Jenny Hay

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Jenny Hay

Lecturer, 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.


Before beginning her PhD and undertaking employment at the University of Tasmania, Jenny was employed as a social worker at Launceston College, working with young people aged 17-19 years.

Career summary


Degree Thesis title UniversityCountryAwarded
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


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 (160799)
  • Clinical Social Work Practice (160701)
  • Continuing and Community Education (130101)
  • Health and Community Services (111708)
  • Mental Health (111714)

Research Objectives

  • Expanding Knowledge through Studies of Human Society (970116)
  • Religion and Society (950404)
  • Mental Health Services (920209)
  • Learner and Learning (930199)


Total publications


Journal Article

(2 outputs)
2017Hay J, ' Care is not a dirty word!' Enacting an ethic of care in social work practice', European Journal of Social Work pp. 1-11. ISSN 1369-1457 (2017) [Refereed Article]

DOI: 10.1080/13691457.2017.1399253 [eCite] [Details]

Citations: Web of Science - 1


2012Hay 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]

[eCite] [Details]


Chapter in Book

(1 outputs)
2018Hay 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]

[eCite] [Details]


Grants & Funding

Funding Summary

Number of grants


Total funding



Reducing the impact of intergenerational trauma through collaborative learning. Pilot Study. (2018)$10,000
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).
University of Tasmania ($10,000)
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Stephenson EA; Stanford SN; Yost HF; Hay JK; Frey R