Search results for ‘Publisher:"taylor and francis,"’ Sort:
Results 1 - 10 of 1434
Enhancing new media literacies of social work students through a participatory learning environment
- Authors:
- YOUNG J. A., RONQUILLO R.
- Journal article citation:
- Journal of Technology in Human Services, 40(1), 2022, pp.58-78.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social workers must have the requisite new media literacies to engage in social work practice in the modern digital age and increase their digital competence. This article demonstrates how students can obtain the necessary digital competencies for their future social work practice through an enhanced participatory learning environment based on 12 specific new media literacies situated in a master's level macro social work practice course. A description of the learning assignments and participatory activities is provided along with results from a mixed-methods evaluation of the student's experiences. Findings indicate statistically significant results in increasing new media literacies among students and that participatory learning activities enhanced student knowledge and skills. Discussion and implications related to new media literacies and the future of social work education are also provided. (Edited publisher abstract)
Measuring the effect of simulation experience on perceived self-efficacy for interprofessional collaboration among undergraduate nursing and social work students
- Authors:
- MACLEOD Carrie E., BRADY Destiny R., MAYNARD Sarah P.
- Journal article citation:
- Journal of Interprofessional Care, 36(1), 2022, pp.102-110.
- Publisher:
- Taylor and Francis
Barriers to effective interprofessional collaboration may include insufficient knowledge of other professional roles and inexperience using effective communication skills. Improving self-efficacy for interprofessional collaboration may enhance the ability to practice expertly within the interprofessional environment of healthcare. This article examines the results of a multiple methods pretest/posttest study that used the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale to determine self-reported perceptions of self-efficacy development following participation in a trauma simulation. Participants included 74 undergraduate nursing students and nine undergraduate social work students. Findings included a significant increase in perceived self-efficacy from pretest to posttest for both groups. Nursing majors and participants who reported previous interaction with a member of another profession scored significantly higher on the posttest. Qualitative data were analyzed through thematic content analysis which produced three themes: an improved understanding of the importance of communication and the interconnection of interprofessional roles; a realistic simulation which challenged the students; and an increased appreciation for teamwork. These findings suggest that challenging simulations with pre-licensure students can increase undergraduate students’ perceived self-efficacy for interprofessional collaboration and contribute to an improved understanding of interprofessional team roles and communication. (Edited publisher abstract)
Effect of group work on coping with loneliness
- Authors:
- YILDIZ Hulya, DUYAN Veli
- Journal article citation:
- Social Work with Groups, 45(2), 2022, pp.132-144.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study aims to reduce the loneliness level of university students using group therapy. UCLA Loneliness Scale was applied to a sample of 42 university students. Ten students with the highest score were interviewed one-to-one and informed about the aims and stages of the group work. Six students who agreed to participate in therapy were subjected to a five-session study. At the end of the study period, UCLA Loneliness Scale was re-applied to the students. The outcomes of the group work revealed a downward trend in the loneliness scale scores of the participants. It was observed that the students participating in the group work had a reduced perception of loneliness. (Edited publisher abstract)
Trauma-informed group work in social work academia: responding to students' indirect trauma
- Author:
- HENSHAW Lisa A.
- Journal article citation:
- Social Work with Groups, 45(2), 2022, pp.187-199.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Indirect trauma and its effects on helping professionals present a unique challenge for social work educators and institutions whose students may be indirectly exposed to trauma in field placements, communities, and social media. In times of trauma, political and social unrest, group work offers the opportunity for connection among social isolation, empowerment through voice, and mutual aid to support coping. Social workers in academia have an ethical commitment to competence and cultural awareness, prompting further investigation into how to best meet the needs of students who may be impacted by indirect trauma exposure. This paper demonstrates the application of trauma-informed principles to group practice in the aftermath of a hate crime among a diverse group of graduate students, offering an innovative approach for responding to students' needs, while modeling group work practice in social work, trauma-informed organizational practices, culturally grounded social work practice, and effective practices for self-care. (Edited publisher abstract)
Conversations about race and racism: a qualitative study of the classroom experiences of recently graduated MSW alumni
- Authors:
- WARDE Bryan, KAHN Jessica M., GREENBERG Joy P.
- Journal article citation:
- Smith College Studies in Social Work, 92(1), 2022, pp.28-47.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Discussing race and racism in classroom settings presents challenges for instructors and students alike. Although studies have shown that these conversations are difficult, the literature on higher education classrooms in general and social work education is sparse. This qualitative study used focus groups to explore the perceptions and experiences of 28 recent MSW graduates discussing race and racism in their MSW courses. Analysis of the data revealed four themes: the variability in experience of discussion, pedagogical techniques and the role of the instructor, participants’ emotional reactions, and advice for instructors. The findings imply that classroom discussions about race and racism must be intentional and comprehensive. Central to this are instructors who acknowledge their positionality and its impact on classroom dynamics. (Edited publisher abstract)
Sexuality and religion: from the court of appeal to the social work classroom
- Authors:
- MASON Karl, COCKER Christine, HAFFORD-LETCHFIELD Trish
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.77-89.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper critically reviews the case of a social work student whose professional training was terminated by his University. This followed the student’s expression of his religious views about homosexuality on a public social media platform. The student sought a judicial review of this decision on human rights grounds. The High Court dismissed the student’s challenge but the Court of Appeal overturned this decision to dismiss on the grounds of proportionality and referred the student back to the University to determine further action. This case is discussed in the context of the complicated positions taken up during the process leading to this legal Judgment, as they have implications for curriculum and pedagogical strategies, fitness to practice processes, and the experience of LGBTQ+ students. The discussion considers how, in light of this Judgment, social work educators can continue to address sexuality as a social justice issue. Critical and queer perspectives can support transformative learning where binary thinking about sexuality and religion is challenged and students can appreciate the impact of their values on others. Recommendations are made for addressing disparities in how sexuality, sexual, and gender diversity are addressed in professional education.
Social work education and the recognition of rights in the digital tech age: implications for professional identity
- Authors:
- RICCIARDELLI Lauren A., McGARITY Stephen, NACKERUD Larry
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.90-104.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The use of digital technology by law enforcement apparatuses raises important social justice implications for existing race- and economic-based disparities in the U.S. criminal justice system. The purpose of the present survey research study is to describe and ascertain statistically significant differences and non-differences between, and predictors of, U.S. social work students regarding their attitudes toward, and intersectional knowledge of, law enforcement, privacy rights, and digital technology. With Human Subjects approval, in Fall 2019, the authors administered a 66-item survey across 150 institutions of higher education in the United States with both a Council on Social Work Education-accredited undergraduate and graduate social work program, including collaboratives, using a stratified, random sampling method (N = 430). Results include that students who do not challenge bigotry on social media are approximately two times more likely to: Endorse law enforcement’s use of technology to assist in the apprehension of persons who merely stand accused of committing a crime; and, lack awareness that facial recognition programs result in false positives for people of colour (who are overrepresented in the U.S. criminal justice system). Based on these findings, the authors discuss implications for social work education, making recommendations accordingly. (Edited publisher abstract)
Building policy practice into foundation field placement: experiences and outcomes
- Authors:
- COLLINS Mary Elizabeth, DIXON Zita, ZIMMERMAN Trudy
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.105-118.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Effective engagement in policy practice is a critical component in achieving social justice. Field education settings provide important opportunities for students to learn policy practice skills. This paper describes an initiative aimed at building policy competencies for all foundation students in field education by targeting supports for field instructors to provide guidance to students. Evaluation of the project used three sources of secondary data: (1) student competency ratings by field instructors, (2) student reports of their projects, and (3) review of student products completed as a result of the initiative. Quantitative data indicate that thus far there has been little overall effect on student competency in policy practice. Bivariate analysis found an association between highly rated student projects and higher competency rating. Qualitative descriptions of project activities and students’ assessments of them provide some indications of progress toward competency, facilitators and barriers of policy learning, and additional considerations for furthering the project aims over the long term. (Edited publisher abstract)
Becoming a reflexive and reflective practice educator: considering theoretical constructs of Bronfenbrenner and Bourdieu for social work student field placements
- Author:
- FEARNLEY Barry
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.50-62.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work student field placements can be challenging, demanding and at times complex, for both the student and practice educator. In this paper a model of practice education will be proposed that draws on the concepts of critical reflexivity in addition to critical reflective practice along with applying the theoretical constructs of Bronfenbrenner and Bourdieu. Two distinct objectives are presented: becoming a reflexive practice educator, and becoming a reflective practice educator: do, teach, assess, and will consider how the practice educator might explore what they do as a social worker, how they are going to teach what they do and how they are going to assess the student’s practice. The model supports the practice educator in facilitating the student’s learning and development during their placement and in the preparation for professional practice. (Edited publisher abstract)
The effectiveness of a brief mindfulness-based program for social work students in two separate modules: traditional and online
- Authors:
- ASL Navid R. Hosseinzadeh, IL Sunay
- Journal article citation:
- Journal of Evidence-Based Social Work, 19(1), 2022, pp.42-63.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Purpose: This study aimed to design a brief mindfulness-based training program for social work students and examine its effectiveness and working mechanisms. Method: The study used a quantitative approach to examine the program’s effectiveness for 101 undergraduate social work students in two separate modules (traditional classroom-based and online). Results: One-way analysis of covariance revealed statistically significant reductions in depression, anxiety, stress, and rumination, and improvements in self-compassion and mindfulness among the intervention groups compared to the waitlist control groups. Mediation analyses showed that mindfulness, rumination, and self-compassion were mediators of the intervention effects. Discussion: The brief mindfulness program can be used as an effective and introductory mindfulness program for undergraduate social work students in either classroom-based or online modules. Alternations in mindfulness, rumination, and self-compassion can be considered as possible working mechanisms. (Edited publisher abstract)