fran waugh | The University of Sydney (original) (raw)

Papers by fran waugh

Research paper thumbnail of The contribution of becoming reflective on the employability of teachers and social workers

Employability and reflective capacities are key outcomes of higher education. This inter-discipli... more Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre- service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates\u27 employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi-site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant

Research paper thumbnail of Options for Outcome Indicators for New South Wales Health Services for Children who have been physically abused, emotionally abused or neglected

Research paper thumbnail of Violence against children within the family

Research paper thumbnail of Women in Welfare Education Journal

Research paper thumbnail of The inclusion of children and young people in research on domestic violence

Australian College for Child and Family Protection Practitioners, 2006

Research paper thumbnail of The contribution of becoming reflective on the employability of teachers and social workers

Australian Government, Department of Education, 2019

Employability and reflective capacities are key outcomes of higher education. This inter-discipli... more Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre- service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates\u27 employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi-site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant

Research paper thumbnail of Options for Outcome Indicators for New South Wales Health Services for Children who have been physically abused, emotionally abused or neglected

Research paper thumbnail of Identifying resonances for a reflective practice pedagogy for education and social work professions

Reflective Practice in Education and Social Work, 2021

Research paper thumbnail of Being Left Behind in Rural Villages during Childhood: Experiences of Early Parent-child Separation and the Potential Impacts in the Context of Rural-urban Migration in China

Research paper thumbnail of Addressing Violence, Abuse and Oppression

Routledge eBooks, Jul 4, 2013

Section One 1. Introduction 2. Women and Violence 3. Men and Violence 4. Trapped Within Poverty a... more Section One 1. Introduction 2. Women and Violence 3. Men and Violence 4. Trapped Within Poverty and Violence 5. Towards Healing: Recognizing the Trauma Surrounding Aboriginal Family Violence Section Two 6. Feminisms and Domestic Violence: Within National Policy Contexts 7. 'Violence', Criminal Justice, the Law, Policy and Practice 8. Challenging the Second Closet: Intimate Partner Violence Between Lesbians 9. Violence Against Women in Rural Settings Section Three 10. Violence Against Children Within the Family 11. Violence and the State: Asylum Seeker Children 12. Out of the Asylum: From Restraint to Freedom? 13. Violence Against the Self, Self Harm and Suicide 14. Disability and Violence 15. Older People and Violence 16. Human Service Professionals: Violence and the Workplace 17. Conclusion

Research paper thumbnail of Domestic violence and child protection: A police responsibility

Second Australasian Women and …, 1999

Research paper thumbnail of Older people and violence

Addressing Violence, Abuse and Oppression, 2013

Research paper thumbnail of Learning Theories and Practice learning

Research paper thumbnail of Title: Flexibility Within A Structured Mentoring Program Building Community In Academic Settings: The Importance Of Flexibility In A Structured Mentoring Program

Academic mentoring is increasingly being used by many universities as a tool to enhance the quali... more Academic mentoring is increasingly being used by many universities as a tool to enhance the quality of research-led teaching, promote cross-faculty collaboration and encourage a mentoring culture and community. This article reports on a pilot project established to investigate the benefits of building flexibility into a structured academic mentoring program at the University of Sydney. Twenty-six academics from the Faculty of Business and Economics and the Faculty of Education and Social Work participated in the program. The mentors ranged in position from Lecturer to Professor and the mentees from Associate Lecturer to Senior Lecturer. Flexible arrangements were shown to be important in a variety of ways, from the pairing of mentor with mentee, to focussing on issues of work survival and life balance, research outcomes and career advancement. The project highlighted the lower number of male academics involved in formal mentoring, which merits further exploration. All participants reported positive outcomes, although refinement of the pairing process was recommended. A variety of unanticipated outcomes was reported by mentees.

Research paper thumbnail of The challenge of mentoring in academic settings: A pilot study

In the last decade academics have been facing increased pressures on their time and the way they ... more In the last decade academics have been facing increased pressures on their time and the way they work as professionals. Occupational stress amongst academics is higher than the national average for workers more generally (Winefield et al, 2002). Both the education and business management research literature contain a strong body of evidence supporting the application of workplace mentoring and coaching as a means of further enhancing the contribution and work satisfaction of knowledge workers and managers. This paper reports initial findings from a cross faculty (Education & Social Work with Economics & Business) pilot mentoring project at the University of Sydney. Commenced in 2005, it aimed to enhance the teaching, research and work/life balance outcomes for the twenty six participants. Data gathering occurred during all stages of the project and included surveys, analysis of submitted expressions of interest and participants’ reflections, recordings of group activities, focus gro...

Research paper thumbnail of Collaboration in Social Work Field Education

Research paper thumbnail of Reflective Practice in Education and Social Work

Research paper thumbnail of Theoretical underpinnings for reflective practice in the university and workplace

Reflective Practice in Education and Social Work, 2021

Research paper thumbnail of Reflective Practice in Social Work

PART ONE: WHAT IS REFLECTIVE PRACTICE? Reflective Practice Revisited Getting Started Reflecting o... more PART ONE: WHAT IS REFLECTIVE PRACTICE? Reflective Practice Revisited Getting Started Reflecting on emotion in social work PART TWO: DEVELOPING THE REFLECTIVE PRACTITIONER Reflection as a catalyst in the development of personal and professional effectiveness The importance of the perspective of carers and service users Reflection and avoiding professional dangerousness Gender and reflective practice Reflective practice on placement PART THREE: MAINTAINING REFLECTIVE PRACTICE Working with your manager Reflective practice for collaborative working

Research paper thumbnail of Conclusions and recommendations

Reflective Practice in Education and Social Work

Research paper thumbnail of The contribution of becoming reflective on the employability of teachers and social workers

Employability and reflective capacities are key outcomes of higher education. This inter-discipli... more Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre- service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates\u27 employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi-site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant

Research paper thumbnail of Options for Outcome Indicators for New South Wales Health Services for Children who have been physically abused, emotionally abused or neglected

Research paper thumbnail of Violence against children within the family

Research paper thumbnail of Women in Welfare Education Journal

Research paper thumbnail of The inclusion of children and young people in research on domestic violence

Australian College for Child and Family Protection Practitioners, 2006

Research paper thumbnail of The contribution of becoming reflective on the employability of teachers and social workers

Australian Government, Department of Education, 2019

Employability and reflective capacities are key outcomes of higher education. This inter-discipli... more Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre- service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates\u27 employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi-site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant

Research paper thumbnail of Options for Outcome Indicators for New South Wales Health Services for Children who have been physically abused, emotionally abused or neglected

Research paper thumbnail of Identifying resonances for a reflective practice pedagogy for education and social work professions

Reflective Practice in Education and Social Work, 2021

Research paper thumbnail of Being Left Behind in Rural Villages during Childhood: Experiences of Early Parent-child Separation and the Potential Impacts in the Context of Rural-urban Migration in China

Research paper thumbnail of Addressing Violence, Abuse and Oppression

Routledge eBooks, Jul 4, 2013

Section One 1. Introduction 2. Women and Violence 3. Men and Violence 4. Trapped Within Poverty a... more Section One 1. Introduction 2. Women and Violence 3. Men and Violence 4. Trapped Within Poverty and Violence 5. Towards Healing: Recognizing the Trauma Surrounding Aboriginal Family Violence Section Two 6. Feminisms and Domestic Violence: Within National Policy Contexts 7. 'Violence', Criminal Justice, the Law, Policy and Practice 8. Challenging the Second Closet: Intimate Partner Violence Between Lesbians 9. Violence Against Women in Rural Settings Section Three 10. Violence Against Children Within the Family 11. Violence and the State: Asylum Seeker Children 12. Out of the Asylum: From Restraint to Freedom? 13. Violence Against the Self, Self Harm and Suicide 14. Disability and Violence 15. Older People and Violence 16. Human Service Professionals: Violence and the Workplace 17. Conclusion

Research paper thumbnail of Domestic violence and child protection: A police responsibility

Second Australasian Women and …, 1999

Research paper thumbnail of Older people and violence

Addressing Violence, Abuse and Oppression, 2013

Research paper thumbnail of Learning Theories and Practice learning

Research paper thumbnail of Title: Flexibility Within A Structured Mentoring Program Building Community In Academic Settings: The Importance Of Flexibility In A Structured Mentoring Program

Academic mentoring is increasingly being used by many universities as a tool to enhance the quali... more Academic mentoring is increasingly being used by many universities as a tool to enhance the quality of research-led teaching, promote cross-faculty collaboration and encourage a mentoring culture and community. This article reports on a pilot project established to investigate the benefits of building flexibility into a structured academic mentoring program at the University of Sydney. Twenty-six academics from the Faculty of Business and Economics and the Faculty of Education and Social Work participated in the program. The mentors ranged in position from Lecturer to Professor and the mentees from Associate Lecturer to Senior Lecturer. Flexible arrangements were shown to be important in a variety of ways, from the pairing of mentor with mentee, to focussing on issues of work survival and life balance, research outcomes and career advancement. The project highlighted the lower number of male academics involved in formal mentoring, which merits further exploration. All participants reported positive outcomes, although refinement of the pairing process was recommended. A variety of unanticipated outcomes was reported by mentees.

Research paper thumbnail of The challenge of mentoring in academic settings: A pilot study

In the last decade academics have been facing increased pressures on their time and the way they ... more In the last decade academics have been facing increased pressures on their time and the way they work as professionals. Occupational stress amongst academics is higher than the national average for workers more generally (Winefield et al, 2002). Both the education and business management research literature contain a strong body of evidence supporting the application of workplace mentoring and coaching as a means of further enhancing the contribution and work satisfaction of knowledge workers and managers. This paper reports initial findings from a cross faculty (Education & Social Work with Economics & Business) pilot mentoring project at the University of Sydney. Commenced in 2005, it aimed to enhance the teaching, research and work/life balance outcomes for the twenty six participants. Data gathering occurred during all stages of the project and included surveys, analysis of submitted expressions of interest and participants’ reflections, recordings of group activities, focus gro...

Research paper thumbnail of Collaboration in Social Work Field Education

Research paper thumbnail of Reflective Practice in Education and Social Work

Research paper thumbnail of Theoretical underpinnings for reflective practice in the university and workplace

Reflective Practice in Education and Social Work, 2021

Research paper thumbnail of Reflective Practice in Social Work

PART ONE: WHAT IS REFLECTIVE PRACTICE? Reflective Practice Revisited Getting Started Reflecting o... more PART ONE: WHAT IS REFLECTIVE PRACTICE? Reflective Practice Revisited Getting Started Reflecting on emotion in social work PART TWO: DEVELOPING THE REFLECTIVE PRACTITIONER Reflection as a catalyst in the development of personal and professional effectiveness The importance of the perspective of carers and service users Reflection and avoiding professional dangerousness Gender and reflective practice Reflective practice on placement PART THREE: MAINTAINING REFLECTIVE PRACTICE Working with your manager Reflective practice for collaborative working

Research paper thumbnail of Conclusions and recommendations

Reflective Practice in Education and Social Work