Social media, empathy and interpersonal skills: social work students' reflections in the digital era
In: Social work education, Band 39, Heft 2, S. 200-213
ISSN: 1470-1227
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In: Social work education, Band 39, Heft 2, S. 200-213
ISSN: 1470-1227
In: Australian social work: journal of the AASW, Band 72, Heft 1, S. 21-33
ISSN: 1447-0748
In: Social work education, Band 34, Heft 7, S. 861-880
ISSN: 1470-1227
This book gives voice to the direct practice experience of social workers working in rural and remote contexts using Australia as the primary case-study. The authors undertake a qualitative research project, conducting in-depth interviews to examine social work theory and practice against the reality of rural and remote contexts. Practice examples provide the reader with an insight into the diverse and complex nature of social work in rural and remote Australia and the role of contemporary social work. Through placing rural and remote social work in its historical, theoretical and geographical contexts, this work explores a range of considerations. These include isolation; ethical dilemmas when working with small and closely linked communities; climate, disaster relief and the environment; community identity and culture; working with indigenous communities in remote contexts; and social work education. Based on direct practice research, this book challenges existing theories of practice and reframes those to reflect the reality of practice in rural and remote communities. As social work must continue to critically reflect on its role within an ever changing and individualistic society, lessons from rural and remote settings around engagement, sense of place and skillful, innovative practice have never been more relevant.
In: Australian social work: journal of the AASW, Band 75, Heft 3, S. 304-316
ISSN: 1447-0748
In: Social work education, Band 40, Heft 8, S. 1024-1037
ISSN: 1470-1227
In: Australian journal of social issues: AJSI, Band 54, Heft 3, S. 341-356
ISSN: 1839-4655
AbstractCurrent policies suggest that collaborative approaches are core to working effectively with juvenile justice involved young people. However, there is little research examining the workings of multi‐agency and collaborative endeavours in this field, or the experiences of the human service workers facilitating these connections. This paper reports on qualitative research that resulted from the Juvenile Justice and Education Equity in the Hunter Region project. Thirty‐eight human service workers were interviewed about their perceptions of the workings, strengths and challenges of the service system that supports young people who come into contact with the Children's Court in the Lower and Upper Hunter regions of New South Wales. Data analysis revealed three key themes related to (1) service gaps, cycles and maelstrom; (2) pursuing authentic service engagement; and (3) insider–outsider dynamics in service provision. Findings are discussed in relation to emerging practice and research agendas.
In: Australian social work: journal of the AASW, Band 71, Heft 4, S. 392-404
ISSN: 1447-0748
In: Child abuse & neglect: the international journal ; official journal of the International Society for the Prevention of Child Abuse and Neglect, Band 74, S. 35-48
ISSN: 1873-7757
In: Australian Government, 2007
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