ORCID Profile
0000-0002-5916-227X
Current Organisations
The Hong Kong Polytechnic University
,
Griffith University Logan Campus
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Publisher: Informa UK Limited
Date: 11-2012
Publisher: Frontiers Media SA
Date: 17-03-2021
DOI: 10.3389/FEDUC.2021.637583
Abstract: This article discusses the impact of COVID-19 on a cohort of international students studying at one Australian university and the efforts made by social work academics to assist these students through a challenging and distressing time between December 2019 and July 2020. International social work students usually rely on scholarships and casual employment to support themselves while studying. Nonetheless, the Australian government made no financial provisions for international students when the COVID-19 pandemic struck leaving many students without any means of support. Students from all parts of the world attend Griffith University, located in south-east Queensland, Australia, including students from Wuhan, China, where the first known outbreak of COVID-19 was identified. Shame, anxiety, racism and concerns related to the wellbeing of families overseas were superimposed onto their own health concerns and day-to-day survival while still seeking to maintain academic progress. Material and emotional support were provided through the establishment of a food bank and the development of a case management model to address the needs of students. A COVID-19 Alternative Placement course and a field education student hub supported academic success during the health emergency. These interventions developed independently as a crisis response and were merged into a multi-pronged, coordinated approach that included collaborations with other sections of the university and the community. A School working committee was established to co-ordinate interventions to address in idual student need that included crisis intervention, referrals to internal and external resources, and developing communities of support. The journey traveled by students and academics and the lessons learned from this experience are described, all of which are relevant to future health emergencies including the value of involving social work in university preparedness planning. The article concludes that intensive support can enhance resilience while supporting students’ own survival strategies, and, importantly, how such efforts can minimize, as far as possible, disruption to academic progress.
Publisher: SAGE Publications, Inc.
Date: 2018
Publisher: Walter de Gruyter GmbH
Date: 2016
Abstract: This six-wave longitudinal study in Project P.A.T.H.S. examined the growth trajectories and predictors of moral competence in Chinese adolescents in Hong Kong. Linear mixed models utilizing in idual growth curves were used to analyze the initial status and rate of change of moral competence with reference to gender, economic disadvantage, family intactness, family functioning and parent-child subsystem quality. Results showed that adolescent moral competence increased across 6 years. Female adolescents had higher initial levels of moral competence than that of male adolescents. Adolescents from well-functioning families had higher initial levels of moral competence but slower growth of moral competence than did those from families with lower family functioning. Adolescents with higher mother-child subsystem quality had higher initial levels of moral competence but slower growth of moral competence than did those with relatively lower mother-child subsystem quality. Finally, adolescents with higher father-child subsystem quality had higher initial levels of moral competence than those with relatively lower father-child subsystem quality.
Publisher: Oxford University Press (OUP)
Date: 29-10-2020
DOI: 10.1093/BJSW/BCAA093
Abstract: The natural environment is increasingly used in therapeutic psychosocial interventions for young people who have experienced trauma. However, as the research in this area has yet to be synthesised, very little is known about the types and outcomes of interventions. This prevents the optimisation of social work interventions in outdoor settings. Consequently, a scoping review of peer-reviewed research published from 2008 to 2018 was undertaken to examine how nature is being used in psychosocial interventions with young people aged ten to twenty-four years who have experienced trauma and the impact of these interventions on young people’s mental health. The database search identified 5,425 records however, only ten papers met the inclusion criteria. These papers suggested that positive changes across a range of mental health outcomes for young people were achieved in psychosocial interventions which were situated in, or made use of the natural environment, although it is unclear whether the environment influenced the outcomes. The scoping review also highlighted the need for conducting further research that examines how environmental factors contribute to clinical change for young people who have experienced trauma.
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 29-05-2023
DOI: 10.53761/1.20.5.10
Abstract: Academics at Griffith university envisioned a complementary learning and supportive relationship could be developed between Bachelor of Information Technology (BAIT) students and Master of Social Work (MSW) students. Discussions between discipline specific staff highlighted that each discipline had strengths and expertise that could assist students to overcome challenges brought about by systemic changes in tertiary education, gaps in skillsets and curriculum, and workforce expectations. Pressures included students attending university from culturally and linguistically erse backgrounds, the increasing importance of information technology (IT) in the classroom and workplace, as well as the requirement to communicate effectively across a range of disciplines. Working, interacting, and communicating effectively in cross-discipline and culturally erse environments is a requisite for all graduates, however academics found there were few opportunities for students to partner across disciplinary silos. Staff from both disciplines collaborated to develop a conversational pedagogical framework to underpin a pilot program to support peer learning, using active problem-based learning with IT and social work students. The pilot program evidenced a complementary transdisciplinary, learning partnership and enabled students from IT to help students from social work develop IT skills, while social work students assisted IT students to become more confident in their interpersonal communication skills.
Publisher: Walter de Gruyter GmbH
Date: 2016
Abstract: First-year undergraduate students (n=890) responded to a 48-item subjective outcome evaluation scale (SOES) after taking a leadership subject at The Hong Kong Polytechnic University in the second semester of the 2012–2013 academic year. Consistent with our expectation, factor analyses showed that the scale contains three dimensions (program, instructor and benefits). Results showed that students had positive perceptions of the program contents and the instructors, and most of the students perceived the subject to be beneficial to their development in different areas. As predicted, perceived qualities of the program and instructors were significant predictors of the perceived effectiveness of the program. Perceived qualities of the program, instructors and benefits predicted student’s overall satisfaction with the program.
Publisher: Walter de Gruyter GmbH
Date: 2015
Abstract: University students (n=58) responded to a 45-item subjective outcome evaluation scale after taking a credit-bearing elective subject titled “Service Leadership” at The Hong Kong Polytechnic University in the first semester of the 2013–14 academic year. Results showed that the students generally displayed positive perceptions of the program content and the instructors, and most of them perceived the subject to be beneficial to different aspects of their development. As predicted, three subscales of the scale (Program Content, Program Implementer, and Program Benefits) were significantly correlated. Similar to the previous studies, perceived quality of the program but not quality of instructors and program benefits predicted the students’ overall satisfaction with the program.
Publisher: Frontiers Media SA
Date: 13-03-2020
Publisher: Informa UK Limited
Date: 21-03-2012
Publisher: Springer Singapore
Date: 2015
Publisher: SAGE Publications
Date: 08-05-2022
DOI: 10.1177/15248380221098045
Abstract: Women from culturally and linguistically erse (CALD) backgrounds are particularly vulnerable to domestic and family violence, including technology-facilitated abuse. Often CALD women depend on technology to connect with support networks in their home country. Technology-facilitated abuse can be devastating and isolating. There is limited comprehensive knowledge of how technology-facilitated abuse is experienced by CALD women. This scoping review addresses this gap by exploring and analysing the available literature on technology-facilitated abuse amongst CALD women in the context of domestic and family violence. Employing a scoping review methodology, a total of nine studies were identified from a database search and other sources (including snowball, web search, and search verification processes). Studies were included if they contained the following three elements: (1) a focus on technology-facilitated abuse, (2) the inclusion of CALD women’s experiences, and (3) a context of domestic and family violence (DFV). This review firstly maps the methodologies and characteristics of the studies. Second, the most common types of technology-facilitated abuse that disproportionally affect CALD women are identified together with culturally related help-seeking barriers. Areas for future research are discussed along with suggestions for improving practises and policies for prevention and intervention.
Publisher: SAGE Publications
Date: 13-05-2016
Abstract: This article discusses a missing but emergent role of social work with unemployed young people. The authors highlight the transitional and structural factors of youth unemployment. Using a social work lens, the “Youth Employment Network” (YEN) is discussed and the International Labour Organization’s “4Es” (employability, equal opportunity, employment creation, entrepreneurship) framework is elaborated. This article adds a fifth “E” (Ecological connection) and proposes a “5Es” model for social workers to support unemployed young people to overcome transitional and structure barriers for employment. Limited social work programs, studies, or evaluations are targeted for unemployed young people despite historical concern with employment conditions of workers and suggest the instrumental role in research, policy and practice concerning the unemployed young people. Recommendations are provided in terms of how to implement the 5Es in policy, education, training, and direct practice of social work in youth employment.
Publisher: Informa UK Limited
Date: 03-05-2016
Publisher: Routledge
Date: 19-01-2022
Publisher: MDPI AG
Date: 27-09-2019
Abstract: Staff from a Western University annually travel to China to teach social work students at a Chinese University, providing a rich opportunity to share ideas and knowledge about values and practices in social work. One common point of tension that arises each year is how to teach critical reflection whilst considering differences between Eastern and Western ways of knowing and doing. This article is based on email conversations between one Australian lecturer and one Chinese student, containing their discussions on not just critical reflection but also of various key social work topics in China such as social worker’s salary, social work as a profession and using empathy. The student questioned social work in an authentic and practical manner while the lecturer responded with ex les and reflections as a role model of critical reflective thinking and practice in the Chinese context. While such letters of exchange only reflect the particular points of view of the lecturer and the student, much can still be learned about current issues and debates in both countries. The insights given raise many questions about the implications and benefits for sensitively teaching social work across East/West contexts whilst trying to develop anti-colonial social work educational approaches.
Location: United States of America
No related grants have been discovered for Jianqiang LIANG.