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INTRODUCTION: A social work professional identity is constructed through a period of education and training, including workplace experience. For students transitioning to professional work post-qualifying, there is a period of significant adjustment, requiring an anchor from which professional identity can continue to develop and grow. The study reported in this article aimed to explore how newly qualified social workers perceived supervision as the string to their kites, anchoring them to their professional foundations. METHOD: A qualitative methodology using semi-structured interviews explored the experiences and views of eight newly qualified social workers (NQSWs) in relation to the continuing construction of their social work identity, the challenges they faced in their transition and adjustment to their new professional status, and the role they regarded supervision had in facilitating this process. FINDINGS: An analysis of the narratives indicated that the NQSWs regarded supervision as essential in building confidence and professional autonomy and ensuring they remained engaged in the construction, maintenance, and ongoing shaping of their professional identity. CONCLUSION: For NQSWs to successfully navigate the transition and adjustment from student to professional social worker, frequent and regular access to quality supervision in their firstyear post-qualifying was highly valued in supporting safe practice and professional identity development. Ensuring a more intensive approach to supervision in the first year of practice presents both a challenge and an opportunity to social work employers and the regulatory body that sets standards for the social work profession in Aotearoa, New Zealand. [ABSTRACT FROM AUTHOR]

INTRODUCTION: This paper is the second of two (Briggs et al., 2023) detailing the outcome of a mixed-method study examining the mental health and wellbeing of a randomised sub-sample of 60 clients who attended the Canterbury Charity Hospital Trust Counselling Service following the earthquake that struck Christchurch on 22 February 2011. METHODS: This paper focuses on the results from semi-structured interviews with the study participants. Open-ended questions explored: 1) secondary stressors that impacted participant wellbeing; and 2) experiences of counselling at the CCHT. FINDINGS: The findings highlight several secondary stressors for participants including practical and financial assistance, social contacts, and disrupted employment and education, all of which continued to impact on their wellbeing. The experience of counselling varied with mixed views on its value, the skills of the counsellors, and the benefit of having counselling with a practitioner who had also experienced the traumatic event. CONCLUSIONS: Overall, the initial counselling was viewed as a positive contributor to the participants' recovery, however practitioners, including social workers who offer counselling services, must be mindful of shared trauma, demonstrate emotional regulation, and have relevant knowledge and strategies for a range of client interactions. Continuing professional education, such as webinars and involvement in communities of practice on post-disaster social work practice, are recommended so social workers can better understand the longer-term impacts of disasters and equip themselves for future disaster-related practice. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Natural and human-made disasters, including climate change, pandemics, and other hazards such as earthquake and flooding can have considerable negative impact on all communities in Aotearoa New Zealand. This article uses a case study approach to describe the experiences and reflections of social workers in relation to disaster practice. METHODS: This phase of the research project included semi-structured interviews with 11 registered social workers who had been involved in disaster management in Aotearoa New Zealand. The case studies were examined using thematic analysis to identify key themes. This article draws on four of the 11 interviews grouped together after thematic analysis, enabling detailed exploration of experiences. FINDINGS: Analysis of the interviews identified that the transferable skills and knowledge of social workers are important for disaster practice; social workers are effective in connecting with individuals and communities; and improved professional relationships, systems, and processes are required so that the community is better supported following future disaster events. IMPLICATIONS: Social workers practise locally but are situated within an international context that is underpinned by global definitions, agendas, and goals. These, and local codes and standards, offer a rationale and framework for effective social work disaster practice. Stronger connection between the social work profession and the national emergency management organisation in Aotearoa New Zealand will build social capital and signal the profession's commitment to community resilience in the context of disaster practice. [ABSTRACT FROM AUTHOR]

INTRODUCTION: This article discusses the findings from a project on enhancing the professional capabilities of newly qualified social workers. Existing capability and competence frameworks are reviewed, and components of a draft Aotearoa New Zealand Professional Capabilities Framework (ACPF) are outlined. METHODS: This phase of the research programme began with a literature scan of five social work professional capability frameworks then used this information, data from earlier parts of the study, and a series of co-production workshops with key stakeholders to draft a professional capabilities framework for newly qualified and more experienced social workers. FINDINGS: Analysis of the existing frameworks and data from the co-production workshops identified seven core values and 10 core capabilities to guide early-career and more experienced social work practitioners in Aotearoa New Zealand. IMPLICATIONS: Professional capabilities frameworks can guide and inform the practice and learning of all social workers. Following further stakeholder engagement, especially with tangata whenua (Indigenous people of Aotearoa New Zealand), it is strongly recommended that the Social Workers Registration Board considers the adoption or adaptation of the APCF as an alternative to the current competence standards. [ABSTRACT FROM AUTHOR]

INTRODUCTION: This research brief discusses methods used to co-produce a professional capabilities framework as the final part of a larger programme of research on enhancing the professional capabilities of newly qualified social workers. METHODS: This phase of the research programme began with a literature scan of five social work professional capability frameworks. We then used this information, along with data from earlier parts of the study, to engage a range of key stakeholders in co-production workshops using a structured, participatory, "World Café" approach. FINDINGS: Analysis of the data from the co-production workshops identified seven core values that underpinned capable social work practice in Aotearoa. It also identified 10 core capabilities with a clear, professional practice focus that were strongly supported by workshop participants. IMPLICATIONS: Professional capabilities frameworks can guide and inform learning experiences of social workers at all levels of practice. The data collected during this phase of the project informed further development of the 10 capabilities using a staged approach to practice development at three levels. [ABSTRACT FROM AUTHOR]

Field education is well known as a defining experience in the personal and professional development of social work students. Authentic, meaningful learning opportunities in the workplace contributes to students becoming socialised to the profession and being able to integrate theoretical learning into their practice. Field education occurs across myriad fields of practice and organisational environments. Community gardens are an emerging field of practice for student placements in Aotearoa New Zealand. This viewpoint reflects on the value of field education in this domain from the perspectives of the field mentor, student and external field educator. The reflections highlight the value of this space for learning and supporting social and environmental justice for clients and communities. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Despite minimal public attention, many social workers in Aotearoa New Zealand have been active contributors to disaster management practice. Disaster management comprises four stages: risk reduction; readiness; response; and recovery. Social workers, as professionals in multiple fields of practice, may be engaged in one or more of these stages. METHODS: This article draws from a four-stage project that explored the involvement of registered social workers from Aotearoa New Zealand in disaster management. In the final project stage, 11 social workers were interviewed for the purpose of developing case studies for research and teaching purposes. This article presents the practice observations of two of these social workers in a case study format. FINDINGS: The experiences of the two social workers emphasises the importance of understanding communities, debriefing and supervision, and having a suite of tools for postdisaster situations. The case studies highlight the complex and vital work undertaken by the social workers following the Canterbury 2011 earthquakes. CONCLUSION: It is important that social workers understand disaster management and how their skills and knowledge can be transferred into this space. Regular professional supervision, and adequate resources are essential components in the long-term recovery phase of disaster management. Social work as a profession can provide leadership in disaster management through celebrating previous social work practice in this field. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Māori perspectives should be genuinely represented and integrated into social work education to ensure Māori and non-Māori social work students alike are prepared for working effectively in Aotearoa New Zealand. In field education, Māori students may have particular needs and expectations that should be considered by academic staff and placement host organisations. Consequently, the placement experience for Māori students should reflect these needs and expectations. METHOD: As part of a wider research project which aimed to advance the quality of social work placements for Māori and Pasifika students, a hui was undertaken with a roopu (Māori branch) of the Aotearoa New Zealand Association of Social Work (ANZASW) in late 2014. This article focuses on their views of what constitutes a quality placement for Māori social work students. The project explored two key areas: what does a quality placement look like for Māori social work students and what can tertiary institutions do to better support Māori students to have a quality placement? FINDINGS AND CONCLUSIONS: Participants emphasised the usefulness of placement preparedness, clear expectations and open communication prior to, and during, placement. The placement should also be culturally safe and adequately challenge the student. Tertiary providers should support the student's placement by being in regular face-to-face contact; preparing the student for the placement environment; supporting external cultural supervision; and by critically reviewing their curriculum. [ABSTRACT FROM AUTHOR]

This article focuses on an international social work placement undertaken in Battambang, Cambodia. The article demonstrates the importance of joint work between university, student and host agency in designing clear tasks to be completed. The student and field educator returned home during this placement due to the impact of Covid-19. The article describes what changes were made to ensure the placement was able to continue, resulting in successful outcomes and learning achieved. Learning and reflections are provided by the student, Massey University and the field educator. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Many social work professional bodies and regulators mandate regular supervision and professional development. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner's work for adherence to organisational expectations, and support for practitioner wellbeing. METHOD: Phase two of the Enhancing the Readiness to Practice of Newly Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) are, in their first two years of practice, to enter professional social work. A survey of managers/supervisors and NQSWs in Aotearoa New Zealand about the readiness to practise of recent graduates was conducted. FINDINGS: Questions about supervision and professional development were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice by supervisors was either very infrequent or entirely absent from the professional development of NQSWs. IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention and practitioner wellbeing. More integrated systems of supervision, peer support and planned professional development are needed. [ABSTRACT FROM AUTHOR]

INTRODUCTION: This research sought to understand social workers' perspectives on good practice in specialist sexual violence social work practice in Aotearoa New Zealand. METHODS: In 2018, five registered social workers engaged in semi-structured interviews focused on good practice social work in the field of sexual violence. FINDINGS: The use of therapeutic social work, along with an extensive skill set and knowledge base were identified as fundamental for sexual violence social work. Boundaries and the development of broad self-care practices were recognised as crucial components of good practice. CONCLUSIONS: The findings from this study offers links between the field of sexual violence and social work practice, while also indicating the need for future research. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Anecdotal evidence of increasing competition for field education placements has raised concerns about the availability of quality learning opportunities for students and so it was considered timely to examine stakeholder perspectives. METHOD: In late 2014, 15 tertiary educators from 11 tertiary institutions and 31 social work students from three Aotearoa New Zealand tertiary institutions engaged with the researcher in individual or focus group interviews on aspects of quality field education. FINDINGS: Overall, the tertiary educators revealed considerable pressure on them to secure quality student placements due to competition with other tertiary providers, limited placement opportunities in some locations, high workloads and inadequate funding. Students recognised these pressures but questioned whether the educators are adequately supported by the tertiary institution. Placement availability was also affected by organisations experiencing funding pressures, placement fatigue, limited space and physical resources, and high workloads. CONCLUSIONS: These qualitative findings raise questions for all the key stakeholders in field education: tertiary institutions, educators, social service organisations, the professional associations, the regulatory body and students. The findings from this study signal the need for a comprehensive, sector-wide examination of the social work field education context in Aotearoa New Zealand. [ABSTRACT FROM AUTHOR]

This article presents the findings from a qualitative study which explored student perceptions of their fieldwork supervision experiences and the relevance of this to key stakeholders in fieldwork. Participants perceived their supervision experiences were due to their understanding of the purpose and process of supervision; their assertiveness; supervisor experience and skill; the relationship and perceived compatibility between supervisee and supervisor, and luck. The implications identified from this study include the preparation of key stakeholders in fieldwork and the pivotal role and responsibility held by fieldwork coordinators in schools of social work. [ABSTRACT FROM AUTHOR]

Fieldwork placements are a critical component of social work education. During the 1980s student units were a common model for placements across the statutory social work sector in New Zealand. While these units were replaced in the 1990s and 2000s with a more individualistic approach to social work supervision and placement education, the Site Manager of Child Youth and Family Palmerston North initiated the development of a new unit in 2006. A full-time fieldwork educator was employed to work with social work students on placement. Several benefits of the unit were apparent; however, due to reprioritisation within Child Youth and Family, it was disestablished in 2009. This article traces the establishment and the demise of this student unit and offers comment on the perceived effectiveness of the unit for all of the key stakeholders, that is, the students, Massey University and Child Youth and Family. [ABSTRACT FROM AUTHOR]

This paper discusses the preliminary findings of one section of a national survey on social work field education in Aotearoa New Zealand. The findings reported include: the definitions, characteristics and demographics of students and field educators as well as the respondents' views concerning the aims of field education. The discussion will consider the implications these results have for the policy and practice of field education in the registration environment. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including field education as a component of social work education, the importance of creativity in the types of placements for students and the use of tested models of field education.