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Start date: 2020Subject: search.filters.subject.social work

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Now showing 1 - 4 of 4
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    Intuition and social work practice: a different kind of knowing
    (Taylor and Francis Group, 2025-11-03) Napan K
    ABSTRACT This phenomenological, interpretive study sought to discover whether social workers in Aotearoa (New Zealand) integrated intuitive knowledge and experiences into their practice. The aim was to understand how this integration or non-integration impacted their practice and how their professional environments influenced their experiences. Through reflexive thematic analysis of interview transcripts, the findings gave insight into the practice of how four social workers utilized intuition in their professional practice. These findings included the impact of this integration and their professional environment on their personal and professional well-being and client outcomes.
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    Students' experiences of distress during work-integrated learning
    (Work-Integrated Learning New Zealand, 2025-02-28) Tudor R; Chilvers D; Hay K; Yeung P
    While work-integrated learning (WIL) is praised as effective for providing opportunities for knowledge, skills, and value development in authentic workplaces, student experiences may not always be positive. In New Zealand, the Education (Pastoral Care of Tertiary and International Students) Code of Practice [Pastoral Care Code of Practice] (2021) requires tertiary providers ensure the wellbeing and safety of their learners. This article analyses survey data on social work students’ experiences of distress during WIL. Results suggest students experienced different distresses, but financial hardship and feeling unsupported on placement were particularly impactful. Material impacts from these and other stressors included reduced confidence, anxiety, adverse physical or mental health, and sleep disruption. The participants utilised personal strategies to manage distress and had mixed experiences of receiving information and support from their tertiary institution. To mitigate distressing experiences recommendations to improve current systems and processes as well as individual students’ experiences will be outlined.
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    A neurodevelopmental lens in child protection social work : understanding and addressing the impacts of adversity : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Social Work at Massey University, Palmerston North, New Zealand
    (Massey University, 2024) Clark, Braden James Foster
    This research explores how child protection social workers understand and address the impacts of childhood adversity through the application of a neurodevelopmental lens. To achieve this, a practice research methodology was utilised. Qualitative, semi-structured interviews were completed with three key informants (with expertise in the neurodevelopmental lens and/or te ao Māori) and 11 child protection social workers. The research drew on an ecological-transactional perspective. Thematic analysis was used to analyse the data. The findings from the study extend the existing principles of the neurodevelopmental lens and suggest some new principles as being important to child protection social workers. The research findings provide a framework for child protection social workers to understand and address the impacts of childhood adversity. The principles informed the selection of interventions to address the impacts of adversity. This study highlighted the importance of social workers working across ecological systems to address the impacts of structural forms of adversity on children and families. The research proposes a model for child protection social work and recommends further research into the neurodevelopmental lens.
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    Quality social work placements for Māori social work students
    (Aotearoa New Zealand Association of Social Workers, 3/11/2020) Mooney H; Dale M; Hay K
    INTRODUCTION: 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.