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Pedagogy of international social work: a comparative study in the USA, UK, and Georgia
- Authors:
- LALAYANTS Marina, DOEL Mark, KACHKACHISHVILI Iago
- Journal article citation:
- European Journal of Social Work, 17(4), 2014, pp.455-474.
- Publisher:
- Taylor and Francis
This collaborative, comparative project examined students' perceptions of methods that make teaching international social work successful at three universities in the United States, United Kingdom, and Georgia. While there were different preferences for content- and process-driven approaches in teaching, students' common interest was in gaining practice examples and exposure to real-life practice of international social work in their own and other countries. The findings suggest that international social work education needs to be more experiential and practice-based. (Edited publisher abstract)
The impact of an improvised social work method in a school: aspirations, encouragement, realism and openness
- Author:
- DOEL Mark
- Journal article citation:
- Practice: Social Work in Action, 22(2), April 2010, pp.69-88.
- Publisher:
- Taylor and Francis
A comprehensive high school in a semi-rural area of the West Midlands, which has a total of 802 students aged 13-18 years, reduced annual school exclusions from 251 in 2006 to 6 in 2008. The school first employed a school social worker in 2007, a year after the appointment of a new head teacher. The social worker introduced a new method of brief intervention based on ‘aspirations, encouragement, realism and openness’ (AERO). One teacher summarised this as helping a conversation develop in which the young people can discuss problems that they would otherwise find difficult. All of this was established with no special pilot project status or resources. The present study evaluated the impact of the AERO method through interviews with 12 students currently in school and one parent, all of whom had direct experience of the method, and six professionals who experienced the impact of the model. The findings indicated that AERO appears to provide a model of school social work practice that is well received by students who experience it directly and well regarded by the families and staff who are in a position to note any changes in the young people. The tools are adaptable and efficient, and their effects appear to be lasting. The authors comment that it seems reasonable to infer that the method helps to sustain the school’s broader policy of social inclusiveness, which is given its clearest expression in the dramatic decrease in school exclusions. Potential applications and limitations of this social work method are discussed.
Beyond qualification: experiences of black social workers on a post-qualifying course
- Authors:
- CHANNER Yvonne, DOEL Mark
- Journal article citation:
- Social Work Education (The International Journal), 28(4), June 2009, pp.396-412.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article reports on the findings from a small-scale qualitative study of the experiences of five black women studying on a Post-Qualifying Child Care Award (PQCCA). The study considered the expectations of the women, their experiences of recruitment and selection, and support for the candidates from their agency and from the universities offering the programme. Also reported are the experiences of the course content, course completion and the specific experience of being a black candidate on the course. The article sets all this in the context of post-qualifying education, current child care practice and the relevant literature. The authors make extensive use of the rich data provided by the five respondents in the study, and conclude with recommendations arising from the black women themselves and the researchers' reflections on their experiences.
Experiences of post-qualifying study in social work
- Authors:
- DOEL Mark, NELSON Peter, FLYNN Elaine
- Journal article citation:
- Social Work Education (The International Journal), 27(5), August 2008, pp.549-571.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article is based on a research project to explore the experiences of past and current candidates for post-qualifying awards in social work in England. Also included are the leads of the post-qualifying consortia in England. The study used questionnaire survey and nominal group techniques to gather data, which were coded and categorised into themes. The main findings relate to the perceived purposes of post-qualifying study, motivations for undertaking post-qualifying study, the factors that sustain and hinder study, the advice that those who have or who are experiencing post-qualifying study would give to those about to start and future plans and hopes in this area. Post-qualifying study is generally valued, especially in relation to the opportunities it provides for professional development. The support of a mentor who has direct experience of the candidate's programme is highly prized, as are clear and consistent guidance from the programme and meaningful study time and workload relief from employers. There are also frustrations for some candidates who do not feel that their post-qualifying study has stretched them beyond qualifying standards or who experience the teaching as divorced from the realities of daily practice. The appetite for a wider choice of post-qualifying modules suggests that providers of post-qualifying study will need to collaborate within and across regions in order to achieve a critical mass of candidates for more specialist or focused learning. The study suggests a need for further research to understand the impact of post-qualifying study on candidates' social work practice.
Curtain down on act one: practice learning in the first year of the new social work award
- Authors:
- DOEL Mark, DEACON Lynda, SAWDON Catherine
- Journal article citation:
- Social Work Education (The International Journal), 26(3), April 2007, pp.217-232.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The curtain has come down on the first year . This paper presents the findings of a survey of social work educators in academic and practice settings to find out how practice learning in this first year of the new social work degree in England has been experienced and the shape of plans for the rest of the new degree. The paper reflects on the enormous diversity of arrangements for practice learning, in terms of patterns of delivery, assessment, funding, and service user and carer involvement. One pattern that is emerging strongly is a more experimental flavour to this first year, with new practice learning sites being developed, and the use of group arrangements to supervise and support students. However, there is also the potential for inconsistency in standards, especially in the ways that students are judged as 'fit for practice learning'. There are concerns that the new partnerships are increasingly driven by universities and colleges, with some agency partners unclear about what is happening and why. There are also indications that the postgraduate programmes will have less room for experimentation than the three-year undergraduate courses and this may become a source of divergence between the two routes.
Difficult behaviour in groups
- Author:
- DOEL Mark
- Journal article citation:
- Social Work with Groups, 28(1), 2006, pp.3-22.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article is based on work with 24 groupworkers in a Children's Services agency in the English Midlands. Focus groups to consider the training priorities for groupworkers revealed one of the most pressing issues was difficult behaviours in groups. The groupworkers were asked to present an example of difficult behaviour. Nine themes arose from the work with the Children's Services groupworkers, and the article explores each theme and its implications for groupwork practice. The article relates the topic of difficult behaviour to the wider literature and suggests that the key to understanding and working with these behaviours in groups is the ability of the groupworker to unlock the meaning of the behaviour, and to find a way to articulate this alongside group members. Groupworkers' honesty with themselves about the feelings aroused by difficult behaviours emerges as a significant factor. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Examination by triangulation: a model from practice teaching
- Authors:
- SHARDLOW Steven, DOEL Mark
- Journal article citation:
- Social Work Education (The International Journal), 12(3), 1993, pp.67-79.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Problems in measuring students' practice abilities and a model for examining the competence of students on placements is described, with a brief example of how the model might work in practice.
Social work education in Czechoslovakia
- Authors:
- SHARDLOW Steven, DOEL Mark
- Journal article citation:
- Social Work Education (The International Journal), 11(2), 1992, pp.60-68.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Reviews systems of social work education in Czechoslovakia, and describes the curriculum, teaching methods and examination practices in the largest institution.
Towards anti-racist practice teaching
- Authors:
- SHARDLOW Steven, DOEL Mark
- Journal article citation:
- Practice: Social Work in Action, 6(3), 1992, pp.219-225.
- Publisher:
- Taylor and Francis
It is a national requirement for all students studying for the DipSW to develop an approach which is grounded in anti-racist practice. A model for practice teachers to use in helping students develop this approach is proposed and some examples of good practice within the model are suggested.