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INTRODUCTION: Emerging research suggests that students who care for children, the sick, disabled or the elderly are a marginalised and hidden group in social work education. A recent study explored how the wellbeing of 16 female social work student caregivers was impacted by their engagement in tertiary studies and considered the factors that motivated and sustained these students on their educational journey. METHODS: From a mixed-method study investigating the social and financial impacts of study on the wellbeing of social work students in Aotearoa New Zealand, data were extracted relating to the needs and experiences of social work students and recent graduates who are also caregivers. Data from semi-structured interviews were thematically analysed to produce an overarching theme that contained three sub-themes. FINDINGS: Findings reveal that, for some caregivers, studying social work was a journey that required considerable sacrifice to their personal and financial wellbeing. Findings also point to the remarkable capacity student caregivers had to overcome adversity, and even thrive through their experiences, by drawing on their collective strengths and sense of purpose. CONCLUSIONS: Social work practice rests on the foundational principle of social justice. This research challenges social work education providers and governing bodies to apply this principle when considering the inequities that are faced by students who are also caregivers. Students with caregiving responsibilities need to be prepared for the significant personal and financial costs of their education, particularly about field placement. [ABSTRACT FROM AUTHOR]

The evaluation of professional supervision has been a focus for discussion in the supervision literature over past decades. A review of the literature in this area, however, suggests that evaluation has been differently defined, variously addressed, and a range of outcomes reported. The present study reports the findings of the first stage of a three-stage study of evaluation in professional supervision in Aotearoa/New Zealand. Experienced practitioners from the four professions of counselling, mental health nursing, psychology, and social work were interviewed to explore how evaluation in professional supervision is understood and actioned in practice. Twenty four semistructured interviews were conducted with supervisees, supervisors, and managers from each of the identified professions. The findings from these interviews indicate that a majority of participants applied some form of evaluation to their supervision arrangement. These evaluations, however, did not reflect an overarching organizational or professional culture of formal evaluation, but rather, an individualized ad-hoc process initiated by one or both of the participants (supervisor and supervisee). These evaluations focussed predominantly on the process, rather than the outcomes, of supervision. While many respondents expressed interest in a formal process for evaluating supervision, a number of concerns were also raised. These concerns included a lack of evaluation skills and resource, the potential for formal evaluation to have a negative impact on the supervision relationship, the importance of maintaining the boundaries of confidentiality, and a wariness regarding the possible use of any information gathered. [ABSTRACT FROM AUTHOR]

The article discusses trending live observation of practice for health and social service professions. Topics discussed include role of live observation as a learning opportunity with discussion shifting from evaluation to exploration, benefits to observation through availability of a range of digital recording devices and applications, and different types of observations such as peer observation supervisor observation, and self-observation.