Advances in Social Work and Welfare Education

A Reflection on Challenges to Practicum: The Neoliberal Context

Chris Horsell — 2025-05-16

This article outlines some of the challenges facing educators, professional bodies, and tertiary
institutions in providing professional placement opportunities for students seeking to work
in the human services, primarily focusing on social work. The article reflects on how these
challenges, while not solely a function of neoliberal rationalities and the gendered nature of
placement, have been exacerbated by the marketisation of human service delivery over the past
several decades. The article reflects on the need to rethink the structure and requirements of
social work. field placement considering a rapidly changing student demographic.

Student-Led Multidisciplinary Team Case Conferences: A Reflective Narrative from a Social Work Student Perspective

Katrina Fitzallen — 2025-05-16

This reflective narrative article presents an analysis of student-led Multi-Disciplinary Team
(MDT) case conferences from my perspective as a social work student completing a first
placement in the social work clinic, in an on-campus multi-disciplinary allied health clinic at
Griffith University in Queensland. I discuss how these conferences enhanced critical thinking
and communication skills, as well as the broader implications for practice. I draw on my own
experiences and observations to illustrate the collaborative nature of these conferences and
recognise participating in student-led case conferences is effective for developing holistic problem solving skills and interprofessional collaboration, as illustrated through an experiential lens.

Yarning and yonga stew: Indigenous knowledge in tutoring research methods

Donna Pickett — 2025-05-16

Social work knowledge and practice are rooted in Western thinking, thus marginalising Indigenous epistemologies and ways of knowing. In this paper, we present a reflection on a mentoring and yarning relationship between an Aboriginal student and Aboriginal mentor. The yarning relationship between the student and mentor facilitated the translation of Western research concepts into an Indigenous context, using the metaphor of preparing yonga (kangaroo) stew. We argue for culturally responsive pedagogies that emphasise the importance of dialogue in fostering a relational approach to learning. Yarning is proposed as a pedagogical method with broader applications in decolonising practices beyond the specific research learning context.

Using interactive animations to support supervision relationships for social work students

Jacqui Cameron — 2025-05-16

Interactive animations (IA) as a learning tool have been used in higher education to enhancethe learning of students. In combination with the practices of work integrated learning (WIL) this study aimed to develop a suite of interactive animations to support the learning of social work students on placement. Specifically, the interactive animations focused on enhancing the relationship between the student and their placement supervisor. Using a mixed method design this study utilised a collaborative approach to develop and explore the potential for using interactive animations in the teaching of Field Education (FE) in social work. The results of the study found that the use of interactive animations was viewed as a positive and useful approach by students and supervisors. Specifically, the use of short animations, with targeted messages was found to be innovative and provided an enhanced WIL experience. Suggestions for future research are explored and presented.

The efficacy of the Family Wellbeing Program to support student wellbeing and develop essential social work skills

Rachael Sanders — 2025-05-16

Critical reflection, effective communication and self-awareness are essentials skills for effective social work and, consequently social work training. At La Trobe University, social work students engage in a Reflective Communication subject that integrates a First Nations Family Wellbeing Program (FWB). This program aims to develop these skills and promote wellbeing and mental health. This study used a qualitative research design with seventeen participants to explore whether students found the FWB component and subject as a whole effective in promoting wellbeing. Both students and tutors found the program effective in enhancing wellbeing, mental health, and student engagement. It effectively linked theoretical skills to practical application, encouraged active listening, and fostered a culture of acceptance. The subject’s content and processes contributed to these outcomes, emphasising the importance of a relational approach
to learning in social work education.

Beyond Sex Work Stigma

Jayde Mitrevski — 2025-05-16

The intersection of sex work and motherhood challenges entrenched societal norms shaped by patriarchal constructions of the “good mother,” which exclude marginalised populations, such as pregnant sex workers. This qualitative study examines the perspectives of health and social service professionals in Victoria, Australia, to explore the barriers and supports influencing pregnant sex workers’ access to antenatal care. Using feminist reflexive thematic analysis, the study identifies critical barriers, including stigma, discrimination, and systemic inequities in service provision, which restrict access to quality care. Participants highlighted the centrality of peer-led sex work organisations, multidisciplinary collaborations, and trauma-informed, person-centred care in addressing these challenges. Findings underscore the limitations of the dominant medical model in supporting the nuanced needs of this population, advocating instead for a matricentric feminist social work framework that centres lived experiences and prioritises maternal identity. This approach emphasises self-determination, rights-based practices, and inclusive service delivery. Recommendations include increased professional training on sex work, the development of specialised antenatal resources, and fostering partnerships with peer-led organisations to ensure equitable and stigma-free care. This study contributes to advancing social work practice by critiquing structural injustices and promoting a framework that values reproductive justice and the maternal experiences of pregnant sex workers.

Hidden in Plain Sight

Charlotte Chisnell — 2025-05-16

In Aotearoa, New Zealand (Aotearoa) there is limited awareness among social workers about Child Sexual Exploitation (CSE) and its impact on survivors. This research paper examines systemic barriers, including non-specific legislation, insufficient training, and gaps in multi-agency collaboration. It highlights the need for context-specific risk assessment tools and culturally responsive practice frameworks. This qualitative research aimed to explore the views and experiences of child protection workers regarding CSE in Aotearoa and identify knowledge gaps and practices related to this form of abuse. The research objectives included assessing the awareness and understanding of CSE among child protection workers, identifying barriers to effective recognition intervention, and proposing recommendations for improving responses within the child protective system. Participants were recruited using purposive and snowball sampling. Fourteen individual interviews and one discussion with two participants were conducted, and the data was analysed thematically. Many participants highlighted a lack of awareness of CSE, barriers to effective recognition and intervention such as victim blaming and shame, the need for training/education and a more coordinated multi-agency response.

Kinship and Foster Care in the midst of COVID-19

Beth Crisp — 2025-05-16

This paper reports the experiences of kinship and foster carers who were caring for children during COVID-19 lockdowns in the state of Victoria, Australia. Semi-structured interviews with nine foster and kinship carers found that for some children in care, COVID-19 was another experience of trauma. The pandemic amplified carers’ existing concerns including stressful relationships with birth parents and social workers, the potentially fragile nature of arrangements involving elderly carers and a lack of formal policy and practice to ensure children in care do not experience digital poverty. These concerns remain salient in a post-pandemic world and out of home care systems need to address these if they are to provide high quality foster care and kinship care placements to vulnerable children. This includes ensuring organisations have protocols and procedures which treat carers with the respect of a co-worker and do not leave carers feeling financially exploited. Contingency plans for the care of children whose carers are elderly or have health issues must also be put in place.

Adaption, connection, and sensitivity: Examining the experiences of mid-level social service managers during times of disaster

Katheryn Margaret Pascoe — 2025-05-16

Mid-level social service managers are tasked with meeting the strategic goals of their employing
organisation alongside overseeing staff and service delivery. When a disaster occurs, however,
their role may be significantly impacted. This article explores the experiences of three mid-level
social service managers, all registered social workers, following significant earthquake events
in Aotearoa New Zealand. The narratives highlight the importance of building alliances and
rapid adaption to respond to changing circumstances all while remaining sensitive to the needs
of individuals accessing services, communities, and colleagues. Community mapping and
establishing communities of practice for mid-level managers are strategies identified as valuable
to advance current disaster management practice.

A Model for a Social Justice Hub for Social Work Education

David Hodgson — 2025-05-16

Social justice is a foundational principle in global social work, underpinning its professional
identity. Amidst global challenges rooted in neoliberal capitalism and colonial legacies, social
work’s commitment to justice is vital. While social work students typically learn about social
(in)justice theories, developing advanced skills in social justice practice requires an integrated
and experiential curriculum, such as field education. The Social Justice Hub at Curtin University
serves as a conduit for engagement with university resources, aiming to drive transformative
change towards a more just society. Social work students on field placement codesigned the
Social Justice Hub to create projects and innovations that are collaborative responses to enduring
social justice problems. The placement model addresses a gap in learning about community
building, project management and co-designing projects for social justice outcomes. This
paper describes the Social Justice Hub and its development as a field placement opportunity
for learning about social justice practice.

Bridging Knowledge Systems: Social Work Practice in Diverse Contexts

Helen Hickson — 2025-05-16