Profiles
Jenny Hay
Jenny Hay
Field Education Officer (North), Social Work
School of Social Sciences
Room L240 , Arts Building
+61 3 6324 3643 (phone)
Dr Jenny Hay completed her PhD in Social Work in 2016. She has been employed in various capacities in the University of Tasmania's social work program since 2010, including tutoring, unit-coordination and research assistant roles. Her research interest is in care ethics in social work practice, and human service professions more generally.
Biography
Before taking on her current role as Field Education Officer Jenny completed her PhD in Social Work in 2016. She has been employed in various capacities in the University of Tasmania's social work program since 2010, including tutoring, unit-coordination and research assistant roles. Her research interest is in care ethics in social work practice.
Career summary
Qualifications
| Degree | Thesis title | University | Country | Awarded |
|---|---|---|---|---|
| PhD | Shining a light on care in direct social work practice | University of Tasmania | Australia | Aug 2016 |
| BSW (1st class honours) | Social workers’ and students’ notions of spirituality and suggestions for incorporating spirituality into the Bachelor of Social Work curriculum. | University of Tasmania | Australia | Dec 2008 |
| BA | University of Tasmania | Australia | Dec 2010 |
View more on Dr Jenny Hay in WARP
Research Themes
Jenny’s research aligns with the University’s research theme Better Health. As an early researcher Jenny aims to inform social work theory, education and practice. This is particularly the case when considering the neo-liberal context that social work is currently situated in, the difficulties that poses to caring values and the impact this has on the wellbeing of clients in human service organisations. Care is at risk of being lost with an increasingly bureaucratised context that places an emphasis on economics, and individual responsibility over human moral values. She intends to extend her research on care beyond social work to human service delivery more generally and the medical profession, aligning with the University of Tasmania's College of Arts, Law and Education’s strategic theme area of ‘Health and Social Care’.
Fields of Research
- Social work (440999)
- Embedding Aboriginal and Torres Strait Islander knowledges, histories, culture, country, perspectives and ethics in education (450213)
- Clinical social work practice (440901)
- Continuing and community education (390301)
- Health and community services (420305)
- Mental health services (420313)
Research Objectives
- Expanding knowledge in human society (280123)
- Religion and society (130501)
- Mental health services (200305)
- Aboriginal and Torres Strait Islander education (210299)
- Aboriginal and Torres Strait Islander heritage and culture (210499)
- Learner and learning (160199)
Publications
Total publications
3
Journal Article
(2 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2019 | Hay J, ' Care is not a dirty word!' Enacting an ethic of care in social work practice', European Journal of Social Work, 22, (3) pp. 365-375. ISSN 1369-1457 (2019) [Refereed Article] DOI: 10.1080/13691457.2017.1399253 [eCite] [Details] Citations: Scopus - 4Web of Science - 4 | |
| 2012 | Hay JK, 'Considering the spiritual dimension of human life and its relevance to social work education: Social workers', educators' and students' views', Advances in Social Work and Welfare, 14 pp. 75-96. ISSN 1329-0584 (2012) [Refereed Article] |
Chapter in Book
(1 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2018 | Hay JK, 'Care and justice: Two sides of the same coin of a critical care ethics in social work', Critical Ethics of Care in Social Work: Transforming the Politics and Practices of Caring, Taylor & Francis Group Ltd, B Pease, A Vreugdenhil and S Stanford (ed), United Kingdom, pp. 49-59. ISBN 9781138225589 (2018) [Research Book Chapter] |
Grants & Funding
Funding Summary
Number of grants
2
Total funding
Projects
- Description
- The 'ya pulingina social work' learning and teaching project aims to graduate social work students highly proficient when collaborating with the Tasmanian Aboriginal community, and Aboriginal people more broadly across Australia. Building upon the Indigenising curricula work the Social Work Discipline, in conjunction with the School of Social Sciences, and CALE have been undertaking, the project will begin by creating a series of place-based encounters on each campus embedded in the local Indigenous worldview of welcoming people. This will be led in partnerships with Tasmanian Aboriginal Elders and community members. During these place-based welcomes, social work students, staff, and community members will generate stories and artefacts that document their welcome experience. These in turn become elements of an interactive lutruwita (Tasmania) map, that is both a record of experience, and a learning and teaching tool that can be added to each year as students' progress their studies.
- Funding
- University of Tasmania ($25,000)
- Scheme
- Grant-Indigenous Student Success Program
- Administered By
- University of Tasmania
- Research Team
- Prehn J; Baltra-Ulloa AJ; Vreugdenhil AJ; Canty JB; Roberts JK; Williamson M; Warren KM; Hay JK; Wilkinson BM
- Year
- 2021
- Description
- This pilot project asks What effect does a collaborative approach to learning have on reducing the impact of intergenerational trauma, to explore how Early Childhood Educators, Social Workers and Health Professionals (professionals) collaborate to develop parental capacity for connection, felt-safety and self-regulation, and how these can be applied by both parent and professional when caring for the child. A Trust-Based Relational Intervention (TBRI) approach (Purvis et al., 2013) will be piloted in the Ravenswood Child and Family Centre where the impact of intergenerational trauma is recognised. Professionals and parents will be paired to work together in a weekly group situation to learn how to develop the skills identified as critical to the relationship. A mixed-methods approach will be used to analyse the learning journey of each participant. A focus on personal skill development, and evidence of the impact of this learning on the children in their care will inform the research question, and planning for an external research proposal to develop future training approaches (Razuri et al., 2016).
- Funding
- University of Tasmania ($10,000)
- Scheme
- Grant-CAL Hothouse Research Enhancement Program
- Administered By
- University of Tasmania
- Research Team
- Stephenson EA; Stanford SN; Yost HF; Hay JK; Frey R
- Year
- 2018