Suchergebnisse

At a time when public participation in policy and service development is presented as progressive and innovative across many social policy areas, this article critically examines public participation and the inclusion of lived experience as potential sites for social justice. Using Nancy Fraser's theory of social justice and parity of participation, the article explores the inclusion of lived experience within existing systems and structures of gender hierarchies. Focusing on the Australian family violence sector, the article argues that without a critical analysis of power and the systems that support inequality, the inclusion of lived experience can be tokenistic and disempowering, particularly for women who have experienced family violence. This analysis highlights the need to critically examine public participation measures and the inclusion of lived experience to ensure that there is transformational intent to disrupt power hierarchies, with implications extending beyond the family violence sector.

AbstractOne-to-one supervision has been widely acknowledged in the social work literature as the gold-standard approach in field education. However, the sustainability of this approach has been challenged in recent decades amidst the managerial mandates permeating both education and health/human service sectors. Universities and placement organisations have experimented with alternative supervision approaches in response to these contextual pressures, although the research on these alternatives is limited at this point. In an attempt to contribute to the emerging research base, this article reports on a three-year trial of a multi-modal supervision approach involving the systematic application of individual and collective supervision modes within each student placement. The study explored the supervision experiences of 128 Master of Social Work students participating in the multi-modal supervision trial across five health networks in Melbourne, Australia. The study adopted a mixed-methods research design involving surveys followed by interviews. The findings suggest that, although one-to-one supervision is integral, students value the combination of one-to-one and collective supervision, provided that supervision content is student-centred; and that inter-personal trust and mutual engagement imbue the supervisory process. Ultimately, the study points to the importance of both content and relationships in the supervisory process, irrespective of the supervision mode employed.