A further guest post by John Darroch
Just over a week ago I became aware of significant changes to the Social Work Registration Legislation Bill which I found deeply alarming. These changes are contained in a Supplementary Order Paper (SOP) which was introduced into the House by Carmel Sepuloni on 21 December 2018. I wrote a blog post drawing attention to a range of risks I believed the Bill contained.
Continue reading Understanding the Implications of the SOP
A guest post by Justin Canty
John Darroch’s recent post raises a number of crucial questions about the recently released Supplementary Order Paper (SOP) to the draft amendments to the Social Worker Registration Act. Within the SOP appears another ‘SoP’ – scopes of practice – as a method for identifying and circumscribing who and what is subject to the Act. In this contribution to the discussion, Justin Canty presents some further questions about the nature of scopes of practice and their application in the proposed amendments.
When I started work in Aotearoa New Zealand in 2007, I found myself surrounded by discussions of scopes of practice. Many mental health social workers were confronting the flow on effects from the HPCA Act and efforts by various professional groups to carve out ‘restricted practices’ which only that professional group performed. The core of the interprofessional tension in the mental health context was psychosocial interventions. Who “owned” those? Which profession could claim them as their sole province? This was of especial concern for social workers as the only profession working in mental health not covered by HPCAA.
Jumping forward a decade and a bit, we find ourselves in a new struggle over the uses of scopes of practice and being recognised for what we do as social workers.
Continue reading Scopes of practice: A view from across the Tasman
A guest post by Amy Ross
Amy Ross writes a response to John Darroch’s article “New supplementary order paper fundamentally changes social work registration bill – and should not proceed”.
Any registration of any profession by the state carries risk. The state has an appalling history of allowing atrocities to be undertaken by ‘officials’ and ‘professionals’ with the backing of the law. Therefore, registration for social work should of course be undertaken with vigilance and we need to ensure that implementing any legislation is done by us and does not erode the core principles of social work or allow the state to define our theoretical or ethical basis.
The first iteration of the Social Work Registration Bill tabled as a last act by Anne Tolley and the National Government posed enormous challenges to the future of our profession. The Social Work Community swung into action. There was a huge number of submissions (see the PSA one here) and an open letter petition that caught the attention of the new Minister Carmel Sepuluoni.
Continue reading Scopes of Practice : An opportunity for ownership
A guest blog post by Kieran O’Donoghue, Associate Professor in Social Work, Massey University.
Tena Koutou Katoa,
The Social and Community Services Select Committee report published on 13 April 2018, is an example of an opportunity missed in regard to protecting the public and enhancing the professionalism of social work. It is also an example of the Committee failing to listen to the majority of submitters, whilst at the same time raising questions about whose advice was privileged and why?
Continue reading An opportunity missed? A failure to listen? And whose advice was privileged?
The following is the response of the Re-Imagining Social Work Collective to the call for comments and suggestions by the New Zealand Social Workers Registration Board on their definition of ‘social work’ and proposed scope of practice.
Continue reading Who defines social work? In defence of the global definition
In a previous blog post I discussed the current review by the New Zealand Social Workers Registration Board (SWRB) of its programme recognition standards. Since the programme recognition standards are what the SWRB use to recognise and (every five years) re-recognise a social work qualifying programme, any changes introduced as a result of the review would, in effect, reform social work education in Aotearoa New Zealand. A consultant has circulated a survey amongst stakeholders to invite comment on the existing standards (SWRB, 2013) including: the graduate profile, the curriculum, requirements for fieldwork placement, admission criteria, modes of delivery, and staffing requirements. In my last post I discussed curriculum content and argued that specifying required curriculum content would hinder rather than help curriculum improvement. Instead, I argued that the focus of our attention ought not to be on curriculum inputs but on clarifying the outcomes of qualifying education. In this post I want to continue with that argument, reflect on the survey questions about the graduate profile, and consider what an effective, outcomes-based social work education might look like.
Continue reading An outcomes-based approach to social work education?
As a distance educator and someone who has been involved with learning technology for over twenty years I am a great fan of the Canadian educational researcher George Siemens. It was George who, along with Stephen Downes, developed the first Massive Open Online Course (or MOOC). However, the original MOOC designed by Siemens and Downes could not be less like the content driven MOOCs offered by the plethora of institutions who now occupy that space, theirs was founded on a connectivist pedagogy driven by the activity of learners and the networks they form, not by a pre-determined content driven structure.
Continue reading Reforming social work education: the question of curriculum inputs
In 2001 Amy Rossiter asked the critical question: ‘do we educate for or against social work‘. She wrote about being
exhausted and beleaguered by a lifetime of being positioned as a “professional helper” by a state that organizes the people’s problems as individual pathologies that are best administered by professionals who are trained not to notice the state. (p.1, emphasis added)
I suspect many social work educators feel the same. And in Aotearoa New Zealand we are being asked to ‘not notice’ the erosion of the welfare state, and ‘not notice’ poverty, homelessness, health inequalities and the institutional racism which pervades Māori experience of state institutions. We are being asked to ‘not notice’ the erosion of political commentary and debates in news media saturated by sport and inane clickbait sensationalism. In this culture it becomes more vital for social work educators to teach students to notice, and to question (Beddoe & Keddell, 2016), and to resist the encroachment of politicians into social work education.
Continue reading Social work education and registration: Educating for social justice or learning to ‘not notice’