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work practice</title> <meta name="description" content="Search results for: macro social work practice"> <meta name="keywords" content="macro social work practice"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="macro social work practice"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 24501</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: macro social work practice</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24501</span> Social Justice-Focused Mental Health Practice: An Integrative Model for Clinical Social Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hye-Kyung%20Kang">Hye-Kyung Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social justice is a central principle of the social work profession and education. However, scholars have long questioned the profession’s commitment to putting social justice values into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns of the oppressed. One prominent criticism of clinical social work is that it often relies on individual intervention and fails to take on system-level changes or advocacy. This concern evokes the historical macro-micro tension of the social work profession where micro (e.g., mental health counseling) and macro (e.g., policy advocacy) practices are conceptualized as separate domains, creating a false binary for social workers. One contributor to this false binary seems to be that most clinical practice models do not prepare social work students and practitioners to make a clear link between clinical practice and social justice. This paper presents a model of clinical social work practice that clearly recognizes the essential and necessary connection between social justice, advocacy, and clinical practice throughout the clinical process: engagement, assessment, intervention, and evaluation. Contemporary relational theories, critical social work frameworks, and anti-oppressive practice approaches are integrated to build a clinical social work practice model that addresses the urgent need for mental health practice that not only helps and heals the person but also challenges societal oppressions and aims to change them. The application of the model is presented through case vignettes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title="social justice">social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20social%20work" title=" clinical social work"> clinical social work</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20social%20work%20model" title=" clinical social work model"> clinical social work model</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative%20model" title=" integrative model"> integrative model</a> </p> <a href="https://publications.waset.org/abstracts/167713/social-justice-focused-mental-health-practice-an-integrative-model-for-clinical-social-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24500</span> Interrogating Western Political Perspectives of Social Justice in Canadian Social Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Clarke">Samantha Clarke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term social justice is central to social work; however, the meaning behind this term is not as simple as defining the term itself. This is because the meaning of social justice is relative since its origin and development is based on evolving political perspectives. Political perspectives provide numerous lenses to view social justice in social work; however, the realities of changing society have meant that social justice has assumed different values, definitions, and understandings over time and in different geopolitical and cultural contexts. There are many competing and convincing theories of social justice that are relevant to social work practice. Exploring the term is not an idle preoccupation because the meaning of the term is not as crucial as the meaning of the worldview, as it is the worldview that positions social justice as crucial in the emancipation of people marginalized from oppression. The many political assumptions that underlie the term social justice are explored and connected to the contemporary discussions about social justice in social work. These connections are then interrogated in the Canadian Social Works Code of Ethics, and in micro, mezzo, and macro approaches. To be remiss in interrogating the underlying political assumptions of the worldview of social justice is to entrench oppression and to preserve oppressive structures in contemporary Canadian social work. The concept of social justice is unable to withstand closer scrutiny about its emancipatory qualities in Canadian social work when we interrogate the many political assumptions that frame its understanding. In order to authenticate social justice as an emancipatory central organizing principle, Canadian social workers must engage in deeper discussions about the political implications of social justice in their everyday practices based on diverse worldviews and geopolitical contexts. Social workers are well positioned to develop an understanding of social justice that is emancipatory based on their everyday practices because as social and political actors they are positioned to work for and with individuals and toward the greater good of those who are marginalized from oppression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canadian%20social%20work" title="Canadian social work">Canadian social work</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20analysis" title=" political analysis"> political analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title=" social work practice"> social work practice</a> </p> <a href="https://publications.waset.org/abstracts/92913/interrogating-western-political-perspectives-of-social-justice-in-canadian-social-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24499</span> Proposing Problem-Based Learning as an Effective Pedagogical Technique for Social Work Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20K.%20Fulmer">Christine K. Fulmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work education is competency based in nature. There is an expectation that graduates of social work programs throughout the world are to be prepared to practice at a level of competence, which is beneficial to both the well-being of individuals and community. Experiential learning is one way to prepare students for competent practice. The use of Problem-Based Learning (PBL) is a form experiential education that has been successful in a number of disciplines to bridge the gap between the theoretical concepts in the classroom to the real world. PBL aligns with the constructivist theoretical approach to learning, which emphasizes the integration of new knowledge with the beliefs students already hold. In addition, the basic tenants of PBL correspond well with the practice behaviors associated with social work practice including multi-disciplinary collaboration and critical thinking. This paper makes an argument for utilizing PBL in social work education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theoretical%20approach" title=" constructivist theoretical approach"> constructivist theoretical approach</a> </p> <a href="https://publications.waset.org/abstracts/67887/proposing-problem-based-learning-as-an-effective-pedagogical-technique-for-social-work-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24498</span> Social Work Students’ Reflection of Their Field Internship: A Study of Dhofar Region in Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reem%20Abuiyada">Reem Abuiyada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is an attempt to review the pursuance of social-work field practice run by the department of social work, Dhofar University, situated in Dhofar region, Sultanate of Oman. It assesses the students’ engagement in social work in local community training that equips them to practice their allocated tasks and management skills that in turn made them more educated in fieldwork concepts, and especially in helping to overcome the challenges experienced by the Omani community to bring them positive changes. Besides, this paper evaluates the efficacy of fieldwork practice from the students' standpoints in higher education. And, it assumes the fact that this practice helped the students in giving equal significance to academic instruction, preparing for them to face the futuristic professions in an effective way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20field%20training" title="social work field training">social work field training</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhofar%20University" title=" Dhofar University"> Dhofar University</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/141495/social-work-students-reflection-of-their-field-internship-a-study-of-dhofar-region-in-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24497</span> Introduction of a Model of Students' Practice in Social Work Education: Case of Republic of Srpska</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vesna%20%C5%A0u%C4%87ur-Janjetovi%C4%87">Vesna Šućur-Janjetović</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Rakanovi%C4%87%20Radonji%C4%87"> Andrea Rakanović Radonjić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Department of Social Work of the Faculty of Political Sciences, University of Banja Luka is the only School of Social Work in the Republic of Srpska (entity of Bosnia and Herzegovina). This Department has been implementing students’ practice as mandatory module since it was established in year 2000. As of 2006, the University of Banja Luka initiated the transformation of the education system in accordance with the Bologna Agreement. The Department of Social Work adopted a new Curriculum that anticipated 120 hours of Students’ practice. After ten years, a new process of changing and improving the Curriculum has been initiated, and research was conducted, in order to meet both the needs of practice and academic standards in the field of social work education. From 2006-2016 students were evaluating their practice experience under the mentor’s supervision. These evaluations were subject to the evaluation process of current Curriculum, including students practice module. Additional research was designed in order to assess the opinions of certified mentors on specific aspects of students’ practice, the needs of practice and possibilities for improving the education for social workers. Special research instruments were designed for the purpose of this research. All mentors were graduated social works working in all fields where social work services are provided (social welfare sector, health, education, non-government sector etc.). The third dimension of the research was a qualitative analysis of curriculums of Schools of Social Work in the region of Southeast Europe. This paper represents the results of the research, conclusions and consequences that led towards the improvement of Students’ practice and Curriculum of the Department of Social Work. The new Model anticipates 300 hours of Students’ practice, divided in three years of study, with different and specific learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=Republic%20of%20Srpska" title=" Republic of Srpska"> Republic of Srpska</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20practice" title=" students’ practice"> students’ practice</a> </p> <a href="https://publications.waset.org/abstracts/68886/introduction-of-a-model-of-students-practice-in-social-work-education-case-of-republic-of-srpska" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24496</span> Social Work Practice to Labour Welfare: A Proposed Model of Field Work Practicum and Role of Social Worker in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naeem%20Ahmed">Naeem Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work is a professional activity based on the approach of “helping people to help themselves” (Stroup). Social work education and practice both are based on humanitarian philosophy in which social workers try to increase the happiness of the society and to reduce the problems of society. Labour welfare is a specialised field of social work which especially focuses on welfare of organised and unorganised labour. In India labour is facing numerous problems in both organised and unorganised sectors because of ignorance, illiteracy, high rate of unemployment etc. In most of the Indian social work institutions we have this specialization with different names like Human Resource Management or Industrial Relation and Personnel Management or Industrial Relations and Labour Welfare or Industrial Social Work etc. Field work practice is integrated part of social work education curriculum in all specialised field. In India we have different field work practice models being followed in different institutions. The main objective of this paper is to prepare a universal field work practicum model in the field of labour welfare. This paper is exploratory in nature, researcher used personal experience and secondary data (model of field work practice in different institutions like Aligarh Muslim University, Pondicherry University, Central University of Karnataka, University of Lucknow, MJP Rohilkhand University Bareilly etc.) Researcher found that there is an immediate need to upgrade the curriculum or field work practice in this particular field, as more than 40 percent of total population engaged in either unorganised or organised sector (NSSO 2011-12) and they are not aware about their rights. In this way a social worker can play an important role in existing labour welfare facilities by making them aware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=field%20work" title="field work">field work</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20welfare" title=" labour welfare"> labour welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=organised%20labour" title=" organised labour"> organised labour</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title=" social work practice"> social work practice</a>, <a href="https://publications.waset.org/abstracts/search?q=unorganised%20labour" title=" unorganised labour"> unorganised labour</a> </p> <a href="https://publications.waset.org/abstracts/69886/social-work-practice-to-labour-welfare-a-proposed-model-of-field-work-practicum-and-role-of-social-worker-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24495</span> Moving beyond the Social Model of Disability by Engaging in Anti-Oppressive Social Work Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20Carter">Irene Carter</a>, <a href="https://publications.waset.org/abstracts/search?q=Roy%20Hanes"> Roy Hanes</a>, <a href="https://publications.waset.org/abstracts/search?q=Judy%20MacDonald"> Judy MacDonald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Considering that disability is universal and people with disabilities are part of all societies; that there is a connection between the disabled individual and the societal; and that it is society and social arrangements that disable people with impairments, contemporary disability discourse emphasizes the social model of disability to counter medical and rehabilitative models of disability. However, the social model does not go far enough in addressing the issues of oppression and inclusion. The authors indicate that the social model does not specifically or adequately denote the oppression of persons with disabilities, which is a central component of progressive social work practice with people with disabilities. The social model of disability does not go far enough in deconstructing disability and offering social workers, as well as people with disabilities a way of moving forward in terms of practice anchored in individual, familial and societal change. The social model of disability is expanded by incorporating principles of anti-oppression social work practice. Although the contextual analysis of the social model of disability is an important component there remains a need for social workers to provide service to individuals and their families, which will be illustrated through anti-oppressive practice (AOP). By applying an anti-oppressive model of practice to the above definitions, the authors not only deconstruct disability paradigms but illustrate how AOP offers a framework for social workers to engage with people with disabilities at the individual, familial and community levels of practice, promoting an emancipatory focus in working with people with disabilities. An anti- social- oppression social work model of disability connects the day-to-day hardships of people with disabilities to the direct consequence of oppression in the form of ableism. AOP theory finds many of its basic concepts within social-oppression theory and the social model of disability. It is often the case that practitioners, including social workers and psychologists, define people with disabilities’ as having or being a problem with the focus placed upon adjustment and coping. A case example will be used to illustrate how an AOP paradigm offers social work a more comprehensive and critical analysis and practice model for social work practice with and for people with disabilities than the traditional medical model, rehabilitative and social model approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-oppressive%20practice" title="anti-oppressive practice">anti-oppressive practice</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20with%20disabilities" title=" people with disabilities"> people with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20model%20of%20disability" title=" social model of disability"> social model of disability</a> </p> <a href="https://publications.waset.org/abstracts/60774/moving-beyond-the-social-model-of-disability-by-engaging-in-anti-oppressive-social-work-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1083</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24494</span> Social Work in Rehabilitation: Improving Practice Through Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Poglajen%20Andrej">Poglajen Andrej</a>, <a href="https://publications.waset.org/abstracts/search?q=Male%C4%8Dihar%20%C5%A0pela"> Malečihar Špela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work in rehabilitation needs constant development and embetterment of its practitioners. This became even more evident during the covid pandemic at times when outside sources of help, care and support were non-existent, or the access to such sources was severely limited. Social workers are, at our core, researchers of the rehabilitated world – from a personal and intrapersonal to a systematic perspective. This is also why a method of research was used in order to see if clinical social work practice can be further improved. The first stage of research showcased how action research and social work practice share many of the core values, whereas the Implementation of the new behaviour principle was severely lacking and thus became the main focus of the follow-up research. Twenty randomly selected case files of clinical social work practice in rehabilitation were qualitatively analyzed and potential benefits of action research on practice were assessed in the process of intervention while also getting feedback of the usefulness by the patients themselves using pre and post evaluation forms where a mixed-method approach was used. Implementation of new behaviour principle was recognized as a potential, improving factor of clinical social work practice in most analyzed cases, while it wasn’t deemed necessary in all of them. Potential improvements of newly implemented behaviour span across different areas of life and were also noted in the feedback from the rehabilitates. Despite the benefits of practice embetterment, the inclusion and focus on Implementation of new behaviour principle also caused additional workload, lack of time and stressful situations for the practitioners, which showcased the need to address certain systemic obstacles in the context of social work in healthcare in Slovenia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/142511/social-work-in-rehabilitation-improving-practice-through-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24493</span> Enhancing Critical Reflective Practice in Fieldwork Education: An Exploratory Study of the Role of Social Work Agencies in the Welfare Context of Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yee-May%20Chan">Yee-May Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, it is observed that social work agencies have participated actively, and thus, have gradually been more influential in social work education in Hong Kong. The neo-liberal welfare ideologies and changing funding mode have transformed the landscape in social work practice and have also had a major influence on the fieldwork environment in Hong Kong. The aim of this research is to explore the educational role of social work agencies and examine in particular whether they are able to enhance or hinder critical reflective learning in fieldwork. In-depth interviews with 15 frontline social workers and managers in different social work agencies were conducted to collect their views and experience in helping social work students in fieldwork. The overall findings revealed that under the current social welfare context most social workers consider that the most important role of social work agencies in fieldwork is to help students prepare to fit-in the practice requirements and work within agencies’ boundary. The fit-for-purpose and down-to-earth view of fieldwork practice is seen as prevalent among most social workers. This narrow perception of agency’s role seems to be more favourable to competence-based approaches. In contrast, though critical reflection has been seen as important in addressing the changing needs of service users, the role of enhancing critical reflective learning has not been clearly expected or understood by most agency workers. The notion of critical reflection, if considered, has been narrowly perceived in fieldwork learning. The findings suggest that the importance of critical reflection is found to be subordinate to that of practice competence. The lack of critical reflection in the field is somehow embedded in the competence-based social work practice. In general, social work students’ critical reflection has not been adequately supported or enhanced in fieldwork agencies, nor critical reflective practice has been encouraged in fieldwork process. To address this situation, the role of social work agencies in fieldwork should be re-examined. To maximise critical reflective learning in the field, critical reflection as an avowed objective in fieldwork learning should be clearly stated. Concrete suggestions are made to help fieldwork agencies become more prepared to critical reflective learning. It is expected that the research can help social work communities to reflect upon the current realities of fieldwork context and to identify ways to strengthen agencies’ capacities to enhance critical reflective learning and practice of social work students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence-based%20social%20work" title="competence-based social work">competence-based social work</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflective%20learning" title=" critical reflective learning"> critical reflective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork%20agencies" title=" fieldwork agencies"> fieldwork agencies</a>, <a href="https://publications.waset.org/abstracts/search?q=neo-liberal%20welfare" title=" neo-liberal welfare"> neo-liberal welfare</a> </p> <a href="https://publications.waset.org/abstracts/62210/enhancing-critical-reflective-practice-in-fieldwork-education-an-exploratory-study-of-the-role-of-social-work-agencies-in-the-welfare-context-of-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24492</span> Practice Educators' Perspective: Placement Challenges in Social Work Education in England</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuet%20Wah%20Echo%20Yeung">Yuet Wah Echo Yeung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practice learning is an important component of social work education. Practice educators are charged with the responsibility to support and enable learning while students are on placement. They also play a key role in teaching students to integrate theory and practice, as well as assessing their performance. Current literature highlights the structural factors that make it difficult for practice educators to create a positive learning environment for students. Practice educators find it difficult to give sufficient attention to their students because of the lack of workload relief, the increasing emphasis on managerialism and bureaucratisation, and a range of competing organisational and professional demands. This paper reports the challenges practice educators face and how they manage these challenges in this context. Semi-structured face-to-face interviews were conducted with thirteen practice educators who support students in statutory and voluntary social care settings in the Northwest of England. Interviews were conducted between April and July 2017 and each interview lasted about 40 minutes. All interviews were recorded and transcribed. All practice educators are experienced social work practitioners with practice experience ranging from 6 to 42 years. On average they have acted as practice educators for 13 years and all together have supported 386 students. Our findings reveal that apart from the structural factors that impact how practice educators perform their roles, they also faced other challenges when supporting students on placement. They include difficulty in engaging resistant students, complexity in managing power dynamics in the context of practice learning, and managing the dilemmas of fostering a positive relationship with students whilst giving critical feedback. Suggestions to enhance the practice educators’ role include support from organisations and social work teams; effective communication with university tutors, and a forum for practice educators to share good practice and discuss placement issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=placement%20challenges" title=" placement challenges"> placement challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20educator" title=" practice educator"> practice educator</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20learning" title=" practice learning"> practice learning</a> </p> <a href="https://publications.waset.org/abstracts/84577/practice-educators-perspective-placement-challenges-in-social-work-education-in-england" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24491</span> Responding to the Mental Health Service Needs of Rural-to-Urban Migrant Workers in China: Current Situation and Future Directions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yujun%20Liu">Yujun Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Maosheng%20Ran"> Maosheng Ran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Chinese rural-to-urban migrant workers’ mental health problems raise attentions from different social sectors. However, situation of present mental health services provided to this population has not been discovered. This study attempts to describe the current mental health service situation, identify the gaps and give the future directions based on the quantitative data. Methods: Questionnaire surveys were conducted among 2017 rural-to-urban migrant workers in 13 cities and 100 social work service organizations in 5 cities in 2014. Data was collected by face-to-face structured interview by trained interviewers. Findings: Migrant workers’ mental health status was not good. Compared to the severity of mental distress, mental health service for this population was lacking and insufficient, which accounted for only 14.4% of all services in our sample. And the group work and case work were the most frequently-used methods. By estimating a series of regression models, we revealed that life experiences and working conditions were significantly associated with migrant workers’ mental health status. Therefore, the macro social work practices aimed at this whole group were advocated to promote their mental wellbeing. That is, practitioners should not only focus on the improvement of migrant workers’ emotion management capacity, but also pay attention to raise awareness and improve their living and working condition; not only concentrate on the solving of individuals’ dilemma, but also promote gradual reformation of present labor regime and hukou system in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20rural-to-urban%20migrant%20workers" title="Chinese rural-to-urban migrant workers">Chinese rural-to-urban migrant workers</a>, <a href="https://publications.waset.org/abstracts/search?q=macro%20social%20work%20practice" title=" macro social work practice"> macro social work practice</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20service%20needs" title=" mental health service needs"> mental health service needs</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20status" title=" mental health status"> mental health status</a> </p> <a href="https://publications.waset.org/abstracts/86332/responding-to-the-mental-health-service-needs-of-rural-to-urban-migrant-workers-in-china-current-situation-and-future-directions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24490</span> Macro Corruption: A Conceptual Analysis of Its Dimensions and Forward and Backward Linkages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Sakr%20Ashour">Ahmed Sakr Ashour</a>, <a href="https://publications.waset.org/abstracts/search?q=Hoda%20Saad%20AboRemila"> Hoda Saad AboRemila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An attempt was made to fill the gap in the macro analysis of corruption by suggesting a conceptual framework that differentiates four types of macro corruption: state capture, political, bureaucratic and financial/corporate. The economic consequences or forward linkages (growth, inclusiveness and sustainability of development) and macro institutional determinants constituting the backward linkages of each type were delineated. The research implications of the macro perspective and proposed framework were discussed. Implications of the findings for theory, research and reform policies addressing macro corruption issues were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20growth" title="economic growth">economic growth</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20growth" title=" inclusive growth"> inclusive growth</a>, <a href="https://publications.waset.org/abstracts/search?q=macro%20corruption" title=" macro corruption"> macro corruption</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/99102/macro-corruption-a-conceptual-analysis-of-its-dimensions-and-forward-and-backward-linkages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24489</span> Educating for Acceptance or Action: Bachelor of Social Work Education in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Radian">Elizabeth Radian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a challenging era of neoliberalism and managerialism in social services, the status of Canadian social work education at the Bachelor of Social Work level (BSW) was examined to determine how prepared students were to practice in a time of resource cutbacks and insecurity. Curricula in BSW programs was the focus as this generalist degree results in the greatest number of social work graduates in Canada, most of whom work at the front lines in service delivery. The study reviewed the practice frameworks that students in BSW programs were exposed to. Traditionally, schools of social work have embraced two major practice frameworks. The person in environment framework is a well-established practice framework taught in most schools. The framework offers some focus on smaller scale social change, tweaking existing arrangements and is more accepting of the status quo. An alternate practice framework taught in fewer schools has been described as a structural, progressive or anti oppressive framework. This latter framework challenges the status quo, is focused on social justice and social transformation, often incorporating social action strategies to ensure marginalized voices are heard. Using a content analysis methodology of keywords and phrases to delineate framework orientation, practice frameworks articulated in the curricula were determined by reviewing the mission/mandate of schools offering a BSW degree, their core course outlines and core course textbooks. Social action, as one strategy for initiating social change and transformation was considered. Initial research for 28 schools was completed in 2000, with follow up replications of the initial study in 2005 and 2014. These earlier studies displayed that the dominant practice framework taught in BSW programs was the person in environment framework. A lesser number of schools were categorized as primarily offering a structural, progressive or anti oppressive framework. The findings from the current study of 39 Canadian schools of social work are considered to determine how prominent structural, progressive and anti oppressive frameworks exist in current BSW curricula. This study can assist in contemplating the question – are we educating future practitioners for acceptance or action. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education%20and%20pedagogy" title="social work education and pedagogy">social work education and pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20change" title=" social change"> social change</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20services" title=" social services"> social services</a> </p> <a href="https://publications.waset.org/abstracts/71116/educating-for-acceptance-or-action-bachelor-of-social-work-education-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24488</span> A Discourse Study of Multimodal Intertextuality in Egyptian Social Media Memes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ola%20Hafez">Ola Hafez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the way selected Egyptian digitally mediated memes utilize intertextuality as a means of expression. It is motivated by the emerging digital socio-political humorous practice using various forms of political commentary in Egyptian social media. One of these forms involves the use of memes incorporating (often doctored) video frames taken from Egyptian plays, films and songs, and relocated in a different socio-political context, often with a caption that re-appropriates the frame for the purpose of critical commentary, thus juxtaposing the socio-political phenomena being addressed and the Egyptian artistic and cultural heritage. The paper presents a discourse study of a convenience sample of a recent social media campaign and carries out two levels of analysis. At the micro level, the study pinpoints the various modes of intertextuality employed, including verbal as well as visual intertextuality in the light of the work of social semiotics by Kress and van Leeuwen. At the macro level, the paper sheds light on the socio-political implications of such practice in the light of Political Discourse Analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitally%20mediated%20discourse" title="digitally mediated discourse">digitally mediated discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20Arabic" title=" Egyptian Arabic"> Egyptian Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=intertextuality" title=" intertextuality"> intertextuality</a>, <a href="https://publications.waset.org/abstracts/search?q=memes" title=" memes"> memes</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodality" title=" multimodality"> multimodality</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20discourse%20analysis" title=" political discourse analysis"> political discourse analysis</a> </p> <a href="https://publications.waset.org/abstracts/101735/a-discourse-study-of-multimodal-intertextuality-in-egyptian-social-media-memes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">217</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24487</span> Issues and Challenges in Social Work Field Education: The Field Coordinator's Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tracy%20B.E.%20Omorogiuwa">Tracy B.E. Omorogiuwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding the role of social work in improving societal well-being cannot be separated from the place of field education, which is an integral aspect of social work education. Field learning provides students with knowledge and opportunities to experience solving issues in the field and giving them a clue of the practice situation. Despite being a crucial component in social work curriculum, field education occupies a large space in learning outcome, given the issues and challenges pertaining to its purpose and significance in the society. The drive of this paper is to provide insight on the specific ways in which field education has been conceived, realized and valued in the society. Emphasis is on the significance of field instruction; the link with classroom learning; and the structure of field experience in social work education. Given documented analysis and experience, this study intends to contribute to the development of social work curriculum, by analyzing the pattern, issues and challenges fronting the social work field education in the University of Benin, Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20education" title=" field education"> field education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a> </p> <a href="https://publications.waset.org/abstracts/76258/issues-and-challenges-in-social-work-field-education-the-field-coordinators-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24486</span> Effects of the Macro-Scale Investments/Projects to Planning System in Izmir</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neslihan%20Karatas">Neslihan Karatas</a>, <a href="https://publications.waset.org/abstracts/search?q=Sibel%20Ecemis%20Kilic"> Sibel Ecemis Kilic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to examine macro-scale plans and projects/investments which have been prepared for İzmir since The Republican Period. Macro projects that were proposed by central government, local government, industry and urban actors such as the chamber of commerce will be discussed and these projects and its reflections to the city's macro scale planning decisions will be evaluated based on existing development. Effects of macro plans, the related private and public investments, the developments of unplanned/specific projects to the current city form will be discussed. The factors and plans which determine urban form and the problems caused by unanticipated/uncontrolled developments will be evaluated. The proposals will be developed about more efficient planning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Izmir" title="Izmir">Izmir</a>, <a href="https://publications.waset.org/abstracts/search?q=macro%20projects" title=" macro projects"> macro projects</a>, <a href="https://publications.waset.org/abstracts/search?q=macro%20investments" title=" macro investments"> macro investments</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning "> planning </a> </p> <a href="https://publications.waset.org/abstracts/22308/effects-of-the-macro-scale-investmentsprojects-to-planning-system-in-izmir" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">591</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24485</span> The Influence of Nyerere in Integrating Ubuntu Knowledge and Social Work in Tanzania – A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meinrad%20Haule%20Lembuka">Meinrad Haule Lembuka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ubuntu is an African philosophy and model with the meaning of 'humanity to others' or 'care for other’s needs because of the guiding principle of interdependence’ that embraces collective and holistic efforts in development through the human face. The study uses a literature review method reflecting Julius Nyerere’s contributions in realizing Ubuntu and social work practice. Nyerere strived to restore Africa development in the lens of humanism through the values of solidarity, communal participation, compassion, care, justice etc; He later founded developmental social work through Ujamaa model, educational for self reliance and African dignity. Nyerere was against post-colonial syndromes through African socialism that envisioned values and principles of social work to provide social justice, human dignity, social change and social development. Also, he managed to serve the primary mission of the social work profession to enhance human wellbeing and help meet basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty with African Ubuntu practice of equal distribution of resources. Nyerere further endorsed social work legal framework that embraced universal human rights: service, equality, social justice, and human dignity, Importance of human relationship, integrity and competence. Nyerere proved that Indigenous model can work with formal system like Social work profession. In 2014 the National Heritage Council of South Africa (NHC) honored him an Award of African Ubuntu champion. Nyerere strongly upheld to be an ambassador of social work through his remarkably contributions in developmental social work (Ujamaa model), social change, human dignity, equality, social unity and social justice in Africa and globe at large. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ubuntu" title="ubuntu">ubuntu</a>, <a href="https://publications.waset.org/abstracts/search?q=Indiginious%20knowledge" title=" Indiginious knowledge"> Indiginious knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=Indiginious%20social%20work" title=" Indiginious social work"> Indiginious social work</a>, <a href="https://publications.waset.org/abstracts/search?q=ubuntu%20social%20work" title=" ubuntu social work"> ubuntu social work</a> </p> <a href="https://publications.waset.org/abstracts/172532/the-influence-of-nyerere-in-integrating-ubuntu-knowledge-and-social-work-in-tanzania-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172532.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24484</span> Rethinking Social Work Practice with Immigrants in Child Welfare Services: The Case of Norway</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayan%20Handulle">Ayan Handulle</a>, <a href="https://publications.waset.org/abstracts/search?q=Memory%20J.%20Tembo-Pankuku"> Memory J. Tembo-Pankuku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social work profession utilizes Western and Eurocentric perspectives on social structures, culture, history, belief systems, and education. This affects social work practice with indigenous groups as well as other minorities who have different perspectives. Some of the challenges that characterize social work with families, especially immigrants in western countries, are a result of different world views on child-rearing practices in the global north and the global south. A shift towards cultural sensitivity and the promotion of cultural competence has been a move towards addressing some of the challenges in child welfare practice with immigrants. However, emphasis on cultural differences presents other challenges of stereotyping and discrimination, which call for the examination of current practices to fit other groups of people. In this paper, we introduce the need for emancipatory social work in child welfare practice with immigrant parents. Emancipatory social work is directed at heightening awareness of external sources of oppression and/or privilege that hold the possibility of increasing self-esteem and courage to confront structural sources of marginalization, oppression, and exclusion. This paper draws on two research projects, respectively, “Immigrant parents’ perceptions and experiences of the welfare system” and “Norwegian- Somali parents’ fears of the Norwegian Child welfare service. The first data set comprises 15 in-depth interviews with 18 nonWestern immigrant parents, representing 10 families. The second data set consists of nine months of ethnography, seven months in Oslo, and two months in Somalia among returnees from Norway. Based on these data sets, we explore how immigrant parents’ child-rearing practices might be perceived through a racialized lens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20welfare" title="child welfare">child welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrants" title=" immigrants"> immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=racialization" title=" racialization"> racialization</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/155850/rethinking-social-work-practice-with-immigrants-in-child-welfare-services-the-case-of-norway" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24483</span> The Need for Embodiment Perspectives and Somatic Methods in Social Work Curriculum: Lessons Learned from a Decade of Developing a Program to Support College Students Who Exited the State Foster Care System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yvonne%20A.%20Unrau">Yvonne A. Unrau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work education is a competency-based curriculum that relies mostly on cognitive frameworks and problem-solving models. Absent from the curriculum is knowledge and skills that draw from an embodiment perspective, especially somatic practice methods. Embodiment broadly encompasses the understanding that biological, political, historical, and social factors impact human development via changes to the nervous system. In the past 20 years, research has well-established that unresolved traumatic events, especially during childhood, negatively impacts long-term health and well-being. Furthermore, traumatic stress compromises cognitive processing and activates reflexive action such as ‘fight’ or ‘flight,’ which are the focus of somatic methods. The main objective of this paper is to show how embodiment perspectives and somatic methods can enhance social work practice overall. Using an exploratory approach, the author shares a decade-long journey that involved creating an education-support program for college students who exited the state foster care system. Personal experience, program outcomes and case study narratives revealed that ‘classical’ social work methods were insufficient to fully address the complex needs of college students who were living with complex traumatic stressors. The paper chronicles select case study scenarios and key program development milestones over a 10-year period to show the benefit of incorporating embodiment perspectives in social work practice. The lessons reveal that there is an immediate need for social work curriculum to include embodiment perspectives so that social workers may be equipped to respond competently to their many clients who live with unresolved trauma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title="social work practice">social work practice</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20curriculum" title=" social work curriculum"> social work curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=embodiment" title=" embodiment"> embodiment</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20stress" title=" traumatic stress"> traumatic stress</a> </p> <a href="https://publications.waset.org/abstracts/111304/the-need-for-embodiment-perspectives-and-somatic-methods-in-social-work-curriculum-lessons-learned-from-a-decade-of-developing-a-program-to-support-college-students-who-exited-the-state-foster-care-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24482</span> Psychological Interventions as an Effective Treatment of Depression: A Critical Appraisal of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brid%20Joy">Brid Joy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses some major psychological interventions and critiques their effectiveness in relation to the treatment of depression. Links are made between this evidence and the social work profession. This paper reviewed the relevant literature and evidence to ascertain the effectiveness of psychological interventions in the treatment of depression. Evidence suggests that psychological interventions are effective in the treatment of depression. However, a gulf between theory and practice remains and the difficulties in implementing evidence-based practice have been documented within this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20interventions" title="psychological interventions">psychological interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a> </p> <a href="https://publications.waset.org/abstracts/48466/psychological-interventions-as-an-effective-treatment-of-depression-a-critical-appraisal-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48466.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24481</span> Competency-Based Social Work Practice and Challenges in Child Case Management: Studies in the Districts Social Welfare Services, Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sopian%20Brahim">Sopian Brahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Suhaimi%20Mohamad"> Mohd Suhaimi Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezarina%20Zakaria"> Ezarina Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Norulhuda%20Sarnon"> Norulhuda Sarnon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the practical experience of child welfare case workers and professionalism in the child case management in Malaysia. This paper discusses the specific social work practice competency and challenges faced by child caseworkers in the fieldwork. This research is qualitative with Grounded Theory approach. Four sessions of Focused Group Discussion (FGD) have been conducted involving a total of 27 caseworkers (child protector and probation officers) in the Klang Valley. The study found that the four basic principles of knowledge in child case management namely: 1. Knowledge in child case management, 2. Professional values of caseworkers towards children, 3. skills in managing cases, and 4. Culturally competence practice in child case managemenr. In addition, major challenges faced in the child case management are the capacity and commitment of the family in children's rehabilitation program, the credibility of the case worker are being challenge and challenges in support system from intra and inter-agency. This study is important for policy makers to take into account the capacity and needs of the child's case worker in accordance with national social work competency framework thereby improving case management services for children more systematically in line with national standards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title="social work practice">social work practice</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20case%20management" title=" child case management"> child case management</a>, <a href="https://publications.waset.org/abstracts/search?q=competency-based%20knowledge" title=" competency-based knowledge"> competency-based knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/30393/competency-based-social-work-practice-and-challenges-in-child-case-management-studies-in-the-districts-social-welfare-services-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30393.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24480</span> Conceptualizing Notions of Poverty in Graduate Social Work Education: Contextualizing the Formation of the ‘Social Worker’ Subjectivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emily%20Carrothers">Emily Carrothers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research takes a critical look at the development of the social worker subjectivity, particularly in Canada. Through an interrogation of required graduate course texts, this paper explicates the discursive formation, orientation, and maintenance of the social worker subject and the conceptualizations of poverty in graduate social work education. This research aims to advance understandings of power and ideology in social work graduate texts and formations of particular dominant constructions of poverty and social worker subjectivity. Guiding questions for this inquiry include: What are social workers being oriented to? What are social workers being oriented away from? How is poverty theorized, discussed and/or attached to social location in social work education? And, how are social workers implicated in contesting or reinforcing poverty? Using critical discourse analysis, 6 texts were analyzed with a particular focus on ways in which notions of poverty are discursively represented and ways in which notions of the formation of the social worker were approached. This revealed that discursively underpinning social work in anti-oppressive practice (AOP) can work to reify hierarchal structures of power that orient social workers away from structural poverty reduction strategies and towards punitive interactions with those that experience poverty and multiple forms of marginalization. This highlights that the social worker subjectivity is formed in opposition to the client, with graduate texts constructing the social worker as an expert in client’s lives and experiences even more so than the client. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canada" title="Canada">Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=subjectivity" title=" subjectivity"> subjectivity</a> </p> <a href="https://publications.waset.org/abstracts/101780/conceptualizing-notions-of-poverty-in-graduate-social-work-education-contextualizing-the-formation-of-the-social-worker-subjectivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24479</span> Site-based Internship Experiences: From Research to Implementation and Community Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20Sundvall">Jamie Sundvall</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Jennings"> Lisa Jennings</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Site based field internship learning (SBL) is an educational approach within a Master’s of Social Work (MSW) university field placement department that promotes a more streamlined approach to the integration of theory and evidence based practices for social work students. The SBL model is founded on research in the field, consideration of current work force needs, United States national trends of MSW graduate skill and knowledge deficits, educational trends in students pursing a master’s degree in social work, and current social problems that require unique problem solving skills. This study explores the use of site-based learning in a hybrid social work program. In this setting, site based learning pairs online education courses and social work field education to create training opportunities for social work students within their own community and cultural context. Students engage in coursework in an online setting with both synchronous and asynchronous features that facilitate development of core competencies for MSW students. Through the SBL model, students are then partnered with faculty in a virtual course room and a university vetted site within their community. The study explores how this model of learning creates community partnerships, through which students engage in a learning loop to develop social work skills, while preparing students to address current community, social, and global issues with the engagement of technology. The goal of SBL is to more effectively equip social work students for practice according to current workforce demands, provide access to education and care to populations who have limited access, and create self-sustainable partnerships. Further, the model helps students learn integration of evidence based practices and helps instructors more effectively teach integration of ethics into practice. The study found that the SBL model increases the influence and professional relevance of the social work profession, and ultimately facilitates stronger approaches to integrating theory into practice. Current implementation of the practice in the United States will be presented in the study. dditionally, future research conceptualization of SBL models will be presented, in order to collaborate on advancing best approaches of translating theory into practice, according to the current needs of the profession and needs of social work students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork" title=" fieldwork"> fieldwork</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=site-based%20learning" title=" site-based learning"> site-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/96368/site-based-internship-experiences-from-research-to-implementation-and-community-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24478</span> Young Women in Residential Care: The Interplay between Dominant Narratives and Personal Stories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Marlow">M. A. Marlow</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20S%C3%B8rly"> R. Sørly</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20K.%20Kaatrakoski"> H. K. Kaatrakoski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work practice produces and circulates dominant narratives of young women in residential care. These stories are characterised by negative descriptions and hopelessness while dismissing the capabilities of narrative practice. This paper gives an account of how young women with histories in residential care can resist the dominant narratives. The analysis is based on a study of five young women aged 17 to 26 years old with different backgrounds and experiences with Norwegian residential care. The meaning of the context is analysed based on two interviews that were completed and one that was cancelled in the field. The contextual narrative analysis was oriented around the understanding of stories as performances and provided insight into a possible future storytelling practice in social work. The first author’s field notes are included as part of the data material in the analysis and provide a picture of important knowledge development related to stories and the value of being able to tell one’s own experiences. Faced with the dominant narratives that define young women with negative experiences with residential care, we provide a more contextualised understanding of storytelling as a possibility for positive change. To allow young women to create new stories from their lives, we, as both social workers and researchers, must be aware of what kinds of stories we relate to our own practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context%20analysis" title="context analysis">context analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20research" title=" narrative research"> narrative research</a>, <a href="https://publications.waset.org/abstracts/search?q=rejection" title=" rejection"> rejection</a>, <a href="https://publications.waset.org/abstracts/search?q=residential%20care" title=" residential care"> residential care</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title=" social work practice"> social work practice</a> </p> <a href="https://publications.waset.org/abstracts/156177/young-women-in-residential-care-the-interplay-between-dominant-narratives-and-personal-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24477</span> Education For Social Justice: A Comparative Study of University Teachers' Conceptions and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Digby%20Warren">Digby Warren</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiri%20Kropac"> Jiri Kropac</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This comparative study seeks to develop a deeper understanding of what is meant by “education for social justice” (ESJ) - an aspiration articulated by universities, though often without much definition. The research methodology involved thematic analysis of data from in-depth interviews with academics (voluntary participants) in different disciplines and institutions in the UK, Czech Republic and other EU countries. The interviews explored lecturers’ conceptions of ESJ, their practice of it, and associated challenges and enabling factors. Main findings are that ESJ is construed as provision of equitable and conscientising education opportunities that run across the whole higher education (HE) journey, from widening access to HE to stimulating critical learning and awareness that can empower graduates to transform their lives and societies. Teaching practice featured study of topics related to social justice; collaborative and creative learning activities, and assignments offering choice and connection to students’ realities. Student responses could be mixed, occasionally resistant, but mostly positive in terms of gaining increased confidence and awareness of equality and social responsibility. Influences at the macro, meso and mico level could support or limit scope for ESJ. Overall, the study highlights the strong, values-based commitment of HE teachers to facilitating student learning engagement, wellbeing and development towards building a better world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a> </p> <a href="https://publications.waset.org/abstracts/162690/education-for-social-justice-a-comparative-study-of-university-teachers-conceptions-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162690.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24476</span> Sustainable Micro Architecture: A Pattern for Urban Release Areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saber%20Fatourechian">Saber Fatourechian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People within modern cities have faced macro urban values spreads rapidly through current style of living. Unexpected phenomena without any specific features of micro scale, humanity and urban social/cultural patterns. The gap between micro and macro scale is unidentified and people could not recognize where they are especially in the interaction between life and city. Urban life details were verified. Micro architecture is a pattern in which human activity derives from human needs in an unconscious position. Sustainable attitude via micro architecture causes flexibility in decision making through micro urbanism essentially impacts macro scale. In this paper the definition of micro architecture and its relation with city and human activity are argued, there after the interaction between micro and macro scale is presented as an effective way for urban sustainable development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=micro%20architecture" title="micro architecture">micro architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20activity" title=" human activity"> human activity</a>, <a href="https://publications.waset.org/abstracts/search?q=city" title=" city"> city</a> </p> <a href="https://publications.waset.org/abstracts/34941/sustainable-micro-architecture-a-pattern-for-urban-release-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">504</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24475</span> Exploring a Cross-Sectional Analysis Defining Social Work Leadership Competencies in Social Work Education and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Trevor%20Stephen">Trevor Stephen</a>, <a href="https://publications.waset.org/abstracts/search?q=Joshua%20D.%20Aceves"> Joshua D. Aceves</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Guyer"> David Guyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Jona%20Jacobson"> Jona Jacobson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a profession, social work has much to offer individuals, groups, and organizations. A multidisciplinary approach to understanding and solving complex challenges and a commitment to developing and training ethical practitioners outlines characteristics of a profession embedded with leadership skills. This presentation will take an overview of the historical context of social work leadership, examine social work as a unique leadership model composed of its qualities and theories that inform effective leadership capability as it relates to our code of ethics. Reflect critically on leadership theories and their foundational comparison. Finally, a look at recommendations and implementation to social work education and practice. Similar to defining leadership, there is no universally accepted definition of social work leadership. However, some distinct traits and characteristics are essential. Recent studies help set the stage for this research proposal because they measure views on effective social work leadership among social work and non-social leaders and followers. However, this research is interested in working backward from that approach and examining social workers' leadership preparedness perspectives based solely on social work training, competencies, values, and ethics. Social workers understand how to change complex structures and challenge resistance to change to improve the well-being of organizations and those they serve. Furthermore, previous studies align with the idea of practitioners assessing their skill and capacity to engage in leadership but not to lead. In addition, this research is significant because it explores aspiring social work leaders' competence to translate social work practice into direct leadership skills. The research question seeks to answer whether social work training and competencies are sufficient to determine whether social workers believe they possess the capacity and skill to engage in leadership practice. Aim 1: Assess whether social workers have the capacity and skills to assume leadership roles. Aim 2: Evaluate how the development of social workers is sufficient in defining leadership. This research intends to reframe the misconception that social workers do not possess the capacity and skills to be effective leaders. On the contrary, social work encompasses a framework dedicated to lifelong development and growth. Social workers must be skilled, competent, ethical, supportive, and empathic. These are all qualities and traits of effective leadership, whereas leaders are in relation with others and embody partnership and collaboration with followers and stakeholders. The proposed study is a cross-sectional quasi-experimental survey design that will include the distribution of a multi-level social work leadership model and assessment tool. The assessment tool aims to help define leadership in social work using a Likert scale model. A cross-sectional research design is appropriate for answering the research questions because the measurement survey will help gather data using a structured tool. Other than the proposed social work leadership measurement tool, there is no other mechanism based on social work theory and designed to measure the capacity and skill of social work leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20competencies" title="leadership competencies">leadership competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20education" title=" leadership education"> leadership education</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-level%20social%20work%20leadership%20model" title=" multi-level social work leadership model"> multi-level social work leadership model</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20core%20values" title=" social work core values"> social work core values</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20leadership" title=" social work leadership"> social work leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20leadership%20education" title=" social work leadership education"> social work leadership education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20leadership%20measurement%20tool" title=" social work leadership measurement tool"> social work leadership measurement tool</a> </p> <a href="https://publications.waset.org/abstracts/143027/exploring-a-cross-sectional-analysis-defining-social-work-leadership-competencies-in-social-work-education-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24474</span> Working with Interpreters: Using Role Play to Teach Social Work Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuet%20Wah%20Echo%20Yeung">Yuet Wah Echo Yeung </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Working with people from minority ethnic groups, refugees and asylum seeking communities who have limited proficiency in the language of the host country often presents a major challenge for social workers. Because of language differences, social workers need to work with interpreters to ensure accurate information is collected for their assessment and intervention. Drawing from social learning theory, this paper discusses how role play was used as an experiential learning exercise in a training session to help social work students develop skills when working with interpreters. Social learning theory posits that learning is a cognitive process that takes place in a social context when people observe, imitate and model others’ behaviours. The roleplay also helped students understand the role of the interpreter and the challenges they may face when they rely on interpreters to communicate with service users and their family. The first part of the session involved role play. A tutor played the role of social worker and deliberately behaved in an unprofessional manner and used inappropriate body language when working alongside the interpreter during a home visit. The purpose of the roleplay is not to provide a positive role model for students to ‘imitate’ social worker’s behaviours. Rather it aims to active and provoke internal thinking process and encourages students to critically consider the impacts of poor practice on relationship building and the intervention process. Having critically reflected on the implications for poor practice, students were then asked to play the role of social worker and demonstrate what good practice should look like. At the end of the session, students remarked that they learnt a lot by observing the good and bad example; it showed them what not to do. The exercise served to remind students how practitioners can easily slip into bad habits and of the importance of respect for the cultural difference when working with people from different cultural backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=role%20play" title="role play">role play</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning%20theory" title=" social learning theory"> social learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20practice" title=" social work practice"> social work practice</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20with%20interpreters" title=" working with interpreters"> working with interpreters</a> </p> <a href="https://publications.waset.org/abstracts/84430/working-with-interpreters-using-role-play-to-teach-social-work-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24473</span> Developmental Social Work: A Derailed Post-Apartheid Development Approach in South Africa </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Mbecke">P. Mbecke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental social welfare implemented through developmental social work is being applauded internationally as an approach that facilitates social development theory and practice. However, twenty-two years into democracy, there are no tangible evidences that the much-desired developmental social welfare approach has assisted the post-apartheid macroeconomic policy frameworks in addressing poverty and inequality, thus, the derailment of the post-apartheid development approach in South Africa. Based on the implementation research theory, and the literature review technique, this paper recognizes social work as a principal role-player in social development. It recommends the redesign and implementation of an effective developmental social welfare approach with specific strategies, programs, activities and sufficient resources aligned to and appropriate in delivering on the promises of the government’s macroeconomic policy frameworks. Such approach should be implemented by skilled and dedicated developmental social workers in order to achieve transformation in South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apartheid" title="apartheid">apartheid</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20social%20welfare" title=" developmental social welfare"> developmental social welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20social%20work" title=" developmental social work"> developmental social work</a>, <a href="https://publications.waset.org/abstracts/search?q=inequality" title=" inequality"> inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty%20alleviation" title=" poverty alleviation"> poverty alleviation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20development" title=" social development"> social development</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/53949/developmental-social-work-a-derailed-post-apartheid-development-approach-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53949.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24472</span> The International Field Placement: Experience in Vietnam Social Work International Placement Programme</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngo%20Thi%20Thanh%20Mai">Ngo Thi Thanh Mai</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thu%20Ha"> Nguyen Thu Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Frances%20Crawford"> Frances Crawford</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demand for developing international social work field education is on the rise. Global foreign universities have considered international collaboration and cross-cultural perspective as an essential part of their social work training curriculum. International placement program at Faculty of Social Work (FSW), Hanoi National University of Education (HNUE) has met the need of international social work students, as well as the institutions involved in achieving social work professional social work knowledge in the Vietnamese context. This program has also lead to a long-term collaboration between HNUE and several global institutions in developing social work education, research and practice skill. This paper focuses on the benefits and challenges of students who involved in the global placement programme at Faculty of Social Work (FSW), Hanoi National University of Education (HNUE) and content of international field education provided to the international students based on the experience of the authors. Study results indicated that the participants have opportunity them to explore a new culture and social work system abroad especially in the Vietnamese context. However, there are still difficulties that international students have to face during different phases of the exchange process such as language and communication barriers, cultural value differences, insufficient support and supervision during placement. Basing on these results, the authors intend to propose some recommendations to enhance the programme activities such as pre-departure orientation, support and supervision during placement, cultural exchange and follow-up activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20placement" title=" international placement"> international placement</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20placement" title=" field placement"> field placement</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/98984/the-international-field-placement-experience-in-vietnam-social-work-international-placement-programme" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=macro%20social%20work%20practice&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=macro%20social%20work%20practice&page=3">3</a></li> <li class="page-item"><a class="page-link" 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