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Images for workers; more images...

Articles, UC QuakeStudies

A PDF copy of the six signs that together read, "Share the love." The signs were used at the 'Outrageous Burst of All Right: Bacon Bombing' in December 2013. This saw team members from All Right? dress up as bacon butties and provide bacon butties for SCIRT workers. From allright.org.nz: SCIRT workers are tasked with the enormous job of rebuilding and repairing the damaged underground infrastructure and roads. With the help of Hellers and an anonymous giant bacon buttie, the All Right? team visited several SCIRT sites in December 2013 to show the workers a bit of (rather unusual) love. For photographs from the event, see: https://quakestudies.canterbury.ac.nz/store/object/21635

Research papers, University of Canterbury Library

INTRODUCTION: After the 2011 Canterbury earthquake, the provision of school social work was extended into a larger number of schools in the greater Christchurch region to support discussions of their practice priorities and responses in post-earthquake schools. FINDINGS: Two main interpretations of need are reflected in the school social workers’ accounts of their work with children and families. Firstly, hardship-focused need, which represented children as adversely influenced by their home circumstances; the interventions were primarily with parents. These families were mainly from schools in low socioeconomic areas. Secondly, anxiety-based need, a newer practice response, which emphasised children who were considered particularly susceptible to the impacts of the disaster event. This article considers how these practitioners conceptualised and responded to the needs of the children and their families in this context. METHOD: A qualitative study examining recovery policy and school social work practice following the earthquakes including 12 semi-structured interviews with school social workers. This article provides a Foucauldian analysis of the social worker participants’ perspectives on emotional and psychological issues for children, particularly those from middle-class families; the main interventions were direct therapeutic work with children themselves. Embedded within these practice accounts are moments in which the social workers contested the predominant, individualising conceptualisations of need to enable more open-ended, negotiable, interconnected relationships in post-earthquake schools. IMPLICATIONS: In the aftermath of disasters, school social workers can reflect on their preferred practice responses and institutional influences in schools to offer children and families opportunities to reject the prevalent norms of risk and vulnerability.