Lesley Hewitt

Relief daycare: A role in preventing child abuse. The case emerging from the literature

This article examines the assumptions linking stress and the lack of social support to the need for relief child daycare. The literature reviewed finds support for the view that such daycare can be a useful preventative intervention. It is a valid option to consider among the range of family supports, given accelerating rates of child abuse reports.

Groupwork with Mothers of Incestuously Abused Children

This paper describes a groupwork process with women whose children have been incestuously abused. It is suggested that groupwork with these women is an effective intervention technique, as part of an overall treatment plan for families where incest occurs.

Predictors of attitudes to e‐learning of Australian health care students

Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.

Practice experience and social work education

Abstract This paper examines the arguments that are often put in favour of social work academics having direct practice experience in order to enhance their teaching effectiveness. The paper looks at the number of ways that social work academics can gain up to date knowledge of practice developments and explores what constitutes an effective teacher. It concludes that recent direct practice experience will be of limited use in assisting social work academics to become effective teachers and that there are other ways that academics can become aware of practice developments that are in line with the other professional requirements on academics such as research and knowledge generation.

When partnership is difficult: Working with abused mothers of abused children

Abstract In recent years a great deal of attention has been given to the links between the various forms of child abuse and family violence. This article looks at the emotional impact on women of experiencing violence and suggests a model of thought reform that describes these womens experience. The implications for social work practitioners in working with these women and their children is discussed. It is argued that if women have experienced the thought reform process described, then it will be difficult for them to act in ways that will enable them to effectively protect their children.

Helping children who have experienced family violence: A discussion of the issues raised by the PARKAS program

This paper looks at some of the difficulties that practitioners face when developing intervention programs for children who have experienced abuse or family violence. It argues that different intervention strategies have developed in Australia, the USA and Britain for children who have been physically abused and for children who have been sexually abused or who have experienced family violence, and that these strategies reflect the different ways in which these problems were identified rather than being based on rigorous evaluative methodologies that identify what is actually effective in intervening in childrens lives.