Suchergebnisse

Challenges in Professional Supervision - Current Themes and Models for Practice -- List of Tables -- List of Figures -- Acknowledgements -- Introduction - Contemporary Themes in Professional Supervision -- Part One - Contemporary Ideas and Debates in Professional Supervision -- Chapter 1 - Supervision in Context: Surveillance or Support? -- The Personal Survival Lens -- The Professional Development Lens -- The Quality Assurance Lens -- A Focus On Supervision Research -- The Perspectives of Service Users and Carers: A New Challenge for Supervision -- Conclusions

Reproductive justice is essential in the struggle to remove health inequalities. Currently, escalating threats to reproductive rights are rarely discussed in contemporary social work literature. Discomfort in the profession about addressing challenges to abortion rights exposes a lack of courage to treat abortion as essential healthcare. A case study of several abortion-focused articles and chapters reveals a strand of ambivalence about taking a progressive stance on abortion. Recent trends demonstrate that reproductive rights cannot be taken for granted. Even when law reform removes some of the barriers to safe, legal abortion, abortion stigma and anti-choice harassment remain potent threats to reproductive autonomy. A case is made for reproductive justice to be central in our drive for health equality. This requires a feminist perspective, moving away from seeing women as merely the object of the social work gaze, too often the focus of scrutiny and judgement.

Social workers in New Zealand other schools work with other school professionals to respond to potential child maltreatment in the school setting, but little is reported about their experience of interprofessional collaboration. An exploratory qualitative study focused on school professionals' process when responding to child maltreatment. The author conducted 20 semi-structured telephone interviews with social workers to explore their interprofessional work with teaching professionals. Many challenges were reported including power imbalances; resource issues, especially inadequate time given their placement in multiple schools; marginalisation, and teachers' inconsistent understanding of the social work role. Social workers reported relationship-based strategies to manage these challenges, and a sense of pride and identity was apparent in these accounts. Patient relationship building was a key strategy to build respect and understanding of social work knowledge and skills. A reading of Bourdieu's discussion of social distinction suggests social work is often perceived as a profession lacking the confidence of the "distinguished possessor" of capital and more of the uncertainty of the "pretentious challenger". A professional capital framework, that positions school-based social workers as 'guests' in a host setting, is useful in understanding these dynamics and how social workers choose to respond. This study suggests that preparation for school social work might usefully focus on interprofessional working and in particular support the development of conscious, principled yet pragmatic relationship-building skills to bridge the gap between the teaching and social work professions and improve the welfare of children.

This article draws on a study of New Zealand social workers' experiences of continuing professional education (CPE) during the first two years following the advent of limited statutory registration. A qualitative study demonstrates strong links between social workers' educational aspirations and beliefs about the status of the profession. Social workers in the study perceived continuing education in part as a tool to achieve greater professional standing for social work in contested spaces. At a time when registration legislation is likely to be strengthened, this article contributes to the somewhat neglected scholarship of continuing education in an increasingly regulated social work profession.