Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item International social work placements: What happens when your government tells you to come home?(Aotearoa New Zealand Association of Social Workers, 5/08/2020) Henley LJ; Deverick K; Hay KThis article focuses on an international social work placement undertaken in Battambang, Cambodia. The article demonstrates the importance of joint work between university, student and host agency in designing clear tasks to be completed. The student and field educator returned home during this placement due to the impact of Covid-19. The article describes what changes were made to ensure the placement was able to continue, resulting in successful outcomes and learning achieved. Learning and reflections are provided by the student, Massey University and the field educator.Item Quality social work placements for Māori social work students(Aotearoa New Zealand Association of Social Workers, 3/11/2020) Mooney H; Dale M; Hay KINTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations. METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori and Pasifika students, a hui was undertaken with a roopu (Māori branch) of the Aotearoa New Zealand Association of Social Work (ANZASW) in late 2014. This article focuses on their views of what constitutes a quality placement for Māori social work students. The project explored two key areas: what does a quality placement look like for Māori social work students and what can tertiary institutions do to better support Māori students to have a quality placement? FINDINGS AND CONCLUSIONS: Participants emphasised the usefulness of placement preparedness, clear expectations and open communication prior to, and during, placement. The placement should also be culturally safe and adequately challenge the student. Tertiary providers should support the student’s placement by being in regular face-to-face contact; preparing the student for the placement environment; supporting external cultural supervision; and by critically reviewing their curriculum.Item Responding to COVID-19 in social work field education in Australia, New Zealand and the United States(IASSW, ICSW, IFSW, 1/01/2023) Fronek P; Briggs L; Rondon-Jackson R; Hay K; Maidment J; Medina-Martinez KThis descriptive article reports immediate responses to COVID-19 by social work field education faculty in four universities in Australia, New Zealand and the United States. Moving swiftly to online innovations, tele-supervision, teaching remote practice methods, and establishing alternative placements allowed students to meet required competencies while supporting students during the immediate crisis. Collaboration between field education faculty teams, professional bodies and agencies and clear communication with students and supervisors enabled all stakeholders to be open to flexible placement options. To conclude, COVID-19 brought opportunities to reflect on responses and explore new possibilities for field education in a post-COVID-19 world.