Competent Social Work Research Articles

Echoes of Ubuntu Capacity in The Realization of Child Rights Through Ujamaa Intersections – A Case of a Parasocial Work Model in Tanzania

Child rights abuse has become a serious global concern in the 21st century as it has been reflected in the global agenda of SDGs. Tanzania like other developing countries experienced significant child rights abuse in the 1990s due to the influx of the number of orphans and vulnerable children (OVC) which was highly influenced by the HIV and AIDS pandemic, poverty, urbanization, etc. OVC was exposed to the high risk of being deprived of their rights following the failure of the formal systems and the shortage of childcare workforce that necessitated the government to involve the key child welfare stakeholders to revitalize and capacitate among the Ujamaa Intersections Models (UIM) under Ubuntu philosophy. Ultimate the country successfully designed an Indigenous cadre of para-social work (PSW) that advocated for and addressed the multiple rights of vulnerable children from 2007. Initiation and operation of PSW are embedded in the Ujamaa sections from side to side with social work and Ubuntu competence, this combination capacitated existing Ujamaa Intersections in the community such as family, extended families, neighborhood, local leadership, ecology, spirituality, and wider attributes in realizing child rights. The relevance of Ubuntu values and social work enabled para-social workers to identify the special needs of vulnerable children, increase community child protection awareness, create alarm systems for abused children, and sometimes link them to temporary self-shelters or social welfare services, etc. Despite the challenges, PSW succeeded in advocating for children's rights and improved the quality of life of children and their families. PSW has rendered evidence based on how the Indigenous models can offer relevant and sustainable solutions in addressing the rights of vulnerable populations in the community. Over time, several African countries adopted the PSW model and the model calls for child rights stakeholders and global decision-makers to revisit and relearn the capacity of the PSW model in the realization of SDG including protecting children from abuse, exploitation, trafficking, and violence. Also, it has relevant sustainable opportunities that ensure children attain inclusive and equitable quality social welfare services.

The knowledge and skills needed for forensic social work in Australia: A Delphi study

Summary Forensic social work is the application of social work knowledge, skills, values and ethics within a legal and criminal justice context. Globally, social workers play an integral role in the criminal justice system but in many countries, including Australia, there is limited conception of the competencies needed for this specialist practice. Australia serves as an example of forensic social work regulated through a generalist social work competency framework, where specialist skills and knowledge are not distinctly outlined or assessed. The purpose of this study was to identify the knowledge and skills used by forensic social work practitioners in Australia. This study used a 3-round Delphi method with an expert panel of social workers working in forensic practice across Australia. It consisted of a 1-hour semi-structured individual interview followed by 2 rounds of online surveys. Findings Consensus was obtained for 30 skill and knowledge items for Australian forensic social work. The panel identified these competencies as specialist, meaning requiring further training beyond generalist proficiency. Of these, eight of the skill and knowledge items were seen as essential for graduates entering forensic social work. Applications The findings from this study contribute to an evidence-based model of forensic social work competency. In Australia, they can be used to consider potential gaps between current generalist mechanisms and specialist practice expectations. With further research, these findings can be used to inform professional standards for forensic social work in Australia and potentially internationally.

Social work programs in Malaysian public universities: an analysis of barriers to producing competent social workers

ABSTRACT The University of Science Malaysia (USM) has developed a social work program for in the Social Welfare Department officers since 1975 to produce practically competent social workers. Courses offered at public universities should include relevant knowledge, skills, and field experiences to ensure that students can effectively communicate and resolve clients’ issues. The Council on Social Work Education (CSWE) listed 10 standards of social work education, namely the profession, ethics, diversity, social justice, populations at risk, human behaviors, social welfare, practices with individuals, groups and communities, research and skill development. The study aims to evaluate effective social work programs by analyzing the obstacles encountered by public university students in Malaysia to fulfill CSWE standards. A total of 279 final-year students from six public universities pursuing a Bachelor’s degree in social work participated, with questionnaires analyzed using the Statistical Package for the Social Sciences (SPSS) 23.0. Results indicated effective social work education, with students encountering moderate barriers. Students demonstrated competence aligned with the Social Work Act, which was crucial for addressing psycho-social and socio-economic issues in Malaysian communities. This study also highlighted the importance of producing skilled social workers to enhance societal well-being, assisting individuals, families, and communities in resolving various challenges.

‘Social work transformed me’: narratives of fulfillment and lessons learned of retired social workers on their practice experience

ABSTRACT This study explores the retired Bicolano social workers’ practice experiences and wisdom, emphasising their significant contributions, fulfilment, and valuable lessons. Employing a qualitative approach, the researchers utilised in-depth interviews and thematic analysis to meet its objectives. The participants’ contributions to their practice include innovating systems for better service delivery, sustaining commitment and sense of service amidst complexities, and empowering co-workers through meaningful engagement and knowledge transfer. In terms of fulfilment, the participants experienced deepening self-awareness through service, preserving and demonstrating professional values and principles, and practicing self-care for sustained professional commitment. Additionally, the participants’ valuable lessons include capitalising on the ‘oragon’ spirit, embracing individual growth and transformations, and diversifying and strengthening social work competencies. The findings may serve as guiding principles for present and aspiring social workers, motivating them to approach their work with creativity, consciousness, and competence to make a lasting impact on individuals and society.

Efficacy and Effectiveness Research on Interventions in Sweden Between 1990 and 2019

Purpose: This article investigates the extent of effectiveness studies of behavioral, psychological, and social interventions aiming for measurable changes at the individual level in Sweden 1990–2019. Methods: The data stems from a retrospective analysis of published literature on effect studies between 1990 and 2019. Results: The results show an increase in published articles reporting on effect studies in Sweden the past 30 years, accelerating the past 10 years. However, only 25% of the studies focuses on core social work practices and only certain target groups and areas, especially children and elderly, are covered. Of these studies, only 4% are conducted by social work scholars. Conclusions: Effect studies still holds a weak position in Swedish social work research, despite of processes of professionalization and academization with national efforts to promote knowledge production for practice. This is discussed in relation to competence, opportunity, and motivation in Swedish social work and beyond.

What Is Our Added Value? A Systematic Analysis of Epidemic Narratives in the Social Work Literature

Abstract This article addresses social work’s singular conceptual and analytical contribution to the field of epidemics. A systematic literature review was conducted to analyze how social work studies overlap to construct epidemic narratives. The author collected 601 articles from the Social Services Abstracts database and carried out a targeted search within 20 social work journals. Five epidemic narratives were identified: (1) a psychosocial consequences narrative, (2) a social work competence narrative, (3) a social risk factors narrative, (4) a misinformation narrative, and (5) a power matrix narrative. Results highlighted the social success of psychosocial perspectives prevalent in classic public health narratives. This understanding relies on a “politics of access” perspective and advocates for the improvement of current social services. The findings revealed that social work does not have a conceptual specificity in the field of epidemics but, rather, its current distinctive contribution mostly lies in its use of social work–centric inquiries that analyze social work practices and describe the consequences experienced by social work actors during epidemics. The author argued that the social work literature could benefit from analyses informed by a “politic of emancipation” that are less prominent in the analyzed studies. Avenues for future research are considered.

Work readiness of student nurses voluntarily supporting NHS during COVID-19 pandemic: a mixed methods investigation into students’ experiences

Background: Transition from education to the workforce has been recognised as difficult and linked to ‘reality shock.’ Due to the unprecedented circumstances of the COVID-19 pandemic, many student nurses opted in for NHS emergency placements and prematurely transitioned to the workplace, which calls for an in-depth investigation of the work readiness and transition experiences of this cohort. Aim: The aim of this study was to investigate self-perceived work readiness, the effectiveness of support provided by the universities and the NHS as well as explore the experiences of student nurses who responded to the COVID-19 crisis to understand the impact of this early transition to the clinical workforce. Design: A mixed methods study was conducted. It included two stages: (1) an online survey consisting of a work readiness questionnaire and close- and open-ended questions about received support; and (2) online semi-structured interviews that were thematically analysed. Methods: Participants were nursing students from Scottish universities who took on emergency NHS placements. Thirty-three (30 females and 3 males) participants completed the survey and 8 of them (all female) participated in semi-structured interviews. The Work Readiness Scale for graduate nurses along with questions about the support received were completed in the first stage of the study. Results: Organisational acumen was perceived by participants as higher than social intelligence, work competence and personal work characteristics. Three superordinate themes emerged: (1) participants expressed appreciation of and need for coordination of support from the university and the NHS as a key factor in easing into their role; (2) they indicated the sense of obligation as the key driver for taking up this placement; (3) placement was seen as an opportunity to understand their role and develop their professional identity. Conclusions: The findings found the importance of support from the clinical placement and academic teams to help with the integration and application of theory into practice.

Mistreated but Still Resilient! Unraveling the Role of Servant Leadership in Mitigating the Adverse Consequences of Care Recipients' Incivility

ABSTRACTIn many countries, social care workers suffer from mistreatment from social care recipients. Such mistreatment poses a significant challenge from the human resource management (HRM) perspective as finding and retaining competent social care workers is a global challenge. However, only a few studies focus on the relationship between such mistreatment and social care workers' job and psychological resources. Drawing on the conservation of resources (COR) theory, our study sheds light on the relationship between social care recipients' incivility and the resilience of social care workers. Specifically, our study examines the mediating role of work meaningfulness on the care recipient incivility–care worker resilience link, and the moderating role of servant leadership on this mediated relationship. To test the proposed moderated mediation model, two studies were conducted in social care organizations in England (n = 248) and Romania (n = 296). Our results revealed that perceived care recipient incivility is indirectly and negatively related to care workers' resilience by undermining their perceptions of work meaningfulness. Moreover, when social care workers work under a servant leader, this indirect relationship becomes weaker. The discussion elaborates on the findings of our model as well as the theoretical and practical implications for the management of human resources in social care organizations.

Intergenerational social mediation and youth empowerment in Marseille’s marginalised neighbourhoods

ABSTRACT The synergy between community and institutional networks of social mediation is crucial in empowering young people in vulnerable conditions, improving their quality of life, countering stigmatisation, and fostering innovative solutions to their daily challenges within their communities. While the impact of support networks is evident, the exact mechanisms that drive the emergence of these mediation strategies remain uncertain. We conduct ethnographic research, utilising narrative interviews, life stories, focus groups, and participant observation. Our focus is on the intergenerational dynamics that shape the emergence of youth social mediation strategies in LaFab, a highly marginalised neighbourhood situated in the third district of Marseille, France. What roles do natural mediators and multicultural competent social workers play in developing youth-led or youth-targeted social mediation strategies in marginalised neighbourhoods in contemporary cities? How do young people in vulnerable conditions utilise institutions, and how do institutions and social workers engage in community-informal mediations? We propose the hybrid model of social mediation, an analytical framework for studying historical marginalisation, community resilience through sport and culture, and the roles of natural mentors and multiculturally competent social workers. It offers new research perspectives for studying healthy communities and youth empowerment in the marginalised neighbourhoods of contemporary cities.

Preparing future nonprofit social enterprise leaders: a research-based instructional needs analysis

ABSTRACT Nonprofit social enterprises (NSEs) have the potential to alleviate social issues significantly through entrepreneurial means. However, their unique mission and challenges require a distinct type of leadership compared to traditional nonprofit organizations. This leadership model must integrate social work and business management competencies. Unfortunately, research suggests that finding leaders with this combination of competencies can be challenging for NSEs. This raises the question of whether master’s degree programs in public administration (MPA) and nonprofit management (MNM) adequately equip students with the necessary competencies to lead NSEs. In response to this question, researchers surveyed MPA and MNM faculty using a 14-item online questionnaire. The results indicate that there are significant gaps in the current curriculum, with neither program placing strong emphasis on NSE leadership competencies. However, MNM programs cover some of these competencies more extensively than MPA programs. The findings suggest curricular and pedagogical improvement opportunities in public and private universities’ MPA and MNM programs.

Mental Health Social Work Practice: Navigating Tensions

Abstract The United Nations Special Rapporteur has called for ‘a revolution in mental health care to end decades of neglect, abuse and violence…enabl[ing] a long overdue shift to a rights-based approach’ (United Nations Human Rights Office of the High Commissioner, 2017). Principles underpinning social work practice with people living with mental distress who receive diagnoses such as schizophrenia, personality disorders and bipolar disorder, align with sought after changes. Using Cooperative Inquiry and referring to the Model of Holistic Competence in Social Work, this study investigated mental health social work seeking to foster this shift. Findings confirmed inherent discordance between social work values and mental health care dominated by biomedical and neoliberal views. Upholding social work values in this context involves complex practice, integrating procedural and meta-competencies. By incorporating skills in relational practice and advocacy; knowledge of multiple explanatory frameworks for mental health and mental health systems literacy; self-regulation; fostering tenacity whilst addressing ‘othering’; and judgement informing choices around conformity and confrontation, social work navigates tensions associated with this discordance. This paper highlights the nature of values-based social work practice as aligned with mental health reforms.

Enactments of evidence-based programs in social work – the gap between ideal and practice in the context of Norway

ABSTRACT Research shows that social workers have positive attitudes towards evidence-based practice (EBP), but that there exists confusion about what EBP entails in social work. Social workers do not distinguish between EBP and the use of other sources of knowledge and tend to find knowledge and experiences from practice, colleagues, and supervisors just as if not more important. Therefore, for some proponents of EBP, implementing EBP in a way that ensures fidelity according to standardized evidence-based programs becomes important. This article, presenting findings from a PhD project , shows what happens in practice when this is the case. Based on a qualitative study of the implementation and enactment of evidence-based programs in social work in Norway, the findings show that despite organizational and key actors’ attempts to minimize the gap between knowledge and practice and to homogenize practice to prevent drift, heterogenous enactments take place in practice. These enactments are driven forward by social workers’ knowledge about and practical attentiveness to the situation, needs and broader conditions and troubles of the ‘users’, in this case children and families. Thus, competent social workers make EBP work, but this is camouflaged in a top-down approach to implementing evidence-based programs to which these modifications appear to be an obstacle to a ‘pure’ implementation. Therefore, the article discusses the epistemological implications of the findings and offers suggestions for further theoretical and empirical research that cultivates a more adequate understanding of the relationship between knowledge and practice in social work.

Social Work Competencies In School Settings: Addressing Adolescent Adjustment Challenges

Social work is a helping profession that has the power to improve people’s lives on an individual, family, group, and community level. Increasing society’s overall well-being. In order to help students succeed academically, schools, parents, and communities depend on school social workers. They take the initiative in formulating policies for handling crises, providing support services and managing school behaviors. The period of growth and development that comes between childhood and maturity is known as adolescence. The psycho-social stage of development is characterized by increased stress, behavior problems, and conflict. School social workers offer direct and indirect assistance to students, families, and school personnel. The aim of the present research is to study adolescent student’s adjustment problems and explore the competencies of social workers in dealing with school-going adolescents’ problems, data was collected in shivamogga city with a convenient and purposeful sampling technique with the help of ‘The AISS-SS scale, the findings show that most of the adolescent students have problems related to mental health which they can’t express and social work competencies were playing an important role in dealing with adolescent mental health and adjustment problems in schools.

Oncology Social Work Competencies, Opportunities, Roles, and Expertise (CORE): Results from a Role Delineation Study

Oncology Social Work Competencies, Opportunities, Roles, and Expertise (CORE): Results from a Role Delineation Study

On the Innovation of Higher Vocational Physical Education Guided by Vocational Education

Higher Vocational College is an important strategic position to cultivate applied talents in the field of education in China, and physical education is an essential course in higher vocational colleges. From the perspective of vocational education background, physical education curriculum education in higher vocational colleges should be improved and innovated with the change of educational objectives and teaching forms, to ensure higher efficiency and quality of personnel training. Therefore, this paper mainly discusses the innovation and development of physical education in Higher Vocational Colleges with vocational education as the leading background, with the purpose of promoting personnel training to a higher level, making students more professional and professional, to promote students' vocational skills and have better core competence in social work in the future.

Personal experiences of a fourth-year social work student: insights into South Africa social work education and professional development

This presentation offers insights into the personal experiences of a fourth-year social work student at the University of the Free State (UFS), Bloemfontein, South Africa. The student reflects on how the Bachelor of Social Work Curriculum at the UFS prepared him for practice, drawing upon the three primary methods of social work - casework, group work, and community work. Furthermore, the presenter discusses core social work skills and competencies required to render services to diverse clients within the South African context. Finally, this presentation highlights the student's personal and professional development throughout his studies and how he integrates social work ethics in practice to be a champion for social justice. How to cite using ASWNet style Rademan, D. (2023). Personal experiences of a fourth-year social work student: insights into South Africa social work education andprofessional development. People centred – The Journal of Development Administration (JDA), 8(4), 00. Social Work andDevelopment Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i4.8 Visit journal website: https://jda.africasocialwork.net

Expanding the Core Competences of Librarianship through Designing a Credit-Bearing Information Literacy Course for Social Work

In contemporary knowledge society, the impact of library and information professions has expanded to practical workforce preparation in many adjacent fields, including social work, that heavily rely on information competencies to promote community well-being and public good.This poster adds a practitioner perspective to the ongoing conversation about the need to reimagine LIS education to better align curricular priorities with the demands of the increasingly interconnected information landscape. Through a tale of a subject librarian and Social Work faculty partnership to develop a tailored credit-bearing information literacy course for Social Work pre-majors, the author illuminates the evolving role of librarians who are called upon to educate members of other information-intensive professions in the use of general and subject-specific resources essential for their field. The poster highlights the shared values that inform the practice of both librarianship and social work in response to the issues faced by communities in times of uncertainty and change. Built around the ALA’s Core Competences of Librarianship and the Social Work Competencies established by the Council on Social Work Education, the project reflects on the challenges and opportunities associated with integrating information literacy education into a domain where advanced information literacy skills are an indispensable component of the current professional practice. Finally, the project discusses several implications for LIS programs keen on creating a better connection between the LIS foundational values and other professional competency frameworks today’s librarians lean on, particularly in such vital areas as user services, lifelong learning and continuing education, and social justice.

Preparing Social Workers for Emerging Roles in Police Social Work

ABSTRACT Schools of social work must prepare social workers to meet the demands of the rapidly emerging field of police social work. This article reports on the experiences of a social work program’s partnership with a police department. The authors identify an integrative practice model of police social work, specifying social work roles at the baccalaureate and graduate levels, as well as ethical issues. The model is based on the social work competencies and law enforcement best practices. The authors analyze the experiences of placing students directly into law enforcement settings and make recommendations to create successful experiences for students, social workers, and police. The importance of strategic partnerships, communication, trust, and support in building strong relationships is also highlighted.

Social work virtual: preparing social work students for a digital future

ABSTRACT During the pandemic, social workers have faced increasingly complex client needs, and are simultaneously undergoing transformative changes in practice with the rapid uptake of digital technologies. To make the best use of these technologies, practitioners require new knowledge, skills, and competencies, yet to date, the development of digital competencies has not formed a curriculum priority in social work higher education. To address this gap, we developed the 8-week simulation learning experience Social Work Virtual. Combining the principles of best pedagogical practice in both face-to-face and online education, Social Work Virtual is specifically tailored to develop digital social work competencies under the mentorship of practicing clinicians. In this paper, we describe the challenges in higher education and healthcare service provision that prompted the development of this learning simulation, and the opportunities it provided for students to develop skills in social work assessment and intervention using digital technologies. We include a reflective account by a practice mentor in Social Work Virtual. The reflection offers insights into how this simulation experience addressed student learning needs amid a rapidly changing social and professional landscape. We then consider how educators may adopt similar pedagogical strategies to integrate digital competencies within their professional programs.

Working with service user knowledge to assist social work students in competence development in the United States

ABSTRACT This research evaluated the impact of service user involvement on the knowledge and competence development of social work students in their Field Forum class at Belmont University, Tennessee, USA. Over a two-week period in March, 2019, students heard from service users with diverse aspects of lived experience in the following areas: Childhood abuse, trafficking, domestic abuse, mental ill-health, homelessness, addictions and disability. The service users involved worked closely with local community groups in the university’s neighboring area and shared their lived experience with the students in key aspects of social work skills, knowledge and values. In their evaluations, the students indicate positive growth in their perceptions and understandings in important aspects of social work competence such as communication skills, attitudes, values and principles of social work practice. Importantly also, the students indicated that exposure to service users’ lived experience in the classroom helped sharpen their preparations for field practice. These findings have resonance and applicability internationally, particularly in the US, for social work educators preparing to involve social work service users/clients in social work education.