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 CRI_CHS_02917_CVR format: 245 mm x 190 mm spine: 21 mm TBC CMYK

Community and Human Services

Community and Human Services provides
students embarking on a career in a range of helping
professions with the essential concepts and strategies
for effective and innovative practice. Written by experts
across the community and health services sector, the book
combines theory, practical exercises, and case studies to help
transition new practitioners into complex, challenging and
satisfying careers as knowledgeable, competent, and creative
professionals.

Community
The authors equip students to practise in contemporary
contexts by connecting theory with practice and providing
insights into social and community issues, why these occur,
and how they can be addressed. Students are given a

and Human
solid background in the diversity of human experience and
relationships in the field, and are introduced to an array of
occupational and organisational settings. Further, the authors

Services
• Teach students skills in cultural awareness and cultural
competence

PR AC TICE
CONCEPTS FOR
• Encourage students to reflect on developing their identity
as a professional
• Highlight the importance of self-awareness and self-care
within potentially traumatic and violent work environments.
Karen Crinall is Associate Dean, Research in the Faculty of
CONCEPTS FOR
Education and Arts at Federation University, Australia. PRACTICE
Lynda Berends is Director of TRACE Research and Visiting
Fellow with the National Drug and Alcohol Research Centre at
the University of New South Wales. Edited by
Karen Crinall | Lynda Berends

BERENDS
CRINALL

ISBN 978-0-19-030291-7

9 780190 302917
visit us at: oup.com.au or
contact customer service: [email protected]

CRI_CHS_02917_CVR_SI.indd 1 cyan magenta yellow black 2/08/2017 3:22 PM

 VI FOREWORD

Anyone studying to become a professional community work practitioner will benefit

enormously from this comprehensive, accessible book. It is both interesting and easy to
read and will keep readers engaged throughout. As the community work role becomes
more challenging in response to new funding models for services, changing public
policies and demographics, and a yet to be imagined world of technological change, there
is one thing that remains constant. A skilled community services workforce ensues as
a result of practitioners synthesising theory, practice, self-reflection, and career-long
learning.
It is our hope that educational institutions continue to produce skilled, qualified,
community work practitioners whose work is responsive to community need and
is based on the kind of knowledge encapsulated in this book. Community and Human
Services: Concepts for Practice will help transition those enthusiastic students into
knowledgeable graduates whose careers will be effective, meaningful and fulfilling.

Sha Cordingley

Chief Executive Officer

Australian Community Workers Association

00_CRI_CHS_02917_Prelims_SI.indd 6 2/08/2017 1:26 PM

 CONTENTS

Foreword v
Preface ix
Author profiles xv
Acknowledgements xviii
Abbreviations xx
List of figures xxi
List of tables xxii

SECTION 1: CONCEPTS AND CONTEXTS ..................... 1

CHAPTER 1: CHOICE, CHALLENGE AND CHANGE ........................................ 3
Karen Crinall and Lynda Berends

CHAPTER 2: COMMUNITY AND HUMAN SERVICES:

PAST AND PRESENT ....................................................................................... 27
Jennifer Martin, Jane Miller and Linette Hawkins

CHAPTER 3: CLIENTS AND WORKERS ......................................................... 45

Christina Sadowski and Staci Ratcliffe

SECTION 2: IDENTITIES AND RELATIONSHIPS .........65

CHAPTER 4: KEY ACTORS AND STAKEHOLDERS ...................................... 67
Margaret Pack

CHAPTER 5: SELF AND OTHERS ................................................................... 86

Debra Manning and Karen Crinall

CHAPTER 6: FAMILIES AND COMMUNITIES ............................................. 117

Joanie Smith

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 VIII CONTENTS

SECTION 3: PRACTICES AND SETTINGS ................. 143

CHAPTER 7: ENGAGING AND CHANGING.................................................. 145
Myfanwy Maple and Linda Turner

CHAPTER 8: ORGANISATIONS AND LOCATIONS .....................................165

Lynda Berends and Karen Crinall

CHAPTER 9: FIELDS OF PRACTICE ............................................................. 191

Lynda Berends and Karen Crinall

SECTION 4: KNOWLEDGE, CULTURE

AND ACTION ............................................................... 221
CHAPTER 10: CULTURES AND BELIEFS .....................................................223
Tracie Mafile’o

CHAPTER 11: EXPLORING, EXPLAINING AND KNOWING....................... 247

Karen Crinall and Lynda Berends

CHAPTER 12: ACTING AND RESPONDING ................................................275

Jane Cowie

CHAPTER 13: CONCEPTS IN PRACTICE .....................................................309

Karen Crinall and Lynda Berends

Glossary 336

Index 344

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 PREFACE

The community and human services sector represents a vast, dynamic and constantly
changing amalgamation of fields of practice, occupations and professional bodies. Areas
of employment occur within private, public and government and non-government
organisations, ranging from community-based programs to large bureaucracies.
Added to this mix is the array of social issues and problems that workers and programs
respond to, together with the rich diversity among the people and communities that
comprise the client base, which is, in effect, the entire population. As if this is not enough
to come to terms with for those new to the sector, practitioners are trained and qualified
by private providers and by vocational and higher education institutions through
various post-secondary qualifications at certificate, undergraduate and post-graduate
levels. These educational programs range from specific fields of practice, such as youth
work, aged care and disability support, to generalist degrees in social work, community
development and human services. The complexity, which spans every dimension of
the community and human services, is well recognised. Our motivation in bringing this
book together is to provide newcomers to community and human services study with
clear messages about essential components and requirements of the work involved,
while not shying away from challenging concepts and critical insights.
The well-being of our communities depends on community and human services
(ABS 2011). At some time in our lives, every one of us accesses a service, perhaps on
multiple occasions, for many reasons. It is one of the fastest-growing workforces in
Australia—in the ten years between 2004 and 2014, the community services workforce
increased by 54%. This expansion has, unsurprisingly, led to a shortage of qualified
workers (AIHW 2015; Healy and Lonne 2010).
Fourteen authors from Australia, Canada and New Zealand provide educator
and practitioner perspectives on the realities of the current practice context and the
requirements of professional and ethical practice. They share their own practice
experiences, wisdom and insights, guiding you through foundational values, theory,
knowledge and skills. Case examples weave the voices of clients and other stakeholders
into the discussion.

PURPOSE AND AIMS

The purpose of this book is to prepare future practitioners for the vibrant, challenging,
often perplexing and always rewarding arena of the community and human services
sector. Our aims are to clarify key concepts, by outlining the knowledge base of practice,

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 X PREFACE

communicating essential value positions and encouraging critique, while developing

self-awareness, reflection and practice skills. The book aims to equip emerging
community and human services professionals for practising in an environment where
traditional boundaries are being undone, redrawn and reinvented.

APPROACH
The text engages readers as active learners. Key concepts provide focus, structure
and coherence. Pedagogical features such as reflection exercises, case and practice
examples, review questions and group activities underline your learning. ‘Think and
link’ triggers help you navigate the content of the discussions. Additional readings
and weblinks are included at the end of each chapter. Authors bring local, national and
international perspectives to the discussion.
Four sections organise and signpost the chapter topics: Concepts and Contexts;
Identities and Relationships; Practices and Settings; and Knowledge, Culture and Action.
Drawing on key concepts, the chapters within each section engage with the history,
theory and knowledge base, fields of practice, organisational contexts, practice models
and frameworks for community and human services.
Throughout, authors adopt an accessible, reflexive and student-centred approach,
introducing and examining key concepts and practice frameworks by focusing on self-
awareness, values and ethics, and power within helping relationships. While foundational
sources of the knowledge, skills, practices and attributes necessary for working
successfully with various client populations are studied, there is also recognition of new
and emerging ideas and frontiers of practice. Future practitioners are encouraged to
expand, extend and engage with understandings of community and human services
work beyond conventional contexts and approaches.

CHAPTER OVERVIEWS
Section 1: Concepts and Contexts
Section 1: Concepts and Contexts consists of three chapters. These establish the
conceptual and practical domains of community and human services by introducing the
what, why, when, who and how of the practice field.
In Chapter 1, Choice, Challenge and Change, Karen Crinall and Lynda Berends
define what is meant by ‘the community and human services’, introduce the diversity
of employment and career options, and explore the foundational concepts of ‘choice’,
‘challenge’ and ‘change’. You are encouraged to reflect on what it means to make the
choice to study and work in community and human services, and the opportunities
that this presents. Characteristics of the workforce, challenges that are likely to be
encountered, and the central role of change, in practice and in relation to the current
service system environment, are discussed. The concept of the relationship between the
individual and society is introduced, and the ecological model for bringing about change
and the ‘social problem process’ are outlined.

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 PREFACE XI

Chapter 2, Community and Human Services: Past and Present, written by

Jennifer Martin, Jane Miller and Linette Hawkins, establishes the historical context
and antecedents of contemporary community and human services work. Links and
disconnections between charity society organisations, the Settlement House movement,
and contemporary policy and practice are explored. The challenges of balancing care,
control and protection, together with the concept of the welfare state, are discussed. The
authors prompt you to consider underlying issues and challenges experienced by those
who use community and human services.
Chapter 3, Clients and Workers, ends Section 1 and leads into Section 2: Identities and
Relationships. Christina Sadowski and Staci Ratcliffe explore the context of the client–
worker relationship. In so doing, they unpack the meanings that we ascribe to these
subjective positions by encouraging you to examine the concepts and consequences
of labelling and objectification. Negative and positive aspects of power dynamics in the
client–worker relationship are reflected upon, and five types of power are discussed:
reward, legitimate, coercive, expert and referent. You are encouraged to incorporate
power-sharing into your practice framework. Current approaches in community and
human services work, including service user involvement and marketisation, are
highlighted. You are invited to virtually experience accessing a community and human
services organisation from the perspective of a client.

Section 2: Identities and Relationships

The three chapters in this section are primarily concerned with the various relationships,
both formal and informal, that occur in community and human services practice,
together with the formation of identities within those relationships.
In Chapter 4, Key Actors and Stakeholders, Margaret Pack draws on Australasian
examples to discuss the range of actors and stakeholders, and the relationships between
them, in the various contexts of community and human services. The differing functions
of workers, depending on organisational type and culture, are discussed in relation to
statutory, private, non-government and community-based services. You are invited to
reflect on the challenges of reconciling competing agendas between professional and
organisational values and practices. Pack describes the essential role of case managers,
and the importance of holistic, coordinated and culturally responsive services.
Chapter 5, Self and Others, written by Debra Manning and Karen Crinall, encourages
you to reflect on developing your identity as a community and human services
professional. The function and value of professional organisations in forming a
professional self is discussed. The meaning and effects of othering are explored, and
the authors delve into the reasons for and importance of undoing unmerited privilege.
A theme of the chapter is preparation for working self-reflexively with communities and
clients from different cultural orientations, in a diversity of locations and contexts. You
are encouraged to develop skills in self-awareness through case examples and practical

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 XII PREFACE

exercises. Maintaining self-integrity and self-care for effective practice is promoted, and
exercises are provided to assist you to develop these skills.
In Chapter 6, Families and Communities, Joanie Smith explores changing
understandings of the family in contemporary society, extending this into a discussion
on the definition, nature and role of communities. Positive and negative aspects of
relationships within the family system and environment are explored with specific
focus on changing family compositions and family violence. Smith describes a number of
established approaches for working with families and communities, including strengths-
based, family-centred, systems theory and community development, and encourages
reflection on practices of the self and the use of power in the client–worker relationship.
This chapter provides the background for Section 3, Practices and Settings.

Section 3: Practices and Settings

The focus of the three chapters in this section is the occupational and organisational
settings in which community and human services take place. Attention is also directed
to principles and processes for effective engagement and intervention within fields of
practice.
Chapter 7, Engaging and Changing, by Myfanwy Maple and Linda Turner, draws
attention to the significance of how we communicate and engage with clients and
communities for positive change. Maple and Turner review understandings of power
and encourage reflection on its many dimensions, advocating for the fundamental
importance of building skills in ‘practice power’. Four core principles for effective
intervention are outlined: respect for self-knowledge, commitment to the right for self-
determination, enabling maintenance of integrity and the sharing of power. The authors
provide practical guidance for engaging with clients through three actions: asking,
affirming and actualising. They outline how engagement supports the five skill pillars
of intervention towards desired change: assessment, focusing, generating, refocusing
and evaluating.
In Chapter 8, Organisations and Locations, Lynda Berends and Karen Crinall revisit
concepts of community and explore what is meant by ‘sense of community’. The diversity
of community and human services organisations and their policy and operating
environments are reflected upon. Impacts of geography on the functioning of services
are discussed in relation to regional and rural settings. Virtual communities of practice,
as an emerging practice setting, are considered. Local, place-based and collaborative
and partnership approaches are discussed, as are current and emerging service
system strategies. The chapter adopts a practical focus, engaging you in exploring and
developing core skills for working in organisations.
Chapter 9, Fields of Practice, by Lynda Berends and Karen Crinall, guides you
through areas of practice and career choices in community and human services. Fields
of practice are outlined in terms of context, principles, settings and tasks. Using case

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 PREFACE XIII

examples, you are invited to engage with the nature of the work involved in major areas
of employment, including alcohol and other drugs, family violence, disability, housing,
civic and social integration, natural disaster prevention and response, youth work and
aged care. Generalist areas of practice, involving case work, community development
and policy and advocacy are also detailed. You are reminded of the importance of
attending to career directions and invited to complete a career development plan.

Section 4: Knowledge, Culture and Action

The four chapters in this final section focus on connecting theory with practice, to
equip you with essential knowledge for practising in contemporary contexts. Our
responsibility to be self-aware, knowledgeable, skilful and culturally competent for
working with diverse client groups continues to be a foundational theme. Key concepts
for practice discussed throughout previous chapters are drawn together.
In Chapter 10, Cultures and Beliefs, Tracie Mafile’o draws on culturally inclusive
models of practice in Aotearoa New Zealand to explore cultural competency as a body
of knowledge and a conceptual framework for practice. In reflecting on the meanings
and effects of culture, Mafile’o encourages you to develop insight into how worldviews
are formed and internalised at personal and institutional levels. The influence of cultural
heritage and belief systems in shaping organisational practice and culture is explored.
You are encouraged to challenge your own cultural perspectives and beliefs, and
learn how to advocate for change when structures and processes are discriminatory,
disrespectful or damaging.
Chapter 11, Exploring, Explaining and Knowing, written by Karen Crinall and Lynda
Berends, unpacks the knowledge base of community and human services practice.
This chapter aims to demystify theory and research, which are often challenging areas
for entry-level students. Key elements of and interconnections between research,
knowledge-building and practice are explored. The four dominant knowledge paradigms
in community and human services—objectivism, subjectivism, constructionism and
pragmatism—are explained. Key theoretical traditions and perspectives, which have
informed community and human services policy and practice, are discussed, and a
timeline is included. This chapter provides the background to Chapter 12, which details
practice approaches and models.
In Chapter 12, Acting and Responding, Jane Cowie provides a comprehensive
exploration of practice theories, models and approaches for bringing about positive
change. She reviews previously discussed methods and introduces new practice
approaches. The roles and functions of community and human services professionals
are detailed and explored, together with essential skills and strategies for successful
practice. Cowie articulates the distinctions and connections between theory, perspective
and practice models. The chapter discusses the generalist practice model, problem-
solving models, the task-centred approach, solution-focused practice, the ecosystems

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 XIV PREFACE

perspective and life model, anti-oppressive practice, empowerment-based practice,

strengths-based practice, motivational interviewing, cognitive therapies, narrative
therapy and the crisis intervention model.
Chapter 13, Concepts in Practice, concludes the book. Karen Crinall and Lynda
Berends draw together and reflect on the key messages and concepts from each chapter,
and discuss the emerging practice concepts of collective impact and co-design. The role
of creativity is explored by considering how art and science intersect in practice. You are
encouraged to consolidate your learning and to reflect on preparing and positioning for
future practice.

CLOSING COMMENTS
As stated at the beginning of the preface, the broad goal of this book is to help prepare
you for working in the vibrant and complex environment of community and human
services. The authors offer their practice wisdom, their expertise as academics and
educators, and cultural knowledge. In so doing they provide invaluable insights and
knowledge for those entering this exciting and challenging area of work. We hope that
more voices from the field, especially from clients and communities, are able to join the
critical discussions that have been started in the chapters here, commencing with your
reflexive practices throughout your studies and in your future practice.

REFERENCES
ABS (Australian Bureau of Statistics) (2011) Community Service Workers. www.abs.gov.au/
AUSSTATS/[email protected]/Lookup/4102.0Main+Features30Sep+2011.
AIHW (Australian Institute of Health and Welfare) (2015) Australia’s Welfare 2015. Australia’s
Welfare Series No.12, Cat. No. AUS189. www.aihw.gov.au/WorkArea/DownloadAsset
.aspx?id=60129552260.
Healy, K. & Lonne, B. (2010) The Social Work and Human Services Workforce: Report from a
National Study of Education, Training and Workforce Needs. Australian Council of Learning
and Teaching.

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 AUTHOR PROFILES

Lynda Berends is a health services researcher specialising in the study of alcohol

and drug service delivery and system development, across primary and acute health
settings. She is the Director at TRACE Research, a private consultancy, and Visiting Fellow
at the National Drug and Alcohol Research Centre, University of New South Wales. Lynda
has extensive policy and research experience in the community health sector, having
worked in government, clinical and academic research settings. She has undertaken
many reviews of alcohol and other drug services and systems in Australia, New Zealand
and the People’s Republic of China. Lynda’s research work and her role as policy advisor
and sector leader contribute to practice and policy development by creating and applying
knowledge to minimise and address problems associated with social disadvantage.

Jane Cowie lectures in the Bachelor of Social Work Program at the Whyalla Campus
of the University of South Australia, University of South Australia. Prior to becoming a
lecturer in social work in 2013, Jane was employed in the field as a social work practitioner
in domestic violence, youth homelessness, and generalist and school counselling. Jane’s
research interests include youth transitions and aspirations, particularly for young
people from regional and remote areas.

Karen Crinall has over thirty-five years’ experience as a practitioner, educator and
researcher in community and human services. Karen’s academic appointments
have included lecturing in community welfare and counselling, and human services
management and leadership roles as discipline head, and deputy and acting head of
school at Monash University, Gippsland. Karen’s most recent appointment was Associate
Dean Research in the Faculty of Arts, Humanities and Social Sciences, Federation
University Australia. Karen engages in creative, participatory research and evaluation
in human services program implementation and management, the prevention of men’s
violence against women and their children, safety and self-determination in disability
services, and community-based initiatives for challenging family violence. With Dr
Lynda Berends, Karen is the co-author of Management and Practice in Health and Human
Service Organisations (2014), Oxford University Press.

Linette Hawkins is Coordinator of undergraduate Social Work Field Education at

RMIT University. Her experience as practitioner, project worker and educator has
spanned social work, welfare studies, community and international development. The

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 XVI AUTHOR PROFILES

participatory action research approach has guided her research with others in areas
such as the labour market and education for professional expertise in community and
human services. With Dr Jennifer Martin, she co-edited Information Communication
Technologies for Human Services Education and Delivery: Concepts and Cases (2010).

Tracie Mafile’o is a Senior Lecturer in the School of Social Work, Massey University,
New Zealand. She has social practice experience in child and family, women’s refuge,
counselling and youth work and has researched, presented and published in indigenous
Pacific social work, youth development in Papua New Guinea, HIV prevention and Pacific
research strengthening. Her professional career has involved work in New Zealand,
Australia and Papua New Guinea. Tracie is of Tongan and Pakeha New Zealand heritage.

Debra Manning has been a counsellor, case manager, community development worker
and human services manager across a range of social welfare and social work fields.
An academic at Monash University and now Federation University, she teaches and
researches in the community and human services field. Debra worked in community
development in a rural village in Botswana and draws extensively from her experiences
of difference as a euro-Australian in Africa. Reflexivity is central to her endeavours to
recognise and respect different ways of knowing in and about the world in her teaching,
welfare practice and research approaches.

Myfanwy Maple is Professor of Social Work and Chair of Research at the University
of New England, NSW, Australia. Her research interests focus on suicide, bereavement
and trauma. She works closely with the suicide prevention sector nationally and
internationally and has a particular interest in young people with multiple and complex
needs as an upstream approach to suicide prevention.

Jennifer Martin is Associate Professor of Social Work at RMIT University and is the
author of Mental Health Social Work (2017) and Conflict Management and Mediation (2015).
She is co-editor of Cross-cultural Social Work: Local and Global (2014) and Information
Communication Technologies for Human Services Education and Delivery: Concepts and
Cases (2010) with Linette Hawkins. She is currently the Editor-in-Chief for the book series
Advances in Human Services and Public Health, with IGI Global, New York. Jennifer
consults, teaches, practises and researches in mental health and well-being, conflict
management and mediation, social justice and human rights.

Jane Miller AM is a retired social work practitioner with over forty years’ experience in
hospital social work and in senior policy and management roles in the Victorian public
service. She has published articles on topics such as women’s issues, disabled rights
and social work expertise. She is a Life Member of the Australian Association of Social
Workers, is currently the President of the University of Melbourne Social Work Alumni
Association and is writing a book on the American influence on the establishment of
Australian social work education.

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 AUTHOR PROFILES XVII

Margaret Pack is a registered social worker, academic and health researcher.

With over twenty-five years’ experience in the health and social services sector, she
now works in private practice as an educational consultant and supervisor of theses
and clinical practice. Her research interests include theories of practitioner self care
and resilience when working with trauma. Her recent book, Self-help for Trauma
Therapists: A Practitioner’s Guide, explores how social service workers navigate complex
organisational systems when dealing with traumatic material from their clients.

Staci Ratcliffe is an experienced social worker with over ten years’ experience in the
field, specifically working with children, young people and families. She is a lecturer at
Federation University in both community and human services and social work, and
is currently working on the completion of her PhD, entitled ‘How parents manage the
care of their children post ASD (autism spectrum disorder)’. It focuses on increasing
understanding for professionals, families, and parents of the gaps and potential supports
required following a diagnosis of ASD.

Christina Sadowski is a Senior Lecturer in the Masters of Social Work (Qualifying)

program at Federation University Australia. She is also the Research Coordinator of
the Central Highlands Children and Youth Area Partnership Research Collaboration,
overseeing a Higher Degree by Research initiative of industry-funded research projects
which aim to reduce child and youth vulnerability. Christina’s research interests include
children’s and parents’ experiences of family separation, welfare and social work
education, learning processes in higher education, and supporting children and families
with complex needs. She currently teaches social work research. Prior to commencing
her academic career, Christina worked in a diverse range of welfare and social work
positions in metropolitan Melbourne, regional Victoria, Old Mapoon and Cooktown Shire
(Cape York, Far North Queensland), Northern Territory and Brooklyn, New York.

Joanie Smith has over thirty years’ experience working, researching and teaching
in social and community welfare, particularly in family violence, youth housing and
homelessness services. Joanie has undertaken a number of research projects into
family violence and homelessness. Joanie’s qualifications bridge the social welfare,
social sciences, and social work and education fields with undergraduate qualifications
in welfare, history/politics and teaching. Her PhD research was in family violence, with
the University of Melbourne. Joanie is currently teaching at Federation University in
Gippsland, Victoria. Her latest research involvement is with Fathering after Violence and
Youth Behaviour Change Programs.

Linda Turner’s career as a social worker has included teaching social work for fifteen
years, including serving as an Associate Professor at the University of New England in
Armidale, NSW, and at three Canadian Schools of Social Work. Her PhD in social work
focused on creativity in social work practice. She lives in Pictou, Nova Scotia, Canada and
practises as a community social worker with seniors’ health and palliative care programs.

00_CRI_CHS_02917_Prelims_SI.indd 17 2/08/2017 1:26 PM

 ACKNOWLEDGEMENTS

This book is the culmination of the efforts, skills and expertise of many players. We
are deeply grateful to all the authors, who have generously shared their insights and
knowledge. We have learned and gained much from working with each and every
one. Working successfully and effectively in community and human services requires
a commitment to collaboration and self-reflection, and every chapter in this text is a
testament to the authors’ capabilities in these areas.
We would like to acknowledge and thank the ‘hidden’ contributors—the clients, service
users, workers, communities and organisations—that appear in case examples and are
the inspiration behind the many practice insights and reflections shared by the authors.
Relatedly, we extend gratitude to the researchers and authors of other publications,
whose work provided the theoretical concepts, observations and exemplary practice
frameworks and models on which we drew. We are particularly thankful to those who
gave permission for their work to be reproduced.
For a number of reasons this project took longer than initially expected, and Debra
James, as our publishing editor, provided wise guidance and unerring support while
gently moving us forwards. Throughout this time we also benefited from the support
of Laura Wright, Samantha Brancatisano, Melpo Christofi and Geraldine Corridon from
Oxford University Press.
Special gratitude is extended to our families and loved ones, who never faltered in
their encouragement and interest. Ultimately, we thank our patient partners, Will and
John, whose gentle and wise advice was given when sought, and who gave us time and
space when we needed to focus on writing.

Karen and Lynda

The author and the publisher wish to thank the following copyright holders for
reproduction of their material.

Baker Academic for Hiebert, Paul, G. 1986, A Model of a Worldview, in Anthropological

Insights for Missionaries, p. 46. Used by permission of Baker Academic, a division of Baker
Publishing Group; Brandon University for extract from Langin, R., & Ensign, G. (1988).
Ways of working in a community: Reflections of a former community development
worker. The Canadian Journal of Native Studies, 8, 131–146; Commonwealth of Australia,

00_CRI_CHS_02917_Prelims_SI.indd 18 2/08/2017 1:26 PM

 ACKNOWLEDGEMENTS XIX

CC BY 4.0. for extract from AIFS (Australian Institute of Family Studies) (2015) History of
Child Protection Services. https://aifs.gov.au/cfca/publications/history-child-protection-
services; Informa UK Limited for table from From Mastery to Accountability: Cultural
Humility as an Alternative to Cultural Competence by Marcie Fisher-Borne, Jessie
Montana Cain, Suzanne L. Martin, Social Work Education Vol. 34, Iss. 2, 2015; Ministry
of Social Development, New Zealand for Fofola e fala kae talanoe e kaingā. A Tongan
Conceptual Framework for the prevention of and intervention in family violence in New
Zealand. – Fāmili lelei. March 2012, p.10. This diagram has been reproduced under the
conditions of the Creative Commons Attribution license. Copyright of these materials is
held by the Ministry of Social Development, New Zealand; Oxford University Press for
Mason Durie, Whaiora: Māori health development. Auckland: Oxford University Press,
1998, pp. 68–74; Pearson Australia for table from Jones , A. and May, J., Working in
Human Service Organisations © 192, Pearson Australia, page 296, Table 8.5. Reproduced
with permission; Routledge for extract from Bennett, B., Zubrzycki, J. and Bacon, V. (2011)
What do we know? The experiences of social workers working alongside Aboriginal
people. Australian Social Work 64(1), 20–37 reprinted by permission of the publisher
Taylor & Francis Ltd, http://www.tandfonline.com.

Every effort has been made to trace the original source of copyright material contained
in this book. The publisher will be pleased to hear from copyright holders to rectify any
errors or omissions.

00_CRI_CHS_02917_Prelims_SI.indd 19 2/08/2017 1:26 PM

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