Social Work Education & Domestic Violence and Abuse

This study examines the intersection of social work education and domestic violence and abuse (DVA), with particular focus on how well prepared new and current practitioners feel when working in this complex area of practice. It explores students’ experiences of learning about DVA, and student and practitioners’ own perceived preparedness for working with DVA. The overall aim for the research is to critically investigate the values, norms and assumptions of social work students, practitioners and academics in relation to DVA to develop an evidence-based challenge to the level of DVA education newly qualified child and family social workers have generally received. A mixed methods approach underpinned the research, incorporating both survey and interview data. The final sample included fourteen final-year social work students at a university in the East Midlands and fifty-eight practicing social workers from across England. A combination of descriptive statistical analysis and reflexive thematic analysis were used to interpret and report the findings. The research was conducted by a practicing social worker, offering an applied, unique perspective. Findings indicate clear gaps in confidence and preparedness. Sixty-four percent (n9) of the student participants felt less confident about working with DVA compared to other areas of practice. Almost three-quarters (73%, n40) of the practitioners did not feel that their social work education and training had prepared them for the challenges involved in working with DVA. Over half (53% n30) of these practitioners are coming across DVA often or all the time in their current role. The research indicates a lack of dedicated curricular time. Additionally, only 14% (n10) of the participants had DVA input both in lectures and in their practice placements. This study provides a timely and unique perspective in its focus on preparedness for working with DVA, in England and at the current time. The findings indicate the need for university-based educators to incorporate DVA more systematically into the mainstream curriculums on social work programmes. This would create an opportunity to increase students’ feelings of confidence and new practitioners’ feelings of preparedness. Additionally, it holds the potential to create safer ways forward for service users, students and practitioners than is provided by the existing level of education and training.