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1.
Abstract

Social work, like other disciplines, has long used case studies as a (1) methodological approach to communicating a body of knowledge, and (2) as a tangible means to acquaint students with archetypical applications of realistic conditions. In social work, one required course sequence enhanced by case study assessments is Human Behavior and the Social Environment (HBSE). This paper describes the author's use of another social work professor's controversial and sensitive autobiography, To Ascend into the Shining World Againto instruct graduate students in HBSE courses. In his non-fictional account, the social work professor recalls the time when, during his own youth, he killed a teenager in 1967. The author recounts the way in which she incorporated the professor's story as a focus for analysis at The Ohio State University and how it was similarly examined in a course at the University of Louisville.  相似文献   

2.
ABSTRACT

This article examines the challenges faced by social work field instructors in two Canadian provinces. The results are based on the responses from 239 field instructors to a questionnaire survey. Findings highlight student difficulties, administrative issues with the social work schools, and practicum setting challenges. These demands hinder the optimal implementation of social work field education, reveal the concerning gatekeeping role of schools of social work, and discourage some social workers from taking on (or continuing) as field instructors. Implications for social work student placements, supervision of students, academic programs, and directions for future research are presented.  相似文献   

3.
Switching Hats     
Abstract

One of the most problematic issues in the field of social work is the gap between practice and research. This paper describes the roles of the social work clinical practitioner and the social work researcher, and explores the role discontinuity that occurs as social work doctoral students' transition between these roles. A model illustrating the three possible routes that are taken during this role transition is introduced. Understanding the process of change that occurs as social work doctoral students shift roles has important implications for social work. Investigating these two roles can help doctoral programs support students during the difficult transition. Discovering how doctoral students bridge the gap between practice and research in their own experience may provide insight into how the field of social work as a whole can successfully address this gap.  相似文献   

4.
ABSTRACT

Graduating students must be prepared with knowledge and skills for the financial aspects of social work practice. This study examines graduating students’ attitudes and perceptions about client finances, as well as their financial knowledge. Internet survey results (n = 116) of BSW and MSW graduating students indicate that respondents (a) perceive a limited function for discussing client financial circumstances in practice, (b) understand the relevance, however, of client finances, (c) are unprepared to address this aspect, and (d) are supportive of integrating this content into required policy and practice courses. Teaching and curricular implications, along with programmatic recommendations, are included.  相似文献   

5.
Abstract

Practice domain and needs of a profession should determine development and use of research methodologies. The complexity and broad range of social work interventions require an approach to research that is more far-reaching, with greater depth, than offered by either the positivists or post-modernists. In this article, a model presents research as skills of social work practice, integrating the contentious practice research dichotomy. Acknowledging that differences in language and perceptions of practitioners and researchers create enormous challenges, a basic assumption in the model is that good practitioners conduct research in their implementation of practice. Juxtaposing practice components with research methodologies, case material illustrates the professional helping relationship as a shared conceptualization of reality, social work assessment as theory construction with need for validity and reliability, and use of triangulation to prevent drift and unplanned shifts in the intervention.  相似文献   

6.
Abstract

Effective social work practice with diverse populations requires the successful incorporation of multicultural knowledge, awareness, and skills.As a result, there is a pressing need for innovative and evidencebased teaching strategies and methods that provide social work students with these key multicultural tools. This paper describes one such teachingmodel and presents the findings of an exploratory study to empirically evaluate its effectiveness with undergraduate social work students (N =23) enrolled in a multicultural social work course. Based on pre-and post-test composite scores, the findings suggest that this new model of multicultural instruction and assignments increases students' multicultural awareness andknowledge.  相似文献   

7.
Abstract

Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.  相似文献   

8.
ABSTRACT

Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student. This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors. Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice.’ Each of these subscales have demonstrated internal consistency. By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced.  相似文献   

9.
ABSTRACT

The development of new e-technologies and an increased focus on developing distance social work education programs has created the impetus for social work educators to consider the tools they can employ in delivering distance courses. This article reflects on an action learning research project involving the development of an online toolbox of e-technologies to support social work educators in the delivery of distance courses. It highlights the opportunities and challenges when considering the integration of e-technologies as part of social work education.  相似文献   

10.
ABSTRACT

Recent advances made by medicine and psychiatry in the development of practice guidelines and evidence-based interventions are spreading to social work and other helping professions. As the movement toward evidence-based practice grows, more demands for the use of tested interventions will be placed on practitioners. In this paper, we argue that social work practice education must change to respond to this demand. Specifically, evidence-based interventions must be incorporated into the teaching of the middle phase of social work practice more than it is now. Social work training has traditionally relied on untested interventions that have come from the tacit knowledge of accumulated practice wisdom. Although tacit knowledge has an important place in social work practice, instructing students about evidence-based, empirically derived interventions provides them with critical knowledge and skills they will need to enter the competitive world of social work practice. Moreover, this approach amplifies the importance of launching practitioners with skills of evidence-based thinking; that is, the identification, evaluation, and selection of interventions with demonstrated effectiveness.  相似文献   

11.
Abstract

The social work literature often mentions the value and importance of faculty and field instructors serving as role models for students. Unlike allied disciplines, the influence of role models in social work education remains relatively unexplored. This article includes a search of two electronic databases on role models and social work education, identifies the various conceptual references the social work literature makes to the topic, and then discusses its inclusion as a variable in empirical studies. It argues that more qualitative investigation is needed into role modeling as an inextricable component of social work students' socialization to the profession.  相似文献   

12.
Abstract

Many social workers consider praxis central to their practice. The concept, developed by Paulo Freire to capture the interaction between action and reflection, can be challenging to apply. PRACSIS is a framework represented in grid form that can help social work students understand and use the concept of praxis in a thoughtful and explicit way. This paper describes the rationale for and application of PRACSIS: Practitioner Reflection on Actions, Characteristics and Situation, by Impact and Strategies. Results indicate that use of PRACSIS can help develop critical consciousness, including implications for practice, and can thus benefit social work educators, students, practitioners, and-ultimately-consumers.  相似文献   

13.
Faith-based organizations (FBOs) have an important presence in contemporary civil society and have gained further prominence through their repertoire of social welfare and services. This study engaged social work educators (n = 316) across nine countries to examine their perceptions of including discourses on faith and FBOs in the social work curriculum. Findings are discussed in terms of intercountry variations on whether FBOs should form a part of the social work curriculum, the curriculum objectives, content, and positioning, and whether the curricular orientation should promote partnerships/collaborations/synergies between FBOs and the discipline of social work.  相似文献   

14.
Abstract

Within the social work profession, one's world view, one's beliefs and values based on one's experiences, strongly influences one's practice and comfort with groups.

This paper will examine some of the different ways of viewing the world held by practitioners and students in relation to the likelihood that they will be able to work effectively with groups. Such examination, and the identification of the differences among social workers that results from it has implications for both teaching and supervision in social work. These implications will be discussed and specific principles and techniques for teaching social workers, in education and in supervision, based on their world views will be described. This paper aims to enrich education for group work so that the community of social group work practitioners can grow and continue to thrive.  相似文献   

15.
ABSTRACT

A large number of social work doctoral programs admit non-MSWs into their programs of study, and do not subsequently require the student to earn the MSW before receiving the Ph.DTDSW. In this debate-style article, Professor Barbara Shore argues that it is both acceptable and desirable for non-MSWs to earn the doctorate in social work, while Professor Bruce Thyer contends that the practice is harmful to the profession and should be discouraged. Each author provides an initial statement and responds to each others' position in a rebuttal.  相似文献   

16.
Abstract

This study explored the effects of an intensive, service learning course on the perceived self-efficacy of participating MSW students. A self-efficacy scale was developed following Bandura's (1977) model, based on the goals and objectives of the MSW program and was administered pre and post. The findings indicated a statistically significant increase in perceived self-efficacy (p< .001) following completion of the course. In addition, the students demonstrated significant increases in self-efficacy related to mezzo (p< .001) and macro-level skills (p< .001). These results suggest that service learning, underutilized in social work education, may be an effective learning approach in master's level programs.  相似文献   

17.
ABSTRACT

This article explores the current state of Occupational Social Work/Employee Assistance (OSW/EA) education. It examines the relationship between social work curricula, field placement experiences, and entry-level employment opportunities in the OSW/EA field. It is based on an educational initiative called the Partnership for Employee Assistance Education. Drawing on the OSW/EA literature, surveys, and focus group materials, the article concludes that the nature of OSW/EA is being reshaped by information technology, shifting demographics, globalization, and evolving terms and conditions of employment. The authors discuss how the graduate-level OSW/EA curriculum and field placements are being transformed to reflect these trends. Concepts such as Organizational Social Work and organizational intelligence are discussed. Innovative educational strategies are recommended. Finally, the authors argue that the contemporary workplace offers potential opportunity for innovative social work practice and education.  相似文献   

18.
ABSTRACT

The inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice.  相似文献   

19.
ABSTRACT

The Council on Social Work Education's Handbook on Accreditation and Procedures (1991) reiterates the council's previous mandate for incorporation of knowledge of racial, ethnic, and cultural diversity throughout both the undergraduate and graduate social work curriculum. This article presents an integrative cognitive and affective learning framework for multicultural social work education. The model encourages students' addressing the significance of their racial, ethnic, and cultural heritage and emphasizes the effects of this education and enrichment in developing an ethnic-sensitive social work practice.  相似文献   

20.
ABSTRACT

This study evaluated a continuing education training program designed to increase field educators’ capacities to support students in their application of the evidence-based practice (EBP) process. A cohort of social work field instructors and task supervisors from agency-based settings (N = 186) attended a 1-day interactive skill-based training. Pre- and postsurveys assessed learning outcomes. Findings reveal a significant improvement from pre- to posttraining in the social work educators’ familiarity, t(179) = 22.8; attitude, t(180) = 12.73; and intentions, t(178) = 11.89, regarding EBP. Results indicate that skill-based training in the EBP process model via continuing education is feasible and acceptable.  相似文献   

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