A Fine Balance: Instructor Self-Disclosure in the Classroom     

Brian M. Rasmussen PhD  RSW  Faye Mishna PhD  RSW 《Journal of Teaching in Social Work》2013,33(1-2):191-207

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the literature from the clinical and supervisory domains for relevant ideas. We recommend that instructors judiciously and reflectively self-disclose in the classroom. Conscious awareness of the dynamics of self-disclosure helps to monitor the effectiveness of this activity. A fine balance between thoughtful restraint and genuine openness helps to facilitate this goal.  相似文献   

Innovations Applied to the Classroom for Involuntary Groups: Implications for Social Work Education     

Michael Chovanec PhD 《Journal of Teaching in Social Work》2013,33(1-2):209-225

There is an increasing demand for social work students to be prepared to work with a wide range of involuntary groups including the more traditional court-ordered programs in domestic abuse and chemical dependency, as well as groups in mental health and schools that provide outreach to high-risk client populations. This paper introduces three innovative frameworks including Reactance theory, Stages of Change model and Motivational Interviewing. Classroom guidelines and exercises are presented that help students integrate these interventions as they develop their group work skills. Strategies for involving students in moving these innovations towards best practices with involuntary groups are discussed.  相似文献   

Preparing for the Inevitable: Training Social Workers to Cope with Client Suicide     

Sara Sanders PhD  LSW  Jodi M. Jacobson PhD  LCSW-C  Laura Ting PhD  LCSW-C 《Journal of Teaching in Social Work》2013,33(1-2):1-18

Little attention has been given to educating and training social work students and professionals about working with suicidal clients. This article summarizes the literature on client suicide and the professional social worker, as well as presents results from a mixed methods study, which utilized both qualitative and quantitative data collected from a national study on client suicide among social workers. The results indicate that 55% of social workers will experience at least one client suicide attempt and 31% will experience a client suicide completion during the course of their career. Additionally, less than 50% of the social workers surveyed received previous training or education about client suicide in their MSW programs. Suggestions from social workers for the content of training classes on client suicide are included. Implications for practice and research are also discussed.  相似文献   

Student Research Projects and the Institutional Review Board     

Nancy Shore PhD 《Journal of Teaching in Social Work》2013,33(3):329-345

Graduate social work students often are required to complete an evaluation or research project. Research instructors work with their students to assure that these projects are rigorous as well as ethical. This study focuses upon the relationship of student projects and the Institutional Review Board (IRB). The IRB aims to strengthen research ethics and to assure that study participants are not exploited. Sixteen MSW research instructors' shared their experiences guiding students through the IRB. Study participants identified benefits and challenges of having students experience the IRB, as well as recommendations on how to facilitate the review process. Additionally participants reflected upon how they determine IRB review requirements.  相似文献   

A New Perspective: The Common Factors Model as a Foundation for Social Work Practice Education     

Mark Cameron PhD  Elizabeth King Keenan 《Journal of Teaching in Social Work》2013,33(3):346-358

Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum.  相似文献   

Beyond Diversity Courses: Strategies for Integrating Critical Consciousness Across Social Work Curriculum     

Nicole Nicotera PhD  Hye‐Kyung Kang 《Journal of Teaching in Social Work》2013,33(2):188-203

ABSTRACT. This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require attention to the experiences and conditions of marginalized populations. The conceptual and teaching approach described in this paper extends this standard via the examination of the privileged social identities and the ensuing behaviors that perpetuate oppressive practices and conditions among marginalized groups. A conceptual foundation for this approach is elucidated and teaching strategies for exploring privileged social locations are presented.  相似文献   

Case‐based Learning: Educating Future Human Service Managers     

Michael J. Austin PhD  Thomas Packard 《Journal of Teaching in Social Work》2013,33(2):216-236

Using teaching cases in professional education programs has gained increased attention in the past several decades. While the use of teaching cases has been an important part of social work education, the majority of current casebooks focus on micro or direct practice issues and settings. Over the past forty years only four major casebooks have focused exclusively on the macro practice of social work. This analysis of case‐based learning is divided into the following components: 1) the search for practice wisdom emerging from analyzing cases within the context of management knowledge and skills, 2) case discussion in the classroom, including student and instructor preparation, case selection and integration into the course, case debriefing, student‐designed cases, and conceptual frameworks for teaching management, 3) a conclusion that identifies the benefits and limitations of case‐based learning.  相似文献   

MSW Students' Experience with Termination: Implications and Suggestions for Classroom and Field Instruction     

Caroline R. Gelman PhD 《Journal of Teaching in Social Work》2013,33(2):169-187

Social work students' experiences with termination are rarely explored. This paper discusses the results of a survey of 54 MSW interns regarding termination and, in particular, premature termination resulting from placement completion. Twenty‐four percent of respondents experienced natural terminations, 35% experienced client‐initiated ones, and 93% experienced forced terminations resulting from internship completion. Students felt termination was well‐covered in practice classes, less so in supervision, and felt moderately prepared for the process. Nevertheless, students found terminations significantly harder than their sense of preparation would indicate, and recommend earlier, more comprehensive training in classroom and field settings to support them and their clients.  相似文献   

An International Experience for Social Work Students: Self-Reflection Through Poetry and Journal Writing Exercises   总被引：1，自引：1，他引：0  

Rich Furman PhD  MSW  BSW  Ann Coyne PhD  Nalini Junko Negi PhD  MSW 《Journal of Teaching in Social Work》2013,33(1-2):71-85

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Advanced Standing Revisited: Current Status,Structure, and Issues     

Judith Bremner DSW  MSW  Charles Zastrow PhD  MSW 《Journal of Teaching in Social Work》2013,33(1-2):101-116

Uncollegial behaviors are described in three categories: verbal attacks, destructive game playing and withholding support. Factors in academia that contribute to uncollegial behavior and theoretical frameworks that explain its existence are explored. Strategies for dealing with noxious colleagues at the organizational and interpersonal level are discussed.  相似文献