ABSTRACT This paper is based on the first national qualitative study to examine diversity and pro... more ABSTRACT This paper is based on the first national qualitative study to examine diversity and progression within social work programmes in England, focusing on the experiences of disabled, black and ethnic minority and lesbian, gay and bisexual students. Data collected from ninety-five students and twenty-three social work education providers across eight higher education institutions (HEIs) suggested an institutional effect on rates of progression, linked to the degree of orientation towards systemic change. The study found that social work educators tended to place more emphasis on ‘equality of access’ than ‘equality of outcomes’, resulting in a lack of focus on other aspects of the student life cycle such as inter-group dynamics and rates of progression through the programme and into employment. This paper highlights the importance of a ‘transformational’ organisational change approach to creating an institutional culture where students from minority groups feel welcome and can thrive. Leadership, monitoring and an institution-wide sense of collective responsibility for diversity and equality policy implementation emerged as key to creating a more inclusive environment, alongside equipping staff to take a pro-active role in facilitating high-quality, respectful interaction between different members of the HEI community.
ABSTRACT This article explores the experiences of social work students who viewed themselves to b... more ABSTRACT This article explores the experiences of social work students who viewed themselves to be multiply marginalised in universities in England. It draws on data from a Department of Health-funded study into Diversity and Progression that investigated the particular circumstances of black and ethnic minority, disabled, and lesbian, gay and bisexual students. In-depth interviews (forty-one) and focus groups (nine) were conducted with students and a wide range of social work education providers in eight universities in England to identify how individual and institutional factors interact to affect learning experiences on social work programmes. The results show that subtle manifestations of marginalisation are at play in the learning environment for these groups of students. Overall, the findings highlight the ways in which various forms of discrimination coalesce to disempower particular groups of students. The article concludes by considering the implications and challenges for social work educators in minimising such discriminatory processes.
ABSTRACT This article reports on a qualitative study with lesbian, gay and bisexual students and ... more ABSTRACT This article reports on a qualitative study with lesbian, gay and bisexual students and key informants from social work programmes and the wider higher education institution (HEI) that aimed to examine participants views about this group of students progression on and experiences of social work programmes in England. Student participants did not consider that their progression had been adversely affected by reactions to their sexual orientation; however, key informants were unable to supply data on this. Although some students were broadly satisfied with their experiences, others reported specific instances of discrimination against them and, more commonly, homophobic comments by other students. Although key informants expressed a general commitment to combating unfair discrimination, few explicit accounts of mechanisms, policies or practices to achieve this were given. A lack of attention to these issues in both academic and practice curricula was also indicated. The paper develops a framework for social work educators and institutions to evaluate and audit their educational practice, which could be used to create more inclusive learning environments. Some ways in which institutions and individual educators could improve their practice are suggested.
ABSTRACT This article offers a practice account of the pilot of an inclusive, community based, mu... more ABSTRACT This article offers a practice account of the pilot of an inclusive, community based, multi-family group intervention for young mothers and fathers, their children and extended family. Adapting this North American social work intervention, which is delivered by service user staff members, social work and health professionals, in a UK city demonstrated that young parents and their extended families could be engaged onto a programme designed to enhance family functioning and improve parent-child relationships. Retention rates were good, with 70% of the families who started the programme completing to graduation. The article reflects on key learning and potential benefits the programme could bring to social work practice with young and vulnerable parents in the UK, particularly those considered ‘hard to reach’, such as teenage parents from black and minority ethnic communities. Lessons for wider implementation and suggestions for future systematic evaluations of the effectiveness of the intervention with social work service users are outlined.
... Matthew Hayes Acute Hospitals Learning Disability Liaison Nurse, NHS Lothian Learning Disabil... more ... Matthew Hayes Acute Hospitals Learning Disability Liaison Nurse, NHS Lothian Learning Disability Service, UK ... living, access to independent advocacy, employment and addressing health inequalities (Hunter and Ridley, 2007; Llewellyn and Northway, 2008; Noncon et al ...
ABSTRACT This paper is based on the first national qualitative study to examine diversity and pro... more ABSTRACT This paper is based on the first national qualitative study to examine diversity and progression within social work programmes in England, focusing on the experiences of disabled, black and ethnic minority and lesbian, gay and bisexual students. Data collected from ninety-five students and twenty-three social work education providers across eight higher education institutions (HEIs) suggested an institutional effect on rates of progression, linked to the degree of orientation towards systemic change. The study found that social work educators tended to place more emphasis on ‘equality of access’ than ‘equality of outcomes’, resulting in a lack of focus on other aspects of the student life cycle such as inter-group dynamics and rates of progression through the programme and into employment. This paper highlights the importance of a ‘transformational’ organisational change approach to creating an institutional culture where students from minority groups feel welcome and can thrive. Leadership, monitoring and an institution-wide sense of collective responsibility for diversity and equality policy implementation emerged as key to creating a more inclusive environment, alongside equipping staff to take a pro-active role in facilitating high-quality, respectful interaction between different members of the HEI community.
ABSTRACT This article explores the experiences of social work students who viewed themselves to b... more ABSTRACT This article explores the experiences of social work students who viewed themselves to be multiply marginalised in universities in England. It draws on data from a Department of Health-funded study into Diversity and Progression that investigated the particular circumstances of black and ethnic minority, disabled, and lesbian, gay and bisexual students. In-depth interviews (forty-one) and focus groups (nine) were conducted with students and a wide range of social work education providers in eight universities in England to identify how individual and institutional factors interact to affect learning experiences on social work programmes. The results show that subtle manifestations of marginalisation are at play in the learning environment for these groups of students. Overall, the findings highlight the ways in which various forms of discrimination coalesce to disempower particular groups of students. The article concludes by considering the implications and challenges for social work educators in minimising such discriminatory processes.
ABSTRACT This article reports on a qualitative study with lesbian, gay and bisexual students and ... more ABSTRACT This article reports on a qualitative study with lesbian, gay and bisexual students and key informants from social work programmes and the wider higher education institution (HEI) that aimed to examine participants views about this group of students progression on and experiences of social work programmes in England. Student participants did not consider that their progression had been adversely affected by reactions to their sexual orientation; however, key informants were unable to supply data on this. Although some students were broadly satisfied with their experiences, others reported specific instances of discrimination against them and, more commonly, homophobic comments by other students. Although key informants expressed a general commitment to combating unfair discrimination, few explicit accounts of mechanisms, policies or practices to achieve this were given. A lack of attention to these issues in both academic and practice curricula was also indicated. The paper develops a framework for social work educators and institutions to evaluate and audit their educational practice, which could be used to create more inclusive learning environments. Some ways in which institutions and individual educators could improve their practice are suggested.
ABSTRACT This article offers a practice account of the pilot of an inclusive, community based, mu... more ABSTRACT This article offers a practice account of the pilot of an inclusive, community based, multi-family group intervention for young mothers and fathers, their children and extended family. Adapting this North American social work intervention, which is delivered by service user staff members, social work and health professionals, in a UK city demonstrated that young parents and their extended families could be engaged onto a programme designed to enhance family functioning and improve parent-child relationships. Retention rates were good, with 70% of the families who started the programme completing to graduation. The article reflects on key learning and potential benefits the programme could bring to social work practice with young and vulnerable parents in the UK, particularly those considered ‘hard to reach’, such as teenage parents from black and minority ethnic communities. Lessons for wider implementation and suggestions for future systematic evaluations of the effectiveness of the intervention with social work service users are outlined.
... Matthew Hayes Acute Hospitals Learning Disability Liaison Nurse, NHS Lothian Learning Disabil... more ... Matthew Hayes Acute Hospitals Learning Disability Liaison Nurse, NHS Lothian Learning Disability Service, UK ... living, access to independent advocacy, employment and addressing health inequalities (Hunter and Ridley, 2007; Llewellyn and Northway, 2008; Noncon et al ...
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