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60 Int'l Soc. Work 3 (2017)

handle is hein.journals/intsocwk60 and id is 1 raw text is: Editorial International Social Work 2017, Vol. 60(I) 3-5 Editorial @ The Author(s) 2016 Reprints and permissions: sagepub.co.ul/journalsPermissions.nav DOI: 10.1 177/0020872816681260 isw.sagepub.com OSAGE As our readers will notice, this issue is larger than usual. It includes seventeen articles instead of the usual twelve. Our decision to include more articles reflects the quality, quantity and thematic diversity of papers submitted to ourjournal. The current issue engages with a wide range of themes, directly linked to cutting edge debates on social work education, theory, research and practice. In the first article, Beth Crisp highlights the importance of cross-country collaborations in cur- riculum development. Her paper reports on one such collaboration involving four Australian and four European schools of social work, which struggled to develop elements of curriculum that could be used by all partners, and identifies issues that international collaborations need to take account of in the planning and implementation of shared curricula. Maria de las Olas Palma-Garcia and Isabel Hombrados-Mendieta also discuss social work cur- riculum related issues. Their research explores the relationship between personality characteristics and the development of resilience in the context of social work. In order to explore this timely theme, the authors investigated 479 students and professional social workers through the use of longitudinal approaches. Their research elaborates on the influence and predictive ability of per- sonality traits on the resilience of students and social workers. Views and experiences of social work students involved in an international study programme are explored by Karen Bell, Bernadette Moorhead and Heather Boetto in the third article of this issue. Their research explores the impacts of a short-term international study programme on Australian social work students' understanding of social justice and human rights, with particular emphasis on gender oppression. The main research method includes qualitative data from a reflec- tive workshop plus written evaluations and students'reflections on learning experiences during the programme are described and explored. The authors suggest that student understanding of gender oppression, social justice and human rights as global issues was enriched by the programme and the need for faculty-led and facilitated sessions so that reflective learning is reinforced. In the next article, Gunn S Hutchinson and Yossi Korazim-K6rosy provide a comparative study of the importance and impact of collaborative educational work. More specifically, their study of educational programs in schools of social work in the Nordic countries focuses on interdisciplinary collaboration in teaching, research, field practice and community involvement. The study makes comparisons with similar studies in the United States, Israel, Canada and Hungary. It takes those studies a step further by discussing whether the national welfare system influences interdiscipli- nary collaboration in the educational programmes in the respective countries. Julie Lynne Drolet and Tiffany Sampson introduce the second thematic section of this issue, discussing climate change through a social development approach. Their article presents research findings from a study on climate change, disasters and sustainable development, which provide insight into the diverse perspectives of community members on climate change in six communities in the Interior and Northern regions of British Columbia, Western Canada. It examines the differ- ing perspectives and attitudes of affected community members and the role of social development with respect to climate change adaptation and response. The authors provide suggestions on how social workers can support and apply the social development approach in communities experienc- ing the impacts of climate change.

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