Showing papers by "Jo Moriarty published in 2005"

The Evaluation of the New Social Work Degree Qualification in England: Wider Perspectives

Abstract: The phased introduction of the new degree level professional qualification in the United Kingdom provides an ideal opportunity for ensuring that debates about social work education in the UK are set within a broader European perspective. Until now, the refusal of the UK government of the time to make changes in line with a European Union (EU) directive of 1989 which declared common recognition for all social work courses of minimally three years study in higher education at degree level leading to entry to a regulatory profession, meant that British social work awards were not recognised in other EU countries. Ironically, faced with a recruitment crisis at home, social work employers have been recruiting internationally qualified social workers from overseas and, since 1990, nearly 10,000 such social workers have applied to have letters of verification to allow them to practise in the UK.

Innovative practice: The work of Alzheimer’s Disease International

Abstract: Although the majority of people with dementia live in the developing world, the majority of published literature dealing with dementia is written from the perspective of developing and providing services for people living in comparatively advanced health and social care systems. The need to take a more global perspective on dementia is one of the messages from the opening article in this issue’s ‘Innovative Practice’ section, in which Susan Frade outlines the work of Alzheimer’s Disease International (ADI), an organization which in 2004 celebrated 20 years since its inception. She follows this up with two more examples of innovative developments in dementia care from ADI member states. The first, aimed at developing better partnerships between professionals and service users and carers in the USA, has important lessons on how more equal partnerships can be achieved, wherever we live. The second, which describes an educational programme for schoolchildren in Australia, is another example of a development that could be transferable. Although organizations in the UK, such as the Mental Health Foundation, have developed educational materials suitable for children, the difference, as Susan’s article explains, is that this is part of the curriculum for state primary schools in Victoria. de men tia