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11.
《Journal of Teaching in Social Work》2013,33(1-2):217-219
Abstract Discussion of the nature of critical thinking and the ways in which it can be enhanced has increased in recent years among social work educators, and yet little is known about the impact of MSW education on the critical thinking of students. This paper examines the nature of critical thinking, presents an adult cognitive developmental model, the Reflective Judgment Model (King &; Kitchener, 1994), which holds promise for enlarging social work's understanding of critical thinking and examines approaches to teaching which enhance critical thinking. The Reflective Judgment Model focuses on the development of assumptions about knowledge and the process of knowing as development occurs through adulthood. Specific implications for creating classroom and field learning environments are detailed, including characteristics of effective teachers and of effective assignments. 相似文献
12.
《Journal of Teaching in Social Work》2013,33(1-2):51-61
ABSTRACT Social workers encounter sexuality-related issues in a variety of practice settings. Yet, less than half of professional preparation programs incorporate content on human sexual diversity in their curricula (Diaz & Kelly, 1991). Such an omission poses problems for competent practice with persons-in-sexual situations, especially in a pluralistic society and a multicultural world where there are varied beliefs, values, and options regarding adult sexual expression. This article describes a humanistic group approach to introducing sexual diversity into graduate social work education. It incorporates democratic values and guidelines, group process, and sexual diversity exercises into a professionally ethical approach to a controversial subject in the classroom. 相似文献
13.
Jonathan B. Singer Susan W. Gray Dennis Miehls 《Journal of Teaching in Social Work》2013,33(5):451-470
The 2008 Educational Policy and Accreditation Standards identified 10 core competencies that all social work graduates should master. MSW programs found themselves with a need to identify knowledge, values, and skill statements that reflected what concentration-year students were expected to know and be able to do. In 2009 a group of educators convened at the Council on Social Work Education in Alexandria, VA to develop a model of advanced practice in clinical social work. This article describes the work group's process; identifies and describes the resulting advanced clinical knowledge, values, and skills statements; discusses the key debates and issues that arose during the development of the statements; and concludes with the implications for social work education and practice. 相似文献
14.
《Journal of Teaching in Social Work》2013,33(3-4):181-196
Abstract This paper evaluates the actual use of a course Website by graduate social work students. The study utilized data mining techniques to discover meaningful trends by using the data from server logs. The course Website was accessed 24,730 times by all 49 graduate students during a semester. The students utilized the course Website 23 hours a day, 7 days a week, day and night, evening hours, and weekends. The most popular area was the course documents area and the least popular was the student area. Study findings have implications for distance learning in higher education. 相似文献
15.
Carolyn Knight 《Journal of Teaching in Social Work》2017,37(2):138-155
The study reported on in this article assessed MSW and BSW students’ opportunities to practice group work in their field practicum. More than one third of participants had no such opportunity during their yearlong internship, despite their program’s requirement that group work opportunities be available. Among the students who did have experience leading a group for clients, their opportunities to engage in core group work activities and skills was limited, as was their academic preparation to do so. Students demonstrated a desire to practice group work as professionals. Yet the findings call into question whether they were adequately prepared to effectively engage in the modality. The findings underscore the need for schools and programs of social work to collaborate more closely with field instructors and agencies to ensure that students are provided with suitable opportunities to practice group work. Greater attention also must be focused on ensuring that practice opportunities in the field reflect the depth and breadth of the group modality and complement learning in the classroom. 相似文献
16.
城市生活垃圾气化处理技术 总被引：1，自引：0，他引：1
城市生活垃圾的气化是一种新型的垃圾处理技术,它具有高效的能源利用率和良好的环保特性,并且气化和熔融技术相结合以其严格的污染控制、显著的减容性和高效的资源回收率等优点被认为是城市生活垃圾焚烧处理最具有潜力的替代技术.本文综述了城市生活垃圾气化处理技术的原理、工艺流程及其国内外发展现状.列举讨论了固定床、气流床、流化床和回转窑等主要垃圾气化反应器的特点,并对影响垃圾气化的重要因素进行了分析.此外本文对废物衍生燃料(RDF)的气化以及垃圾气化熔融处理技术也作了介绍. 相似文献
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18.
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
19.
J. Jay Miller Erlene Grise-Owens Laura Escobar-Ratliff 《Journal of Teaching in Social Work》2013,33(3):296-316
Licensing has been a dynamic tension for the social work profession for many years, specifically in social work education. Increasingly, social work programs are using factors related to social work licensing (pass rates, number of test takers, etc.) as an indicator of programmatic success. Yet few, if any, published papers examine curricular innovations designed to prepare students for social work licensing exams. This article describes the initiative that one MSW program implemented to address licensing preparedness. After a brief overview of social work licensing, this article describes the contextual rationale, implementation, and evaluation of the Licensing Preparation Initiative (LPI). Since its inception in spring 2011, LPI data suggest that students are more knowledgeable about the process for applying to sit for the exam and the content areas of the exam, more prepared to take the social work licensing exam, and more confident in their ability to pass the social work licensing exam once they graduate. This article concludes with specific strategies and resources for designing a curricular initiative to address licensing preparedness. 相似文献
20.
《Journal of Teaching in Social Work》2013,33(1-2):115-132
ABSTRACT From its inception, social work education has consistently embraced the position that field learning is an essential element of professional education. It is through field work that the student has the opportunity to apply knowledge gained in the classroom and to learn the skills necessary for effective social work practice A study conducted by Fortune et at. (1985) on student satisfaction with field placement revealed that the field instructor or supervisor was a link to student satisfaction with the field practicum. Much has been written on the concept and principles of field education, with discussions on the field instructor's functions in field instruction. However, it seems that such discussions vary greatly in their degree of specificity in spelling out the field instruction tasks. On the other hand, relatively little has been reported on how social work students perceive the roles and tasks of field instructors. It seems obvious that students, with first hand experiences in field work practice, can contribute much to the formulation of knowledge in field instruction Hence, it is vital and essential to study what social work students actually expect of the roles and behaviors of field instructors as contrast to what is written in the theories of field instruction. This paper attempts to identify the set of behaviours and tasks perceived by students as important to the work of a field instructor. In the process, it is also envisaged that the “anatomy of field instruction” can be better understood through a clear specification of the activities involved. 相似文献