QUT SWISS - Researcher Profiles

Researcher Profiles

Ms Ines Zuchowski

Ines Zuchowski is a social work academic with a particular interest in social work field education. Ines finished her social work degree in 1992 and worked in social work related positions in areas of corrective services, violence prevention, gender, and community education and training after graduation. While working in Non- Government organisations she has supported many social work and community welfare students in their field education experience as a supervisor of their placement. Ines has always enjoyed this work and sees the collaboration with students as an opportunity for growth, for students, herself, the agency and the social welfare field.

Currently Ines is employed as a Lecturer in field education. She is the field education coordinator at a regional university and teaches and researches primarily in field education. Current research projects include research into external supervision in field education and collaboration in an OLT research project about international student exchanges. Ines recognises the centrality of field education in social work education and is keen to ensure that pedagogical frameworks for learning in practice are actively explored and proactively implemented.

Publications by Ines can be accessed via the journals or requested from her Research Portfolio page:

Publications by Ines by topic areas:

Field Education General

Zuchowski IS, Hudson C, Bartlett B and Diamandi S (2014) Social work field education in Australia: sharing practice wisdom and reflection. Advances in Social Work and Welfare Education, 16 (1). pp. 67-80

Field Education and Aboriginal and Islander Students and culturally diverse students

Gair SS, Miles DL, Savage DM and Zuchowski IS (2015) Racism unmasked: the experiences of Aboriginal and Torres Strait Islander students in social work field placements. Australian Social Work, 68 (1). pp. 32-48

Tedam P and Zuchowski IS (2014) The MANDELA practice framework as a tool for strengths-based social work education. In: Advancing Social Work in Mental Health through Strengths-Based Practice. Primrose Hall, Brisbane, QLD, Australia, pp. 158-171

Zuchowski IS, Savage DM, Miles DL and Gair SS (2013) Decolonising field education: challenging Australian social work praxis. Advances in Social Work and Welfare Education, 15 (1). pp. 47-62

Field education and external supervision

Zuchowski IS (2015) Being the university: liaison persons' reflections on placements with off-site supervision. Social Work Education, 34 (3). pp. 301-314

Zuchowski IS (in press) Getting to know the context: the complexities of providing off-site supervision in social work practice learning. British Journal of Social Work,

Zuchowski IS (2014) Planting the seeds for someone else's discussion: experiences of task supervisors supporting social work placements. Journal of Practice Teaching and Learning, 13. pp. 5-13

Zuchowski IS (2014) Space, time and relationships for professional growth: the experiences of external field education supervisors. Advances in Social Work and Welfare Education, 16 (1). pp. 52-66

Zuchowski IS (2013) From being 'caught in the middle of a war' to being 'in a really safe space': social work field education with external supervision. Advances in Social Work and Welfare Education, 15 (1). pp. 104-119

Social Work Practice Wisdom

Francis AP and Zuchowski IS (2014) Safety-Net Groups: an approach to community development. In: Community Work: theories, experiences and challenges. Niruta Publications, Bangalore, India, pp. 86-102

Zuchowski IS (2014) Gender-based violence and mental health. In: Social Work in Mental Health: areas of practice, challenges and way forward. SAGE Publications, New Delhi, India, pp. 97-117

Zuchowski IS (2011) Engaging with resistance to facilitate social work education for eco-social justice. In: Eco-social Justice: issues, challenges and ways forward: voices from De Novo '11. Books For Change, Karnataka, India, pp. 147-163

Publications by Ines by topic areas with abstracts:

Field Education General

Abstract

This paper highlights current issues relevant for Australian social work field education preparation and delivery, and shares some of the challenges that impact on schools of social work in rural, regional and urban settings. Topics discussed include the neoliberal context of social work education, its impact, and issues for rural and remote, international and Aboriginal and Torres Strait Islander student placements. The paper explores some existing models that have emerged as responses to current challenges and environments. It also stresses that, despite economic rationalism and the neoliberal context, Australian social work educators still need to provide quality experiences for social work students, their field educator and the field. The importance of engagement in discussions about the future of Australian social work field education is emphasised.

Field Education and Aboriginal and Islander Students and culturally diverse students

Abstract

Attracting more Aboriginal and Torres Strait Islander people to the social work profession is an important strategy in responding to Indigenous disadvantage. The literature suggests that the inclusion of Aboriginal and Torres Strait Islander people, knowledge, and skills in social work is impeded by racism and white privilege. This article reports on a research project that aimed to explore the field education experiences of Aboriginal and Torres Strait Islander social work students. Interviews were conducted with 11 Aboriginal and Torres Strait Islander students and graduates and their narratives were analysed through a collaborative process. Findings reveal experiences of subtle and overt racism as every day features of their placements. The findings highlight the need to address racism, the value of cultural mentors, and the necessity to increase the employment of Aboriginal and Torres Strait Islander academic staff in social work education.

Abstract

Strengths-based practice is an important framework and practice principle for social work practice. In social work education practice learning provides an opportunity for students to partake in strength based practice as they move towards becoming entry level practitioners. Moreover though, strength based models can form the foundation for supporting students in their development towards professional practice. This chapter explores the MANDELA model developed in the UK to support black African origin social work students in practice learning as an example of strength based work with students of diverse backgrounds. The chapter provides an example for current students and future educators to consider strength based learning, practice and teaching in culturally diverse contexts.

Conventional education models often do not deal well with difference. Generally they focus on the deficits of particular groups of students of diverse backgrounds and thus experiencing these students as a challenge. Deficit approaches focus on what the students are lacking and are often reinforced by findings that students of diverse back ground do poorer in tertiary education than other students. A strength-based perspective on practice puts the focus on what the student is bringing to practice learning, what they identify as areas for growth and how their own strengths and knowledge will contribute to make the practice learning opportunity successful.

Using the example of the MANDELA model developed for the work of black African students, this chapter highlights the importance of practice educator and student making time to get to know each other. Emphasis is put on the importance of learning about the student, their culture, educational background and life experiences. Practice educators and students need to enter safe learning environments in which they can focus on the students' strengths to advance the journey to professional social work practice.

Zuchowski IS, Savage DM, Miles DL and Gair SS (2013) Decolonising field education: challenging Australian social work praxis. Advances in Social Work and Welfare Education, 15 (1). pp. 47-62

Abstract

Social Work's contribution to Australia's legacy of colonisation, the Stolen Generation and ongoing child welfare interventions, may make entering the profession a contentious issue for Aboriginal and Torres Strait Islander peoples. Yet the profession is poorer for their absence, and closing the gap between Indigenous and non-Indigenous social work graduates is a quest aligned with social justice, and with social work as a human rights profession.Field education is considered a significant and important process through which students are socialised into the profession. Questions arise about how professional enculturation might occur for Indigenous students as they put theory into practice, when this theory and practice derives from dominant western frameworks.

In this article we present findings from research exploring the experiences of Aboriginal and Torres Strait Islander social work and welfare students in field placements. The findings identify racism as ever-present, highlight the impact of Eurocentricsm on practice, and reveal the disregard of Aboriginal cultural ways of helping and the potential for disempowerment. These findings have implications for social work praxis and social work education. Recommendations for improved practice and further research are made.

Field education and external supervision

Zuchowski IS (2015) Being the university: liaison persons' reflections on placements with off-site supervision. Social Work Education, 34 (3). pp. 301-314

Abstract

Social work as a profession, social work practitioners and organisations, as well as social work educators are under strain due to global, economic, social and political changes and workplace pressures. Field education is recognised as pivotal in preparing social work students for professional practice. As social work practitioners, organisations and social work educators are exposed to external and internal pressures, social work practice learning with off-site supervision is becoming more prevalent. This paper reports on research that explored the experiences of key stakeholders in social work practice learning with external or, in other words, off-site supervision. This paper explores the experiences of university liaison persons who provided supported field education arrangements with off-site supervision. A range of themes have emerged, including reflections about bringing the university to the placement experience, creating student centred placement opportunities, the complexity of connecting the various players and the extra support and resources needed to support placements with off-site supervision. Findings suggest that quality learning experiences are about more than modes of supervision, that placements with off-site supervision increase the workload of liaison persons and that clear models and structures need to be developed to support emerging field education models

Zuchowski IS (in press) Getting to know the context: the complexities of providing off-site supervision in social work practice learning. British Journal of Social Work,

Abstract

Field education is central to social work education, facilitating the development of practice skills, professional identity and a professional practice framework. External supervision in social work field education is becoming more prevalent due to economic, social and political changes at a global level and is likely to continue to be a feature of field education. This article provides findings from current Australian qualitative research exploring 'social work student placements with external supervision', focusing on the experiences and views of external field educators. It explores the research findings in light of international social work education research, particularly with reference to experiences and contexts in England, UK. A range of themes emerge from this study, including a focus on supervision, relationships, roles, placement preparation and assessment. Findings suggest that knowledge and understanding of the placement context is a dominant consideration in social workers' reflections on their experience of providing external supervision to social work students. External supervisors apply a range of strategies to build the understanding of the context of the students' experience and the nature of host agency policies, practices and culture. This can lead to an active engagement of students in their learning, but has implications for resourcing.

Zuchowski IS (2014) Planting the seeds for someone else's discussion: experiences of task supervisors supporting social work placements. Journal of Practice Teaching and Learning, 13. pp. 5-13

Abstract

Field Education is pivotal to social work education and requires supervision by a qualified social worker. Student placements with external social work supervision are becoming more prominent, but are generally considered outside the norm and have attracted limited research attention. This paper presents the experiences of task supervisors who supported social work placements, a subset of data from a larger research exploring the experiences of key stakeholders in placements with external or off-site social work supervision in Australia. Task supervisors' perspectives have rarely been considered in research, leaving their contributions to social work education underexplored. The thematic analysis highlighted three dominant themes: the roles between task supervisors and external supervisors were not always clarified; task supervisors were actively engaged in the supervision of students, but did not necessarily have a relationship with the external or off-site supervisor; and task supervisors were not always involved in the student placement assessment. Participants emphasised the positives of placements with external supervision, but also raised a number of challenges.

Zuchowski IS (2014) Space, time and relationships for professional growth: the experiences of external field education supervisors. Advances in Social Work and Welfare Education, 16 (1). pp. 52-66

Abstract

Social work field education focuses on preparing students for professional practice. It relies on experienced social workers facilitating the socialisation of social work students into the profession. Generally this socialisation is assumed to take place through an apprenticeship-type model where students are placed to work alongside experienced social workers. However, providing placement opportunities for social work students with social work qualified supervisors on site is becoming more difficult. There is an increase in placements with offsite supervision, where qualified social workers situated outside the placement organisations provide the social work supervision additional to supervision provided internally in the organisations. Previous research has illuminated some of the context of off-site supervision, but little is known about external supervisors' experience of supporting social work students on placement.

Abstract

Social work placements are vital to the students' learning regarding the application of theory to practice. Placements with external supervision are becoming more prevalent, but may be considered to be less desirable than placements with internal supervision. Literature on student placements with external supervision emphasises the importance of establishing and maintaining the triad relationship of student, on-site and off-site supervisor and the provision of continued support. This article reports on a recent study exploring student perspectives on placement involving external supervision. The study shows that students identify a range of experiences, challenges and opportunities in placements with external supervision. From the students' point of view placement preparation, the matching of students to placements and supervisors, the potential benefits of receiving supervision external to the agency and the lack of relationships between the parties involved may need to be considered more carefully in placements with external supervision.

Social Work Practice Wisdom

Francis AP and Zuchowski IS (2014) Safety-Net Groups: an approach to community development. In: Community Work: theories, experiences and challenges. Niruta Publications, Bangalore, India, pp. 86-102

Abstract

Community development is an important strategy to achieve change and develop communities. It can be a vehicle for community members to take charge of the development of their community by working together collectively. This chapter explores how the formation of Safety-Net Groups in communities can become the means and outcome of community development in rural communities. The process of formation of such groups facilitates the development of social cohesion, community belonging and social capital. The groups themselves provide a safety-net to people who are experiencing social isolation and deprivation.

This paper is based on both field practice and teaching community development subjects at an Australian university. Practice observations and reflections suggest that people affiliate and associate with various groups based on their need and interest. In this paper we examine purposeful formation of Safety-Net Groups as a strategy for community development where people can attain a sense of belonging, and feel protected and safe. We explore Safety-Net Groups (SNGs) in relation to self-help groups, highlighting the potential of SNGs to take on a social action focus. This paper illustrates how SNGs can be developed, fostered and sustained and emphasises SNGs as a valuable and user-friendly tool for community development.

Zuchowski IS (2014) Gender-based violence and mental health. In: Social Work in Mental Health: areas of practice, challenges and way forward. SAGE Publications, New Delhi, India, pp. 97-117

Abstract

[Extract] Violence against women is a serious violation of human rights, yet women across the globe experience violence in private and public domains. Women are disproportionally affected by ' ... gender-based violence, socioeconomic disadvantage, low income and income inequality, low or subordinate social status and rank and unremitting responsibility for the care of others' (World Health Organization [WHO] 2012). Violence has been identified as the leading cause of injury and harm against women and as the most common and exemplary cause for depression in women.

In this chapter, the connection of women's experience of violence and mental health is explored. Consideration is given to the extent and type of violence that women experience and the impact of it on their lives, with a particular focus on women's mental health. Social workers worldwide are responding to women who might have experienced violence and whose mental health is affected by this experience. Social workers are also engaged in community development aiming to improve the well-being of the community as a: whole. As such it is important for social workers to have a sound practice framework that enables them to address gender-based violence. Social workers need to be equipped to deliver appropriate practice intervention at micro, meso and macro levels. Social work practice strategies and practice reflections for working with women, violence and mental health issues will be outlined and questions for consideration will be raised

Abstract

Education and raising the awareness of the community about issues of eco-social justice can be challenging and meet with resistance at individual, community and societal levels. For meaningful change to occur in society the knowledge, skills and understandings of individuals and communities has to be increased to allow for the community as a whole to implement changes. Globally, people are affected by climate change, economic exploitation and environmental degradation, yet, economic interests, community attitudes and localised concerns often cause individuals, communities and societies to oppose strategies that move towards eco-social justice.

This paper explores the idea that the resistance of participants in educational programs can be used as a tool for deep engagement with the audience in working towards human rights based, ecologically just and sustainable futures. Examples will be drawn from the author's work in addressing violence against women and used to explore how resistance can be used to promote change in attitudes, values and beliefs. Parallels will be drawn between this work and opportunities to work with the community toward eco-social justice.

Contact us

SWISS team

health.wils@qut.edu.au