Search

This study examined the question: ‘How do social work practitioners construct preparedness for practice?’ The answer to this question was explored through a research conducted in 2013 consisting of a survey based on the Australian Association of Social Workers’ Practice Standards and interviews with social work practitioners who had experience working with graduating social work students in their final field education placements. The responses of 25 survey participants suggest that social work practitioners generally expect new graduates to have ‘moderate’-level skills across the different practice areas, although a small but notable number of supervisors expect new graduates to have general work preparedness at a ‘developed’ level. In addition to having a clear understanding of and identification with professional values, purpose and ethics, the eight interview participants spoke of the importance of empathy and the ability to work within a multidisciplinary organisational environment. Refereed/Peer-reviewed

Despite email playing a central role in university business, little is known about the strategies used by staff to manage email and the factors contributing to email overload.In a mixed method study undertaken in one Australian university comparing academic(n = 193) and professional (n = 278) staff, we found that while email volume was higher in academics they used fewer email management strategies. For both groups,thematic analyses of commentary responses revealed that the unnecessary use of emails by staff and students, the expectation of a quick turnaround and an escalation in email traffic were associated with email overload and, as a consequence, increased work-related stress. In conclusion, we suggest that email overload typifies the working environment of academic and professional staff in modern universities, pointing to the importance of training staff in email management strategies for improving productivity and well-being. Refereed/Peer-reviewed

Social work educators across the world are engaged in developing a curriculum that prepares students to be effective practitioners in a range of settings that involve working with children. This paper reflects on collaborative strategies and research that have influenced the child wellbeing content of social work courses in Australia. It presents a critical analysis of the tensions and challenges that can occur in (this) collaborative work. It then discusses an outcome of this advocacy to influence the child wellbeing content of social work education, an undergraduate module aimed at increasing students' knowledge and skills in communicating with children. This paper argues that Indigenous children (such as Aboriginal and Torres Strait Islander children) are over-represented in child protection systems and out-of-home care services, and that this needs to be acknowledged and given increased attention in the education of social work students internationally. Refereed/Peer-reviewed