International Social Work - Research Paper Example

 INTERNATIONAL SOCIAL WORK (Author’s name) (Institutional Affiliation) Key words: Placement, Social Service Introduction A social worker deals with at risk populations including; women; people of color; recent refugees; older adults; abused or neglected children and adults; the poor or the homeless; the develop mentally disabled; the mentally ill; individuals with physical disabilities or illnesses; and those who perform criminal activities or substance abusers. Social work practitioners when dealing with disadvantaged groups towards promoting personal growth and well-being apply both traditional and modern methods. Such methods include brokering, system policy and client advocacy, consulting, and even family, individual, or group psychotherapy or counselling. Other methods involve education, professional supervision, and research. As much as the social work discipline is well embedded in a rich history, the role of the social worker is constantly moving away from the traditional definition, expanding into fields of innovative service that call for compassionate handling of human needs. The demand for social workers has increased in both New Zealand and other countries calling for proper training of individuals towards upholding effective response to social service needs. Current state of social work education in New Zealand The social work profession involves meeting the various needs for social service among different special populations, groups, families, communities, and even organizations. Being a profession that is practice-oriented, social work handles any social concerns ranging from individual behavioral or emotional problems to societal oppression (Aburn, 2014, p. 72). With the increase in needs for these services, the education system has equally evolved to equip individuals at different levels and ensure that they are ready to handle such needs. In New Zealand, the Bachelor of Social Work provided by different accredited institutions equips individuals with the proper skills and knowledge and establish a professional base necessary for generating effectiveness in social work practice. The social work degree program, BSW, takes a four year program, with individuals provided an opportunity to study both full-time and part-time at various institutions within the country. The programs include full-time placements within the third and fourth year of study, both for the full-time and part-time students. The program incorporates an integrated approach towards learning, which combines knowledge from social work policy and theory, social sciences, specialized field knowledge, and supervised placements, to expose students to a wide area of study and to prepare them for a large scope in practice. Students are provided with an opportunity to choose a major, mostly as from their second year of study onwards, within the youth services, child and family, and health social work fields of practice. The total points required for each degree are 480. Out of these, 435 points involve compulsory Human Services and Social Work courses, and a course from level one Te Reo Māori or Indigenous and Māori studies. On the other hand, the 45 points are derived from the elective streams that involve courses in Psychology, Human Services, Sociology, and Te Reo Māori/Indigenous studies and Māori Courses. Upon successful completion of the degree, individuals can register as social workers with the New Zealand Social Work Registration Board. Analysis of the social work education in New Zealand New Zealand’s Social work history prior to the period of 1945 and 1995 depicts various philanthropic methods to charitable aid, in coordination with the concerns of maintaining social order (Beddoe, 2014, p. 19). The voluntary and state welfare systems co-existed, and a social services’ framework was gradually provided by the legislation that governed the assistance for the unruly and vulnerable societal members. The welfare workers learnt as apprentices while working as social workers as specific training had not been established (Chile, 2006, p. 410). Under such circumstances, the definition of social work varied as it was defined by the employers of the social workers and by the social workers. This greatly changed over the years as the different social work practice approaches, coupled with the increase in development of local and culturally indigenous approaches, provided a special character of practicing social work within the country. Like most European countries, the history of social work in New Zealand is overshadowed with issues concerning demand, gender, and domain, which shaped the decisions that were made in line with credentials and professionalism within the country (Dalley & Tennant, 2004, p. 181). Like most countries, the women’s role in social work, the sex-role stereotyping difficulties, and the links in gender status, created tension in social work professionalism in the New Zealand, an aspect that greatly affected education of women. It is important to note that there is an intertwining relationship between social work education history in New Zealand, and social work development as a profession. The practice and education of social workers are closely related. Just like in the international environment, economic, social, and political circumstances influence both social work education and social work practice within New Zealand, thus leading to instances that one goes ahead of the other. Various issues have been primary to social work education, ever since the historical period into the current social work environment in New Zealand. These include positioning of courses in social work, the highest standards to be set, the criteria employed in course accreditation, and the competency movement (Nash, 2014, p. 62). Another related issue concerns the level to which social work students are prepared by the social work curriculum for practice, and the level to which research introduces new approaches in social work education. The Treaty of Waitangi coupled with the re-organization of delivery systems of social services has formed center stage in the evolution of social work education (Nash, 2009, p. 364). In addition, awareness of cultural perspectives and knowledge concerning indigenous practice knowledge has also been important in the development of social work education. Earlier, the recognition of various disadvantaged groups such as the Maori was minimal within the social work curriculum, an aspect that changed over the years with the publication of the Puao-te-ata-tu that comprised of a Maori perspective (Hollis-English, 2012, p. 43). After 1987, the various community groups including the Maori gained proper recognition in the field of social work and they started receiving educational resources and support in studying social work. In New Zealand, social work has developed via different stages of professional development starting with the practitioners recognizing the identity of their social work. This recognition was followed with the establishment of a national association that allowed for the recognition of educational qualifications that would categorize individuals as learners of social work (Nash & Hancock, 2005, p. 24). With the increase in recognition of social work within the country, the level of resistance towards social work also increased. The major challenges of social work and social work education in New Zealand has come from community work and other movements from the grass roots. Such challenges coupled with the reduction in state services by policy makers and politicians have hastened the fragmentation and diversification of social work. This fragmentation has continuously raised concern among educators of social work concerning the impact that it may have on the diminution of professional standing, knowledge, and skills in social work. It is important to note that between 1949 and 1972, social work education was highly static and traditional, with only a minimal number of students involved in relation to the reduced demand among employers (McNabb, 2014, p. 62). In most cases, social work education graduates quickly gained managerial posts. The New Zealand Association of Social Workers was formed after the social workers acknowledged the interests they shared in their professionalism. Different sectors including the health sector developed interest in the social workers and incorporated qualified staff in various posts. The consolidation of social work occurred thereafter, but it faced increased resistance from different radical groups that observed social work as authoritarian and elitist (O’Brien, 2014, p. 9). However, with the development of mosaic training and educational pathways, social work education gained a defined framework through which the students could be equipped and incorporated into the professional environment. The New Zealand Council published new guidelines and standards for accreditation for Education and Training in the Social Services. This led to increased recognition of social work courses at different levels (Ruwhiu, 2009, p. 111). Influence of emergent international demands on the social work education in New Zealand International demand for social work has been embedded in the definition of social work adopted by different countries and the expectations and standards laid in respect of a social worker. These definitions and international perspectives of social work, coupled with the growing international demand for social workers has greatly influenced the kind and magnitude of education offered in various countries including New Zealand. One of the facets used in defining social work in the contemporary international society involves values. As such, social work emerged from democratic and humanitarian ideals, thus, its values uphold utmost respect for the worth, dignity, and equality of all people in the society, regardless of points of difference (Banks & Nohr, 2012, p. 76; Block, 2012, p. 1421). Since the development of social work, its practices focus on promoting human potential and meeting individual needs. The actions of social work are hence justified and motivated through promotion of social justice and human rights. Social workers work hand in hand with the disadvantaged in the society, with the aim of assuaging poverty and liberating the oppressed and vulnerable persons in the view of promoting social inclusion (Block, 2012, p. 1422; Cox & Pawar, 2006, p. 132). The values of social work are included in the profession’s ethics code. The New Zealand social work education system equips individuals with the skills and knowledge required in the identification and management of social work problems not only at the local, but also at the international level. The first social work framework in the country was established based on the British Model, an aspect that allows individuals to be eligible for handling social issues not only within the country but also at the international level in countries such as the United Kingdom and Australia, among others (Nash & Munford, 2001, p. 23). On the other hand, theoretical aspects are used to define social work at the international level. Case in point, the methodology used in social work involves a body of systematic evidence-based knowledge resulting from practice evaluation and research (Fawcett, 2011, p. 36). This includes indigenous and local knowledge that is particular to the applied context. This type of definition acknowledges the complex nature of the human-environment interaction and the capacity by which people can alter, or are affected by the various influences they interact with, such as bio-psychosocial factors (Gray & Webb, 2010, p. 202). As such, social work involves the use of human behavior and development theories, and different social systems to examine the complexity of certain situations. This is vital in determining the kind of intervention to apply to promote personal, institutional, cultural, and social changes (Healey, 2001, p. 228). The New Zealand social work curriculum has been incorporates social theory in its integrated approach, allowing it to equip individuals will evaluative skills that allow them to understand human behavior, thus promoting flexibility and proper fitting into different social environments, which require varying social approaches in handling social issues (Nash & Munford, 2001, p. 24). Lastly, the various practices involving social work also apply in defining the profession at international level. Social work deals with the injustices, barriers, and inequities that are experienced in the society (Block, 2012, p. 1422; Hugman, 2010, p. 97). This involves addressing the day-to-day social and personal problems, as well as the occasional emergencies and crises. This profession is thus associated with various techniques, skills, and activities that are coherent with its primary focus on the relationship between individuals and their environment. The interventions adopted in social work involve both individual based psychosocial processes and large scale planning and development of social policies (Lawrence, et al., 2009, p. 240). The activities involved range from counselling, group work, clinical social work, family therapy, and pedagogical social work coupled with activities directed towards helping individuals to access resources and services in the society (Block, 2012, p. 1423; Lavallette & Ferguson, 2007, p. 73). In addition, other interventions include community organization, administration of agencies, and involvement in political and social action aimed at fostering economic development and social policy. This view of social work has promoted an integrated approach in social work education within New Zealand, with individuals imparted with both knowledge and skills that are important in handling all forms of social emergencies and crises. Importantly, through allowing for majoring in one of the fields of social work, individuals are provided with a better chance to pursue research in their field of choice (Nash & Munford, 2001, p. 26). This ensures that individuals effectively handle social issues in their field both at local and international level with increased precision and effectiveness. Comparison between social work education in the New Zealand and the UK There is a thin line separating social work education in the United Kingdom (UK) and that in New Zealand. To start with, a difference in seen in the number of years it takes to complete the degree course in social work in the two countries. In the UK, students take three years to complete the course before they are registered as practicing social workers while in New Zealand they take up to four years to complete the course (Beddoe, 2014, p. 18; University of Birmingham, 2015). Within the four-year period that students in New Zealand go through in their degree course, they attain more experience through a supervised field placement for twelve weeks during their third year, in agency that offers social services. Further experience is gained during another three month to four-month placement in the fourth year of study in a setting offering social services (New Zealand Qualifications Authority, undated). These placements allow students to interact with and thus learn for other experienced social workers. On the other hand, during the three year degree course in social work in the UK, students are taken through a seventy-day placement program during their second year, within any social care setting linked to the Professional Capabilities Framework (PCF) and the Health and Care Professions Council (HCPC) standards (University of York, 2015). In addition, during their third year, students go through a 100-day placement within the pathway of their chosen module. In addition, the modules provided in social work education by the two countries are slightly different, with New Zealand providing degree students an opportunity to pick a module of choice at the second year level, from the three areas including: youth service practice, child and family practice, and health social work practice (Beddoe, 2014, p. 19). On the other hand, the UK provides students with four areas, including youth social work, children and families, mental health, and health and disability, of which they are expected to choose one that they would pursue (University of Birmingham, 2015). The qualification of Bachelor of Social Work in New Zealand involves a total of 480 credits, 45 of which are elective, while the rest, 435, are compulsory (New Zealand Qualifications Authority, undated). On the other hand, the degree program in the UK involves three stages, each of which involves 120 credits, making 360 credits on completion of the course. Conclusion Social work is a profession that involves promotion of problem solving, social change, liberation, and empowerment among people to improve individual and societal well-being. Social work applies social system and human behavior theories to intervene and define the interactions between human beings and their environment. It allows individuals to enrich their lives, exploit their potential, and mitigate chances of dysfunction. Through solving of the problems that already exist in the current systems, change occurs and thus societal equity thrives. In the modern society, components of interrelation including theory, value, and practice define social work. It is evident that social work involves various practices that are specific to certain holistic approaches aimed at promoting equality within the society. The evolution of social work education in New Zealand clearly indicates the increased recognition and appreciation of social work as an important part of the society. An integrated approach in the education of social workers allows for proper equipping of such individuals into efficient professionals. References Aburn, A., 2014. Reflections. Aotearoa New Zealand Social Work Review, 26(2/3), p. 72–74. Banks, S. & Nohr, K., 2012. Practising Social Work Ethics Around the World. Abingdon: Routledge. Beddoe, L., 2014. A matter of degrees: The role of education in the professionalisation journey of social work in New Zealand. Aotearoa New Zealand Social Work Review, 26(2/3), p. 17–28. Beddoe, L., 2014. A Matter of degrees: The Role of Education in the Professionalization Journey of Social Work in New Zealand. Aotearoa New Zealand Social Work, 26(2/3), pp. 17-28. Block, W., 2012. Core Social Work: International Theory, Values and Practice. British Journal of Social Work, Volume 42, pp. 1421-1423. Chile, L. M., 2006. The historical context of community development in Aotearoa New Zealand. Community Development Journal, 41(4), p. 407–425. 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