Browsing by Author "Ballantyne N"

Now showing 1 - 11 of 11
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    Introducing a professional capabilities framework for social work in Aotearoa New Zealand
    (Aotearoa New Zealand Association of Social Workers, 2022-12-14) Ballantyne N; Beddoe L; Hay K; Maidment J; Walker S; Merriman C
    INTRODUCTION: This article discusses the findings from a project on enhancing the professional capabilities of newly qualified social workers. Existing capability and competence frameworks are reviewed, and components of a draft Aotearoa New Zealand Professional Capabilities Framework (ACPF) are outlined. METHODS: This phase of the research programme began with a literature scan of five social work professional capability frameworks then used this information, data from earlier parts of the study, and a series of co-production workshops with key stakeholders to draft a professional capabilities framework for newly qualified and more experienced social workers. FINDINGS: Analysis of the existing frameworks and data from the co-production workshops identified seven core values and 10 core capabilities to guide early-career and more experienced social work practitioners in Aotearoa New Zealand. IMPLICATIONS: Professional capabilities frameworks can guide and inform the practice and learning of all social workers. Following further stakeholder engagement, especially with tangata whenua (Indigenous people of Aotearoa New Zealand), it is strongly recommended that the Social Workers Registration Board considers the adoption or adaptation of the APCF as an alternative to the current competence standards.
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    Report on Phase One: The social work curriculum.
    (2019-11-29) Beddoe L; Ballantyne N; Hay K; Maidment J; Walker S; Ngan L
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    Report on Phase Three: The professional capabilities framework
    (2019-11-14) Ballantyne N; Beddoe L; Hay K; Maidment J; Walker S
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    Report on Phase Two: The readiness to practise of NQSWs.
    (2019-11-29) Beddoe L; Ballantyne N; Hay K; Maidment J; Walker S; Mayhew Z
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    Social work education, curriculum mapping and educational taxonomies
    (Ako Aotearoa, 2017-08-31) Ballantyne N; Beddoe L; Hay KS; Maidment J; Walker S
    This 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).
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    Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand
    (Aotearoa New Zealand Association of Social Workers, 5/08/2020) Beddoe L; Ballantyne N; Maidment J; Hay K; Walker S
    INTRODUCTION: 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.
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    Technical report three: TISWEANZ taxonomy.
    (2016-12-01) Ballantyne N; Beddoe L; Hay K; Maidment J; Ngan L; Walker S
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    Technical report two: Analysis of curriculum documents.
    (2016-12-01) Ballantyne N; Beddoe L; Hay K; Maidment J; Ngan L; Walker S
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    The development of a professional capabilities framework for social work in Aotearoa New Zealand.
    (Aotearoa New Zealand Association of Social Workers, 2022-07-16) Ballantyne N; Beddoe L; Hay K; Maidment J; Walker S; Merriman C
    Introduction: This research brief discusses methods used to co-produce a professional capabilities framework as the final part of a larger programme of research on enhancing the professional capabilities of newly qualified social workers. Methods: This phase of the research programme began with a literature scan of five social work professional capability frameworks then used this information, along with data from earlier parts of the study, to engage a range of key stakeholders in co-production workshops using a structured, participatory, World Café approach. Findings: Analysis of the data from the co-production workshops identified seven core values that underpinned capable social work practice in Aotearoa. It also identified ten core capabilities with a clear professional practice focus that were strongly supported by workshop participants. Implications: Professional capabilities frameworks can guide and inform learning experiences of social workers at all levels of practice. The data collected during this phase of the project informed further development of the ten capabilities using a staged approach to practice development at three levels.