Jenny Rafter
Biographic Data
| ID | 6026309 |
|---|---|
| NAME | Jenny Rafter |
| GIVEN NAMES | Jenny |
| FAMILY NAME | Rafter |
| SIGNATURE | RAFTER J |
| AFFILIATIONS | Anglia Ruskin University |
| ORCID | 0000-0002-6187-9990 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Social work students in school
This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people iden…
Where Have I Found Myself’? Exploring How Black Social Work Students Navigate Identities in School-Based Practice Learning
In 2020, the social work in schools (SWIS) project was implemented with an initial cohort of fifty-four social work students from an Eastern English university. With the aim of exploring the student experience, we undertook an initial focus group. One unanticipated aspect of these discussions was how black students reflected on their experience of being placed in predominantly white schools, which merited a follow-up focus group to explore this i…
Revisiting social workers in schools (SWIS) – making the case for safeguarding in context and the potential for reach
Purpose Recently, there have been renewed calls to place social workers in schools. Although these are not unchartered waters, contextual understandings of safeguarding have reaffirmed the centrality of schools in the lives of young people and keeping them safe. Yet, schools can only do so much to support young people. Safeguarding practice reviews continue to highlight the shortcomings of contextless assessment. This paper aims to make the case …
Revisiting social workers in schools (SWIS) – making the case for safeguarding in context and the potential for reach
Purpose Recently, there have been renewed calls to place social workers in schools. Although these are not unchartered waters, contextual understandings of safeguarding have reaffirmed the centrality of schools in the lives of young people and keeping them safe. Yet, schools can only do so much to support young people. Safeguarding practice reviews continue to highlight the shortcomings of contextless assessment. This paper aims to make the case …
Revisiting social workers in schools (SWIS) – making the case for safeguarding in context and the potential for reach
Purpose Recently, there have been renewed calls to place social workers in schools. Although these are not unchartered waters, contextual understandings of safeguarding have reaffirmed the centrality of schools in the lives of young people and keeping them safe. Yet, schools can only do so much to support young people. Safeguarding practice reviews continue to highlight the shortcomings of contextless assessment. This paper aims to make the case …
Social work students in school
This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people iden…
Where Have I Found Myself’? Exploring How Black Social Work Students Navigate Identities in School-Based Practice Learning
In 2020, the social work in schools (SWIS) project was implemented with an initial cohort of fifty-four social work students from an Eastern English university. With the aim of exploring the student experience, we undertook an initial focus group. One unanticipated aspect of these discussions was how black students reflected on their experience of being placed in predominantly white schools, which merited a follow-up focus group to explore this i…
Psychology (3 works) · Social Work Education and Practice (3 works) · Sociology (3 works) · Homelessness and Social Issues (2 works) · Pedagogy (2 works) · Political science (2 works) · Qualitative research (2 works) · Social science (2 works) · Social Work (2 works) · Centrality (1 work)