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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]

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]

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]

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]

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]