Abstract
This descriptive-analytical study aims to identify the requirements of professional practice of social work with groups to achieve the 2030 vision. The researcher utilized the scientific method in a comprehensive social survey of members at the Faculty of Social Work, Princess Nourah Bint Abdul Rahman University, and with a random sample of social workers, and the sample consisted of teaching staff members (n = 26) and social workers (n = 35). The study found a set of cognitive, skill, value, and institutional requirements that are needed in the method used for working with groups in order to keep pace with new social developments.
Keywords
Introduction
Saudi Arabia (KSA) has adopted a vision to chart a better future for the country, by announcing the start of a new phase in the history of the Kingdom, as required by local, regional and international conditions, and developments. These are expected to turn the Kingdom into a competitor and global leader in all fields.
This vision is grounded in three pillars based on the Kingdom’s characteristics and components: Arab and Islamic dimensions, the leading investment forces, and geographical excellence that can connect the continents. It is based on building three aspirational axes: a vibrant society, a thriving economy, and an ambitious nation (Saudi Vision 2030, 2016). The field of social development has emerged in this vision, and acts as a fundamental starting point for planning subsequent developmental elements.
Social work is a profession that involves enabling the individual to adapt to new social frameworks and planned changes in society, thus enhancing his or her sense of community affiliation, social development and social work, each of which meet at the point of caring for the human being so that he/she can successfully fulfill his life role. This leads them to seek to remedy the social problems that are disruptive to the development efforts (Gharaibeh and Mahmud, 2008: 46).
Campuses are developing new ways to respond to complex social, cultural, economic, and environmental problems by adapting their educational approaches, creating an inspiring educational environment, and assisting students in acquiring the knowledge and skills they will need to work effectively with others in order to address the societal problems that they will face throughout their lives (Ramaley, 2016). Social work students often face personal, institutional, and community challenges. If these challenges are not addressed, they may affect students’ professional development and impede their social contribution (Healy and Wairire, 2014; Ibrahim, 2018; Matthew and Lough, 2017).
Zaidan’s (2000) study indicated that the content of social work education needs to bring about change and development in order to suit the requirements and future of practice in the areas of social welfare and development at the present time in its three aspects: cognition, skills, and values need to develop and change to fit with social variables society is going through.
Therefore, social work research must be directed toward studying the variables that can be reflected in the professional practice and its most important requirements in a way that contributes in directing the professional practice to specific directions and aspects of society. This will ultimately lead to an increase in the contribution of social work to the development of society and expression of the developmental concept of the profession in societal reality (Rashwan, 2012).
Social work is a human profession and its existence and elevation are related to achieving the goals of society. The efficiency of performance for its role can only be achieved through the continuous pursuit to raise the level of the performance of its practitioners in society. Specialization in social work is characterized by the process because it arises from an organized set of skills and knowledge and the values are gained only through long, hard exercise (Salem and Saleh, 2012).
According to the International Association of Schools of Social Work (IASSW) (2014) and International Federation of Schools of Social Work (IFSW) (2014), social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility, and respect for diversities are central to social work, underpinned by theories of social work, social sciences, humanities, and indigenous knowledge. Social work engages people and structures to address life challenges and enhance wellbeing.
The societal changes have forced the social work profession to seek out new knowledge, educational trends, and methods of professional intervention adapted to the circumstances, changes, and events in the world (Suleiman and Hassan, 2005: 20, 42).
Mayadas et al. (2004) indicates that there is a need for renewed attention to the construction of knowledge in the profession of social work in keeping up with the variables that have been renewed both scientifically and globally.
It is important that the profession remains flexible, and is able to adapt itself to changing conditions. Social work should represent many different faces globally, given the wide range of national and local conditions to which it is called upon to respond (Cox and Pawar, 2006).
Social workers also need to have social consciousness, which means that – among other professionals – they should be the ones who are highly alert and sensitive to community and social changes. Accordingly, this first dimension specifies that social work concerns not only individuals, but also the social affairs and public issues affecting these individuals (Kam, 2014).
Developments of social work in Saudi Arabia
Saudi society has witnessed tremendous economic growth, whose effects reflect on the members of society and their characteristics, relations, and problems. This leads to the questioning of the necessity of a social work profession to deal with these changes resulting from economic growth, developments in civilization, and the problems that followed these changes. The real beginning of social work in Saudi society was in the field school (Almaizar and Abdelhamed, 2018).
In 1973, social work was practiced in the medical field, then a social work office was established in the Ministry of Health. In 1974, the General Presidency of Youth Welfare hired social workers to work in sports clubs to supervise the social and cultural activities in the clubs (Salem and Saleh, 2012). The social workers also worked as academic guides with Saudi university youth in colleges. The Kingdom continued to seek the assistance of social workers from Egypt as the pioneer in practicing social work in the Arab world. However, social work specialization spread in many Saudi universities (Albrithen, 2014). In addition, students were sent abroad for further higher studies related to social work and to develop, establish, and acquire additional skills, knowledge, and experience they could apply back in their country.
Among the factors that have affected the development of the profession of social work is the movement of social work at the end of the 19th and the beginning of the 20th century. These changes resulted in the acceptance of the need for a profession that is able to deal practically with emerging social problems (Almaizar and Abdelhamed, 2018).
Social work with groups
Group work in the community has a distinct advantage reflected in the adage that there is power in numbers. Individuals working in partnership with one another are better able to improve their social environments than if they worked alone (Breton, 2012). Individuals function in an assortment of small and large group settings: families, workplaces, peer groups, social and religious networks, cultural and ethnic communities, and organizations of varying dimensions and formal constructs. Most importantly, at any given time, most individuals are self-identified members of multiple groups with boundaries of mutable permeability and overlap (Rittner & Albers, 1999).
Group work is ideally suited to promote client empowerment and community change (Knight and Gitterman, 2018). Social work with groups is a positive and optimistic way of working with people. Using this mode of practice, social workers are able to affirm people’s strengths and the contributions that each person can make in the lives of others by reinforcing those energies that join people together (Kurland and Salmon, 2005).
Group work can be an effective outlet for promoting client welfare at both individual and systemic levels. Groups are essentially a social microcosm of individuals of diverse backgrounds and interests (Hays et al., 2010).
Practice with groups is an art in the sense that it provides opportunities for helping clients by way of a caring relationship and creativity, but effective group work occurs only when the use of oneself is integrated with scientific knowledge derived from research in the behavioral and social science, related professions, and, most importantly, social work practice. Social workers have an ethical responsibility to understand and use the best available knowledge about practice with groups (Carson et al., 2004: 50).
It is noticeable that there is a regression in the application aspect of the group work method in the field, which leads to a weak focus on using this method and ignoring it in the field practice in general. The consequence of this is the loss of its identity and strength in the field of social service, and this coincides with a gradual disintegration. Teaching the method of community service, whereby students apply the professional intervention of the method in the field training course, does not guarantee that they will acquire the skills required for good practice (Gutman and Shennar-Golan, 2012).
Hence developing social group-work teaching as knowledge and practical application provides the foundations for good future practice. This is why leaders in the field of social work call for investment in ‘making it about the way to work with groups in social work to re-give’ and making ‘a pleasant noise to draw attention to the method’. It is also important to transfer the benefits of this methodology to the next generation of social workers and thus enhance the position of the method within the social work profession (Sweifach and LaPorte, 2009).
LaRocque (2017) emphasized the necessity of the leaders of group-service education to provide an educational environment in which the method of group service is taught as a strong methodology in the practice of social work. Thus, the main focus becomes the strengths of the method and the form that inspires practitioners to maintain the method and activate its practice as an integral part of social work practice.
The challenges of contemporary social group work education and practice are opportunities for the development of the method. There is an opportunity for social group work educators to consider contextual factors in practice and develop real answers to practice needs and challenges rather than dictate how group work should look (Bitel, 2014).
Thus, understanding the requirements (cognitive, skill, value, and institutional) necessary to develop the practice of social work with groups in Saudi society in general and their compatibility with the vision of the Kingdom of Saudi Arabia 2030 in particular, is the rationale for this study, for the profession to acquire the required societal recognition and preserve its societal identity and survival in the community. The results of the study can be translated into mechanisms that benefit from it in teaching and studying social work in Arab societies and the Middle East.
Aims of the study
This study aimed to contribute to understanding and defining the knowledge, skills, value, and institutional requirements that are necessary to develop the professional practice of social service with groups in light of Saudi Arabia’s 2030 vision, from the point of view of faculty members and social workers.
The researcher has conducted a literature review and adopted theoretical frameworks, then analyzed the literature and previous studies in order to reach the questions related to the problem of the study, which are represented in the following: What are the cognitive requirements for developing professional social work practice with groups? What are the skill requirements for developing professional social work practice with groups? What are the value requirements for developing professional social work practice with groups? What are the institutional requirements for professional social work practice with groups?
Methodology
This descriptive, analytical study aimed at obtaining accurate information depicting and diagnosing reality and contributing to the analysis of its phenomena, based on the scientific method through the comprehensive social survey of members of the teaching staff at the Faculty of Social Work, Princess Nourah bint Abdul Rahman University, Department of Social Group Work. The researcher also used the scientific method in the social survey with the random sample of social workers working in the fields of social work in Saudi society; the sample consisted of teaching staff members (n = 26), and social workers (n = 35). The instruments of the study included a questionnaire developed by the researcher. After testing its validity and reliability, the researcher determined four dimensions that are included in the questionnaire form: cognitive requirements, skill requirements, value requirements, and requirements at the institutional level.
Then, the researcher determined and formulated the 47 phrases for each dimension and distributed them as follows: 11 phrases for the dimension of cognitive requirements, 13 phrases for the dimension of the skill requirements, 11 phrases for the dimension of the value requirements, and 12 phrases for the dimension of requirements at the institutional level. The researcher relied on logical honesty by looking at the literature and theoretical frameworks, then analyzing the literature, research, and studies in order to reach the different dimensions related to the problem of the study. The data were processed using a computer with SPSS (Statistical Package for Social Sciences). The following statistical methods were applied: frequencies and percentages, mean, standard deviation, range, and the Spearman–Brown equation for the mid-division and the t-test for two separate samples.
Results
The results of the research shown in Table 1 (demographics) indicate that the highest percentage of responses in the sample were from 35 social workers working in different fields of social work (57.4%) and 26 academics (42.6%). The former group is more in touch with professional circumstances and has more field experience than members of the academic teaching staff.
Participants’ demographics.
It is clear from the sample that the highest percentage of those with 10–20 years of experience are either professionals or academics, followed by those with 20 years or more of experience. The highest proportion of academics are professors (16.4%). These figures also help to obtain accurate and useful responses for professional practice.
In response to the first research question, the results in Table 2 show that the cognitive requirements for developing professional social work practice with groups as determined by the faculty members are at a high level with a mean ratio of 2.84. The indicators for that according to the mean ratio are first the interest in the translation movement in developing the literature of social group work, and developing methods of teaching the practice at the group work in light of modern technology with a mean ratio of 2.92. This result is consistent with the results of Muskat and Mesbur (2011). The second is developing curricula for social group work (LaRocque, 2017) in a manner consistent with achieving the Kingdom’s 2030 vision, and employing the results of scientific research for faculty members to overcome the problems of practice with groups, benefiting from the axes of Vision 2030 in developing professional practice with groups, linking knowledge built in the practice at the intermediate unit level with the axes of Vision 2030, and the integration of the Vision 2030 axes into the cognitive rooting of social work practice with groups with a mean of 2.85. Creating new scientific models from the reality of the professional practice of social work in the Saudi society 2.73.
The cognitive requirements for the development of the professional practice of social work with groups (N = 61).
The cognitive requirements for developing professional practice of social work with groups determined by social workers are at a high level with the mean ratio of 2.76. The indicators for that according to the mean ratio are first employing the results of scientific research for faculty members to overcome the problems of professional practice with groups with a mean ratio of 2.89. The second is to create new scientific models from the reality of professional practice in the Kingdom of Saudi Arabia with a mean ratio of 2.86, and finally to localize scientific models of social work practice with groups of Saudi society with a mean ratio of 2.63.
It became clear from the results of the answers to the first question of the study that the knowledge requirements differed between the faculty members and social workers, where each of them expressed the knowledge requirements that they need in their field. The faculty members paid attention to developing the translation movement and developing teaching methods and curricula for social work with the groups. These are the needs that help them as theorists of the curriculum. This indicates that members have adopted the view that in order to improve the status of social work as a profession, it is necessary to improve the quality of the curriculum (Moorhead et al., 2019; Soliman and Abd Elmegied, 2010).
As for the social workers, they defined the knowledge requirements, as creating new scientific models, and localizing scientific models of practice that are in line with the culture of Saudi society to employ the results of the research. This necessitates many changes, including the development of the curriculum of social work practice with groups in colleges of social work, and the development of the curriculum of the field training course, and their inclusion in the professional requirements set forth by members of the teaching staff and social workers.
In response to the second question, the analysis of the results shown in Table 3 indicated that the skill requirements for developing the professional practice of social work with the groups, determined by the faculty members, are at a high level with the mean ratio of 2.89. The indicators for that according to the mean ratio are first the development of non-traditional tools for professional intervention groups, building lasting partnerships with community-based institutions to benefit professional practice (Sweifach and LaPorte, 2009), and building the skills of practitioners in professional practice with groups with a mean ratio of 2.96. Ulrich’s (2006) study revealed that social workers were in need of new skills to enable them to effectively intervene with clients from different cultures and ethnic backgrounds. Second is the continuous development of professional intervention programs with groups in proportion to the needs of Saudi society, and the continuous evaluation of the professional intervention programs with groups with a mean ratio of 2.92, and finally, activation of continuing education programs to achieve professional development for practitioners with groups with a mean ratio of 2.81.
The skills requirements for developing professional social work practice with groups (N = 61).
The skill requirements for developing the professional practice of social work with groups as determined by social workers are at a high level with a mean ratio of 2.75. The indicators for that according to the mean ratio are first to build permanent partnerships with societal institutions to benefit professional practice with a mean ratio of 2.89 and with the standard deviation of 0.32. The second is to continuously identify deficiencies in the programs of professional intervention with groups, and work to avoid them with a mean ratio of 2.89 and a standard deviation of 0.4, and finally, building a theory of practice with groups in the social work with a mean ratio of 2.54.
The order of the skill requirements for group work did not differ significantly between faculty members and social workers, and this is due to the fact that each of them feels that the necessary skills to develop are related to professional practice, and that these skills should be developed in the curricula. This result was consistent with the results of the Sweifach and LaPorte (2009) study. There are gaps in professional skills and competencies and these gaps will have implications for the in-field practice. The competency gaps or deficiencies identified in this research as well as related trends identified in the literature have implications for service providers, agencies, and the clients they serve.
Responses to the third question, shown in the results in Table 4, suggest that the value requirements for developing the professional practice of social work groups as determined by the faculty members are at a high level with a mean ratio of 2.89. The indicators for that according to the mean average order are first respecting the values and beliefs of clients in groups, and respecting all human rights of customers in groups with a mean ratio of 2.96. The second is to take into account the values and culture of society in professional intervention programs, adhere to the values and ethics of the Islamic religion in professional practice with groups, and that the social worker set an example in his/her behavior and interactions with clients, and help clients in practice with groups to achieve their goals with a mean ratio of 2.92. Finally, priority is given to the interests of clients with groups with a mean ratio of 2.77.
The value requirements for developing the professional practice of social work practice with groups (N = 61).
The value requirements for developing the professional practice of social work with groups as determined by social workers are at a high level with a mean ratio of 2.86. The indicators for that according to the mean ratio order are first commitment to the values and ethics of the Islamic religion in professional practice with groups, and that the social worker sets an example in his/her behavior and interactions with clients with a mean ratio of 2.94. The second is the frankness, clarity, and job commitment with group members, with a mean ratio of 2.91. Using group methodology in social works includes ethical codes from diverse sources. The National Association of Social Workers (NASW, 2008) published the professional values for social work practice in the United States for all sizes of systems, such as individuals, families, groups, organizations, and communities (Lee, 2018). Finally, priority is given to the interests of group members with a mean ratio of 2.8 and a standard deviation of 0.53.
There is no difference between the value requirements between members and social workers, because the values and standards that students study and apply in field practice are derived from the teachings of the Islamic religion. Also, Saudi Arabia’s Vision 2030 urges the application of Islamic teachings in all areas, and in most Arab countries the teaching and practice of social work are based on Islamic education, rather than cultural assumptions emanating from Europe and North America. Reinforcing the Arab status of the profession in Arab countries challenges Western academic and professional hegemony, while also being mindful of the need to practice across national borders and respond to the local needs and problems (Ibrahim, 2017).
Responses to the fourth question in Table 5 showed that the requirements for the professional practice of social work with groups at the institutional level as determined by the faculty members are at a high level with a mean ratio of 2.87. The indicators for that according to the mean ratio order are first the continuous evaluation of the group programs in professional institutions. This result is consistent with the studies of Tapp et al. (2012) and Rishel and Hartnett (2018). This is followed by ensuring that the position of a social worker is established for non-social workers. This result is consistent with what has been explained by Goodman and Munoz (2004), that the problem categories students face include that the supervisors are not social workers, but workers with backgrounds in other disciplines. Another indicator is finding communication channels between academics and practitioners to find solutions to practice problems with a mean ratio of 2.92. The second is the concern for developing field training mechanisms within social group work institutions (Goodman et al., 2014; Gutman and Shennar-Golan, 2012), applying developmental and preventive approaches to the professional practice of social work with groups according to the goals of Vision 2030, and reviewing and developing job descriptions for social workers practicing with groups with a mean ratio of 2.88. Finally, attention is paid to training courses for group work practitioners with a mean ratio of 2.81 and a standard deviation of 0.49.
The requirements for the professional practice of social work at the institutional (N = 61).
The requirements for the professional practice of social work with groups at the institutional level as determined by social workers are at a high level with a mean ratio of 2.82. The indicators of that according to the mean ratio order are first the continuous evaluation of the programs of labor groups institutions with a mean ratio of 2.91. The second is finding channels of communication between academics and practitioners to find solutions to practice problems with a mean ratio of 2.86.
Both faculty members and social workers have agreed that the institutional requirements for developing a professional social work practice with groups are the continuous evaluation of the group programs in professional institutions. The continuous evaluation of the institutions will aim to disseminate field educational practices that produce significant outcomes in student learning and competence. Systematic and continuous programs of research are to be encouraged so that the academic work in this area can flourish (Bogo, 2006). More research is needed in the field education evaluation (Tapp et al., 2012).
Findings and discussion
It was evident from the study results that the order of the professional requirements in the practice of social work with groups in the light of Vision 2030 differed between faculty members and social workers working in the field. The level of requirements for developing professional social work practice with groups as a whole determined by the faculty members is high with a mean ratio of 2.87. The indicators for that according to the mean ratio order are first the skill requirements for developing professional social work practice with groups came with a mean ratio of 2.89 and a standard deviation of 0.21. The second is the value requirements for developing professional social work practice with groups with a mean ratio of 2.89 and a standard deviation of 0.22, and finally the cognitive requirements for developing professional social work practice with groups with a mean ratio of 2.84.
The level of requirements for developing a professional social work practice with groups as a whole, as determined by social workers, is high with a mean ratio of 2.8 The indicators for that according to the mean ratio are first the value requirements for developing professional social work practice with groups with a mean ratio of 2.86. The second is the requirements for professional social work practice with groups at the institutional level with a mean ratio of 2.82, and finally, the skill requirements for developing professional social work practice with groups with a mean ratio of 2.75.
There are no statistically significant differences between the responses of faculty members and social workers with regard to their identification of the knowledge, skill, value, and institutional requirements for the development of professional social work practice with groups as a whole. This is shown Table 6.
Arranging the requirements for developing professional social work practice with groups.
Conclusion
The social work profession can have a role in achieving Vision 2030 through several areas that the Vision has taken into account, such as family, education, medicine, rehabilitation of the disabled and people with special needs, and care of the elderly. Lyons (2006) indicated in his study that the social work profession can deal with social problems related to contemporary societal issues effectively. Working with groups using the methods of social work can have a significant and effective role in these areas. Social work with groups is viewed as a positive and optimistic way of working with people. Using this mode of practice, social workers are able to affirm people’s strengths and the contributions that each person can make in the lives of others by reinforcing those energies that join people together (Kurland and Salmon, 2005). Working with groups is a natural place from which we begin to understand individuals (Brandler and Roman, 2016).
The study identified a set of professional requirements (cognitive, skill, value, institutional) for the way to work with groups. The method needs to be in line with the societal variables in Saudi society in the light of the Kingdom’s Vision 2030 from the viewpoint of faculty members and social workers. The researcher identified these requirements based on the knowledge of many previous studies conducted in Saudi society, which revealed the weakness of the national identity for social service, and its lack of coverage in the fields of practice. For example, in the study conducted by Al Saif (1991), which aimed to examine how well social work has dealt with the needs of Saudi society and how well social work was reflected in the Saudi economic, political, religious, and sociocultural environment, the primary findings were that social work practice in Saudi Arabia is based on indigenization of Western social work. In addition, the study indicated that Saudi social services face many problems in terms of function, administrative authority, goals, and coordination.
Moreover, the study of Albrithen (2014) explains that as a fast-developing country, Saudi Arabia has been witnessing many changes that require a suitable response from social work professionals as well as social work educators.
This study presents a set of professional requirements that were not addressed in any previous study to the best of my knowledge to develop the professional practice of social work with groups. Therefore, the results of this study can be used to support and develop the teaching and practice of social work with groups.
Finally, if these requirements are applied well, it will affect the education and practice of social work with the groups not only in the Arab world, but also at the global level of the professional practice. of social. It is worth noting that the application of these requirements is not limited to the Kingdom of Saudi Arabia, but can be applied in all countries of the world because they are developmental requirements for professional practice, so they must be taken into consideration by stakeholders in order to develop education and practice of social service in general to accommodate changes and societal developments.
Footnotes
Acknowledgements
I wish to thank the two anonymous reviewers for their generous time and constructive criticism of an earlier draft. Also, I am grateful for the editorial comments provided.
Declaration of conflicting interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.