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"Demonstration of impact" is now a key measure of research value. Within and beyond social work, researchers are looking for guidance on how to best demonstrate this. To provide an example, this paper reports on a case study of the impact of a collaborative project conducted by a university and an Aboriginal community organisation in regional Victoria, the aim of which was to promote community wellbeing. The paper presents the case study within the Australian Research Council's impact framework; it is also informed by the ethical research principles of the Lowitja Institute for Aboriginal and Torres Strait Islander Health Research. Some of the challenges associated with documenting more complex and participatory forms of social research are highlighted, including identifying the primary research and differentiating knowledge translation from impact. IMPLICATIONS As a practice-based discipline social work is well placed to benefit from the new emphasis on research impact. There is a need for methods and frameworks to guide researchers to effectively capture impact. Aboriginal and Torres Strait Islander ethical principles for research are imperative for research impact in this context. [ABSTRACT FROM AUTHOR]

Understanding the scholarly impact of social work research can inform strategies to strengthen the profession's research foundations. This study examined research productivity and academic impact using h-indexes for a sample of 112 Australian social work researchers according to the stage of their career. Annual research output was calculated using Excellence in Research for Australia (ERA) data. The average h-index for all social work researchers in the sample was 6.39 (Scopus) and 12.5 (Google Scholar). Web of Science was not used due to the number of inaccurate researcher profiles. One hundred and thirty-nine publications received 100 or more citations, but there were many never-cited publications. A social work benchmark for the number of publications is around 1.4 publications per year, depending upon a person's stage of career and workload profile. Citation analysis can supplement peer review in evaluating research quality, but there are disciplinary differences in publication and citation practices, so it is useful to know where social work is positioned. IMPLICATIONS Citation analysis is used to assess research productivity and quality alongside qualitative assessment, such as peer review. It is imperative for researchers to check, correct, and claim Google Scholar, Scopus and Web of Science records, and to link these to their ORCID profile. A citation benchmark for social work would be in the range of h-index 3.2 for early-career researchers to 15.8 for research-focused positions (Scopus) or h-index 6.1–25.0 (Google Scholar). [ABSTRACT FROM AUTHOR]

Research into children's voices continues to receive significant attention due to the limited progress made around the world in meeting Article 12 of the Convention on the Rights of the Child: the right to be heard and participate in decision making. However, there is a paucity of research providing insights into children's voices in family support services linked with the child protection system. This paper contributes new understandings into the everyday practice experiences of 46 frontline urban and regional practitioners working in family support services for UnitingCare, a nongovernment organisation in Queensland, Australia. Critical and interpretive research utilising WorldCafé focus groups reveals hearing children's voices is not occurring as an everyday practice. It identified four intersecting influences that prevent rights-based children's participation: program, conceptual, organisational, and direct practice issues. A sustained paradigm shift to protection with participation is needed to ensure children's voices are included as an everyday practice in family support services. IMPLICATIONS Culture, program, organisation, and practice level challenges intersect to impede frontline family support services practitioners from hearing children's voices as an everyday practice. A paradigm shift to "protection with participation", a culture that values children and their voices, alongside steadfast leadership are needed to embed a rights-based, child-inclusive approach in family support services as part of the care continuum. [ABSTRACT FROM AUTHOR]

This paper reports on the findings from a study exploring the efficacy of a training program for child protection practitioners. The training aimed to improve understanding of the sociohistorical context that underpins interactions between the welfare system and Aboriginal communities, the impact of past and present child protection laws, and the importance of trauma theory to guide practice when working with Aboriginal families. A pre–post survey design study was conducted. Findings demonstrated the preferred theoretical approach to practice was guided by attachment theory. No participant listed trauma theory as guiding their work with Aboriginal families. The study found the lack of skills and knowledge deficit of trauma-informed principles and the limited understanding of trauma theories can be and should be addressed in vocational training. As a result of the training, participants' knowledge about trauma significantly improved, as did their understanding of key concepts such as the difference between past and current welfare laws, assimilation, intergenerational trauma and trauma-related behaviours. Findings point to the need for high quality training in entry-level and professional development for welfare practitioners to support best practice in working with Aboriginal families, and the importance of rigorous evaluation of training to ensure that it is impactful. IMPLICATIONS Welfare practitioners do not necessarily understand trauma theory and trauma-informed practice and do not understand the impact of trauma on Indigenous Australians. Mandatory in-service training about the past and ongoing traumatic impact of previous child welfare system laws, must be provided to welfare practitioners. Trauma theory needs to guide child protection practice when working with Aboriginal families. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Children and young people in rural Australia experience disadvantage compared with metropolitan counterparts, with low educational attainment and disengagement from schooling being linked to poorer health outcomes. Schools are an existing contact point between individuals and health services. However, these health services are often overburdened and have limited scope to address broader social issues and teaching staff are focused on achieving curriculum outcomes. Embedding social workers within schools may provide an avenue for supporting students, yet social workers are rarely present in New South Wales public schools. This paper describes a study to determine teachers' understanding of the socioeconomic issues faced by school students, and the role of the social work profession in addressing such issues as part of the early stages of establishing a Social Work in Schools (SWiS) project. Eighteen semistructured interviews were undertaken with teachers across four rural Australian schools. Participants identified their awareness of potential risk factors that could lead to educational disengagement, reflected on their own limitations in dealing with these broader health presentations given their teaching focus, and provided insights into their understanding of the potential role of social workers. Rural and remote school children in Australia are at risk of reduced educational attainment and disengagement due to low socioeconomic status (SES), geographical location, parental education and employment, and family dysfunction. Social workers should advocate for the role they can play within rural school communities to assist in ameliorating the impact of socioeconomic factors on a student's capacity to engage in learning. Partnerships between schools and social work field education may facilitate the growth of social work in schools in New South Wales. [ABSTRACT FROM AUTHOR]

In this paper we examine the nature of loss in the context of environmental disasters. When the places people call home are irrevocably changed by disasters, people experience a profound sense of loss—loss that includes both tangible and intangible elements. Tangible aspects of loss include the loss of homes and infrastructure. Intangible losses are less evident but are associated with a loss of identity, of social cohesion, of belonging and community, and of health and wellbeing that are so integrally linked to one’s place. Social work academics across the world are developing environmental and ecological theories for practice that signal the need for social workers to be more engaged with the physical environment and the significance of place. Drawing on research conducted following the Black Saturday bushfires in Victoria, we highlight the nature of loss in the context of damaged “places”. IMPLICATIONS Social workers and others involved in disaster recovery need to be aware of both tangible and intangible losses and their impact on post-traumatic stress and growth. In the immediate postdisaster period, tangible losses such as homes and infrastructure are often the focus of disaster recovery efforts. Intangible losses of identity, community, and a sense of place and belonging may be of equal or greater significance than tangible losses for those affected by disasters. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Young people in residential out-of-home care often exhibit health and psychosocial challenges, which can emerge from childhood trauma. A body of research has examined the wellbeing of these young people; however, the ways in which interventions and practice models can improve the health and psychosocial wellbeing of young people in out-of-home care remains unclear. A systematic review was conducted to examine the effectiveness of interventions and practice models for improving health and psychosocial outcomes of young people in residential care and to identify relevant knowledge gaps. After a worldwide search, only four studies, from Australia (n = 2), USA (n = 1), and Canada (n = 1) were found. These studies evaluated Cognitive Behaviour Treatment, Healthy Eating Active Living, Power Through Choices and the Alternate Care Clinic. These studies aimed to improve numerous health and psychosocial outcomes including mental health, behaviour, obesity, pregnancy and sex. Despite limited evidence, the review suggests that contemporary interventions and practice models do have the potential to have positive impacts on the health and psychosocial outcomes of young people in residential care. Rigorous assessment of promising evidence-based interventions is urgently needed to advance best practice and improve outcomes. IMPLICATIONS Therapeutic and psychosocial approaches have significant impacts on the health and psychosocial wellbeing of young people in residential out-of-home care. Interventions and practice models within residential out-of-home care should incorporate trauma-informed care and psychoeducation. Findings from this review may guide the design and implementation of interventions and practice models in out-of-home care as well highlighting knowledge gaps for future research in this field. [ABSTRACT FROM AUTHOR]

Over the past two decades there has been a growing awareness that sport may not be a positive experience for all children. For example, we know that some children experience sexual abuse in the context of organised sport, and that these offences are often committed by trusted adults, including coaches and club officials. However, less attention has been given to the physical abuse of child athletes. This paper presents a study that explored children's experiences of organised sport, as recounted by young people between the ages of 18 and 25 years in Australia. The study explored the experience of child physical abuse in organised sport including violence, overtraining, and training while injured. A mixed methods research design produced 107 survey responses and 10 in-depth interviews with young adults. Most respondents reported the positive impact that participating in sport had had on their development, but more than a third of the respondents also described experiences of overtraining, being forced to train when injured or of direct physical violence. Drawing upon a thematic analysis of the qualitative data, a conceptual model has been developed and is presented to assist in the understanding of the dynamic of secrecy, which may facilitate ongoing physical harm to children in this context. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes and analyses the program of Child Welfare Services (CWS) in Norway, using primary sources, aggregated data from Statistics Norway (SSB) and data from a recent study of 715 parents in contact with CWS. These data show that Norway's program orientation is on support, prevention, and early intervention, policies relevant to the emerging Australian policy context. Many of these services were beneficial for the general welfare of the children's family with over three- quarters of the children registered as clients in the Norwegian CWS receiving only supportive services during 2008. On the contrary, Australian systems primarily aim to identify and protect children under (possible) risk of abuse or neglect. Also, the survey data shows that families in contact with CWS are different to the general population in important ways, including family structure/demographics, socioeconomic characteristics, and physical and mental health. The results demonstrated that most of the parents agreed to contact CWS, and many were satisfied with the help they received. The data demonstrate that the Norwegian CWS respond to the welfare needs of vulnerable and marginalised families. Possible implications the Norwegian system might have for the children and parents who are accessing services are discussed. [ABSTRACT FROM PUBLISHER]

Help seeking for domestic violence is complex and multifaceted, and settling in a new country might make the help-seeking process more challenging and complicated. This study explored the barriers to seeking help for domestic violence, specifically experienced by Afghan women after settling in Australia. The study involved 21 semistructured interviews with newly arrived Afghan women. Interviews were audio recorded and transcribed, and the data were analysed thematically. The barriers Afghan women experienced were embodied in cultural norms to stay in marital relationships, demands to preserve the family's reputation, personal circumstances, and women's experiences with, and perspectives on, available services. The findings suggest that policy and practice should recognise those barriers and respond to them in a culturally appropriate way. IMPLICATIONS Domestic violence services' procedures and processes should be developed based on an understanding of multiple layers of oppression and barriers to seeking help for migrant women. Service providers should apply an intersectional lens along with antioppressive perspectives to address barriers to domestic violence services women experience at different levels. Social workers in domestic violence services need relevant training to provide culturally appropriate services to migrant women. [ABSTRACT FROM AUTHOR]

Issues of equity, such as service user and student participation, are reinforced in global and national standards of social work education, along with themes of Indigeneity, culture, accessibility, gender, and sexuality. Although standards influence and guide practices in social work education the range and degree to which democratising practices are operationalised at the local level depends upon the actual program delivery within higher education. Semistructured interviews were undertaken with social work education leaders in Aotearoa New Zealand to explore how democratising practices were demonstrated within their programs. Leaders of social work education have a vital role to play in the operationalising of democratising practices within social work programs. Leadership was identified as key to supporting student representation and diversity, recruiting and sustaining a diverse workforce, advancing expressions of activism, and working through internal and external challenges that are paramount to leading an equity-focused social work program. IMPLICATIONS The pursuit of equity is a fundamental professional value in social work education programs that is achieved through democratising practices. Leaders have a key role in operationalising this equity focus, which can be reinforced through standards and regulatory frameworks. An equity-focused program is demonstrated through supporting student representation and diversity, developing a curriculum and a pedagogy that advances equity, and recruiting and sustaining a diverse workforce. [ABSTRACT FROM AUTHOR]

Social workers provide services in many cancer settings however there has been limited research into Australian oncology social work practice. This multisite study investigated the reasons those affected by a cancer diagnosis were referred to social workers and the types of intervention undertaken. Clinical data-mining methodology was used to complete a retrospective review of 250 patient medical records. Qualitative and descriptive analyses were undertaken with comparisons to existing classification systems. Findings of significance were that residential location, socio-economic status, gender, relationship status, responsibilities for dependent children, and other complex individual circumstances were key reasons for referral to social workers. Interventions included psychosocial assessment, financial management, counselling, service coordination, and advocacy across multiple systems. Complex circumstances reflecting systemic social inequalities led to higher levels of social worker engagement. The study outcomes indicate that social workers have a significant role in the provision of effective psychosocial cancer care. Poorer cancer outcomes are linked to socio-economic, cultural, and systemic disadvantage, all of which are domains of social work practice. Working across multiple systems, social workers provide a range of skilled interventions to patients, families, carers, and others in complex social situations exacerbated by a diagnosis of cancer. Improving availability and access to social workers will address many of the social circumstances that have a detrimental impact on those affected by cancer. [ABSTRACT FROM AUTHOR]

As the majority of Australians receive end-of-life care in hospitals, there is a need to examine the quality of social work interventions for dying patients and their families. Clinical data mining of 347 deceased patient's files revealed different approaches to end-of-life interventions across one health network. Data demonstrate that although social workers are invaluable in providing emotional and practical assistance, greater awareness and education around evidence-based psychosocial bereavement risk and support may improve family support. Further development of theoretical and practical knowledge examining the interface between physical aspects of end-of-life care and social work intervention is warranted. Truly holistic biopsychosocial social work involves consideration of the physical body. For end-of-life care, this includes families' distress around patients' symptoms as well as their own health during bereavement. Dying patients and their families should receive equitable social work intervention across settings integrating evidence around psychosocial bereavement risk. [ABSTRACT FROM AUTHOR]

Continuing professional development (CPD) is an integral component of quality social work practice (Australian Association of Social Workers, 2013). Despite this, there is a lack of knowledge around the perceived needs and challenges of accessing CPD for rural and regional social work practitioners. This research explored professional development education needs and challenges for rural social work practitioners. The findings revealed an increase in complex cases in practice leading to the need for more training in mental health, legal aspects, and therapeutic interventions. Strong demand for CPD was evident, with a preference for face-to-face training instead of online modules. In the face of persistent challenges some innovative solutions were possible from a partnership between service providers, higher education providers, and the professional body to better meet the needs of the rural social work practitioners. IMPLICATIONS Increasing complexity in rural, regional, and remote social work practice has placed extra demands on the knowledge resources of social workers. Continuing professional development (CPD) must be relevant and readily accessible to meet the needs of those who practice in these areas. Partnerships between agencies, higher education providers, and professional bodies, along with the use of technology can increase accessibility for rural, regional, and remote social workers. [ABSTRACT FROM AUTHOR]

Digital storytelling assessments at university can develop emerging human service and social workers' skills in contemporary social media production and related advocacy. Despite growing interest in digital storytelling in these disciplines, there is little support for developing the technical sides of the practice. This article shares key learnings from an Australian teaching and learning project used to develop a digital storytelling module for social work and human services students at university who are not filmmakers. Students across a range of courses undertook digital storytelling assessments using the module. A key finding was that students still experienced considerable fear but were able to turn that into significant personal and professional development. This article explores these and other key learnings from the project and offers tips for others wishing to implement digital storytelling. IMPLICATIONS Emerging social work and human services professionals studying at university often exhibit fear and resistance to new tasks such as digital storytelling. Such students need to be supported to navigate that discomfort to achieve learning. Students can be supported using online modules that support the technical and creative sides of digital storytelling. This project found that students were able to develop confidence and skills in digital storytelling after completing this module and assignment. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the lived experience of professional identity during the transition from student to newly qualified practitioner. Current literature emphasises the first year of practice as an important time of transition to a job-role as student social workers move into postqualification practice. However, little research has explored how professional identity is experienced during this significant transition period. A phenomenological research project was undertaken with 17 newly qualified social workers in Australia. Three in-depth semistructured interviews were conducted with each participant across the first 12 months postqualification period. Participants described how they resolved personal, relational, and professional questions about becoming and being a qualified social worker. The findings indicate a need for educators, employers, supervisors and the profession to consider how to better integrate professional identity within curricula, policy, and systems of support, including supervision. Findings from a qualitive study indicate the initial postqualification period involves consolidating, clarifying, and settling into professional identity as a newly qualified social worker. Educators should consider a holistic approach to curriculum development regarding professional identity and how they prepare graduating students to transition from university to qualified practice. The Australian Association of Social Work, supervisors, and managers are prompted to recognise and support the changing and evolving professional identities of newly qualified practitioners. [ABSTRACT FROM AUTHOR]

With sector constraints and higher education economic imperatives increasingly impacting the provision of social work field education, university programs lack an understanding of the factors that enable or prohibit field educators' capacity to provide placements. Despite the significance of field education in the curriculum, it remains unclear what the experiences and motivations of field educators are to provide universities with student placements. This research addresses this gap through surveying 101 field educators that attended statewide Victorian field education training. Results indicated that although field educators recognised the benefits of supervising students, workload relief, additional training, and further student placement preparation by the university were emphasised as the primary factors that would enable them to respond positively to placement requests. Payments for placements did not necessarily ameliorate these issues nor guarantee the provision of more placements. The implications of these findings for universities and the field are discussed. It is important for social work field educators to provide voice to the factors that enable or inhibit their capacity to provide supervised student placements and participate in research to highlight the benefits and challenges of their role. Workload relief and greater student placement preparation were identified by field educators as the biggest factor that would increase the likelihood they could provide a supervised student placement. The impact of payment for placement arrangements requires further examination. [ABSTRACT FROM AUTHOR]

There is a need to better understand long-term disaster recovery and reconstruction challenges in diverse communities. This case study was part of a larger study undertaken by the Rebuilding Lives Post-Disaster research partnership, where field research was conducted in disaster-affected communities in Canada, the USA, Australia, India, Pakistan, and Taiwan. The objective of this exploratory case study was to focus on experiences of affected migrant workers from diverse communities in Florida, USA, in relation to long-term disaster recovery and reconstruction work following hurricanes, to ensure that lessons learned from these experiences could inform best practices and policy. The study focused particularly on the role of community processes and dynamics in shaping postdisaster recovery. Qualitative research explored diverse experiences of participants through interviews with government officials, community leaders, and disaster responders. The study found that migrant workers faced challenges due to the lack of consideration with regard to immigration status, linguistic, and cultural needs in disaster recovery. IMPLICATIONS Disaster recovery processes need to consider the diversity of affected populations to ensure assistance and responses meet the differing needs of all community members in postdisaster recovery. All members of diverse communities should be included in disaster response and longer-term recovery efforts. Social workers can assist in ensuring that diversity is a consideration in disaster and emergency management. [ABSTRACT FROM AUTHOR]

Social capital has gained increasing attention from social workers as a way to understand the social networks and resources available to clients, especially new immigrants. Although researchers have developed helpful measures of social capital, a need remains to translate these tools into the native languages of immigrants, while addressing any specific cultural considerations. It would be beneficial for social workers to have access to an Arabic version of a social capital scale. This article describes the process of translation and cultural adaptation of the Onyx and Bullen social capital scale from English to Arabic. Using the responses from 326 Iraqi-Canadians, the instrument was factor analysed to verify the underlying conceptual structure. The translated instrument was found to be consistent with Onyx and Bullen’s original factorial structure and to have good internal reliability with a Cronbach coefficient alpha for the overall instrument, which was comparable to the original scale. IMPLICATIONS Social workers’ roles in Australia and Canada need to enhance culturally competent social and mental health services to immigrants and refugees. Schools of Social Work in Australia and Canada can increase the preparation of students to work with immigrants and refugees, which can potentially help in energising the economy. Social workers could use this scale to assess the level of social support and integration of Arabic speaking individuals, especially newcomers to Australia and Canada. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In most Australian workplaces that provide placement opportunities, social workers are unlikely to receive reductions in their workload for supervising students and completing the administrative requirements of field education subjects. Associated time costs lead to reluctance to supervise social work students. This article investigates the potential for a web-based e-portfolio tool to support and streamline social work field education and assessment processes. Social work students, field educators, and university-appointed liaison staff (N= 110) from a large Australian university completed an online survey administered at the end of placement. The majority of participants reported that the e-portfolio provided a useful framework for recording evidence of student learning; was simple to use; saved time; and had the capacity to enhance the quality and immediacy of communication between parties. We argue that e-portfolios can efficiently capture evidence of student learning and provide a robust mode of supporting social work students on placement. [ABSTRACT FROM PUBLISHER]

There is currently limited understanding of biological children of foster carers and their experiences of foster care placements. This article presents findings from focus groups with biological children that shed light on their perspectives and experiences. Findings indicate biological children are competent social actors who contribute to, and seek to influence, the care environment in their homes. However, due to a lack of recognition, information, and support, biological children's agency is constrained and their challenges exacerbated. This article argues for increased recognition, information and support for biological children, advocating for a "whole-of-family" approach to foster care practice and policy. [ABSTRACT FROM AUTHOR]

Decision-making within the context of dementia can be an uncertain and problematic process. This study critically examined challenges in social work practice in instances where a legal alternative decision-maker through guardianship proceedings was perceived as necessary. Theoretical perspectives from social constructionism underpinned the research. Five qualitative case studies were investigated. A thematic network analysis showed that the situations were constantly evolving and different players participated by bringing their own perspectives. In this process alliances were formed that reflected underlying dynamics of power. Contested issues included varied understandings of dementia and capacity, and differing constructions of risk, protection, and responsibility. The implications for practice are discussed with social work being well placed to make an important contribution through its traditional roles of negotiation, interpretation, and mediation between those who have discursive rights and those who do not. Ethical reasoning as a basis for decision-making was also of significance. [ABSTRACT FROM AUTHOR]

A significant proportion of young people in Australia are currently not being engaged in school and other social systems. This article presents the results of a mixed-methods study of a pilot Family Wellbeing intervention designed to enhance the social and emotional wellbeing (SEWB) of young Aboriginal men and improve engagement in education, employment, and other social participation. A questionnaire incorporating the Kessler Psychological Distress Scale and respondent self-assessment SEWB questions was administered to program participants pre and post intervention (N = 30) and qualitative data were collected from program organisers (N = 6). The results suggest that the Family Wellbeing intervention has the capacity to make a marked contribution to the SEWB of young Aboriginal men; participants experienced strong improvement in capacity to manage relationships, engagement in education and employment, and mental and physical health. The factors that enabled the program to be adapted to the target group and setting are documented. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)