx.doi.org/10.4314/ajsw.v13i2.7
 Visit journal website: https://ajsw.africasocialwork.net

International Perspectives on Social Work and Political Conflict, Joe Duffy, Jim Campbell and Carol Tosone (eds)

International Perspectives on Social Work and Political Conflict is a timely book given Putin’s attack on Ukraine, shattering the peace of Europe and with profound implications ricocheting across the world. This hostile act has caused mayhem in the routines of daily life through a cost-of-living crisis that includes food scarcities and expensive fuel costs to heat homes and travel to and from work and schools. These developments have had a huge impact on people’s pocketbooks, particularly those who are on no or limited incomes as they spend a greater proportion of their funds on these items. It has also exposed the interdependencies of countries in a globalised world. A horrendous war in one country carries implications for the entire world. Social workers are involved in supporting the people of Ukraine through their organisations, the International Association of Schools of Social Work, the International Federation of Social Workers mainly through their regional associations and Social Work for Peace.

Ethics and LGBTQIA+ Student Rights in Religious Institutions: Navigating Tensions in Implicit Curriculum

ABSTRACT On March 29, 2021, the Religious Exemption Accountability Project filed a class-action lawsuit against the U.S. Department of Education on behalf of 33 sexual and gender minority students who reported discrimination at institutions that have a Title IX religious’ exemption. Of the 25 institutions named in the suit, 14 have accredited social work programs. This litigation highlights the importance of a professional discussion about implicit curriculum, regarding diversity, equity, and inclusion of LGBTQ+ students in programs at institutions with Title IX exemptions. Utilizing the Code of Ethics and the ethical principles of the International Federation of Social Workers, the author provides recommendations for accountability and support for social work programs based in these exempt schools.

Neglect of normative principles by social work practitioners: Recommendations for social work education

Two hundred and four German social work practitioners were reviewed to what extent they neglect ethical and normative principles in their daily professional social work practice. The principles have been derived from the International Federation of Social Workers (IFSW), the International Association of Schools of Social Work (IASSW), and the German Professional Association for Social Work (DBSH). Different from expectations, factor analyses led to a classification of these neglects into three areas: the neglect of goals of the profession (e.g., improving social work's public image), of guidelines for dealing with clients (e.g., not favoring one client over another), and regarding general regulations of careful work (e.g., documenting one's daily actions). Item analyses and scale formations for these three domains are described. In addition, correlation analyses with eight validity variables document convergent, discriminant and criterion validity of the elaborated scales. Finally, the meaning of the three dimensions and the consequences for educating ethical principles in social work are discussed. In addition, suggestions are given to improve the assessment instrument in further research.

ЗАГАЛЬНІ ПІДХОДИ ТА ОСОБЛИВОСТІ ОСВІТНЬОЇ ПОЛІТИКИ ТА АКРЕДИТАЦІЙНИХ СТАНДАРТІВ У СФЕРІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ СОЦІАЛЬНИХ ПРАЦІВНИКІВ У КАНАДІ

The article discusses the general approaches and features of educational policy and accreditation standards in the field of social workers’ professional training in Canada. The author carried out a categorical analysis of the concept of "social work" based on study the provisions of the provincial and territorial laws. It is determined that this concept is interpreted almost uniformly in all documents and is defined as a professional activity aimed at providing quality social services based on in-depth social workers’ professional training at the bachelor's, master's and research levels at Canadian universities and highly professional social workers. It was found that the basis of quality education in the field of social work is a clear and legislatively regulated educational policy of social workers’ professional training; high accreditation standards and requirements for educational programs regulated by the Education Policy and Accreditation Standards of the Canadian Association for Social Work Education and based on the Global Standards of Social Workers' Standards of the International Federation of Social Workers and the International Association of Schools of Social Work. The author characterizes the general content of the document "Educational Policy and Accreditation Standards" and identifies general approaches to the accreditation of educational programs in the field of social work. The organizational and content features of the educational policy and accreditation standards of social workers’ professional training in Canada are revealed. The commonalities and differences in the accreditation procedure of Ukrainian and Canadian educational programs are briefly described. Possibilities of application the constructive ideas of the Canadian experience in the Ukrainian educational practice are revealed. Key words: social work, social worker, social workers’ professional training, educational policy, accreditation standards, Canada.

The Challenges from Post-Soviet Social Work in the Small Rural Local Governments: Estonian Case in the Period 1995 - 2015

Contemporary European social work is based on the principle of collective responsibility, human rights and social justice. The IFSW (International Federation of Social Workers) declared that social work was, and always will be, a human rights occupation.

Ways of development of theory and practice of social work in the conditions of globalization

The article is devoted to the results of research of the directions of development of theoretical knowledge and practice of social work as an independent branch in the conditions of growth of globalization influences on the social sphere. It is established that globalization has contributed to the focus of representatives of the international professional communities of social workers on the issues of mission, purpose of social work. In particular, the recognition of professional activity of social workers as one that contributes to social change, development, social cohesion, strengthening people's ability to function independently, freeing them from the negative, dangerous influences of the environment and the environment. Particular emphasis in the practice of social work - on the observance of the principles and values of the profession, such as social justice, respect for human rights, respect for diversity.
 Representatives of international professional organizations of social workers - the International Federation of Social Workers (IFAS), the International Association of Schools of Social Work (ISAF) and the International Council for Social Welfare - are leading the way in shaping the development of the theory and practice of social work. Thanks to the joint efforts of active representatives of these global professional communities in the field of social work, a number of studies have been conducted with the involvement of professionals from all levels of social work practice - from micro to macro and including social policy. This made it possible to find that in the context of ongoing and growing globalization changes in the world there is a growing social inequality in access to basic resources. Inequality in access to health services is particularly illustrative, prompting social workers to recognize this area of the social sphere as one of the most threatening in terms of social justice and human rights. One of the urgent ways to solve this problem is to promote social development, which is realized through the formation of strong and stable communities. Achieving this will be facilitated by the stable well-being and strengthening of the role of social work practitioners in improving and strengthening communities.

Expanding our Understanding of Social Work Values and Ethics: News from International Federation of Social Workers

Archives > Volume 18 (2021) > Issue 2 > Item 02 DOI: 10.55521/10-018-202 Rory Truell, Ph.D., IFSW Secretary-General Journal of Social Work Values and Ethics • Volume 18(2), Copyright 2021 by IFSW This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the […]

РОЛЬ ПРОФЕСІЙНИХ ОРГАНІЗАЦІЙ У СИСТЕМІ ФАХОВОГО РОЗВИТКУ СОЦІАЛЬНИХ ПРАЦІВНИКІВ: ДОСВІД КАНАДИ

The article reveals the role of social work professional organizations in the system of social workers professional development according to the Canadian experience. The activities of social work international organizations such as the International Federation of Social Workers and the International Association of Schools of Social Work - are studied. The organizational structure of professional organizations in the field of social work in Canada is defined, they include professional (national, territorial) and educational ones. The content and activities of national organizations in the field of social work, including the Canadian Association of Social Workers, the Canadian Board of Social Work Regulators and territorial organizations such as Alberta College of Social Workers, BC Association of Social Workers, the Manitoba College of Social Workers, the New Brunswick Association of Social Workers, New Foundland and Labrador Association of Social Workers, the Nova Scotia Social Workers 'Association, the Ontario Association of Social Workers, the Quebec Social Workers 'Order, the Saskatchewan Association of Social Workers, and their relationship with educational professional organizations. It is determined that the main tasks of social work professional organizations are to serve the interests of the public, raising the prestige of the profession and representing the interests of its members, providing support for training in social services, conducting research in social work, providing opportunities for professional growth of its members, dissemination of information for professionals in the field of social work. It is established that professional organizations in the field of social work in Canada are recognized to be a tool for achieving social justice by establishing the status of the «social worker» profession through compliance with high standards of professional activity quality and a mandatory system of professional development. Key words: social work, social worker, professional organization, professional development, Canada.

Ethical decision-making of social workers in Spain during COVID-19: Cases and responses.

In this article we address the ethical decision-making processes of social work professionals in Spain during the first wave of COVID-19. We present some of the findings from a broader international research project led by professor Sarah Banks and carried out in collaboration with the International Federation of Social Workers. The first wave of COVID-19 had a major impact in Spain, hitting harder the most vulnerable groups. In this unprecedented and unexpected context, social workers had to make difficult ethical decisions on fundamental issues such as respecting service-user's autonomy, prioritizing wellbeing, maintaining confidentiality or deciding the fair distribution of the scarce resources. There were moments of uncertainty and difficult institutional responses. The broader international project was carried out using an online questionnaire addressed to social work professionals in several countries. In this article, through several specific cases, we examine the ethical decision-making processes of social work professionals in Spain, as well as the way to resolve that situations. We have used a qualitative content analysis with a deductive approach to analyze the responses and cases. Findings show many difficult situations concerning the prioritization of the wellbeing of users without limiting their autonomy, the invention of new organizational protocols to provide support and resources for vulnerable people… Social workers had to manage the bureaucracy and had to solve some emergency situations getting personally involved or developing other cooperation mechanisms. The pandemic forced them to look for new forms of social intervention.

GLOBAL MODALITIES FOR SOCIAL WORKERS: WILL UKRAINIAN EDUCATION USE THE MOMENTUM TO CHANGE?

The study outlines the current global priorities and standards of social work, which are formed, approved and further promoted by the International Federation of Social Workers (IFSW) and the International Association of Schools of Social Work (IASSW). This study was undertaken with regard to the concept of ‘person-in-environment ’and context of social work, as well as human rights framework. The analysis demonstrate all recent global standards adopted by IFSW and IASSW are based on such principles as collectivism, addressing the structural causes of social problems, and building up the research and academic strengths of the profession. Despite the neoliberal turn within the socioeconomic context (manifestating in marketisation, consumerisation and managerialisation) and professional debates on knowledge indigenization, the key global priorities of social work as a profession include the following idealistic expectations: professional promoting social and economic justice, preventing conditions that restrict human rights, eradicating poverty and improving the quality of life of all people. The specific applications are drawn for Ukrainian social work education in order to support social workers in viewing their clients not from a needs-based standpoint, but through the lens of promotion of human rights and social solidarity.

Protection of social workers during the COVID-19 pandemic

The article examines the current challenges that life has posed to social workers in Ukraine and the world in their activities in the context of combating the effects of the COVID-19 pandemic. We are faced with the task of making every effort to support social workers, and provide them with opportunities for safe activities in the provision of services. The article considers the functions and principles on which the organization of social workers in counteracting the pandemic is based. Aspects related to problems and risks in their activities are also considered. It is also important to develop priority actions in the context of their protection against infection. Due to the fact that the pandemic situation is constantly changing, there are changes in the priorities of action, there are also changes in the protocols of organization and provision of social assistance. In addition, the availability of testing, the level of health risks and the ethical consequences of social services interventions in situations related to social problems in families affected by the pandemic are assessed. This is based on the International Declaration of Ethical Principles for Social Work of the International Federation of Social Workers (IFSW). The article considers the level of vulnerability of a social worker, client or population to severe clinical symptoms and increased risk of death from infection. The context of new challenges also considers models of remote service delivery and situations in which this is not possible. It is proposed for social workers to conduct training sessions and conduct regular remote supervision of their activities during their response to the COVID-19 pandemic. Social workers are invited to create plans for social and psychological protection and self-care.

Global standards for social work education and training

This is the final document adopted at the International Association of Schools of Social Work (IASSW) and the International Federation of Social Workers (IFSW) General Assemblies in 2020. The updated Global Standards for Social Work Education and Training is the product of an extensive global consultation that lasted for more than 18 months and included a wide range of social work academics, practitioners and experts by experience across 125 countries, represented by 5 regional associations and engaging with approximately 400 universities and further education organisations. The consultation and publication process was co-ordinated by Professor Vasilios Ioakimidis (IFSW) and Professor Dixon Sookraj (IASSW).

Standardization of Human Rights–Based Workforce Induction Curriculum for Social Work Field Supervisors

Field practicum is the signature pedagogy of the social work profession Ketner et al. (2017); CSWE (2015); Boitel and Fromme (2014), yet field programs struggle to find adequate field placements, in quantity and quality Maynard et al. (2015), especially those that highlight human rights and social justice advocacy as core programming. The authors propose a standardized 1-day eight-segment orientation and training, informed by Frimpong, Banks, and Brodie’s (2019) onboarding model, designed to cover 6 hours of in-person class time, operationalizing human rights and social justice practice into social work students’ field practicum experience. Social work competencies and standards from the International Association of Schools of Social Work, International Federation of Social Workers, and the Council of Social Work Education are embedded in the Standardized Field Supervisor Orientation and Training to help social work field students and agency staff employ human rights informed engagement, assessment, intervention, and evaluation with clients, constituents, and communities. By focusing on the important role of the Field Supervisor in emphasizing human rights and social justice, this paper fills a gap in the literature by offering an exemplar to cultivate a human rights and social justice practice paradigm in field education settings. The standardized training advances social work’s core mission and values of upholding and defending human rights.

An international profession with commonalities and differences: Social work responses to COVID-19 where local is global and vice versa

Both in the professional field and in the international academia, we always say that social work is an international profession with local practice and global implications. Of course, we have formed a few international or regional social work organisations for the pursuit of our ideals and exchange of ideas, such as the International Federation of Social Workers (IFSW), International Council on Social Welfare (ICSW) and International Association of Schools of Social Work (IASSW). In fact, our International Social Work (ISW), as a professional and academic journal, is serving as a platform and network for sharing and advancing the mission of the social work profession globally by revisiting, researching and reflecting on local social work practice in different parts of the world. In this forum, perspectives on concepts, content, contacts and constructs of meaning are examined by the global social work community.

Human rights and education for Gambian young women during COVID-19: Recommendations for social policy and practice

COVID-19 is not only a global health disaster but a full-fledged social, economic, and political crisis that could disrupt the gains made in women’s education and empowerment. In The Gambia, issues of unequal access to educational resources determined by gender, geographical location, and social class; a disproportionate burden of household chores imposed on women and girls; and economic pressures have the potential to expose girls to more violence, exclusion, and abuse. In this article, we use a human rights framework, as conceptualized by the Universal Declaration of Human Rights (UDHR) and the International Federation of Social Workers (IFSW), and discuss increases in educational inequality that young women in a poor, conservative, and patriarchal society will face during the COVID-19 pandemic. We propose solutions to mitigate these issues through social protection policies and practices that can ensure the right to education for the most vulnerable and marginalized.

The dignity circle: how to promote dignity in social work practice and policy?

ABSTRACT According to the International Federation of Social Workers, social work has always been a human rights profession. However, the legalistic language of human rights is often found to be of limited use in the everyday practice of social workers. This article offers a practical and relatable translation of human rights language by operationalising the central human rights value ‘human dignity’. In the city of Utrecht, The Netherlands, empirical qualitative research was conducted in order to investigate what dignity might entail for social workers and service-users. The study reveals four different ways in which service-users experience their dignity to be violated: being seen or treated as an object, an empty space, a child or a monster. Conversely, social workers and service-users also try to maintain dignity in four ways: by treating people as a unique person, a participant, an adult or a (professional) friend. Together, these modes of dignity violation and dignity promotion form a typology termed ‘the dignity circle’. The dignity circle enables practitioners and policymakers to promote dignity in social work whilst helping them to consider the dilemmas and complexities involved. In this way, the dignity circle provides a practical tool for social work as a human rights profession.