29 results for Adamson, Carole

  • Complexity and context : staff support systems in mental health after critical incidents and traumatic events : a thesis presented in partial fulfilment of the requirement for the degree of Doctor of Philosophy in Social Work, School of Sociology, Social Policy and Social Work, Massey University, Wellington, New Zealand

    Adamson, Carole (2005)

    Doctoral thesis
    Massey University

    This thesis presents an ecological exploration of the experiences of mental health workers faced with critical incidents and traumatic events in the course of their work. A qualitative study, it takes the experiences of twenty workers from a range of disciplines and environments, and examines their preparation for exposure to extreme stress, their passage through the incidents that they chose to relate, and the organisational response to the events. The central research question explores the knowledge bases currently utilised within trauma and critical incident response, and the degree to which these provide adequate explanatory, practice and evaluation models for responses to workplace incidents. It is examined through the narratives of the mental health workers, who self-define and explore the nature of their preparation for, and experience of, critical incidents and traumatic events in their workplace. The question is contextualised through a review of the knowledge bases of trauma and extreme stress, and of the mental health environment in which the workers practice. A case study of the workplace support known as debriefing illustrates the tensions between current knowledge bases in the area. Informed by this, the key issues of what did or did not work for the participants are explored. The thesis argues that the paradigm shift signalled by the latest developments within conceptualisations of trauma is not yet complete, and that the ensuing tensions have created debate and confusion in the creation of adequate responses to workplace incidents. Whilst conceptualisations that attempt to address issues of complexity and context are evolving, it is argued that an ecological framework has the potential to both explain and respond to incidents that occur within the mental health environment. The findings of the research raise issues of complexity in the design and implementation of appropriate support systems, and lend a perspective to the critique of debriefing that has been missing from existing debates. Key principles for the development of safe and sound support systems, and their evaluation, are developed.

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  • CSWEANZ : fit & proper survey results

    Hughes, Catherine; Staniforth, Barbara; Adamson, Carole; Hancox, John; McNabb, David (2016-11)

    Conference item
    Unitec

    [2nd slide] Your feedback is important as it will assist us to: 1. Gain a picture of the processes that Schools of Social Work currently use in selection processes and declining applications, as well as ongoing assessment of fit and proper criteria within programmes. 2. Identify the fit and proper issues that emerge for Schools of Social Work. 3. Assist in the preparation of a report for CSWEANZ that will enable Schools to develop a shared understanding of the issues and to participate and contribute to national debate and development. Part ONE of the survey relates to the process of assessing fit and proper criteria on selection of candidates. Part TWO identifies the formal processes your institute engages throughout the four years of social work programme to manage academic performance and disciplinary processes. Part THREE examines the embedded processes of assessment for fit and proper criteria used within the degree.

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  • The concept of integrity in relation to failing and marginal students

    Appleton, Cherie; Adamson, Carole (2016)

    Book item
    The University of Auckland Library

    This chapter considers the issue of how social work programmes can best support students deemed marginal or identified as at risk of failing. Using the lens of ‘integrity’ as a conceptual focus, it addresses the context in which fitness to practise is determined and the processes by which Schools of Social Work may identify, support and manage issues of competence and practice standards. Questions that practice educators may use to determine the extent of concerns and possible options for resolution are applied to a case study and some typical vignettes are offered for reader exploration.

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  • Teaching Trauma: Critically Engaging with a Troublesome Term

    Marlowe, Jay; Adamson, Carole (2012)

    Book item
    The University of Auckland Library

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  • Resilience-informed supervision

    Adamson, Carole (2011)

    Conference item
    The University of Auckland Library

    Professional supervision is increasingly recognised as being a core contributor to the sustainability of resilience and sound coping strategies for professionals within the human services. Resilient practitioners contribute to the overall health and wellbeing of both the organisations and the people with whom they work. This paper uses an applied lens that defines resiliency as both an individual and an environmental issue and extracts key principles of relevance to the professional supervision process and environment. In so doing, key questions concerning supervision's role, process and setting are raised for discussion.

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  • Ageing and mental health in diversity: A New Zealand experience

    Park, H-J; Adamson, Carole (2016)

    Book item
    The University of Auckland Library

    As is the case in most developed nations, a significant proportion of New Zealand's older people experience mental health issues in their everyday lives. This chapter aims to provide an outline of 'mental health and older adults' in the New Zealand context. this background snapshot provides a foundation for the New Zealand landscape on this topic. Cultural iniatives and legislative acts are highlighted alongside current programmes in mental health for older people. Challenges around care for older people with mental health issues abound due to wide-ranging complexities surrounding their care and treatment; there is also limited subject-specific research being undetaken. Urgently needed are new approaches to economic planning, health care and welfare support, retirement policies, innovative living space arrangements and inter-generational relations alongside the promotion of contructive views on ageing.

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  • Educating for disaster: Determining the core elements of a disaster curriculum for social work in New Zealand

    Adamson, Carole (2012)

    Conference poster
    The University of Auckland Library

    In 2010 and 2011, Aotearoa New Zealand was hit by a number of major disasters involving loss of human life and severe disruption to social, ecological and economic wellbeing. The Pike River mine explosions were closely followed by a sequence of major earthquakes in Christchurch, seismic events that have permanently altered the lives of thousands of people in our third largest city, the closure of the central business district and the effective abandonment of whole residential areas. In early October 2011, the ship, Rena, grounded on a reef off the port of Tauranga and threatened a major oil spill throughout the Bay of Plenty, where local communities with spiritual and cultural connections to the land depend on sea food as well as thrive on tourism. The Council for Social Work Education Aotearoa New Zealand (CSWEANZ), representing all the Schools of Social Work in New Zealand, held a ‘Disaster Curriculum’ day in November 2011, at which social workers and Civil Defence leaders involved in the Christchurch earthquakes, the Rena Disaster, Fiji floods and the Boxing Day tsunami presented their narrative experience of disaster response and recovery. Workshops discussed and identified core elements that participants considered vital to a social work curriculum that would enable social work graduates in a range of community and cultural settings to respond in safe, creative and informed ways. We present our core ideas for a social work disaster curriculum and consider a wide range of educational content based on existing knowledge bases and new content within a disaster framework.

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  • Bi-cultural Social Work

    Adamson, Carole (2007)

    Conference item
    The University of Auckland Library

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  • Stress, trauma and critical incidents: the challenge for social work education

    Adamson, Carole (2006)

    Journal article
    The University of Auckland Library

    The article considers implications of research in regard to support systems for workers who have experienced traumatic events and critical incidents. The evidence is aligned with educators’ practice experience that students on placement, new graduates and experienced workers alike, all locate significant stressors and challenges to their resiliency within the systemic and structural organisational contexts of the workplace. This emphasis upon job context as opposed to job content raises key challenges for social work educators. The article addresses issues that arise in the preparation for the management of stress and incidents and considers some tools and models that educators might employ in the pre-practice environment. The article is based upon a presentation given at the Social Work Education symposium in Auckland in January 2006.

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  • Growing resilience in health and mental health social workers: innovation in student practice learning, education and post-qualifying development

    Adamson, Carole (2010)

    Conference item
    The University of Auckland Library

    The case for innovative curriculum design aimed at fostering the development of resilience strategie

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  • Building resilient practitioners

    Beddoe, L; Adamson, Carole; Davys, AM (2010)

    Conference item
    The University of Auckland Library

    An intense focus on high-stakes, risk assessment imposes greater accountability on practitioners and public expectations of professionals are frequently unrealistic. Supervision can be a key tool in ensuring the well-being of frontline workers. Research does indicate that supervision can provide some protection against the corrosive effects of exposure to demanding, stressful work and the impact of working closely with service users who have traumatic stories and are distressed by emotional, psychological and physical experiences (Mor Barak et al, 2009). Increasingly governments, professional bodies and employers have recognised this potential harm to professionals working in health, social care and justice settings and have acknowledged the obligation to ensure workplaces and practices are safe and that workers have access to a range of mechanisms to prevent harm. Students have to learn to fully utilise supervision, and field educators need to teach them how to be supervised. This is a neglected area in professional development for practitioners who take students on placement having had no supervision training. Davys and Beddoe (2009; 2010) provide a structure for student supervision that can be utilized for three outcomes: to assist students to learn how to be supervised; to assist field educators to develop their supervision skills and lastly to promote and build practitioner resilience.

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  • Stress, trauma and critical incidents: the challenge for social work education

    Adamson, Carole (2006)

    Conference item
    The University of Auckland Library

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  • Complexity and Context: Staff Support Systems in Mental Health after Critical Incidents and Traumatic Events

    Adamson, Carole (2006)

    Doctoral thesis
    The University of Auckland Library

    This thesis presents an ecological exploration of the experiences of mental health workers faced with critical incidents and traumatic events in the course of their work. A qualitative study, it takes the experiences of twenty workers from a range of disciplines and environments, and examines their preparation for exposure to extreme stress, their passage through the incidents that they chose to relate, and the organisational response to the events. The central research question explores the knowledge bases currently utilised within trauma and critical incident response, and the degree to which these provide adequate explanatory, practice and evaluation models for responses to workplace incidents. It is examined through the narratives of the mental health workers, who self-define and explore the nature of their preparation for, and experience of, critical incidents and traumatic events in their workplace. The question is contextualised through a review of the knowledge bases of trauma and extreme stress, and of the mental health environment in which the workers practice. A case study of the workplace support known as debriefing illustrates the tensions between current knowledge bases in the area. Informed by this, the key issues of what did or did not work for the participants are explored. The thesis argues that the paradigm shift signalled by the latest developments within conceptualisations of trauma is not yet complete, and that the ensuing tensions have created debate and confusion in the creation of adequate responses to workplace incidents. The findings of the research raise issues of complexity in the design and implementation of appropriate support systems, and lend a perspective to the critique of debriefing that has been missing from existing debates. Key principles for the development of safe and sound support systems, and their evaluation, are developed.

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  • "But what about the theory?" Designing a social work curriculum around practice learning and reflection

    Adamson, Carole; Bellinger, A (2010-06-10)

    Conference poster
    The University of Auckland Library

    Curriculum design in an academic context operates within a site of tension characterised by the need

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  • Context and relationship: defining resilience in health social workers

    Adamson, Carole; Beddoe, Elizabeth; Huggard, Peter (2011-11-05)

    Conference poster
    The University of Auckland Library

    A qualitative study of social workers in physical and mental health asked experienced social workers who self-defined as resilient to define the concept and to explore the elements of resiliency within their practice. Initial definition of resilience as a personal characteristic was developed into a strongly contextual and relational construct, the binding feature of which was self-awareness and the capacity to reflect. A strong feature of the social workers’ understanding of resilience was their focus on relationship with colleagues and the quality of professional social work practice with service users. Further reflexive and structural elements in their professional lives were identified, highlighting that resilience within health social workers is in dynamic relationship with the organisational context. A resilience framework derived from current literature and from the research is presented.

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  • Book Review: Environmental Social Work

    Adamson, Carole (2013)

    Journal article
    The University of Auckland Library

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  • Practice-led curricula: driving from the front or rear seat?

    Adamson, Carole (2009-11-11)

    Conference poster
    The University of Auckland Library

    Do knowledge-driven or practice-led models best serve the needs of social work practitioners engagin

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  • Reactions to driving cessation: a qualitative study of people with dementia and their families

    Chacko, EE; Wright, WM; Worrall, RC; Adamson, Carole; Cheung, G (2015-10)

    Journal article
    The University of Auckland Library

    OBJECTIVES: A proportion of older people with mild dementia are safe to drive. However, driving cessation is recommended at some point as the disease progresses. Driving cessation can have significant psychological and social consequences on people with dementia and their carers. This paper aims to explore the psychosocial and adjustment issues following driving cessation for people with dementia and their supporters. METHOD: Participants and their supporters were interviewed within 1 month of driving-cessation advice, and again 6 months later. Issues associated with driving cessation were explored in semi-structured interviews. RESULTS: Seven participants and their supporters were recruited. This has generated a total of 22 transcripts for qualitative analysis including follow-up interviews. For those who could remember the details of driving cessation, most were unhappy with the decision. Carers who were supportive of driving cessation questioned the legality of it. Most participants minimised the impact of their driving cessation on their supporters. Most supporters were negatively affected by the decision. CONCLUSIONS: The preliminary findings highlight the need for a more comprehensive process for driving cessation in those with dementia, with closer links to regulatory bodies, and increased support for their families/carers.

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  • Kate van Heugten (2014) Human Service Organizations in the Disaster Context. Palgrave MacMillan.

    Adamson, Carole (2015)

    Unclassified
    The University of Auckland Library

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  • Building Resilient Practitioners: Definitions and Practitioner Understandings

    Adamson, Carole; Beddoe, L; Davys, Allyson (2014-04)

    Journal article
    The University of Auckland Library

    This paper turns the conceptual focus of resilience from that of the service user and community to the experience of social workers themselves. It reports on aspects of an ongoing study into social work practitioner resilience in health care and non-statutory practice settings in New Zealand. This continuing study explores the perceptions of experienced social workers in relation to resilience in the face of workplace demands and stressors. After clarifying common definitional challenges regarding the conceptualisation of resilience in the literature, qualitative data from twenty-one interviews are examined and a conceptual framework is proposed which identifies three components of resilience: core attributes, practice context and mediating factors. The narratives of the participants suggest a multi-faceted and dynamically-balanced awareness of resilience that emphasises the relational and contextual characteristics of their experience.

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