Browsing by Author "Ballantyne N"
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- ItemHic sunt dracones: Here be dragons! Difficulties in mapping the demand for social work placements in New Zealand(PKP, 2014) Hay KS; Ballantyne N; Brown K
- ItemReport on Phase One: The social work curriculum.(2019-11-29) Beddoe L; Ballantyne N; Hay K; Maidment J; Walker S; Ngan L
- ItemReport on Phase Three: The professional capabilities framework(2019-11-14) Ballantyne N; Beddoe L; Hay K; Maidment J; Walker S
- ItemReport on Phase Two: The readiness to practise of NQSWs.(2019-11-29) Beddoe L; Ballantyne N; Hay K; Maidment J; Walker S; Mayhew Z
- ItemSocial work education, curriculum mapping and educational taxonomies(Ako Aotearoa, 2017-08-31) Ballantyne N; Beddoe L; Hay KS; Maidment J; Walker SThis literature scan is written to support the first phase of enhance R2P: an Ako Aotearoa funded project focused on developing a professional capabilities framework to clarify the capabilities of newly qualified social workers (NQSWs) and social workers at experienced and advanced levels of practice. The first phase of the project is designed to answer the following question: what is the content of the current New Zealand social work curriculum and how does it relate to the core competencies of the Social Workers’ Registration Board (SWRB)? This literature scan is written for the research team, our project participants and the wider stakeholder community of interest. Its aims are twofold: to introduce social work education in Aotearoa New Zealand and to explore the rationale for two aspects of our proposed methodology - curriculum mapping and the development of a taxonomy of Terms for Indexing Social Work Education in Aotearoa New Zealand (TISWEANZ).
- ItemSupervision, support and professional development for newly qualified social workers in Aotearoa New Zealand(Aotearoa New Zealand Association of Social Workers, 2020-08-05) Beddoe L; Ballantyne N; Maidment J; Hay K; Walker SINTRODUCTION: Many social work professional bodies and regulators mandate regular supervision and professional development. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner’s work for adherence to organisational expectations, and support for practitioner wellbeing. METHOD: Phase two of the Enhancing the Readiness to Practice of Newly Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) are, in their first two years of practice, to enter professional social work. A survey of managers/supervisors and NQSWs in Aotearoa New Zealand about the readiness to practise of recent graduates was conducted. FINDINGS: Questions about supervision and professional development were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice by supervisors was either very infrequent or entirely absent from the professional development of NQSWs. IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention and practitioner wellbeing. More integrated systems of supervision, peer support and planned professional development are needed.
- ItemTechnical report one: Methods for the creation of terms for indexing social work education in Aotearoa New Zealand (TISWEANZ).(2016-07-01) Ballantyne N; Beddoe L; Hay K; Maidment J; Ngan L; Walker S
- ItemTechnical report three: TISWEANZ taxonomy.(2016-12-01) Ballantyne N; Beddoe L; Hay K; Maidment J; Ngan L; Walker S
- ItemTechnical report two: Analysis of curriculum documents.(2016-12-01) Ballantyne N; Beddoe L; Hay K; Maidment J; Ngan L; Walker S