37 results for Adamson, Carole

  • 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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  • 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

    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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  • 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)

    Conference item
    The University of Auckland Library

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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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  • Disaster-informed curriculum for social work and welfare education: Guest editorial

    Adamson, Carole (2014-12)

    Journal article
    The University of Auckland Library

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  • Book Review: Environmental Social Work

    Adamson, Carole (2013)

    Journal article
    The University of Auckland Library

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  • 'Never trust anybody who says, "I don???t need supervision"': Practitioners??? beliefs about social worker resilience

    Beddoe, L.; Davys, Allyson; Adamson, Carole (2014)

    Journal article
    The University of Auckland Library

    Yin noted the requirement for social workers to provide ???supportive, empowering and strengths-based (resilience building) services??? and asked ???when the workers themselves are burning out ??? do we provide the same for them????. Many researchers have since explored this question, seeking explanations as to how some social workers survive and thrive and others are lost to the profession. The authors of this small exploratory study were interested in exploring practitioners??? understanding of resilience. A qualitative approach was employed to explore practitioner views about what contributed to their own resilience, augmented by data gathered in interviews with those providing supervision to students. Findings suggest a conceptual framework incorporating three aspects of resilience: core attributes within the individual, the practice context and a series of mediating factors. Participant accounts suggested a multifaceted and dynamically balanced awareness of resilience that highlighted the relational and contextual characteristics of their experience. This article reports one significant theme emerging from the study; namely that supervision and collegial support are recognised as vital in the nurturing of practitioner resilience.

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  • Getting the balance right: critical reflection, knowledge and the social work curriculum

    Adamson, Carole (2011)

    Journal article
    The University of Auckland Library

    Social work education in Australia and New Zealand is predominantly embedded within tertiary education systems modelled on university pedagogy. Consolidated by the demand for professionalisation, this location has shaped the social work curriculum into traditional, discipline-based academic courses and delivery. Calls for graduates and practitioners to be robust, resilient and critically reflective have come from employers, the social work profession and educators. This paper acknowledges the impact of external stressors on social work and, within the context of debates over the nature of the social work profession, conceptualises these pressures as a demand on the resilience and reflective capacity of practitioners. Identifying core issues of the need for skills in critical reflection, the lens turns to the construction of the social work curriculum itself. Three models of programme design and curriculum delivery are presented and, using a recently implemented example, questions are raised about the potential for structural change to the curriculum that may enable a central focus upon integrative processes and critical reflection.

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  • Supervision is not politically innocent

    Adamson, Carole (2011)

    Journal article
    The University of Auckland Library

    This paper argues that the potential tensions within the role, function and purpose of supervision, potentially magnified by the adoption of the process within a variety of organisational and occupational settings, underscore the importance of supervision being seen as a contextually informed activity. Using a lens of resilience theories, some key contextual factors emerge that reinforce supervision as a developmental, relational, constructed and reflective activity, one which must always be mindful of the contexts in which it is practised.

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  • Decolonizing Social Work

    Adamson, Carole (2014)

    Journal article
    The University of Auckland Library

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  • Educating resilient practitioners

    Beddoe, Elizabeth; Davys, Allyson; Adamson, Carole (2013)

    Journal article
    The University of Auckland Library

    Many social workers face challenges maintaining professional optimism and personal well-being in their chosen career. The retention of capable practitioners is important to employers and the wider profession. This paper reports on elements of an ongoing study into practitioner resilience in social work in health and non-statutory practice settings. The project aims to explore experienced social workers' understanding of their resilience in the face of workplace demands and stressors. Findings from a small, qualitative study of experienced practitioners in New Zealand suggest that social work education contributes in multi-faceted ways to preparing resilient practitioners. The authors recommend the strengthening of these elements in pre-service education.

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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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  • "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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  • How do we make a generic social work curriculum disaster???informed?

    Adamson, Carole (2017-05-29)

    Conference poster
    The University of Auckland Library

    Globally, the social work qualifying curriculum is a dynamic construction of core subjects reflective of local contexts, responsive to the principles of the IFSW definition (IFSW, 2014). Whilst the urgency of disaster highlights the imperative for determining the nature of the social work role and response, the possibilities of a disaster-informed curriculum are often subsumed within a host of competing demands. How then can we plan for the unpredictable and ensure that a qualifying social work curriculum contains sufficient preparation for graduate capacity in disaster risk reduction (DRR)? Whilst a minority of qualifying programmes contain specific disaster modules, the challenge for much of social work education is to insert sufficient disaster knowledge through linkages to existing curriculum foci. Starting with an overview of skills and knowledge required for DRR, this practical presentation illustrates ways in which a generic social work curriculum can be infiltrated and embedded with disaster-informed knowledge.

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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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  • Building resilient practitioners

    Beddoe, Elizabeth; 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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  • A social work lens for a disaster-informed curriculum

    Adamson, Carole (2014-12-08)

    Journal article
    The University of Auckland Library

    This paper presents a rationale for the inclusion of disaster knowledge within the social work curriculum and argues for a broad, population-based structuring of knowledge-for disaster within the generic curriculum. An exploration of the social work knowledge base is conducted which argues that the strengths and recovery focus inherent within our research, teaching and practice provides social work with a working mandate for working in disasters. Some key principles for curriculum design are established and a model curriculum is presented.

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

    Chacko, Emme; Wright, WM; Worrall, RC; Adamson, Carole; Cheung, Gary (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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