Search

Background: Childhood adversity is linked with mental health concerns, including complex trauma (CT), whereas positive experiences may be restorative. Treatment for CT with adolescents commonly uses therapies administered indoors. Yet outdoor adventure, being rich in positive experiences, may also be appropriate. Purpose: This article examines how adventure practices may be healing for adolescents with CT. Methodology/Approach: A scoping review of literature since 2014 on adventure therapy (AT) for 12- to 18-year-olds with CT was undertaken. Refining searches from six databases identified six texts which met inclusion criteria. A seventh paper was added manually. Findings/Conclusions: CT-informed adventure tended toward a tri-phasic approach: safety, processing, and integration. Adventure benefits included improvements in attachment, skills, schemas, and stress management. An ecological approach was identified, through the analysis, as were some well-intended but harmful practices that a human rights-based practice framework may help avoid. Implications: Adopting an ecological and human rights-based approach as frames for AT research and practice may yield new insights and enhance program effectiveness for youth with CT. This should apply to adventure generally and specifically to AT; however, more research is needed given the paucity of available texts.

Funding for homelessness services in Australia has traditionally been based on short-term contracts centred on specific outputs, rather than outcomes. However, social work research has suggested that lengthier projects with individualised responses are needed, and longer-term funding is required to align with this need. Consequently, social impact bonds (SIBs), a new method of funding programs for longer time periods, have emerged, shifting the focus away from crisis management and towards prevention by assessing service usage and savings associated with a reduction in service usage. This approach relies heavily on funding from the private sector and is conditional on services meeting specific outcomes within a time frame. It is important for social workers to understand this new funding model and its implications for social policy, as well as to critically understand its alignments with social work values and purpose. This article has reviewed literature on the outcomes of homelessness interventions and how these outcomes may inform SIB investment in future. IMPLICATIONS SIB funding has the capacity to facilitate longer term programs. SIB funding has the potential to address the largely individualised presentation and support requirements for people experiencing homelessness. Social workers need to understand SIB structures and their potential to leverage sustainable longer-term funding, but also understand tensions such as how SIBs contribute to the movement of social welfare funding towards a more neoliberalist model. [ABSTRACT FROM AUTHOR]

Background: Childhood adversity is linked with mental health concerns, including complex trauma (CT), whereas positive experiences may be restorative. Treatment for CT with adolescents commonly uses therapies administered indoors. Yet outdoor adventure, being rich in positive experiences, may also be appropriate. Purpose: This article examines how adventure practices may be healing for adolescents with CT. Methodology/Approach: A scoping review of literature since 2014 on adventure therapy (AT) for 12- to 18-year-olds with CT was undertaken. Refining searches from six databases identified six texts which met inclusion criteria. A seventh paper was added manually. Findings/Conclusions: CT-informed adventure tended toward a tri-phasic approach: safety, processing, and integration. Adventure benefits included improvements in attachment, skills, schemas, and stress management. An ecological approach was identified, through the analysis, as were some well-intended but harmful practices that a human rights-based practice framework may help avoid. Implications: Adopting an ecological and human rights-based approach as frames for AT research and practice may yield new insights and enhance program effectiveness for youth with CT. This should apply to adventure generally and specifically to AT; however, more research is needed given the paucity of available texts. [ABSTRACT FROM AUTHOR]

Women from culturally and linguistically diverse (CALD) backgrounds are particularly vulnerable to domestic and family violence, including technology-facilitated abuse. Often CALD women depend on technology to connect with support networks in their home country. Technology-facilitated abuse can be devastating and isolating. There is limited comprehensive knowledge of how technology-facilitated abuse is experienced by CALD women. This scoping review addresses this gap by exploring and analysing the available literature on technology-facilitated abuse amongst CALD women in the context of domestic and family violence. Employing a scoping review methodology, a total of nine studies were identified from a database search and other sources (including snowball, web search, and search verification processes). Studies were included if they contained the following three elements: (1) a focus on technology-facilitated abuse, (2) the inclusion of CALD women's experiences, and (3) a context of domestic and family violence (DFV). This review firstly maps the methodologies and characteristics of the studies. Second, the most common types of technology-facilitated abuse that disproportionally affect CALD women are identified together with culturally related help-seeking barriers. Areas for future research are discussed along with suggestions for improving practises and policies for prevention and intervention. [ABSTRACT FROM AUTHOR]

This article describes activities and strategies hybrid businesses use to enhance environmental wellbeing, including a mix of modelling, education, stewardship, collaboration and nature connection. It is based on a multi-case study focusing on three hybrid businesses. Observation indicated there were benefits for both the natural environment and to people involved with the organisations, suggesting caring for the environment and for people can occur concurrently. Activities described could be adopted by social workers interested in increasing environmental wellbeing and justice, including a focus on the environment in social work and promoting the implementation of an alternative social-economic world system. [ABSTRACT FROM AUTHOR]

Young people are stepping forward and engaging in or leading programs promoting climate action and sustainability. To optimize program outcomes, it is important to understand the nature of these programs, as well as their successes and enablers. Consequently, a scoping review was conducted across six databases, Taylor and Francis, Medline, Web of Science, Scopus, Sage and Wiley, to examine existing programs that promote climate change action amongst young people aged 12 to 25 years. The review sought to determine what is known about these programs and their outcomes by documenting what elements contribute to successful behavior changes in young people. Forty-eight articles were included in the review, with almost half of the studies from the United States. Eight elements recurred throughout the reviewed journal articles including intersecting external and internal factors contributing to reported behavior change. External factors included the social environment, place, knowledge, leadership and goal setting development that fostered internal factors that included, self-efficacy, identity, agency and action competence, and systems thinking. Learning from these programs to improve design and ensure sustainable outcomes is key to improving the capabilities of young people to continue responding to the climate challenge. [ABSTRACT FROM AUTHOR]

Social work practice education should be designed for sustainability and relevance in emerging and future work contexts. Changes influencing the emerging world of work including transformations in services, communication technologies, distributed working patterns, and new priorities and identities should inform the design of the integrated learning components of the curriculum. Changes influencing the future delivery of education include increased demand for flexible, collaborative, networked and digital learning; pre-existing but rapidly accelerated because of COVID-19. Together, these drivers compel us to innovate to ensure graduates are practice ready and resilient in these evolving contexts. In this analysis of social work, nursing, and allied health literature diverse approaches to integrative learning are examined, generating an evidence base for informing decision making when innovating in the design of integrative learning. This article advocates an orientation towards the future world of work and education, as a lens for reimagining integrative learning in social work. [ABSTRACT FROM AUTHOR]

The ecological crisis, marked by the Anthropocene epoch, is having a major impact on the global ecosystem, and the consequences are predicted to become increasingly severe in coming decades. The turbulence and uncertainty of the crisis means social work must begin planning, reflecting and reorientating. The first half of the article contextualises the climate crisis within neoliberal capitalism, whereas the second half proposes alternatives for social work practice that attempt to exist outside these structures. We have argued that social work should have a greater focus on developing an eco-social transition which means engaging with alternative economic systems, intentional communities, community gardens and localism. These approaches can practically espouse the profession's values whilst beginning to conceptualise a response to the climate crisis that operates outside neoliberal capitalism. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is the fourth industrial revolution, and in higher education it will fundamentally transform the work of academics and higher education administrators. AI will also have several implications for students, including a reconsideration of what sorts of skills and knowledge should be taught and developed in the academy to prepare students for digital working lives. As social work educators, we have begun to wonder what the implications of AI in the academy will have for social work education. For educators, there are implications for pedagogy that go well beyond the introduction of new digital tools that merely integrate into existing teaching models and practices. This is because AI will not simply add to existing teaching modes and practices, but will fundamentally transform teaching and learning. Drawing on recent literature and research into in AI and higher education, this article explores possible future implications for social work education. We identify the transformative and disruptive potential of AI in higher education, and consider how this intersects with the ethical and relational side of social work as a profession. Implications for social work education are canvassed [ABSTRACT FROM AUTHOR]

The aim of this study was to understand the extent, range and nature of social work research activity after natural disasters and to identify the implications for future research and practice. A Scoping review methodology framework was used search of three databases: Web of Science, ProQuest and Informit was conducted to identify relevant studies between 2000 and 2018. Selection of studies was based on empirical research about social work and natural disasters and/or authored by social workers. Study selection found a total of 38 relevant articles. Charting the data was conducted and the following areas of focus were summarised: (1) interventions relating to psychosocial care, aid work and community work; (2) the effects of disasters on people and mediators of these effects; (3) social work education and challenges in disaster relief; and (4) measuring mental health outcomes of people who have experienced a disaster event. This scoping review has established that there is a range of social work literature focused on natural disasters that primarily examines social work interventions, the effects of disasters and social work education. Future social work research and practice needs to focus on the types and timing of interventions that promote positive recovery following natural disasters. [ABSTRACT FROM AUTHOR]

A community-based research study conducted in 2004 identified a number of women from disadvantaged communities who sought mentoring in personal, educational, and vocational aspects of their lives. Informed by this earlier research, a program titled Map Your Future was developed, and a pilot mentoring program commenced in 2005. This article describes the group program that was developed to prepare the women for a mentoring relationship, and the research methodology underpinning its development. It concludes with an exploration of the women's experiences of the program. KEYWORDS. Mentoring, women, group work, community

The presence of body dissatisfaction (BD) in non-Western countries is an important area of empirical enquiry. The results reflect collectivistic and individualistic cultures of Malaysians and Australians, respectively, whereby social approval, social acceptance, and cultural values are of high importance to Malaysians compared with the more liberal attitudes of Australians with respect to health behaviours. This study sought to compare: (1) Australian and Malaysian women on BD, thin ideal internalisation, sociocultural influences, problematic weight-related behaviours, and health behaviours; and (2) the degree to which BD is associated with health behaviours (smoking, alcohol consumption, drug use, and sexual behaviours) across the two cultures. Participants were 428 Australian females and 402 Malaysian females aged 18–25 years old. Australians had higher BD, thin ideal internalisation, family and media influences, restrained eating, and poorer health behaviours, while Malaysians had higher peer influence. There was no difference for bulimic behaviours across the two countries. BD was found to have an association with use of drugs, smoking, and sexual behaviours among Malaysian women, but not for Australian participants. The permeation of Western standards of the thin ideal due to increased industrialisation, Westernisation, and modernisation has brought about bulimic behaviours in Malaysian women, similar to that of Australian women. [ABSTRACT FROM AUTHOR]

Disasters pose fundamental tests to human resilience not only for physical survival but also on socio-political civility. Internationally, armed conflict remains a significant problem for human security causing humanitarian crises, such as forced migration and food shortages. Globally, there is an increasing recognition that disasters have moved from random events of nature to an increased consciousness that human activity has escalated the frequency and severity of climate catastrophes such as wildfires, famines, storms and rising sea levels. Alongside communities, social work has a critical role to play in preparing and responding to disasters and working with people to rebuild, maintain and achieve their hopes. This article broadens social work's orientation to hope beyond the therapeutic 'installation of hope' by including emancipatory hope in the context of disasters and recovery. Drawing from Braithwaite's work, this article describes a framework for practice, which advocates for the strategic integration of cognitive change (aligned with Snyder's view of hope) and structural change (aligned with emancipatory hope) that social workers could mobilise before, during and after disasters. We argue that whilst social workers must build individual psychological hope, this cannot be done without structural change and advocacy to enable viable pathways for achieving hopes. [ABSTRACT FROM AUTHOR]

Abstract\nHighlightsAddressing the Sustainable Development Goals (SDGs) has become of paramount importance for higher education institutions; however, a lack of a transparent, transferrable approach to identifying and quantifying the extent of SDG contributions hinders the ability to benchmark against past performance or other institutions. In this study, a four-level, quantitative SDG contribution classification system was developed and applied to a Bachelor of Architectural Design program of an Australian university, by analysing all learning contents and assessment tasks for all the course of the Program. Results show that overall, the highest contributions were towards targets from SDG11 and SDG7, though most SDGs were addressed at some level. Contributions were mainly associated to lower cognitive learning levels, though there was a shift to higher-level (e.g. applications) contributions towards the last year of the program. Results also show that convenor-driven contributions, especially for some specific SDGs, can be significant, though in most cases SDG contributions were deemed part of core assessment/learning contents. The proposed approach provides a numerical assessment of SDGs contributions of a university-level program, which could be refined in the future and used more systematically by other institutions to benchmark and track progress towards achieving these goals.Quantitative SDG contribution approach for universities programsApplied to a Bachelor in Architectural DesignHighest contributions towards SDG 11 and SDG 7Convenor- vs course-driven contributions assessedQuantitative SDG contribution approach for universities programsApplied to a Bachelor in Architectural DesignHighest contributions towards SDG 11 and SDG 7Convenor- vs course-driven contributions assessed [ABSTRACT FROM AUTHOR]

The natural environment is increasingly used in therapeutic psychosocial interventions for young people who have experienced trauma. However, as the research in this area has yet to be synthesised, very little is known about the types and outcomes of interventions. This prevents the optimisation of social work interventions in outdoor settings. Consequently, a scoping review of peer-reviewed research published from 2008 to 2018 was undertaken to examine how nature is being used in psychosocial interventions with young people aged ten to twenty-four years who have experienced trauma and the impact of these interventions on young people's mental health. The database search identified 5,425 records; however, only ten papers met the inclusion criteria. These papers suggested that positive changes across a range of mental health outcomes for young people were achieved in psychosocial interventions which were situated in, or made use of the natural environment, although it is unclear whether the environment influenced the outcomes. The scoping review also highlighted the need for conducting further research that examines how environmental factors contribute to clinical change for young people who have experienced trauma. [ABSTRACT FROM AUTHOR]

The impacts of the Covid-19 pandemic have been catastrophic internationally, with alarming rates of cases and deaths, as well as travel bans and countrywide lockdowns. While many industries are experiencing the deleterious effects of Covid-19, international surrogacy is facing enormous ethical challenges resulting from the pandemic. Drawing on the first author's reflections on research with Indian surrogate mothers, coupled with contemporary literature, this paper highlights the impacts of Covid-19 on surrogacy in India, particularly regarding the strict lockdown laws intended to protect civil society. This paper discusses the serious issues facing key actors involved in surrogacy, including surrogate mothers and commissioning parents. Focus is given to the psychological impacts on newborn babies caught in a liminal space as a result of lockdown laws. The authors conclude with reflections on the role of social work in protecting women and children in international surrogacy, particularly during a pandemic. [ABSTRACT FROM AUTHOR]

This article argues for feminism's enduring importance in light of social workers' daily experience of women's abuse and oppression. Although cognizant of the many ways in which feminist theories can be understood, the authors examine the successive waves of feminism and apply Fraser's theory of recognition and redistribution to examine contemporary feminist movements and point to future directions for feminist social work. They argue that postcolonial feminism, with its awareness of culture and context, is most useful for social work. They see new forms of third-wave feminism, including integrative and postfeminism, as fueling neoliberal consumerist inequality, intensifying the need for feminist social work critique, scholarship, and activism.

Social work is a profession focused on people within their environments. This is reflected in codes of ethics, where our shared mandate is to work towards individual wellbeing and social change. Recently, social work literature has promoted green and eco-social work, drawing on climate change science, notions of expanded and future justice, knowledge of the link between health and the environment, and principles of deep ecology. However, if social workers are to take up their place in a rapidly changing, globalised world, rife with environmental concerns, their education must prepare them to do this. One way of doing this is to embed curriculum on social work in relation to the natural environment in already existing units. This paper describes two examples of how this could be done based on the authors’ experiences from their respective universities. IMPLICATIONS It is incumbent on social work to respond to the mounting evidence related to the environmental crisis. Social work is well placed in terms of theory, values, and skills to lead the way in developing an eco-social paradigm of potential relevance across disciplines. Social work educators need to educate students about emerging issues, such as environmental degradation. Embedding material in already existing courses, as per examples provided in this paper, provides one way of doing this. [ABSTRACT FROM AUTHOR]

Hope has dynamic features that look to the future and motivate people. Yet despite being synonymous with social work, psychological terms have tended to define hope's perimeters. Its role in social work is often heralded, yet its unique, critical and temporal role has not been well mapped in social work theory. This article explores the use of hope in social work practice. A conceptual framework highlights the richness of hope, its application in social work practice and its position in social work relationships. The implications for direct practice, further research and professional education are also discussed. [ABSTRACT FROM AUTHOR]

This systematic review investigates evidence on the association between body image concerns and weight-related behaviours of adolescents and emerging adults. It includes peer-reviewed journal articles reporting research involving body image concerns and weight-related behaviours of adolescents and emerging adults, published between 2005–2017, and located through systematic searches from four databases. This review includes studies from 11 countries or regions: United States (n = 13), Asia (n = 9), Europe (n = 8), Middle East (n = 3), South America (Brazil; n = 3), Canada (n = 3), Australia (n = 1), New Zealand (n = 1), Trinidad (n = 1), Turkey (n = 1) and Seychelles (n = 1); 24 different countries (n = 1); three Asian countries and the United States (n = 1). Out of 46 studies included in this review, 45 studies reported a positive association between body image concerns and weight-related behaviours. Adolescents and emerging adults who misperceived their weight engaged in weight-related behaviours. Higher body dissatisfaction had a significant association in the development of eating disorders and extreme weight-loss behaviours. Body image concerns play a significant role in adolescents and emerging adults engaging in weight-related behaviours. Experimental research designs are required to determine the causality of this association. Evidence strongly suggests policy makers and public health practitioners contemplate strategies to promote positive body image and healthy weight-related behaviours among adolescents and emerging adults. [ABSTRACT FROM PUBLISHER]

Supervision is recognised as one of the major determinants of the quality of service to social work clients, the advancement of professional development and social workers' level of job satisfaction. However, educational and supportive roles of supervisors have been constrained by administrative obligations. It is envisaged that the future path of supervision will be a new form of organisational learning. This paper aims to integrate supervision with three other kinds of organisational learning: mentorship, consultation and coaching. A typology of organisational learning is presented and the implications of an integrative organisational learning practice are discussed. [ABSTRACT FROM AUTHOR]

The natural environment is increasingly incorporated into social work research, policy, and frameworks for practice in recognition of the importance of ecological justice and the interconnectedness of humans with nature. However, it is unclear to what degree social work education has broadened its scope to include the natural world. Using a content analysis of 937 subject descriptions within Bachelor of Social Work and Master of Social Work (Qualifying) degrees, this article reports on the extent to which Australian social work education appears to cover content related to the natural environment. The findings from this study indicate there is an overall lack of engagement with this content. Reasons for this gap in social work education are discussed, as well as the implications for Australian social work education more broadly. [ABSTRACT FROM PUBLISHER]

Social media and other online technologies have transformed communication between social workers and service users, with many practitioners engaging and working with clients through social networking sites. While there are numerous ethical issues associated with online practice related to confidentiality, dual relationships, and boundary crossing, there is lack of clarity about how to deal with such issues. This article uses a case example to develop a nuanced understanding of ethical issues and ethical behaviour in online spaces. We argue that social workers need to link their knowledge of the complex interplay between discourses that underpin daily practice like those related to power, permanency, authorship, audience, embodiment, and professionalism to social media created spaces. In doing this, social workers must retain their commitment to ethical values and critical reflective practice. We conclude with recommendations for education, research, and practice. [ABSTRACT FROM PUBLISHER]

Debate has arisen in social work about the value of online education, with proponents providing examples of innovative approaches to online teaching and those against it citing the need for face-to-face interactions to suitably teach and assess social work skills. At the same time, social workers are increasingly making use of social media, websites, online databases, email, and text messaging services for work with clients. Consequently, social workers must be adequately prepared to make use of online technologies in their practice. Drawing on examples of online interactive activities used at two regional universities and informed by Chi’s conceptual framework of cognitive processes of learning, this article argues that learning via information and communications technology (ICT) helps prepare graduates for emerging digital practice and should be an integral part of social work education. Further, ICT enables educators to monitor the levels and quality of student rehearsal of practice skills and knowledge in interactive learning experiences helping promote competent practice, grounded in social work values. [ABSTRACT FROM PUBLISHER]

Public relations (PR) offers strategies that may create positive change in response to gender-based violence (GV). It can be transformative in influencing people's attitudes and choices. However, PR has traditionally focussed on managing relations with stakeholders to build the image of corporate institutions. This has meant that the professional and academic interests of PR have often become aligned with profit-making institutions. Instead, from a critical perspective, PR can be used in non-profit sectors, including non-government or voluntary organisations with an interest in organising campaigns to promote community health and wellbeing. It can function as a discursive tool to promote the voices of marginalised people to transform society and promote equality. Such an example can be found in activism against GV. Literature on activism against GV is reviewed in this paper to identify how PR strategies are used amongst activists to organise campaigns. The use of PR has appeared as a community action tool and as an individual communicative technique to organise activists, to promote the GV agenda and to attain public support for eliminating GV. The value of PR in addressing difficult issues such as GV offers hope, especially in the developing world where large scale social intervention programs are not feasible. [ABSTRACT FROM AUTHOR]

Field education is widely acknowledged as a central component of social work education. However, it requires a substantial commitment of time and energy from students which can present challenges to students who have multiple responsibilities. Based on a literature review conducted in preparation for doctoral research into social work student experience of juggling multiple roles and responsibilities with field placement, this article summarises what is known about the challenges they face and what helps them to complete placement. The findings have implications for students, schools of social work and field placement agencies. Further research should provide guidance for professional social work bodies, schools of social work, field educators and students. [ABSTRACT FROM PUBLISHER]

Open access podcasting or podcasts on the internet on specific disciplinary topics are gaining prominence but are not well researched. This paper explores the usefulness of a new podcast series for social workers freely available on the internet that aims to: promote the profession of social work and contribute to a social work identity; make connections between theory, research, and practice; introduce students to real-life practice issues much earlier than often occurs in undergraduate degrees; and provide practitioners with opportunities for ongoing professional development. The evaluation was based on social media and website statistics, a survey of 22 students and nine educators, and a content analysis of listener feedback. While the evaluation provided limited evidence that all the aims had been met, the findings revealed very positive attitudes towards the initiative. [ABSTRACT FROM AUTHOR]

Social workers write a lot and their writing has a major impact on people's lives. The complexity of their writing task arises because they must deal with confidential client information while usually writing for multiple audiences. This means that social work students must achieve more than the basics of technical writing skills. The purpose of this article is twofold. First, after reviewing the literature on the importance and challenges of writing well in social work (and having hosted a number of writing workshops for social workers and human services practitioners), we argue that the development of students' writing skills must be framed within the social, political and ethical professional circumstances in which students will be working in the future. By teaching writing skills through the lens of the profession's ethics and values, students will be instilled with a greater understanding of the importance of writing. Second, we propose a model of ethical professional writing which integrates three essential elements that must conjoin in tandem: reflective mindfulness of the client-centred focus of writing responsibilities; a sound understanding of the values and principles of the social work and human services professions as highlighted in the unifying themes in various codes of ethics; and competence in compositional, rhetorical and technical writing skills. In particular, this article focuses on the second element of this model which is concerned with having a sound understanding of the values and principles of ethical professional writing. We conclude that this framework will promote writing competence and benefit clients. [ABSTRACT FROM AUTHOR]

Objective. This paper reports on the experiences and perspectives of community members in relation to advance healthcare directives and enduring power of attorney, including the factors that encourage or discourage engagement in advance care planning (ACP). Methods. A qualitative methodology was used involving 26 in-depth telephone interviews with community members (mean age 66 years). The aims of the interview question were to gain an understanding of: (1) motivations for engaging in ACP; (2) barriers that prevent people from engaging in ACP; and (3) suggestions for promoting ACP. Results. The findings suggest that: (1) community members lack knowledge about ACP; (2) forms appear inaccessible and complex; (3) community members avoid ACP due to fear, mistrust and concerns over control; and (4) there are misperceptions regarding the relevance of ACP based on age and health. Conclusions. There is unnecessary fear, avoidance and mistrust around ACP activities, largely resulting from misinformation. There is an undoubted need for greater education and support to be offered to individuals and their families regarding ACP, its benefits and its limitations. [ABSTRACT FROM AUTHOR]

This paper discusses three feminist research principles through three doctoral studies and their accompanying supervision and support group: (i) capturing women’s experience; (ii) improving women’s lives; and (iii) equalising power. These guiding principles assisted in understanding the connections between feminist theory and the respective studies on: older people experiencing family estrangement (Kylie); a mentoring program with women from disadvantaged backgrounds (Jennifer); and arts-based intervention research to raise awareness of domestic violence in a disadvantaged community (Leanne). It discusses the way in which these guiding principles informed the studies and the supervision process from the students’ and supervisor’s perspective. [ABSTRACT FROM AUTHOR]