Lisa Hodges
Biographic Data
| ID | 297136 |
|---|---|
| NAME | Lisa Hodges |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Hodges |
| SIGNATURE | HODGES L |
| AFFILIATIONS | Charles Darwin University |
| ORCID | 0000-0003-3627-3062 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
There’s nothing sacred about 500 hours’: Social work educators’ and practitioners’ perspectives on non-traditional field education placements
Pressure is mounting for changes to social work field education in Australia, and internationally, as serious concerns have been raised about current practicum requirements. The Australian Association of Social Workers’ (AASW) accreditation standards mandate the completion of 1,000 h of placement. This 1,000-h model has attracted criticism because the placement experience becomes synonymous with completing hours rather than the depth and quality …
Embedding Sen and Nussbaum’s capabilities in social work field education: (Re)focusing on Justice and Dignity
Social work field education is a cornerstone of professional formation, yet current models, bolstered by the implementation of the 2024 Australian Social Work Education and Accreditation Standards (ASWEAS) continue to prioritize rigid hour-based requirements over student wellbeing and agency. This article critiques competency-based approaches that reduce complex practice learning to binary measures of individual performance and argues for a shift…
Resistance as a coping strategy: An exploration of strategies employed by social work students to manage study and other commitments during placement
Resilience is widely viewed as integral to social work practice because of the emphasis on strengths-based approaches with clients and their ability to overcome challenges. However, it is crucial to recognize that resilience is not solely an individual issue but is deeply intertwined with broader structural inequalities and disadvantages. As academics working in field education, we understand that social work students often face significant chall…
Write on! Cultivating social capital in a writing group for doctoral education and beyond
Academic writing is an important skill in the development of researcher identity yet remains a hurdle to many. In this study, we examine the ways in which the exchange of social capital occurs in a writing group in Australia. We use Bourdieu’s theoretical concepts to examine data obtained from open-ended questions in an online survey that asked participants why they attend writing groups. Three key themes were constructed: navigating the gamut of…
‘This Unpaid Placement Makes You Poor’: Australian social work students’ experiences of the financial burden of field education
While there is growing evidence about the financial burden of completing long, compulsory (mostly unpaid) placements for social work students, this Australian study contemporizes existing research by exploring this issue in the current context (2020–2022), during which time we have experienced the COVID-19 pandemic, the related economic problems, and modified ASWEAS standards. The data is drawn from 372 undergraduate and Masters (qualifying) stud…
My Anxiety Was Through the Roof”: The Gendered Nature of Financial Stress and Its Impact on Mental Health and Well-Being for Women When Undertaking Social Work Placements
Social work practice is not a highly paid or high-status occupation. The historical roots of social work lie in charity work directed toward social needs and poverty, with much of this work previously women's unpaid work. This set the stage for a norm of unpaid labor in the predominantly female occupation. Women who are mature-aged, lone parents, carers and on low income have continuously been the numerical majority within social work. As such, t…
Australian Students’, Educators’, and Practitioners’ Experiences of Modified Field Education Standards During the Covid-19 Pandemic
Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling student…
Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students’, Educators’ and Practitioners’ Perceptions
In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educ…
I Had to Take a Casual Contract and Work One Day a Week: Students' Experiences of Lengthy University Placements as Drivers of Precarity
University students are increasingly required to undertake lengthy unpaid placements, and for many students this needs to be balanced with the paid work they already do. The literature about internships has focused on whether internships help students get jobs post-graduation, or if placements are exploitative, given pay is minimal or non-existent. This article contributes to this literature by examining how placements affect students' current pa…
Eating Disorders and Child Sexual Abuse
Lengthy unpaid placements in social work: Exploring the impacts on student wellbeing
In Australia, there are 130,000 students studying social work across 30 universities. The Australian Association of Social Workers (AASW) mandates the completion of at least 1,000 hours of field education for qualification, across at least two placements in different fields of practice. This means a full-time social work placement at 7.5 hours per day is typically just under 3.5 months’ duration. Yet, recent Australian research has demonstrated t…
Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision
Critical pedagogy seeks to link education to social change and often forms a basis for social work curriculum in some university courses. However, less of this emphasis is given to understanding critical supervision practice for social work students while on placement in terms of the development of a critical praxis. We believe critical approaches to supervision are an overlooked and crucial aspect to maintaining critical social work practice in …
Eating Disorders and Child Sexual Abuse
Purification, Punishment, and Control: Eating Disorders, Self-Harm, and Child Sexual Abuse
Eating disorders continue to be viewed as curable diseases, forcing people into predetermined narratives of pathology that shape how they are viewed and treated. Situated in a feminist application of Bakhtin's sociological linguistics, we were concerned with how participants understood eating disorders, the nature of their experiences, and the causes of their distress. Following a dialogical method, multiple in-depth interviews were conducted wit…
I Had to Take a Casual Contract and Work One Day a Week: Students' Experiences of Lengthy University Placements as Drivers of Precarity
University students are increasingly required to undertake lengthy unpaid placements, and for many students this needs to be balanced with the paid work they already do. The literature about internships has focused on whether internships help students get jobs post-graduation, or if placements are exploitative, given pay is minimal or non-existent. This article contributes to this literature by examining how placements affect students' current pa…
My Anxiety Was Through the Roof”: The Gendered Nature of Financial Stress and Its Impact on Mental Health and Well-Being for Women When Undertaking Social Work Placements
Social work practice is not a highly paid or high-status occupation. The historical roots of social work lie in charity work directed toward social needs and poverty, with much of this work previously women's unpaid work. This set the stage for a norm of unpaid labor in the predominantly female occupation. Women who are mature-aged, lone parents, carers and on low income have continuously been the numerical majority within social work. As such, t…
Australian Students’, Educators’, and Practitioners’ Experiences of Modified Field Education Standards During the Covid-19 Pandemic
Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling student…
Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students’, Educators’ and Practitioners’ Perceptions
In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educ…
Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision
Critical pedagogy seeks to link education to social change and often forms a basis for social work curriculum in some university courses. However, less of this emphasis is given to understanding critical supervision practice for social work students while on placement in terms of the development of a critical praxis. We believe critical approaches to supervision are an overlooked and crucial aspect to maintaining critical social work practice in …
Eating Disorders and Child Sexual Abuse
Lengthy unpaid placements in social work: Exploring the impacts on student wellbeing
In Australia, there are 130,000 students studying social work across 30 universities. The Australian Association of Social Workers (AASW) mandates the completion of at least 1,000 hours of field education for qualification, across at least two placements in different fields of practice. This means a full-time social work placement at 7.5 hours per day is typically just under 3.5 months’ duration. Yet, recent Australian research has demonstrated t…
Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision
Critical pedagogy seeks to link education to social change and often forms a basis for social work curriculum in some university courses. However, less of this emphasis is given to understanding critical supervision practice for social work students while on placement in terms of the development of a critical praxis. We believe critical approaches to supervision are an overlooked and crucial aspect to maintaining critical social work practice in …
Eating Disorders and Child Sexual Abuse
Purification, Punishment, and Control: Eating Disorders, Self-Harm, and Child Sexual Abuse
Eating disorders continue to be viewed as curable diseases, forcing people into predetermined narratives of pathology that shape how they are viewed and treated. Situated in a feminist application of Bakhtin's sociological linguistics, we were concerned with how participants understood eating disorders, the nature of their experiences, and the causes of their distress. Following a dialogical method, multiple in-depth interviews were conducted wit…
I Had to Take a Casual Contract and Work One Day a Week: Students' Experiences of Lengthy University Placements as Drivers of Precarity
University students are increasingly required to undertake lengthy unpaid placements, and for many students this needs to be balanced with the paid work they already do. The literature about internships has focused on whether internships help students get jobs post-graduation, or if placements are exploitative, given pay is minimal or non-existent. This article contributes to this literature by examining how placements affect students' current pa…
‘This Unpaid Placement Makes You Poor’: Australian social work students’ experiences of the financial burden of field education
While there is growing evidence about the financial burden of completing long, compulsory (mostly unpaid) placements for social work students, this Australian study contemporizes existing research by exploring this issue in the current context (2020–2022), during which time we have experienced the COVID-19 pandemic, the related economic problems, and modified ASWEAS standards. The data is drawn from 372 undergraduate and Masters (qualifying) stud…
My Anxiety Was Through the Roof”: The Gendered Nature of Financial Stress and Its Impact on Mental Health and Well-Being for Women When Undertaking Social Work Placements
Social work practice is not a highly paid or high-status occupation. The historical roots of social work lie in charity work directed toward social needs and poverty, with much of this work previously women's unpaid work. This set the stage for a norm of unpaid labor in the predominantly female occupation. Women who are mature-aged, lone parents, carers and on low income have continuously been the numerical majority within social work. As such, t…
Australian Students’, Educators’, and Practitioners’ Experiences of Modified Field Education Standards During the Covid-19 Pandemic
Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling student…
Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students’, Educators’ and Practitioners’ Perceptions
In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educ…
Resistance as a coping strategy: An exploration of strategies employed by social work students to manage study and other commitments during placement
Resilience is widely viewed as integral to social work practice because of the emphasis on strengths-based approaches with clients and their ability to overcome challenges. However, it is crucial to recognize that resilience is not solely an individual issue but is deeply intertwined with broader structural inequalities and disadvantages. As academics working in field education, we understand that social work students often face significant chall…
Write on! Cultivating social capital in a writing group for doctoral education and beyond
Academic writing is an important skill in the development of researcher identity yet remains a hurdle to many. In this study, we examine the ways in which the exchange of social capital occurs in a writing group in Australia. We use Bourdieu’s theoretical concepts to examine data obtained from open-ended questions in an online survey that asked participants why they attend writing groups. Three key themes were constructed: navigating the gamut of…
There’s nothing sacred about 500 hours’: Social work educators’ and practitioners’ perspectives on non-traditional field education placements
Pressure is mounting for changes to social work field education in Australia, and internationally, as serious concerns have been raised about current practicum requirements. The Australian Association of Social Workers’ (AASW) accreditation standards mandate the completion of 1,000 h of placement. This 1,000-h model has attracted criticism because the placement experience becomes synonymous with completing hours rather than the depth and quality …
Embedding Sen and Nussbaum’s capabilities in social work field education: (Re)focusing on Justice and Dignity
Social work field education is a cornerstone of professional formation, yet current models, bolstered by the implementation of the 2024 Australian Social Work Education and Accreditation Standards (ASWEAS) continue to prioritize rigid hour-based requirements over student wellbeing and agency. This article critiques competency-based approaches that reduce complex practice learning to binary measures of individual performance and argues for a shift…
Sociology (11 works) · Political science (9 works) · Psychology (9 works) · Social Work (8 works) · Social Work Education and Practice (8 works) · Engineering (7 works) · Medicine (7 works) · Pedagogy (6 works) · Public relations (6 works) · Medical education (5 works)