Social Policy and Social Work
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/1265
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Item How do social work students perceive their fieldwork supervision experiences? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University, Manawatū, New Zealand(Massey University, 2013) Moorhouse, Leisa MareeMa te whakaatu, ka mohio Ma te mohio, ka marama Ma te marama, ka matau Ma te matau, ka ora Through discussion comes understanding Through understanding comes light Through light comes wisdom Through wisdom comes wellbeing Fieldwork practice is a vital component of social work education. Positive fieldwork supervision, based on principles of adult learning is vital to the integration of theory and practice during the fieldwork experience. A student’s experiences of fieldwork supervision can shape the value they place on future supervision, thus it is essential that fieldwork supervision is experienced positively. This research focuses on the understandings seven social work students formed about their fieldwork supervision experiences. This study explores what these experiences might mean for those involved in fieldwork supervision in Aotearoa New Zealand. This study is qualitative, utilising a phenomenological approach. Data was gathered from semi-structured interviews, and an inductive approach was used for thematic explication. Eight key findings were identified which revealed three themes which signalled the importance of; knowledge, skill, and relationship. The findings endorse current literature about the place of fieldwork supervision in student learning, and the value of knowledge, skill and relationship in supervision. They also underscore the need for further research into cultural supervision, including the need for a review of how cultural supervision is understood and resourced in fieldwork education in the Aotearoa New Zealand context. The study also reinforces the need for contributions to the literature on fieldwork supervision, particularly exploring the student perspective. On the basis of this research six main implications are identified. This research identifies six key implications from this study, the first concerns the transferability of the findings, four concern the preparation of key stakeholders in fieldwork (namely students, fieldwork educators, external supervisors and fieldwork coordinators), and the fifth concerns the cultural supervision and Kaupapa Maori supervision needs of all social work students in Aotearoa New Zealand. Thus, like the opening whakatauki above suggests, it is hoped that discussion on which this study is founded provides light, understanding, and ultimately wellbeing for all those involved in and impacted by fieldwork supervision.Item People, policies and practice : social work education in Aotearoa/New Zealand from 1949-1995 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Policy and Social Work at Massey University(Massey University, 1998) Nash, Elizabeth Gillian Mary AmaryllisThis thesis is a case study of the history of social work education in Aotearoa/New Zealand between 1949, when the first professional course for social work was established, and 1995, when the social services Industry Training Organisation was formed. It traces influences responsible for shaping social work education. Key questions focus on the nature and provision of education for social workers, how this has changed over time and why. Three organisations (the New Zealand Association of Social Workers, the New Zealand Social Work Training Council and the New Zealand Council for Education and Training in the Social Services) had degrees of authority over policy making, setting standards, accrediting courses, or advising governments in matters relating to social work education. These provide a focal point for the research. Key people in the field of social and community work contributed their personal views and histories, adding depth to this account through their oral data. This history has been organised into three chronological periods. It is argued that in the earliest period social workers recognised their professional identity in a common pursuit. Later, they claimed professional autonomy, making efforts to consolidate it although state and employer interests were converging and distancing themselves from those of educators and the social work profession. Most recently, social work is diversifying and the fragmentation which is occuring reflects national and international economic and political systems. The reduction in state responsibility for the direct provision of welfare is shaping social service provision and education and national trends reflect the international scene. It is argued that people, policies and practice have each in their own way influenced the changes that have taken place in the provision and styles of social work education. This study has documented and discussed these influences (covert and overt) and the constraints affecting them. The implications for the future of social work education are inextricably intertwined with the delivery of social work services. Concerns are expressed over the directions currently being taken in both spheres.