Collaborating to Focus on Children in Australian Social Work Education

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Collaborating to Focus on Children inAustralian Social Work EducationCarole Zuffereya Christine Gibsona amp Fiona Buchanana

a Carole Zufferey Christine Gibson amp Fiona Buchanan Universityof South Australia AustraliaPublished online 31 Jul 2014

To cite this article Carole Zufferey Christine Gibson amp Fiona Buchanan (2015) Collaborating toFocus on Children in Australian Social Work Education Social Work Education The InternationalJournal 341 32-45 DOI 101080026154792014940889

To link to this article httpdxdoiorg101080026154792014940889

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Taylor amp Francis makes every effort to ensure the accuracy of all the information (theldquoContentrdquo) contained in the publications on our platform However Taylor amp Francisour agents and our licensors make no representations or warranties whatsoever as tothe accuracy completeness or suitability for any purpose of the Content Any opinionsand views expressed in this publication are the opinions and views of the authorsand are not the views of or endorsed by Taylor amp Francis The accuracy of the Contentshould not be relied upon and should be independently verified with primary sourcesof information Taylor and Francis shall not be liable for any losses actions claimsproceedings demands costs expenses damages and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with in relation to orarising out of the use of the Content

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Collaborating to Focus on Children inAustralian Social Work EducationCarole Zufferey Christine Gibson amp Fiona Buchanan

Social work educators across the world are engaged in developing a curriculum thatprepares students to be effective practitioners in a range of settings that involve working

with children This paper reflects on collaborative strategies and research that haveinfluenced the child wellbeing content of social work courses in Australia It presents acritical analysis of the tensions and challenges that can occur in (this) collaborative work

It then discusses an outcome of this advocacy to influence the child wellbeing content ofsocial work education an undergraduate module aimed at increasing studentsrsquo knowledge

and skills in communicating with children This paper argues that Indigenous children(such as Aboriginal and Torres Strait Islander children) are over-represented in child

protection systems and out-of-home care services and that this needs to be acknowledgedand given increased attention in the education of social work students internationally

Keywords Social Work Education Collaboration Children Communication Skills SocialWork Research Child-Centred Practice Child Protection

Background

International social work researchers and educators have been advocating for social

work graduates to be consistently taught effective ways of communicating with children(Lefevre 2013 Lefevre Tanner ampLuckock 2008 Luckock et al 2006 Luckock Lefevre

amp Tanner 2007 Mullin amp Canning 2006 Smith 2006) Concerns have also been raisedby Australian researchers about social work graduates feeling unprepared for practicewith children (Clare amp Mevik 2008 Healy amp Meagher 2007) A number of Australian

and international authors are involved in promoting child-centred social work practiceresearch policy and professional education (Bagshaw 2007 Cousins amp Milner 2007

Grover 2005Hill 2006 Jans 2004Munro 1998 Parton 2009 Roche 1999Warming2006) Furthermore the Australian Association of Social Workers (AASW) promotes

core curriculum content in social work education for strengthening the values

q 2014 Taylor amp Francis

Correspondence to Carole Zufferey School of Psychology Social Work and Social Policy University of South Australia

GPO Box 2471 Adelaide SA 5001 Australia Tel 08 83024782 Email carolezuffereyunisaeduau

Carole Zufferey Christine Gibson amp Fiona Buchanan University of South Australia Australia

Social Work Education 2015Vol 34 No 1 32ndash45 httpdxdoiorg101080026154792014940889

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attitudes knowledge and skills of social work graduates in relation to working with

children and their families (Australian Association of Social Workers [AASW] 2012)However international and Australian researchers continue to find that the social work

curricula do not consistently teach skills for working with children thus the need foradvocating for amore central focus on collaborating for andwith children in socialwork

education Key social work skills in this field include enhancing cross-organisationaldisciplinary and cultural collaborations advocating for child-centred policy and

practice as well as working directly with children and their familiesSimilar to the lsquostandards of proficiencyrsquo developed by the Health and Care

Professions Council (Health and Care Professions Council 2012) in England the

Australian Social Work Education and Accreditation Standards (ASWEAS) set out thecriteria for accreditation of a professional social work programme by the Australian

Association of Social Workers (AASW) In England the standards are generic such aslsquobe aware of the impact of culture equality and diversity on practicersquo and lsquobe able to

draw on appropriate knowledge and skills to inform practicersquo (Health and CareProfessions Council 2012 pp 9ndash13) The Australian Social Work Education and

Accreditation Standards focus on foundational and specialised curriculum contentincluding the values attitudes knowledge and skills required for specialisations in child

protection and wellbeing mental health cross-cultural practice and working withAboriginal and Torres Strait Islander people and communities (Australian Associationof Social Workers [AASW] 2013 2012)

In Australia structural and racial inequalities such as the legacy of colonisationStolen Generations high levels of poverty ill health and inadequate housing

contribute to the over-representation of Aboriginal children in the child protectionsystem who are six times more likely to experience child maltreatment (primarily

neglect physical abuse and emotional abuse) compared to non-Indigenous children(Hunter 2008) In response to the failure of current systems to adequately address the

needs of all vulnerable children but particularly Aboriginal and Torres Strait Islanderchildren collaborations between statutory child protection organisations andIndigenous specific organisations and community members are pertinent to inform

more culturally sensitive policies and practicesStakeholders in human services including community leaders researchers policy

makers practitioners and social work educators advocate for increasing servicecollaborations to improve outcomes for vulnerable and lsquoat riskrsquo children National and

international policy directives aimed at increasing collaboration prevention and earlyintervention in the interests of children intend to reduce the focus on crisis responses

when working with children (Commonwealth of Australia 2009) Examples of policysupport for increasing collaborations are policy documents such asWorking Together to

Safeguard Children A guide to inter-agency working to safeguard and promote the welfareof children (HM Government 2013) in England and the National Framework forProtecting Australiarsquos Children 2009ndash2020 Protecting Children is Everyonersquos Business

(Commonwealth of Australia 2009) This trend to focus on early intervention andcollaboration resonates with manyWestern countries (Frost amp Parton 2009) although

efforts to shift resources to earlier in the spectrum of intervention are frequently

Social Work Education 33

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thwarted With adequate training social work graduates are positioned as central to

improving collaboration at different levels of service intervention in line with theseinternational and national policy directions when responding to children and their

families Next literature in relation to collaboration aimed at improving outcomes forchildren and their families is discussed

The notion of collaboration is complex and multi-layered (Frost 2005 Scott 2005)The terms collaboration cooperation coordination and integration are often poorly

defined andused interchangeablyHowever these processes operate at different structurallevels collaboration involves lsquoworking togetherrsquo across the boundaries of differentorganisations and sectors to advance a shared holistic vision for the future lsquocooperationrsquo

includes the informal exchange of information between systems while lsquocoordinationrsquorefers to having more formal organisational protocols (Scott 2013 p 32) Integration is

when a neworganisational form is created (Scott 2013 p 79) In the field of childwelfareCortis and Gibson (2005) found that collaborating is the key to successful knowledge

transferwhich requires organisational support They found that successful collaborationsoccur within organisations that have an infrastructure that supports personnel to

collaborate (including financial resources and organisational policies) that fosters jointplanning to work towards shared goals and values and that promotes continuous clear

communication between key stakeholders (Cortis amp Gibson 2005) Critical elementsfor effective collaborations include predisposing factors that support the collaborativeprocess including the history of organisation mandate leadership organisational

machinery such as governance policies and clear measurable outcomes (Horwath ampMorrison 2007 p 61)

To improve responses to children the literature indicates that collaborations need tooccur

(1) Between statutory and voluntary child protection services including acrossnational state and local government jurisdictions and non-governmentorganisations (Arney amp Scott 20102013 Horwath amp Morrison 2007Winkworth amp White 2013)

(2) Across service sectors which can influence child wellbeing such as homelessnessmental health domestic violence and drug and alcohol (Arney Zufferey ampLange 2013 Gibson 2013 McArthur amp Winkworth 2013)

(3) Between research policy practice and professional higher education (LewigArney amp Scott 2006 Zufferey Scott amp Gibson 2009) and

(4) With Aboriginal and Torres Strait Islander people and communities affected bychild protection systems in Australia This requires a more community-basedlsquograss-rootsrsquo approach to collaboration one that includes family networksother informal resources and an acknowledgement of the lsquorelationship betweentraumatic colonial experiences and ongoing intergenerational traumarsquo(Libesman 2004 pp 1ndash2)

Collaborations between numerous stakeholders (including Aboriginal and TorresStrait Islander community advocates researchers and educators) who function

as lsquoknowledge brokersrsquo can influence understandings of child-centred practice and

34 C Zufferey et al

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improve responses to working with children (Arney amp Scott 20102013 Cummins

2013) Knowledge brokering refers to lsquoa range of formal and informal activities andprocesses undertaken to establish relationships and facilitate effective knowledge

exchangersquo (Cummins 2013 p 39) It includes lsquobuilding personal relationshipsfacilitating dialogue and debate understanding the issues for all parties and translating

the message for the different audiencesrsquo (Cummins 2013 p 46) Communitymembers researchers policy makers practitioners and social work educators can

collaborate as separate lsquoknowledge brokersrsquo to contribute to enhancing child-centredsocial work practices (Arney amp Scott 20102013 Cummins 2013 Scott 2005)However knowledge is fragmented across different lsquobodies of knowledgersquo including

the knowledge of community leaders students policy makers practitionersresearchers and educators (Head 2013) Lewig et al (2006 p 14) argue that

researchers policy makers and practitioners have different timetables use differentlanguages to communicate knowledge and have different priorities for knowledge

Despite this authors from a range of disciplines note that individuals andorganisations can overcome these differences when as lsquoknowledge brokersrsquo

(Cummins 2013 Ward House amp Hamer 2009) they aim to improve child welfareeducation policy and practices (Head 2013) The Australian Centre for Child

Protection (ACCP) is one example of an important lsquoknowledge brokerrsquo in AustraliaThe ACCP is involved in producing acquiring assimilating using and disseminatingresearch knowledge whilst advocating for collaborative ways of working to promote

child-centred social work practiceThe purpose of this paper is to reflect on collaborative strategies and research aimed

at influencing the child wellbeing content of social work courses in Australia asexampled by the efforts of the Australian Centre for Child Protection The paper

presents a critical analysis of the tensions and challenges that can occur in (this)collaborative work It then discusses an outcome of this advocacy to influence the child

wellbeing content of social work courses an undergraduate module called Child-Centred Practice aimed at increasing studentsrsquo knowledge and skills in communicatingwith children The collaborative research strategies of the Australian Centre for Child

Protection are discussed next which are provided as examples of research advocacythat can be considered in countries and child protection contexts other than in

Australia

Collaborative Research Strategies Focusing on Children in Australian Social WorkEducation by the Australian Centre for Child Protection

In 2007 the Australian Centre for Child Protection embarked on a series of nationalstudies Professionals Protecting Children that mapped child protection-related

content in the professional education of teachers social workers psychologists andnurses (Arnold amp Maio-Taddeo 2008 Arnold Maio-Taddeo Scott amp Zufferey 2008Crettenden Zerk Farrall amp Arnold 2013 Parry Maio-Taddeo Arnold amp Nayda

2009) This multidisciplinary project won the lsquoBest CollaborativeInterdisciplinaryResearch Project Awardrsquo at the University of South Australia in 2009 The Australia-


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wide curriculum mapping project Professionals Protecting Children Child Protection

and Social Work Education in Australia (2008b) mapped the Australian social workcurriculum for child protection content and conducted a national roundtable

The findings of the curriculummapping exercise are reported elsewhere (Arnold et al2008 Zufferey et al 2009 Zufferey amp Gibson 2013) Following this curriculum

mapping project the follow-up Towards a Child Inclusive Curricula in Social WorkEducation forumwas held in 2009 This Forumwas organised by the Australian Centre

for Child Protection and chaired by the then CEO of the Australian Association ofSocial Workers Discussions at the Forum revealed that a number of universities weredeveloping specific child-focused courses (or content for a relevant subject or course)

These new initiatives aimed to develop studentsrsquo abilities to critically analysecontemporary family and child practice-theory and apply a child-centred approach in

a range of human service contexts Further to these initiatives in 2011 a websitereview of discrete subjectscourses provided by social work education programmes

across Australia focusing specifically on working with children and families waspublished (Zufferey amp Gibson 2013) These strategies are discussed in greater depth

elsewhere (Zufferey et al 2009 Zufferey amp Gibson 2013) but they intended toinfluence the child protection-related curriculum content of social work courses

offered by universities across Australia However despite these successful collaborativeresearch ventures to influence social work educationmdashthe Australia-wide curriculummapping surveys a national roundtable and forums with social work educators and

other stakeholders as well as a follow-up website search of child-focused subjectsbeing taught in Australian social work courses (Zufferey amp Gibson 2013)mdasha number

of challenges still remain The challenges and tensions in collaborative processes arediscussed next to highlight the complexities involved when aiming to influence

change nationally and locally

Challenges in Collaborative Work

When reflecting on working with vulnerable children and their families Scott

(2005 2013) notes that collaborative tensions can co-exist at multiple levelsinter-organisational intra-organisational inter-professional inter-personal andintra-personal Inter-organisational tensions can arise when a particular culture exists

that constrains collaborations such as between separately funded adult-centred andchild-centred services (Scott 2005) As well competition exists between Australian

universities (and their social work departments) that can hinder collaborations andorthe sharing of understandings and resources Differing theoretical conceptual and

ideological dimensions can influence and shape social work curricula For examplea particular university culture and social work educatorsrsquo understandings of social work

education (such as a critical approach or competency-based learning) canmean that thesubjects taught in that university are often developed to fulfil those understandingsThus evenwithin one groupof lsquoknowledge brokersrsquo such as social work educators there

are debates about how the social work curriculum is taught what content is emphasisedand which university has what lsquonichersquo in the area of child wellbeing and protection

36 C Zufferey et al

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Therefore despite the Australian Association of Social Workers (AASW) suggesting

a specific social work curriculum course content and structures can differ acrossuniversities

Intra-organisational tensions can relate to organisational practice contexts whichcan negatively affect an individualrsquos ability to collaborate with other services in the best

interest of families and children (Scott 2005) These include organisational cultureworkload pressures procedurally-driven managerial and risk-averse practices and the

impact of public scrutiny on social work practice (Beddoe 2013 Connolly 2013Healy 2009 Lonne Parton Thomson amp Harries 2009) In the university sector thesetensions can manifest at different sites and functional areas within one university or

department However collaborative research initiatives are not possible withoutclear communication and positive relationships between collaborators (see Cortis amp

Gibson 2005) Despite high workloads a commitment to the processes of lsquoworkingtogetherrsquo on collaborative projects can result in combining the perspectives of different

lsquoknowledge brokersrsquo which in the university context can include Indigenouscommunity consultants lsquoresearch onlyrsquo staff members and social work educators

coming together to promote child and family centred research and practice to socialwork students

Inter-professional tensions can relate to disciplinary debates in multidisciplinary(and multicultural) teams where power differentials and differing philosophical andconceptual understandings can limit collaborations (Scott 2005 p 138) Tensions can

exist between practitioners of different disciplines involved in working directly withvulnerable children In the university context tensions can also exist between

researchers and social work educators who advocate differing theoretical perspectivesFor example psychological or sociological definitions of and responses to child

protection and wellbeing come from different philosophical assumptions Thuswithin one university one social work educator drawing on psychological influences

may focus on teaching students skills associated with statutory risk assessmentsIn contrast another social work educator drawing on sociological theory and researchmay advocate for critically analysing normative constructs of the child childhood and

the protection of children This debate contrasts a traditional objectivist approachthat relies on teaching standardised case management models and risk assessment

tools with a critical constructivist approach to teaching about the wellbeing ofchildren within their family and cultural context (Bellefeuille amp Schmidt 2006) In the

Australian context any of these approaches would necessitate incorporating culturallyappropriate knowledge and skills for working with Indigenous children families and

communities This tension highlights the importance of embedding inter-professionalpractice and cross-cultural training within the social work curriculum in the interests

of improving outcomes for all children (AASW 2012) Tensions between people ofdifferent backgrounds and disciplines can be reduced by developing positive trustingrelationships and a shared vision to maintain a focus on improving the wellbeing of

children (Cortis amp Gibson 2005)Inter-personal factors can also inhibit or support collaboration (Scott 2005 p 138)

Tensions about roles responsibilities purpose and leadership can create inter-personal


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conflict between individuals involved in collaborative projects (Scott 2005 2013)

However a history of lsquogoodwillrsquo between collaborative partners can help to address anyinter-personal tensions that may arise (Cortis amp Gibson 2005) For example despite

changed job roles two collaborators on the research projects of the Australian Centrefor Child Protection maintained personal and professional connections and a

commitment to disseminating material with a shared vision of continuing to focus onchildren in social work education Lastly an individualrsquos own emotional reaction to a

situation can also be a barrier to collaboration (Scott 2005 p 139) As researchers andsocial work educators reflecting on how our collaboration has worked we come backto the central notion of developing positive long-term relationships with dedicated

allies and colleagues who have a shared commitment to a lsquojustrsquo cause and a vision for abetter future for all Australiarsquos children When collaborative relationships are positive

focused and respectful intra-personal tensions or emotional reactions to personaland professional differences can be overlooked This commitment to a shared

purpose enables social work educators to develop creative and innovative programmesdesigned to increase studentsrsquo knowledge and skills in communicating with children

One such creation was the Child-Centred Practice course This course resulted fromcollaborations between social work educators policy makers professional associations

and research centres that aimed to influence foundational curriculum content to meetthe Australian Social Work Education and Accreditation Standards (AASW 2013)

Influencing Change in the Social Work Curriculum An Example

In response to the introduction of the social work education curriculum standardsChild-Centred Practice was introduced as a core subject for final year students in the

Bachelor of Social Work programme at the University of South Australia Key skillsfor social work practice with children and their families relate to collaborating

lsquorespectfullyrsquo with diverse professions communities and organisations lsquorecognisingthat families may have multiple needs requiring the involvement of multiple

organisationsrsquo (AASW 2012 p 14) University courses such as Child-Centred Practiceare not designed in a vacuum social work educators continually develop acquireassimilate and disseminate policy and practice knowledge about collaboration across

disciplines and cultures to enhance child-centred practice knowledge and skills ofsocial work graduates (Cummins 2013) The collaborative advocacy of numerous

lsquoknowledge brokersrsquo has contributed to the development of the textbook used for thiscourse titled Working with Vulnerable Families A Partnership Approach (Arney amp

Scott 20102013) which emerged from research conducted at the Australian Centrefor Child Protection The course content covers the topics in the chapters of this

textbook which include working with Aboriginal and refugee children families andcommunities As well the Child-Centred Practice course was designed and is taught inthe spirit of children being lsquoeverybodyrsquos businessrsquo consistent with the recommen-

dations of the National Framework for Protecting Australiarsquos Children 2009ndash2020Protecting Children is Everyonersquos Business which includes a key focus on Indigenous

38 C Zufferey et al

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children being supported and safe in their families and communities (Commonwealth

of Australia 2009 p 28)Curriculum development in higher education can be content-driven (focusing on

what is taught such as creative ways of working with children) objective-driven(focusing on the learning outcomes or aims such as learning to communicate with

children and families of diverse cultural backgrounds) and process-driven (focusingon how learning takes place such as through the demonstration of child-centred

skills) (Burgess 2004) These three aspects are important to consider when developinga new course such as Child-Centred Practice which includes incorporating knowledgeskills and values for working with Aboriginal children families and communities with

the aim to improve how non-Indigenous social work students and social workers workwith Indigenous children The course objectives relate to students being able to analyse

the historical cultural economic and political context of child abuse and neglect andto develop skills in child-focused and child-inclusive techniques drawing from a

culturally-sensitive perspective The students are not taught to be lsquochild therapistsrsquo butto be able to interact with children in a meaningful way so their voices can be heard

and their wishes taken into account when working in a range of social work settingsand cultural contexts

The teaching process involves collaboration between social work educatorspractitioners policy makers researchers and guests from the field who work withIndigenous and refugee children Two Aboriginal elders present a lecture in the

course addressing the challenges faced by Aboriginal children and the importanceof promoting ways for Aboriginal children to reconnect with culture Assessments

include a critical analysis of policy and practice approaches to children and a skillsdemonstration The skills assessment requires students to collaborate with each other

and use knowledge about collaboration when practising child-centred interviewingskills including with children of differing backgrounds and cultures Throughout the

course students are reminded that the values ethics and skills of social work guide anyintervention with children Whether practising directly with children advocating ontheir behalf or addressing systems and policies which affect them children are central

to practiceThe content of this course covers important theoretical approaches such as

Bronfenbrennerrsquos (1979) ecological model with a central focus on children Thisperspective positions children as central to the microsystem (such as the family

neighbourhood peers) but also examines themesosystem (such as in the interconnectionof two microsystems) the exosystem (focusing on institutions such as a parentrsquos work

or the mass media which indirectly influences children) and the macrosystem (such aslarger socio-cultural and political contexts) Students are taught Winkworth (2006)

and Winkworth and McArthurrsquos (2006) principles of child-centred practice to focus onpromoting timely participatory and collaborative practice that is developmentally andculturally appropriate Principles of child-centred practice are promoted when childrenrsquos

functioning in school at play or in relationships is compromised by disruptions tothe systems in hisher life (Bronfenbrenner 1979) thus highlighting the importance of

collaboration with other disciplines (such as teachers and doctors) and organisations


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The course explores how through collaborating across cultures disciplines and agencies

family and community resilience can be harnessed to support children This also involvescreatively collaborating with children so that their voices and experiences are central to

social work interventionsChild-Centred Practice is a 13-week course which includes role plays using a range

of different media The teaching team are all experienced practitioners in the areaof children and families and draw on many years of experience as child-focused

practitioners who have worked with children from diverse backgrounds To helpstudents familiarise themselves with using creative approaches with children toys artmaterials and sand trays are used in role plays with three students in each group

Student roles in the small groups are worker child and observer and the positionsare alternated The students interact in their roles through choosing a creative

communicative approach appropriate to the childrsquos situation including their culturalbackground and developmental stage For instance following input about the

challenges facing Aboriginal children and principles for working with Aboriginalchildren a case scenario for a role play may specify

You are having a counselling session with a seven year old Aboriginal boy who hasbeen referred by his primary school for ldquobehavior management problemrdquo

To role play a session with this child the students may choose to use a sand traywhere the student playing the child can mould the sand to create a landscape andchoose a variety of small toys to represent buildings vehicles and people The purpose

is to help the child to tell hisher story by using the materials to make sense of hisherexperiences The student who has the role of the worker practises active listening

witnessing the childrsquos inner world and feelings to help the child to recognise theirindividual strengths for problem solving in the future Following small group

feedback class discussion about the studentsrsquo experiences in the role play emphasisesthe need to follow the childrsquos lead and move at the childrsquos pace The teaching position

for the role plays draws attention to demonstrations of worker humilityinquisitiveness and respect as necessary attributes for work with diverse children inthe context of their families and communities

To engage social work students to work directly with children practice tools thatstudents are already familiar with (such as ecomaps and genograms) are adapted

focusing on children at the centre (Kirst-Ashman amp Hull 2012) Students areintroduced to creative ways of working with children including childrenrsquos narrative

lsquostem storiesrsquo (such as using dolls and narratives to enact a story representing familymembers designed to explore attachment relationships)1 life road maps (such as

drawing a lsquomaprsquo of a childrsquos life using journey metaphors including historical eventsimportant relationships and goals) drawing and painting clay and sand tray work

mirror work and milieu therapy2 (which includes therapeutically designing everydayevents and interactions to enhance childrenrsquos social skills and build confidence)The course promotes creativity empathy and intuition as important attributes to

communicating with children (see for example Case amp Dalley 2008 Sunderland 2001Webb 2007) These creative practice approaches inspire social work students to

40 C Zufferey et al

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practise their skills when working with children being mindful that children are too

often left on the periphery of interventions with adult clients and communitiesFinally it must be acknowledged that for a university to introduce a new

course such as Child-Centred Practice a number of organisational individual andenvironmental factors need to be in place (Salveron Arney amp Scott 2006 p 41)

There was support for this innovation (the new course) because the undergraduatesocial work programme was being reviewed at the time A new social work studio was

being built and new skills-based courses were being developed to make use of thisresource Therefore the course design was compatible with the current organisationalculture and was considered low risk and advantageous (Salveron et al 2006) Also

willing individuals were available to lsquochampionrsquo the new course and they weresupported by the organisational structure and the political environment (Salveron

et al 2006 p 41) The political agenda reflected in the Australian Association of SocialWorkersrsquo (AASW) policies and in government policies supported the introduction of a

course that focused on children being lsquoeveryonersquos responsibilityrsquo These supportiveconditions occurred because collaboration between knowledge brokers (including

community activists researchers social work educators policy makers andpractitioners) facilitated lsquoeffective knowledge exchangersquo (Cummins 2013 p 39) and

kept the focus on improving community responses to children

Conclusion

This paper discussed collaborative strategies and research aimed at influencing thechild wellbeing content of social work courses in Australia it provided a critical

analysis of the tensions and challenges that can occur in (this) collaborative work anddiscussed an outcome of advocacymdashthe development of a new course The central

purpose of collaborating connecting and advocating for a more child-inclusive socialwork education curriculum is to enhance the wellbeing of all vulnerable children in

our community with a particular focus in Australia on the vulnerability of Aboriginalchildren (Arney amp Scott 20102013) Worldwide government policies advocate early

intervention and the coordination of services to children families and communitiesHowever in current political and neoliberal contexts these policies have beencriticised for prioritising the lsquoefficientrsquo use of resources and playing a role in

rationalising services (Gordon amp Zufferey 2013) Despite this criticism communityactivism political government agendas and policy leadership can contribute to

providing a positive direction for change Furthermore the leadership of professionalsocial work bodies such as the Australian Association of Social Workers in Australia

and the Health and Care Professions Council (Health and Care Professions Council2012) in England do influence changes in the social work education curricula

Without the advocacy of diverse stakeholders and the leadership of the Australianprofessional social work body the coursemodule discussed in this paper may not havebeen developed The Child-Centred Practice course was designed to increase social

work studentsrsquo knowledge and skills in collaborating to communicate with children indiverse practice settings which is a national and international area of concern in social


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5

work education (Clare amp Mevik 2008 Healy amp Meagher 2007 Lefevre 2013 Lefevre

et al 2008 Luckock et al 2006 2007 Mullin amp Canning 2006 Smith 2006)This paper provided an Australian example of the opportunities and tensions

involved when embarking on collaborative strategies and research aimed atinfluencing the child wellbeing content of the social work curriculum It highlighted

the importance of collaboration between diverse stakeholders including Indigenousleaders and community members policy makers researchers child protection

practitioners and social work educators to enhance the focus on children in socialwork education For social workers and social work educators who wish to collaboratefor the benefit of children and their families it emphasised that challenges and

tensions are central to collaborative work It argued that these tensions can beaddressed by fostering collaborative long-term relationships and by keeping focused

on a shared vision Although the collaborative strategies and the teaching processesoccurred within an Australian context that differs from other social work education

contexts it is hoped that this will be of interest to those looking to improve the lives ofvulnerable children wherever they live Further research that compares and examines

collaborative strategies to influence social work education in different internationalcontexts is required

Notes

[1] See httpannafreudclientfatbeehivecomssaphtm

[2] The founders of Milieu Therapy included August Aichorn Bruno Bettelheim Fritz Redl andDavid Wineman

References

Arney F amp Scott D (Eds) (20102013) Working with vulnerable families A partnership approach(1st amp 2nd ed) Melbourne Cambridge University Press

Arney F Zufferey C amp Lange R (2010) lsquoMental health is one issue The child is another issueIssues bounce back and clash against each otherrsquo Facilitating collaboration between childprotection and mental health services Communities Children and Families Australia 5

21ndash34 ISSN1833ndash6280Arnold L amp Maio-Taddeo C (2008) Professionals protecting children Child protection and teacher

education in Australia Adelaide Australian Centre for Child ProtectionArnold L Maio-Taddeo C Scott D amp Zufferey C (2008) Professionals protecting children Child

protection and social work education in Australia Adelaide Australian Centre for Child

ProtectionAustralian Association of Social Workers (2010) Australian social work education and accreditation

standards Addendum 3 Statement of specific child wellbeing and protection curriculumcontent for social work qualifying courses (December 2008) Canberra AASW RetrievedSeptember 4 2013 from httpwwwaaswasnauwhatwedosocial-work-education

Australian Association of Social Workers (2012) Australian social work education and accreditationstandards Guideline 11 Guidance on essential core curriculum content Retrieved September4 2013 from httpwwwaaswasnauwhatwedosocial-work-education

Bagshaw D (2007) Reshaping responses to children when parents are separating Hearing childrenrsquosvoices in the transition Australian Social Work 60 450ndash465 doi10108003124070701671164

42 C Zufferey et al

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uary

201

5

Beddoe L (2010) Supervising in child welfare Retaining strong practitioners in lsquorisky workrsquo

Advances in Social Work and Welfare Education 12 101ndash120 ISSN1329-0584

Bellefeuille G amp Schmidt G (2006) Between a rock and a hard place Child welfare practice and

social work education Social Work Education 25 3ndash16 doi10108002615470500477797

Bronfenbrenner U (1979) The ecology of human development Cambridge MA Harvard University

Press

Burgess H (2004) Redesigning the curriculum for Social Work Education complexity conformity

chaos creativity collaboration Social Work Education The International Journal 23

163ndash183 doi1010800261547042000209189

Case C amp Dalley T (2008) Art therapy with children Routledge London

Clare B amp Mevik K (2008) lsquoInclusive educationrsquo Teaching social work students to work with

children Journal of Social Work 8 28ndash44 doi1011771468017307084734

Commonwealth of Australia (2009) National framework for protecting Australiarsquos children 2009ndash

2020 Protecting children is everyonersquos business Canberra Australian Government

Connolly M (2010) Strengthening expertise in child protection A contemporary imperative


Cortis N amp Gibson C (2005) Research collaboration in the child welfare field ingredients for

success Developing Practice 12 31ndash38 ISSN1445-6818

Cousins W amp Milner S (2007) Small voices Childrenrsquos rights and representation in social work

research Social Work Education 26 447ndash457 doi10108002615470601118589

Crettenden A Zerk D Farrall E amp Arnold A (2010) Professionals protecting children Child

protection and psychology education in Australia Adelaide Australian Centre for Child

Protection

Cummins R (2010) Building knowledge futures for cerebral palsy Examples from the spastic

centre In G Bammer A Michaux amp A Sanson (Eds) Bridging the lsquoKnowndashDorsquo Gap

Knowledge brokering to improve child wellbeing (pp 37ndash55) Canberra Australian University

Press

Frost N (2005) Professionalism partnership and joined-up thinking A research review of front-line

working with children and families UK Research in Practice Retrieved November 12 2013

from httpwwwriporguk

Frost N amp Parton N (2009) Understanding social care Politics policy and practice London Sage

Gibson C (2010) Homelessness and child wellbeing Communities Children and Families Australia

5 35ndash45 ISSN1833-6280

Gordon L amp Zufferey C (2013) Working with diversity in a neoliberal environment Advances in

Social Work and Welfare Education 15 20ndash30

Grover S (2005) Advocacy by children as a causal factor in promoting resilience Childhood

12 527ndash538 doi1011770907568205058618

Head B (2010) From knowledge transfer to knowledge sharing Towards better links between

research policy and practice In G Bammer A Michaux amp A Sanson (Eds) Bridging the

lsquoKnowndashDorsquo Gap Knowledge brokering to improve child wellbeing (pp 109ndash123) Canberra

Australian University Press

Health and Care Professions Council (2012) Standards of proficiency ndash social workers in England

Retrieved May 2014 from httpwwwhpcukorgpublicationsstandardsindexaspidfrac14569

Healy K (2009) Critical questions about the quest for clarity in child protection regimes

Communities Children and Families Australia 4 52ndash58 ISSN1833-6280

Healy K amp Meagher G (2007) Social workersrsquo preparation for child protection Revisiting the

question of specialisation Australian Social Work 60 321ndash335 doi101080

03124070701519686

Hill M (2006) Childrenrsquos Voices on Ways of Having a Voice Childrenrsquos and young peoplersquos

perspectives on methods used in research and consultation Childhood 13 69ndash89 doi10

11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5

HM Government (2013)Working Together to Safeguard Children A guide to inter-agency working to

safeguard and promote the welfare of children UK Crown

Horwath J amp Morrison T (2007) Collaboration integration and change in childrenrsquos services

Critical issues and key ingredients Child Abuse amp Neglect 31 55ndash69

Hunter S (2008) Child maltreatment in remote aboriginal communities and the northern territory

emergency response A complex issue Australian Social Work 61 372ndash388

Jans M (2004) Children as citizens Towards a contemporary notion of child participation Childhood

11 27ndash44 doi1011770907568204040182

Kirst-Ashman K K amp Hull G H (2012) Understanding generalist practice (6th ed) Belmont

BrooksCole Cengage Learning

Lefevre M (2103) Integrating the teaching learning and assessment of communication with

children within the qualifying social work curriculum Child and Family Social Work Article

first published online April 30 2013 doi101111cfs12071

Lefevre M Tanner K amp Luckock B (2008) Developing social work studentsrsquo communication

skills with children and young people A model for the qualifying level curriculum Child and

Family Social Work 13 166ndash176 doi101111j1365-2206200700529

Lewig K Arney F amp Scott D (2006) Closing the research-policy and research-practice gaps Ideas

for child and family services Family Matters 74 12ndash19 ISSN 1832-8318 (online) 1030-2646

(print) ISSN 1832-8318 (online)

Libesman T (2004) Child welfare approaches for Indigenous communities International perspectives

National Child Protection Clearinghouse Issues Paper 20 Commonwealth of Australia

Australian Institute of Family Studies

Lonne B Parton N Thomson J amp Harries M (2009) Reforming child protection Abingdon

Routledge

Luckock B Lefevre M Orr D Jones M Marchant R amp Tanner K (2006) Social Work

Education Knowledge Review 12 Teaching learning and assessing communication skills with

children and young people in social work education University of Sussex UK Social Care

Institute for Excellence

Luckock B Lefevre M amp Tanner K (2007) Teaching and learning communication with children

and young people developing the qualifying social work curriculum in a changing policy

context Child and Family Social Work 12 192ndash201 doi101111j1365-2206200600465x

McArthur M ampWinkworth G (2010) Step by step Working together to increase the safety and life

chances of children whose parents misuse substances Communities Children and Families

Australia 5 46ndash59 ISSN1833-6280

Mullin W J amp Canning J J (2006) Teaching the child perspective in social work education Ethical

principles and classroom strategies Social Work Education 25 435ndash445 doi101080

02615470600738783

Munro E (1998) Improving social workersrsquo knowledge base in child protection work British

Journal of Social Work 28 89ndash105

Parry Y Maio-Taddeo C Arnold L amp Nayda R (2009) Professionals protecting children Child

protection and nursing and midwifery education in Australia Adelaide Australian Centre for

Child Protection

Parton N (2009) How child centred are our child protection systems and how child centred do we

want our child protection regulatory principles to be Communities Children and Families


Roche J (1999) Children Rights participation and citizenship Childhood 6 475ndash493 doi10

11770907568299006004006

Salveron M Arney F amp Scott D (2006) Sowing the seeds of innovation Ideas for child and family

services Family Matters 73 38ndash45

44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5

Scott D (2005) Inter-organisational collaboration in family-centred practice A framework foranalysis and action Australian Social Work 58 132ndash141 doi101111j1447-0748200500198x

Scott D (2010) Editorial lsquo Service delivery organisations and their practitioner workforces needthe resources and the values knowledge and skills to turn the ldquoJoined Uprdquo Rhetoric intorealityrsquo Communities Children and Families Australia 5(1) 1ndash4 ISSN1833-6280

Scott D (2013) Working within and between organisations In F Arney amp D Scott (Eds) Workingwith vulnerable families A partnership approach (pp 24ndash40) Melbourne CambridgeUniversity Press

Smith M (2006) What do university students who will work professionally with childrenknow about maltreatment and mandated reporting Children and Youth Services Review 28906ndash926 Retrieved from httpwwwsciencedirectcomsciencearticlepiiS0190740905002057

Sunderland M (2001) Using story telling as a therapeutic tool with children Milton KeyesSpeechmark

Ward V House A amp Hamer S (2009) Knowledge Brokering The missing link in the evidence toaction chain Evidence Policy A Journal of Research Debate Practice 5 267ndash279

Warming H (2006) lsquoHow can you know Yoursquore not a foster childrsquo Dilemmas and possibilities ofgiving voice to children in foster care Children Youth and Environments 16 28ndash50ISSN1546-2250

Webb N B (2007) Play therapy with children in crisis New York Guilford PressWinkworth G (2006) Principles for Child-Centred Practice Timely developmentally appropriate

participatory and collaborative Canberra Institute of Child Protection StudiesWinkworth G amp McArthur M (2006) Being lsquochild centredrsquo in child protection What does it

mean Children Australia 31 13ndash21 ISSN1035-0772Winkworth G amp White M (2010) May do should do can do Collaboration between

commonwealth and state service systems for vulnerable children Communities Children andFamilies Australia 5 5ndash18 ISSN1833-6280

Zufferey C amp Gibson C (2013) Social work education and children Australian Social Work66 391ndash401 doi1010800312407X2012708938

Zufferey C Scott D amp Gibson C (2009) Making children visible in social work educationAdvances in Social Work and Welfare Education 11 9ndash30 ISSN1329-0584


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5

Conditions of access and use can be found at httpwwwtandfonlinecompageterms-and-conditions

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








Background












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5



















34 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
















Australia






Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






















36 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








Background












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5



















34 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
















Australia






Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






















36 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5



















34 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
















Australia






Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






















36 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5



















34 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
















Australia






Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






















36 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5
















Australia






Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






















36 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






















36 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















38 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5























Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5





















40 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5











Conclusion












Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5










Notes



References










42 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5






Press



163ndash183 doi1010800261547042000209189














Protection




Press






5 35ndash45 ISSN1833-6280




12 527ndash538 doi1011770907568205058618











03124070701519686



11770907568206059972


Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5








11 27ndash44 doi1011770907568204040182
















Routledge













02615470600738783





Child Protection





11770907568299006004006



44 C Zufferey et al

Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5















Dow

nloa

ded

by [

Fion

a B

ucha

nan]

at 1

421

12

Febr

uary

201

5

Documents

Collaborating to Focus on Children in Australian Social Work Education