Social Work Profession Research Articles

Jessica Blanche Peixotto and the Founding of Berkeley Social Welfare

Jessica Blanche Peixotto was the first woman to become a full professor at the University of California in 1918 and yet her role in establishing social welfare studies at Berkeley is mostly untold. A social economist and foremost a scientist, she led efforts to infuse evidence-informed practice in professional social work education in the early 1900s, laying a foundation at Berkeley that is still felt today. Of her many efforts, she established a certificate in social welfare at Berkeley in 1917, the first such training on the West Coast. This article describes her personal and professional life and seeks to establish the importance of her role in establishing social work education at Berkeley and in furthering an evidence-informed approach to our professional work.

Leadership Style and Social Behavior of Social Workers in China

This study examined the influence of leadership style on the social behave of social workers across different districts and organizations in China. The empirical measurement involved the participation of social work stations and associations, which included the Social Workers Association and various district social work stations in Hunan. The study sample consisted of 488 individuals who were social work learners and professionals. These participants were picked from various districts and training sites, and they were required to undergo self-evaluation tests. Findings reveal that while social workers generally exhibit average levels of empathy, professionalism, ethical decision-making, collaboration, and resilience, significant variations exist based on ae and educational background. Older social workers demonstrate higher levels of these traits compared to younger counterparts. However, barriers such as burnout, limited resources, organizational constraints, and lack of recognition hinder leadership development and positive social behavior. The study seeks to enhance leadership development initiatives and foster positive social behavior in the field of social work in China through a holistic strategy.

Social Work Services – An Effective Intervention in Dealing with Problems of Families having Children with Autism

Social Work Services – An Effective Intervention in Dealing with Problems of Families having Children with Autism

‘Love, Love not’—a discovery of study engagement at higher education and the factors involved

Taking that higher education is career-oriented, this study examines how Vietnamese undergraduate students engage with their study and how the factors related to the training program and occupation’s prospects contribute to students’ engagement with their study. The study applies a mixed-method approach. Self-administered questionnaire survey is used to collect data from 973 Vietnamese undergraduate students, of which 48.2% are social work students and 51.8% are non-social work students. In addition, the study conducts 27 semi-structured interviews with students and lecturers to explore their perspective and experiences with regard to students’ study engagement and the factors involved. The results show that social work students are more engaged with their study than non-social work students, even though they feel more worried about job opportunity and income. Approximately one-third of social work students consider not to pursue social work profession when they graduate mostly because they believe that working in social work cannot provide them the income they need for their living. However, the results also show that students’ satisfaction/dissatisfaction with income in their field was not statistically related to their study engagement. Instead, feeling of personal growth, opportunity to perform personal ability, sense of significance, convenient access to study materials and activities, and feeling proud of their school and lecturers’ prestige are found positively associated with students’ level of study engagement. The study hence provides some recommendations for educators to strengthen students’ study engagement at higher education level.

Overcoming Bureaucratization. Rethinking the Social Work Model in Dialogue with Roma

Social Work was born to find and implement actions that succeed at alleviating or overcoming human suffering. Far from this objective, the scientific literature has highlighted that, during the pandemic, the serious situation of disadvantaged communities, including much of the Roma community, has underscored the historical evolution of the discipline towards bureaucratization. However, more research is needed to identify and analyze the actions through which many Social Work professionals have had the opportunity to rethink the current hegemonic model of social intervention. This study analyzes the main characteristics of some such actions. This research has been carried out following the communicative methodology through 40 semi-structured interviews to Social Work professionals in social services, educational centers and civic organizations. Results show that a constant dialogue with Roma communities, overcoming bureaucratization by changing intervention to co-create the best solutions, and a professional and human commitment at the service of people are common characteristics of those actions. These findings illustrate elements with which some Social Workers have been able to rethink the social intervention model they previously followed, allowing them to transform such model and regain the origins of the discipline towards finding the best solutions to improve the situations and lives of many Roma people.

Paid Informal Caregivers’ Management of Older Adults’ Health Demands: Implication for Social Work Professionals in Contemporary Nigerian Society

Paid Informal Caregivers’ Management of Older Adults’ Health Demands: Implication for Social Work Professionals in Contemporary Nigerian Society

PEDAGOGICAL MONITORING OF PROFESSIONAL TRAINING FUTURE SPECIALISTS IN THE SOCIAL SPHERE IN THE PROCESS OF APPLICATION OF ELECTRONIC LEARNING

The article examines the content of pedagogical monitoring of e-learning of future social workers in higher education institutions. The modern level of e-learning in the institution of higher education has been revealed. Special forms and methods of working with students - future specialists in the social sphere are analyzed and substantiated. The list of necessary conditions for the formation of applicants for higher education with a system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as a professional social worker is provided; development and formation of theoretical knowledge that will contribute to the development of the student as a future specialist in the social sphere. The purpose of the article is to identify the problems of professional training and to study the special requirements for the development and implementation of electronic training courses in the process of professional training of social sector specialists capable of solving social problems. Considerable attention is paid to the problems of pedagogical interaction between the teacher and the student, based on the analysis, the strengths of e-learning are highlighted, and the expediency of its use is clarified. The main tasks are defined as follows: to identify and generalize the components of professional self-development as one of the complex forms of transformation of the inner world, which occurs in the process of self-movement of a person along his life path, on which a person knows himself, builds himself, understands the essence of his functioning; to investigate the peculiarities of vocational pre-university education as a focus for personal development on self-building, professional self-determination for the successful growth of professionals in the social sphere. Based on the results of the generalized analysis, it was concluded that the effectiveness and feasibility of e-learning takes into account not only the general principles of learning, but also the specifics of a specific field or subject. These technologies allow students to independently organize their educational process, develop independent work skills and improve their knowledge. The proposed e-learning technologies can be used in universities, faculties and departments where future specialists in social spheres are trained, as well as in advanced training courses with the aim of increasing readiness to interact with clients based on mastering a set of knowledge and skills aimed at transforming informational and reflective, professional-practical and professional-development technologies in the real conditions of the environment of the higher education institution. The conclusions confirmed the substantiation of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of institutions of professional pre-higher education regarding future social workers in the conditions of globalization.

FORMATION OF GENDER COMPETENCE IN THE PROCESS OF TRAINING FUTURE SOCIAL WORKERS

The article highlights the need to develop gender competence in future social work professionals and the use of an integrated approach in this field. The study aims to theoretically substantiate the peculiarities of gender competence formation in future social workers. The implementing possibilities for the Strategy of Gender Equality in Education until 2030 have been identified. The availability of gender studies in institutions of higher education has been analyzed. It is stated that domestic training programmes have the gender component included in curricula of various specialities. The studies in the field of gender equality and social work demonstrate that although there are specific disciplines that include aspects of preventing discrimination and violence against women, they need updating and adapting to modern challenges. The article analyses training and scientific programmes in the speciality “231 Social Work” in terms of content and specifics of preparing specialists to perform their duties taking into account the requirements of gender equality. It has been found that most of them are based on the requirements of state standards for the formation of competencies in human rights and anti-discrimination. It is emphasized that Pavlo Tychyna Uman State Pedagogical University has established Gender Centre that is a member of the All-Ukrainian Centre for Gender Education in Ukraine. Training future specialists in the specialty “231 Social Work”, forming their ability to carry out professional activities in compliance with human rights and the principle of gender equality, and developing competencies in preventing and combating gender discrimination are among the Centre’s main tasks. The author substantiates the need to form gender competence in future social workers by including a gender approach in the educational process as specialised disciplines revealing applied aspects of gender equality and participation in non-formal education play an important role there.

REVIEW OF A COLLECTIVE MONOGRAPH «PERSONNEL IN THE HISTORY OF PROFESSIONAL SOCIAL WORK»

The collective monograph «Personalities in the history of professional social work: from the 19th century to the present day» highlights the evolution of female and male representation in the history of the institutionalization of social work as a professional activity, as well as the study and generalization of the experiences of outstanding women and men who made a significant contribution to this field, making the first attempts at theoretical approaches to social work and initiating relevant practices in Ukraine.The collective monograph will be useful for students of higher education, teachers, pedagogical workers, social teachers, social workers, practical psychologists, public figures

Artificial Intelligence: Opportunities and Challenges for the Social Education and Profession

Artificial intelligence (AI) is rapidly advancing and holds both opportunities and risks for the social work profession. This review article provides an analysis of the potential applications and implications of AI technologies for social work practice, education, research, and ethics. The article highlights promising uses of AI tools like predictive risk models, virtual simulations, chatbots, and data analytics to enhance social work services and training. However, it also critically examines the ethical considerations and social justice concerns related to the integration of AI in social work, including issues of privacy, transparency, accountability, consent, bias, displacement of roles, and threats to human dignity. To responsibly leverage AI's benefits while mitigating its risks, the article offers recommendations for social workers to collaborate on AI design, follow ethical protocols, pursue education on AI, and conduct further research. Key areas for future research identified include studying client perspectives on AI, testing the efficacy of AI systems for social work tasks, auditing algorithms for bias, and analyzing AI's impact on social work employment. In conclusion, while acknowledging AI's significant potential, the article emphasizes that purposeful oversight, participatory design, and adherence to social work values must remain priorities to ensure AI promotes dignity, autonomy, and justice. This review provides a balanced, evidence-based analysis to inform discussions on optimizing AI's integration in the social work profession.

Professional identity and local realities: social work education in Ethiopia

ABSTRACT The three historical eras of social work education in Ethiopia are examined in this article, with particular attention devoted to how each era began, was contextualized, and was integrated with service delivery. Interviews with 28 social work graduates and faculty members were conducted as part of the qualitative research study. Additionally, unpublished documents from ministerial offices and universities were examined. The data are arranged and presented chronologically to offer the experiences in the three periods. The analysis found that various contextualizing strategies for social work education were used through curriculum development, fieldwork, community engagement, and obtaining research outputs. Making social work education more responsive to the national context has been challenging due to a lack of country-specific reading materials and policy frameworks that define professional social work and standards of practice. Further, the absence of social work for 30 years has erased the profession’s identity from public memory. The continued development of social work education and practice in Ethiopia will benefit from the creation of local educational resources and policy frameworks.

Transgender Men and Non-Binary Individuals’ Right to Pregnancy

Transgender men and non-binary individuals’ rights to conceive and bear children remain unimaginable through dominant gender constructs. Social reproduction and structural violence reinforce the gender binary and restrict transgender men and non-binary individuals from exercising their right to conceive, parent, and receive proper health support. This gender expectation is reified in Canadian historical, socio-economic, and legal contexts, creating significant barriers in relation to accessing trans-reproductive healthcare. This paper brings attention to the paucity of research to understand better the rights of transmen and non-binary individuals when wanting to conceive and raise a family. It highlights the underutilization of the social work profession and their critical role to support affirmative reproductive trans healthcare.

Radical social work in South Africa: a rapid systematic review

The social work profession defines itself as one that promotes social change and the liberation of people. In social work practice, there is often a controversy between solving problems and engaging social issues within political, economic and historical realities. The aim of this article is to determine the current landscape of radical social work within the South African context. Findings indicate that radical efforts and responses towards decolonial social work focus on locating social work in social movements, responding to the status quo and confronting neoliberal policies. A radical stance on various issues of gross human rights violations in current affairs must be considered as a critical component of reimagining social work identity in South Africa.

Challenges of social work field practicum and professionalization in Bangladesh

ABSTRACT Social work education and practices began in Bangladesh more than half a century ago. Yet, it has not attained the professional status demanded by the country. This paper aims to examine the challenges of field practicum and the professionalization of social work in Bangladesh. Applying a qualitative approach, the study found that the field education of social work in Bangladesh has been devalued due to a shortage of professional agencies and qualified field supervisors, disagreement between students and agency supervisors, lack of state recognition, and prevailing societal perceptions. Furthermore, the study highlights a critical gap in practical skills development due to supervisors lacking social work training, hindering their ability to bridge the theory-practice gap for students. Consequently, graduates often lack the necessary competency to effectively address complex social issues. The study outcomes strongly advocate for the continuous support of social work educators and trained fieldwork supervisors. Furthermore, the establishment of an accreditation council for social work education and professional recognition of social work can also help overcome the challenges of field education in social work in Bangladesh.

Swedish school counsellors − demographics, professional practices, educational background and working life history

ABSTRACT This article presents findings from a survey conducted on all school counsellors in Sweden. The focus of the article is on Swedish school counsellors’ demographics, professional practice, educational background, working life history and professional autonomy. The survey was web-based and contained 91 questions of both quantitative and qualitative nature. The results show that Swedish school counsellors are predominantly experienced female social workers with academic education in social work and several years’ experience of social work in areas other than school. Employment as a school counsellor is not an entry-level job. The professional practice of Swedish school counsellors predominately focus on remedial work with individual students. Their professional practice focus to a lesser extent on preventive and health promoting work despite the prominent position that preventive and health promoting work are given in the Swedish school act and in the national guidelines. The professional focus of Swedish school counsellors raises questions whether the emphasis on individual remedial work is to be interpreted as a lack of organizational awareness and resources, or if it is an expression of a professional ‘heritage’ from school counsellors prior experience of professional social work within other welfare areas were remedial work are custom. We argue that the focus on remedial work makes it valid to describe the character of Swedish school counsellors’ professional practice as a reflection of Swedish social services in general.

Revisiting the Bond between Social Work and Ethnography

Abstract Ethnographic research in social work is extremely valuable, yet not very commonly applied. In this theoretical article, I delineate the historical bond and ethical alliance between ethnography and social work, as well as highlight the empirical value that ethnography can offer the social work profession. By so doing I render visible the affinity between ethnographic research and the discipline of social work. I conclude by examining the relations between slow scholarship and ethnographic research as a means of resistance to the corporate neo-liberal university setting, encouraging social work scholars to do more ethnographic work. Such work can make a potentially significant contribution to social work practitioners, service users, policy makers, educators and scholars and encourage social science with meaning.

Who is the ‘I’? An exploration of social work professional written discourse and implications for social work education

ABSTRACT This paper brings together two areas of importance to social work education, professional identity and professional writing; identity is often viewed as central to social work practice and education, whilst writing as marginal. However, given that social work is a ‘writing intensive’ profession, writing is a key site of the enactment of professional identity and practice, meriting significant attention. Using the notion of ‘voice’ this paper explores professional identity in writing by analyzing two datasets: 1) a corpus of 1 million words of professional social work writing, exploring the use of I and my perspectival phrases; 2) interviews with 71 social workers exploring perspectives on professional voice in written discourse. Textual analysis indicates six key functions of the social worker I, with an emphasis on the professional voice as reporter, rather than evaluator or analyst. Thematic interview analysis offers insights into the complexity of voice, indicating the contested positioning of the social worker I. We call for critical attention to be paid to voicing in written discourse in social work education and ongoing professional development, indicating ways in which findings and data from this article could be used as resources for pedagogy and debate.

Stress Management Among Working Mothers in an Institution of Higher Learning in Nigeria: Implication for Social Work Practice

The growing number of working mothers, dual career couples, and working single parents raises concerns about the impact of work stress on family lifestyles and their ability to balance work and family obligations. The aim of this study is to examine the role of social workers in promoting work-life balance among working mothers at the University of Nigeria, Nsukka. The cross-sectional survey design involving the mixed-methods approach was adopted for the study. A total of 604 questionnaires were distributed to the participants; of those, 99.3% ( n = 596) were correctly completed and returned, 0.7% were not, and eight were selected at random for IDI. Data were analyzed using the Statistical Package for Social Sciences (SPSS), while frequency and percentages were used to present the data. According to the study, 83.6% of working mothers experience work-related stress. The results also showed that working mothers’ stress levels depend on their level of education, the size of their family, and their income, as well as on their desire to publish in order to advance in their careers. The study concludes that, in order to reduce the stress experiences of working mothers, attention should be paid to their understanding of the stressors confronting them, while also recommending the establishment of an occupational social work office anchored by professional social workers, whose duties will be to offer professional advice on appropriate coping mechanisms to adopt while ensuring the welfare of university students and staff, particularly mothers.

What enables ‘real social work’ in adult social work? Examining mechanism-based explanations

The enduring contradiction between managerialism and professional social work has been a central focus of social work research for decades. This article explores the feasibility of implementing the original values and ideals of social work in the face of the pervasive managerialism brought about by New Public Management, which has infiltrated nearly every sector of society. Utilising qualitative research conducted within adult social work on local public welfare agencies, we investigate the mechanisms that enable social workers to align with their ideal professional goals, referred to here as ‘real social work’, as outlined by social workers themselves. Our analysis, grounded in critical realism and the associated theoretical-methodological framework of CAIMeR theory, revealed five key mechanisms that facilitated real social work: the role-taking mechanism, the response mechanism, the organisational autonomy and responsibility mechanism, the collective attraction and cohesion mechanism, and the critical consciousness mechanism. Our findings suggest the need for further investigation of these mechanisms that empower social workers to resist managerialism and implement real social work in their daily work. This study advocates for prioritising professional aspirations and offers insights for advancing discussions in the realm of adult social work.

Lordship and bondage in the dialectics of social work: regulation and professional autonomy

This article provides an innovative reading of the relationship between social work and the regulatory bodies mandated to register and regulate it, which has hitherto remained largely untheorised. It achieves this by utilising Hegel’s illustrative tale of ‘lord and bondsman’. This narrative outlines the development of consciousness through dialectical struggle. We argue that the relationship of domination and servitude that has developed between the profession and the regulators is incapable of delivering a satisfactory self-consciousness for either. For the social work profession, consciousness is limited to an enforced ‘being-for’ the regulatory bodies, which appropriate the ends of practice through the labour of the profession. For both to achieve full self-consciousness, each must transcend itself and the other through a dialectical movement in which each is simultaneously ‘negated’ and ‘preserved’. The article highlights ways in which social work can more courageously address its own historical development within such a struggle.