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The paper examines the role of critical thinking in an experience-based model of social work education. Within this model, the development of a critical approach to our own understanding of, as well as to existing knowledge about, the world is fundamental for students and educators alike. Critical thinking is defined as more than a rational, step-by-step problem-solving process; it is seen as the systematic application of critical thinking skills to real life situations that can only be learned and refined through practice within a particular discipline. It presumes a social constructionist understanding of the world whereby knowledge is a social construction; where the limits of knowledge are recognised; and where knowledge is seen as ever changing, even shifting and unstable. This is regarded as a very different process from learning to apply knowledge that one accepts uncritically as true, reliable and correct. Finally, creativity is viewed as pivotal to critical thinking and to preparing students for the ambiguities and complexities of social work practice. As well as describing the critical thinking components of the social work program, the paper shows how a critical thinking stance can be fostered in the classroom, reports on our ongoing evaluation of our attempts to teach students to think critically, and reports on the challenges and rewards experienced thus far. (Contains 1 figure.)

This paper traces the trajectory of my thinking on social development shaped, initially, by the huge changes that swept South Africa in the 1990s. It describes my early focus on discerning what the policy-driven changes to a developmental welfare system meant for social work and the subsequent critical turn, as social development proved extremely difficult to translate to practice. It traces the changes in my thinking on coming to Australia in 1999, when the country was undergoing a period of massive welfare reform, firmly embedding neoliberal privatization policy. In reflecting on switching concepts in the social development discourse, the discussion turns to its embrace of neoliberalism. Thereafter, it considers three models to highlight the turn from centralized planning, which held the government responsible for social development, to social enterprise, which divested government of its responsibility, and a critical development model that linked national policy to the wider international system. Noting critiques of neoliberal social development, the discussion ends with the current trajectory of my thinking outlined in a critical model for developmental practice with the core foci being the structural-political, cultural-contextual, critical-developmental, and environmental-spiritual dimensions of social development. [ABSTRACT FROM AUTHOR]

This article reports on qualitative Australian research that was conducted with 32 workers from Job Services Australia and Emergency Relief agencies. Researchers investigated the operationalisation of assistance for unemployed people to illuminate the language, discourse and processes through which workers and unemployed people were constructed within the quasi-market culture. Findings included individualistic and behaviourist frames, paradoxical positions in relation to client choice and blame, and a metaphorical frame which reinforced position, status and difference. This study provides important evidence from the frontline of Australia’s deregulated employment services, adding to the growing body of international social work literature pertaining to neoliberal welfare reform. [ABSTRACT FROM AUTHOR]

Gray M., Davies K., Butcher L. Finding the right connections: Peer support within a community-based mental health service This article reports on a qualitative study that examined the organisational enablers and barriers to implementing peer support work in an Australian, rural, community-based mental health service. Interviews with 19 peer and non-peer staff were conducted to identify attitudes towards peer support and whether there were organisational values, practices and strategies that might support the implementation of peer support. The findings revealed that peer support workers were valued for their ability to build trusting connections with clients and to accept client choice in a non-judgemental way. However, peer support workers tended to 'fill service gaps' within intensive, administrative case-management environments. These findings highlight the importance of an organisational-wide approach to integrating peer support, where the responsibilities for adopting new ways of working fall to all staff, not just the peer support workers themselves. Key Practitioner Message: • Practitioners placed high value on the peer support workers on their teams due to their unique personalised engagement with clients; • The roles of peer support workers were poorly understood by team members; • Organisational integration of peer support principles could improve the way all staff engage with clients to reflect a recovery orientation. [ABSTRACT FROM AUTHOR]