This research evaluates the role of flexible methods of delivering social work education in widening access to professional qualification. It examines: • The personal profiles of applicants on flexible/part-time social work programmes and compares these with those of full-time students • Whether opportunities for flexible study increase the diversity of applicants to pre-registration Masters level programmes • The kinds of flexibility that increase the diversity of applicants to pre-registration social work programmes The research method is informed by reflexivity, incorporating all aspects of knowledge and experience providing depth to interpretation of data. Data on 162 social work students registered on a postgraduate pre-registration programme was collected over four years and examined using a sequential exploratory research design. Data was collected from three main sources: HEI cohort statistics, questionnaires and individual interviews with eight selected students. Findings suggest: Black and Minority Ethnic (BME) students enter social work education through social care for career progression in the absence of alternative employment; knowledgeable and experienced practitioners study for qualifications that allow them to continue in their role; opportunity, rather than planning, facilitates access to study; and values promoted within social work education conflict with those experienced in the workplace. Limited diversity was identified within students on the flexible route associated with age, personal situation, disability and distance from the HEI. These students represented two distinct groups, polarised in terms of experience, knowledge and aspirations. Trends and patterns were identified across and within the whole student group: BME students were multiply-disadvantaged, travelling further, earning less, and facing limited opportunity; and numbers of younger, White students were increasing. Findings indicate a need to broaden notions of flexibility in programme structure and delivery. Recommendations include using a modular approach; delivery methods that facilitate local study; and establishing a “whole-career” approach to social work education.

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

The aim of this study is to investigate how men in the social service in Gävle experience gender biases within the social work profession. We conducted a qualitative research with five male social workers that we interviewed regarding gender biases. The main result ended up under three themes which are client influence and reinforcement; work culture; and lastly the unconscious experience. The conclusion is that male social workers experience gender biases accordingly through three themes.

M.A. / Please refer to full text to view abstract

M.A. (Social Work) / Please refer to full text to view abstract

An overview of the role of the volunteer in the field of social work through the past, during the present, and looking to the future. The following observations may be made: 1. The volunteer--the citizen participant--was and is the main power behind the social welfare movement from the earliest days of recorded history to the present 20th century. 2. The role of the volunteer has always been one of service to his fellow man. 3. The volunteer when given an opportunity can turn in a fine piece of work; he is anxious and willing to work and cooperate. 4. The social agencies, whatever kind, case work, group work, community organization, public or private, large and small can benefit from intelligent and planned use of volunteers. 5. Planning, treatment and supervision are the tools by which an agency can best use volunteer services. 6. The volunteer because of his place in the community is a powerful source of interpretation for an agency, working both ways--interpreting the work by the agency to the community and interpreting the needs of the community to the agency. / Typescript. / "June 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Margaret C. Bristol, Professor Directing Paper. / Includes bibliographical references (leaves 27-28).

This study reports the findings of an instrumental qualitative case study exploring the impact of service users' stories in professional social work education. A number of mandates -legal, practice and not least from the service user movement itself – have led to a closer involvement of service users in the pre-qualifying curriculum. Current research is beginning to consider how service user perspectives may be integrated within the social work curriculum although there has been less focus on the impact of such involvement. Located within a social constructionist paradigm, this study explores one aspect of involvement- stories of personal experience as told by service users themselves-and illuminates the understanding of 'impact' from the perspectives of students and service users as well as the lesser heard voice of the social work academic. Key questions in relation to an emancipatory approach to social work education are raised. Drawing on in depth individual and group interviews, document analysis and participant-as-observer data, key pedagogical implications emerged. Presented as thematic networks, findings identified the creative potential of using stories to promote criticality, personal reflection and reflexivity within the classroom. Emotionality and its management were also identified as significant themes as were the construction of roles and the identities of professional lecturers, students and service users. The findings revealed how aspects such as childhood sexual abuse, trauma and working with those with mental health needs may be taught via narratives. In this light, it identifies the key features of transformative learning and proposes a 'constructive' pedagogic model to promote personal and professional development. The opportunities and challenges relating to the use of stories are also scrutinized. Discussion includes the need to revisit how theory is taught including the potential of service users' told experience to enhance knowledge for practice and to practise via the creation of 'live theory' in the classroom. The study concludes by identifying key messages for the social work curriculum and evaluates this case study methodology including its potential to generate theory amid wider calls for social work education research to be more firmly embedded in evidence-based and evidence-informed approaches.