Wendy Bowles

Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.

Challenges of recovery-oriented practice in inpatient mental health settings – the potential for social work leadership

Recovery-oriented practice has become the main mantra in mental health services, irrespective of the way it is understood, accepted and practised. This article aims to analyse the principles of recovery as stipulated in Australian national policies and to examine the challenges associated with implementing these in an inpatient mental health facility. Using a qualitative method incorporating a literature review, documentary analysis of policy and standards and reflections on social work practice in an inpatient facility, this analysis reveals a powerful alignment between recovery and social work principles. However, the analysis also highlights the noticeable absence of social work in contributions to the literature and research around the move to recovery-oriented practice. The paper concludes with a call to the social work profession to recognise its potential for taking a leadership role in mental health reform with participatory and person-centred approaches.

Privacy and confidentiality in social work

Abstract In the human services confidentiality is a central principle defining the relationship between the worker and the client. In this paper the authors argue that the human services have privileged the notion of confidentiality over the more fundamental right of privacy. They argue there is a persistent confusion between these two concepts and that privacy is an important but neglected ethical concept within human services. The authors discuss the relationship between privacy and confidentiality and identii some of the implications of the privacy concept for practice.

A Satellite Model for Rural and Remote Social Work Field Education

Abstract Social work field education is expanding in rural areas at a time when rural social work is under great strain. This paper discusses a new model for rural field education. In this ‘satellite’ model, the university employs local senior social workers as university liaison staff to locate, organise, resource, support and assess social work placements in their region. Based on four years’ experience, it is argued that the ‘satellite’ model addresses many barriers rural social work field education currently faces, and has the potential to improve the sustainability of rural social work. The model aims to develop stronger links between rural organisations and universities, provide better support for rural student placements and their host organisations, and strengthen rural social work practice. Benefits to students and supervisors, senior practitioners, organisations and universities are outlined. It is recommended that universities work together in rural areas to expand this model, to improve the sustainability of rural social work throughout Australia.

Is social work really greening? Exploring the place of sustainability and environment in social work codes of ethics

This article examines the extent to which issues of environmental sustainability are represented in three national social work codes of ethics – the United Kingdom, the United States and Australia. These national codes are discussed and implications for social work are analysed with a view to strengthening the profession’s position regarding environmental sustainability. Findings suggest that national codes do not include concern for environmental sustainability as a core professional concern. The authors make recommendations for developing ethical practice and further argue that the international professional body of social work, the International Federation of Social Workers (IFSW), should take a fundamental leadership role in advocating for environmental sustainability.

Exploring the Development of Professional Identity with Newly Qualified Social Workers

ABSTRACT This paper discusses the experiences of newly qualified social workers as part of a research project exploring professional identity. Drawing on literature in this area and a subset of data from a larger study involving Australian practitioners, it is argued that while several studies explore experiences of identity, the phenomenon remains under-researched, especially in Australia. Seventeen people participated in three in-depth, semistructured interviews across a 12-month period. A subset of the data explores how participants were actively motivated and benefitted from reflecting on their identities through the research process. Findings indicate newly qualified social workers appreciate meaningful opportunities to critically reflect upon their social work identities. It is concluded that further research is needed, to understand the identities and needs of newly qualified social workers in Australia.

A Developmental Approach to Recognition of Prior Learning in Social Work Field Education

ABSTRACT This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University’s experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers’ credentialist approach to RPL, Charles Sturt University’s experience is that a developmental approach is preferable and can be a transformative professional education strategy.

Expectations and responsibilities

It is increasingly recognised that expectations are integral in determining the quality of health services, because expectations strongly affect people’s experiences of health services (AIHW, 2012, p. 32). The New South Wales Ombudsman is an independent body charged with watching over public sector and many private sector organisations and their staff to make sure that they “do their jobs properly and meet their responsibilities to the community” (NSW Ombudsman, 2014).

Authentic assessment: partners in developing a web-based guide

Abstract Field education in practice settings and its assessment are essential for the education of social work students. Many challenges in providing consistent, transparent and equitable assessment in field education have been identified in the international literature. This paper discusses the findings from an Australian three stage participatory action research project between social work and teacher education which aimed to develop authentic assessment tools. This paper focuses on the social work component of the research. The research process resulted in the development of 10 generic assessment frameworks presented as an online resource (socialworkfieldassessment.net). Each framework links specific learning challenges with relevant practice standards, suggested learning strategies, types of evidence produced by these strategies and ways of making a judgement based on the evidence produced. The frameworks provide guidelines with ideas, suggestions and resources which can be adapted to specific placement contexts. By examining the frameworks utilising Darling-Hammond and Snyder’s four criteria for authentic assessment, it is concluded the frameworks contribute to authentic assessment as well as being a useful resource for assessment in field education both nationally within Australia and internationally.

A People World, Rather Than a Paper World—Bronwyn Hyde

At the time of interview, Bronwyn Hyde was the Senior Social Worker, Mental Health, at Orange Health Service in rural New South Wales. She graduated in social work in 1976 from the University of Sydney and commenced work in rural NSW with the fledgling Community Health Services, as one of two social workers within a multidisciplinary team. After gaining a diploma in education, Bronwyn was employed in the TAFE system for some years within the child studies and community services sectors, firstly as a part-time teacher and then as a full-time teacher and acting head teacher. She then returned to social work in 2001, securing a position with a child and adolescent mental health team working across both hospital and community settings in Orange. During this time she attained a Graduate Diploma in Mental Health (Child and Adolescent) from the Institute of Psychiatry, before completing her Master of Social Work (Advanced Practice) at Charles Sturt University in 2009. Prior to her return to social work in Australia Bronwyn worked as a social worker in a culturally diverse area of East London, for Newham Social Services, in the field of child protection. She is currently enrolled in the Doctor of Social Work course through Charles Sturt University and is completing her research on recovery-oriented practice within a rural mental health inpatient facility. Her thesis is entitled “The lived experience of an admission to a mental health inpatient unit—what’s recovery got to do with it?” Bronwyn’s life and practice suggests to emphatically refocus on basics: deep listening, relationship building, locating in the people world and questioning the “taken for granted” assumptions.