Search results for ‘Subject term:"social work education"’ Sort:
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Characteristics and perspectives of contemporary educational programmes for social workers
- Authors:
- URBANC Kristina, BRANICA Vanja
- Journal article citation:
- Ljetopis Studijskog Centra Socijalnog Rada, 10(1), 2003, pp.21-43.
- Publisher:
- University of Zagreb
- Place of publication:
- Zagreb
As social work is increasingly becoming a profession based on human rights (establishment, study, implementation, protection, improvement), the focus of many programmes are those areas which, due to the integration process, are being transformed into global challenges of practice. On the local level the social circumstances of a particular community are under the influence of globalisation, international politics, international communication, closeness and co-operation. The characteristics and greatness of social issues (poverty, deprivation, social exclusion, discrimination, exile, etc.) are also under the influence of global events. Therefore contemporary social work studies are evermore directed towards the 'international' components in their programmes, attempting to train future social workers for dealing with new problems of individuals, groups and communities. Presents the basic traditions of social work development in some European countries as well as the educational programmes (curricula) for social workers emerging from those traditions. Comments on common characteristics and differences. [Article in Croatian.]
Evaluation of social work students field training
- Authors:
- URBANC Kristina, DRUZIC Olija
- Journal article citation:
- Ljetopis Studijskog Centra Socijalnog Rada, 6,, 1999, pp.39-58.
- Publisher:
- University of Zagreb
- Place of publication:
- Zagreb
This research aimed to find out how Croatian students felt about field training. (Article not in English).
Participation of service users in social work education – teachers’ perspective
- Authors:
- SKOKANDIC Sasa, URBANC Kristina
- Journal article citation:
- Ljetopis Socijalnog Rada, 16(2), December 2009, pp.327-354.
- Publisher:
- University of Zagreb
- Place of publication:
- Zagreb
This research article aims to gain insight into the way in which teachers assess the volume, quality and purpose of user participation in the educational process. A sample of eight teachers, directors or participants of professional courses at the Department of Social Work of the Faculty of Law, University of Zagreb, were interviewed. The results revealed that the teachers are either insufficiently informed or they consider that the level of involvement of users is not satisfactory. However, some think that there are positive changes and that the users are more included in different forms of the education process. There are also concerns that such forms of direct involvement of users can lead to their misuse and manipulation, i.e. that the users’ place is not at the faculty, except with the aim of better illustration of examples from practice. According to teachers, the students react positively to the involvement of users in the teaching process and it is, therefore, important to create the prerequisites (accessibility, respect of professional ethical standards, planning of involvement in the curriculum etc.). One of the recommendations for better user involvement in future curriculum included the issues of planning of the user participation and achievement of mutual benefits, creation of a counselling centre at the faculty aimed at student education, formalisation of cooperation with the users participating in the education process as well as the increase of hours of field placements.
Involvement of persons with disability in the education of social work students
- Authors:
- DZOMBIC Anita, URBANC Kristina
- Journal article citation:
- Ljetopis Socijalnog Rada, 16(2), December 2009, pp.375-394.
- Publisher:
- University of Zagreb
- Place of publication:
- Zagreb
The article outlines the results of research conducted with disabled people included in the teaching process at the Department of Social Work in Zagreb. The participants of the research were disabled people who, for a number of years, have been participating as exterior collaborators in the education process of social work students as lecturers from the practice or field instructors in associations in which the students complete their placements. The aim of the research was to gain insight into the perception and the experience of participation of the disabled people in the teaching process in the field of social work. The data was gathered during conversations in the focus group. The analysis of participant’s statements reveal four categories related to different themes of user involvement in the education process: experience of user participation in the teaching process; importance of personal user experience which the users wish to convey to the students; user review of the quality of teaching; recommendations for a better involvement of users in the teaching process.
Involvement and the empowerment of users during the field placements of social work students
- Authors:
- URBANC Kristina, RADOVIC Marijana Kletecki, DELALE Eva Andela
- Journal article citation:
- Ljetopis Socijalnog Rada, 16(2), December 2009, pp.425-456.
- Publisher:
- University of Zagreb
- Place of publication:
- Zagreb
The article presents the results of research conducted in 2005, related to practice placements of second year social work students as seen from the social service user perspective. The aim of this research was to gain insight into the perception of the practice placement programme from the perspective of service users as well as to include them in the process of programme evaluation. The objective was to discover how social service users perceive the field placement programme, and to gain insight into the user’s motivation for the participation in the programme, into their perception of the content and the course of the placement as well as into their recommendations for the improvement of the programme. The results reveal the social service users perception of their role in the education of social workers, and also show that the users have already been included in the process, due to the fact that they represent the most relevant source of information regarding themselves and their needs. The results are binding for the teachers since the user’s right to inclusion means they have the right to equal position in negotiations, agreements and interventions as well as equal possibility of analysis from their own perspective. The authors suggest certain guidelines based on the research results which they used in further cooperative creation of the field placement programme and education of social workers in general.
The role of practice teaching in undergraduate social work study - Great Britain model
- Author:
- URBANC Kristina
- Journal article citation:
- Ljetopis Studijskog Centra Socijalnog Rada, 4,, 1997, pp.129-145.
- Publisher:
- University of Zagreb
- Place of publication:
- Zagreb
This article gives a brief review of various theoretical models for practice learning in schools of social work all over the world, discussing recognised advantages and disadvantages of each. The author presents a more detailed review of model for practice learning applied at Anglia Polytechnic University. Stresses the role of practice teacher and practice teaching in general in the process of preparation of social work students for their future professional practice. [Article in Croatian].
Some aspects of field placement in the process of the education of social workers
- Authors:
- URBANC Kristina, LJUBOTINA Olja Druzic, KREGAR Klaudija
- Journal article citation:
- Ljetopis Studijskog Centra Socijalnog Rada, 9(1), 2002, pp.67-82.
- Publisher:
- University of Zagreb
- Place of publication:
- Zagreb
Presents the results of the evaluation on how social worker students experience their field teachers, how they evaluate the quality of their field placement and in what manner the restructuring of the curriculum would contribute to the education of social workers in Croatia. [Article in Croatian].