Combatting Gender Oppression: Applying Intersectionality in Microfinance Self-help Groups

Microfinance studies indicate the varied impacts of access to credit on women and suggest the need for programmes to address the diversity of women. An intersectional approach offers contextualised understanding of inequality for different women. This study investigated the provision of credit to women via the self-help group (SHG) model, implemented by a women’s non-government organisation in Gujarat, India. Data were collected through semi-structured interviews, document analysis and non-participant observation. The programme’s utilisation of an intersectional approach was associated with the generation of indepth knowledge on forms of oppression affecting different SHG women. Such knowledge was important for the incorporation of programme objectives and strategies which were responsive to the concerns and needs of different women in the programme. As such, programme agendas and priorities must be informed by the self-articulated concerns of women themselves, reaffirming the need for donors to support bottom-up approaches

Problematising international placements as a site of intercultural learning

This paper theorises some of the learning outcomes of a three-year project concerning student learning in international social work placements in Malaysia. The problematic issue of promoting cultural and intercultural competence through such placements is examined, where overlapping hegemonies are discussed in terms of isomorphism of social work models, that of the nation state, together with those relating to professional values and knowledge, and the tyrannies of received ideas. A critical discussion of cultural competence as the rationale for international placements is discussed in terms of the development of the graduating social worker as a self-reflexive practitioner. The development of sustainable international partnerships able to support student placement and the issue of non-symmetrical reciprocation, typical of wide socio-economic differentials across global regions, is additionally discussed

Are codes of ethics promoting religious literacy for social work practice?

As codes of ethics play at least a symbolic, if not educational, role in highlighting and informing professional priorities, 16 codes of ethics for social work practice were examined for references to religion and belief and analysed against the four domains of Dinham’s religious literacy framework. Although religion and belief are mentioned in all but two of the documents, approximately half the surveyed codes only mention religion and belief in respect of either knowledge or skills. Some recognise the need for social workers to be aware of their own biases, but very few recognise the need to explain what is meant by religion and belief, despite these terms being in flux. While codes of ethics can contribute to the development of religious literacy among social workers, this requires social workers who already have some religious literacy to actively participate when codes of ethics are being revised

Face-to-face: Social work and evil

The concept of evil continues to feature in public discourses and has been reinvigorated in some academic disciplines and caring professions. This article navigates social workers through the controversy surrounding evil so that they are better equipped to acknowledge, reframe or repudiate attributions of evil in respect of themselves, their service users or the societal contexts impinging upon both. A tour of the landscape of evil brings us face-to-face with moral, administrative, societal and metaphysical evils, although it terminates in an exhortation to cultivate a more metaphorical language. The implications for social work ethics, practice and education are also discussed

Interprofessional communication with hospitalist and consultant physicians in general internal medicine : a qualitative study

This study helps to improve our understanding of the collaborative environment in GIM, comparing the communication styles and strategies of hospitalist and consultant physicians, as well as the experiences of providers working with them. The implications of this research are globally important for understanding how to create opportunities for physicians and their colleagues to meaningfully and consistently participate in interprofessional communication which has been shown to improve patient, provider, and organizational outcomes

The ethics of practical reasoning : exploring the terrain

Social work has been under sustained scrutiny regarding the quality of decision-making. The assumption is that social workers make poor quality decisions. And yet our knowledge and understanding of how social workers make decisions is, at best, partial. In our view, examination of practitioner decision-making will be enhanced by considering the role that ethics plays in practical judgement in practice. Although there has been significant work regarding the role of values and ethics in practice, this work tends to idealise morality setting up external standards by which practice is judged. In this paper, we will argue that ethics in practice needs to be understood as more than simply operationalise ideal standards, ethics also entails critical engagement with social and ethical issues and can challenge idealised statements of values. We outline the idea of the ethical dimension of practical reasoning, consider its relationship to professional discretion, judgments and decision-making in order to provide a clear focus for this research agenda, and identify the practical challenges researching ethics in professional decision-making entails

Mind the gap!: Students' Understanding and Application of Social Work Values

This paper discusses a research project that explored the development of student social workers' values during the first year of professional education at one Scottish university. Questionnaires, based on a vignette, and focus groups established baseline information at the outset of the study. These methods were reapplied a year later to identify the extent to which students' values framework had developed, and the factors that had supported this. The study revealed that, by the end of that year, students could both identify and apply values to support them in their work with individuals to a greater extent than they could those to help them challenge structural discrimination. The study also highlighted the need for university-based teaching, and practice learning experiences, to provide more opportunities for reflection and discussion to support the development of values in student social workers

Mind the gap!: Students' Understanding and Application of Social Work Values

This paper discusses a research project that explored the development of student social workers' values during the first year of professional education at one Scottish university. Questionnaires, based on a vignette, and focus groups established baseline information at the outset of the study. These methods were reapplied a year later to identify the extent to which students' values framework had developed, and the factors that had supported this. The study revealed that, by the end of that year, students could both identify and apply values to support them in their work with individuals to a greater extent than they could those to help them challenge structural discrimination. The study also highlighted the need for university-based teaching, and practice learning experiences, to provide more opportunities for reflection and discussion to support the development of values in student social workers

Using codes of ethics for disabled children who communicate non-verbally - some challenges and implications for social workers

This is an Accepted Manuscript of an article published by Taylor & Francis in Ethics and Social Welfare on 09/02/2018, available online: http://www.tandfonline.com/doi/full/10.1080/17496535.2018.1430159This article evaluates the use of professional codes of ethics by social workers specialising in work with disabled children who communicate non-verbally. It draws upon phenomenological interviews and other studies to highlight challenges faced by practitioners in a complex role which demands high-levels of skills and knowledge. Supporting other research, codes of ethics were rarely utilised by practitioners who typically maintain a vague appreciation while often compelled to focus upon pragmatic and quick responses to a complex role. Despite this, it is argued that principle-based frameworks embedded within codes of ethics carry important political implications. These include the potential to strengthen existing utilitarian and bioethical discourses embedded in policy or dominant professional narratives, and which can at times marginalise or exclude disabled children

Compassionate pedagogy: the ethics of care in early childhood professionalism

This paper builds upon an earlier attempt (Taggart, 2011) to articulate a rationale for professional training in early childhood education and care (ECEC) which is ethical as opposed to one which is purely instrumental or rooted in a patriarchal notion of women’s supposed unique suitability. The argument proposes that a feminist approach to ethics, as both socially critical and psychologically affective or flexible, has a particular relevance to professional identity in ECEC. In particular, compassion, as a concept which has both sociological and psychological connotations, foregrounds the ethical dimension of the work whilst overcoming false dichotomies between discourses of ‘children’s rights’ and ‘care’. The implications for the training and professional identity of practitioners are discussed