Lisa Hodge
Biographic Data
| ID | 6026428 |
|---|---|
| NAME | Lisa Hodge |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Hodge |
| SIGNATURE | HODGE L |
| AFFILIATIONS | Excelsia University College |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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…
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…
Eating Disorders and Child Sexual Abuse
Eating Disorders and Child Sexual Abuse
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…
Eating Disorders and Child Sexual Abuse
Eating Disorders and Child Sexual Abuse
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…
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…
Medicine (3 works) · Social Work (3 works) · Social Work Education and Practice (3 works) · Engineering (2 works) · Interprofessional Education and Collaboration (2 works) · Medical education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works)