Search results for ‘Subject term:"social work education"’ Sort:
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International handbook on social work education
- Authors:
- WATTS Thomas D., ELLIOTT Doreen, MAYADAS Nazneen S
- Publisher:
- Greenwood Press
- Publication year:
- 1995
- Pagination:
- 470p.,bibliogs.
- Place of publication:
- Westport, CT
Describes the state of social work education throughout the world. It reflects the global nature not only of social problems but of the functions served by the social work profession. Also discusses the discovery by Eastern European countries of social work and its methods of professional preparation as a positive force for social betterment. Includes chapters on United States, Europe, Africa, Middle East, Asia and the Pacific, and a comparative and international overview.
Transitions in first-year students' initial practice orientations
- Authors:
- KAUFMAN Roni, SEGAL-ENGELCHIN Dorit, HUSS Efrat
- Journal article citation:
- Journal of Social Work Education, 48(2), 2012, pp.337-359.
- Publisher:
- Council on Social Work Education
The social justice mission of social work requires social workers to engage in macro-level interventions aimed at changing policies and practices of institutions and organisations. However, previous research has indicated that qualified social workers prefer micro practice to macro practice. This study was concerned with why generic social work programmes are generally ineffective at producing practitioners who are highly motivated to engage in macro-level practice. The study is a 1-year follow-up of a prior study that examined the practice orientations of 119 entering BSW students. In the prior study, 2 distinct, equal-sized groups of entering students were identified; one micro-oriented and the other macro-oriented students. This study aimed to examine the impact of the first-year programme on students’ pre-existing practice orientations. The results indicate that the proportion of students reporting a micro-practice orientation increased from 53.2% to 62.4% between the beginning and end of the year, whereas the proportion of students expressing a strong interest in macro-level practice decreased from 46.8% to 37.6%. The students interested in macro-level practice were also found to be interested in micro-level practice, indicating their generalist practice orientation. Implications for social work education are discussed.
Photo-voices from the classroom: photovoice as a creative learning methodology in social work education
- Author:
- MALKA Menny
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.4-20.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Studies have demonstrated the need for innovative and creative teaching methodologies in the field of social work education; some have pointed to the photovoice model of qualitative research in the social work classroom as a model that embodies these criteria. This paper presents implementations of the photovoice model used in three different courses for social work students: 1) International Social Work; 2) Community Work; 3) Orientation to Social Work. The paper presents four different examples, demonstrating photovoice’s potential as a creative tool in student learning processes. These examples are discussed with reference to the value of creativity in the social work education framework: facilitating the internalization of the values, professional goals, modes of action of the social work; and phenomenological examination of social realities, in a way that allows the student to “freeze” certain moments in the learning experience, and to critically examine different interpretations and meanings of these realities. (Edited publisher abstract)
Sensory language (SDM) as a tool in the creation of a body cognizant social worker
- Authors:
- WALTER Ofra, SHENAAR-GOLAN Vered
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.63-76.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
There is growing evidence that being comfortable in one’s body is a necessary foundation for the reflection required to cope with complicated situations. Movement activity based largely on nonverbal communication can help social workers deal with complex feelings and problems that arise among their clientele. Based on preliminary research results, the Sherborne Developmental Movement (SDM) model was embedded in a course given to MSW students. In the study, the course module sought to assess the contribution of sensory communication to MSW students’ self-conscious awareness of themselves and their clients. The participants were 19 MSW students, men and women of varied cultures who wrote a thematically analysed reflective diary. The SDM model contributes to body cognizance in social work by reprogramming self-consciousness through movement. Movement activity seemed to position participants to experience how body awareness allows a more intimate means of communication with and understanding of their inner world. (Edited publisher abstract)
Critical questions on critical social work: students’ perspectives
- Author:
- BARAK Adi
- Journal article citation:
- British Journal of Social Work, 49(8), 2019, pp.2130-2147.
- Publisher:
- Oxford University Press
This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined. (Publisher abstract)
Retraining programmes in social work: career considerations, factors influencing the decision to study social work and professional preferences among students
- Authors:
- GEWIRTZ-MEYDAN Ateret, EVEN-ZOHAR Ahuva
- Journal article citation:
- European Journal of Social Work, 21(4), 2018, pp.585-601.
- Publisher:
- Taylor and Francis
The current study sought to examine the differences between retraining programme (RP) students in social work (SW) and mainstream programme (MP) students regarding career considerations, factors influencing the decision to study SW and professional preferences. RPs are similar to fast-track training programmes known in the UK, as they offer graduates from other disciplines a qualification in SW. This study was conducted among 125 SW students in Israel: 56 in the RP, where studying SW was their secondary choice (after graduating in a different academic discipline) and 69 MP students for whom SW was their first choice for a profession. Both groups were examined in their final year of studies. When choosing their profession, RP students attributed greater importance to considerations such as personal development, satisfaction and interest in treating people, while for MP students, working conditions were more important. In addition, RP students also preferred to engage in individual therapy and policy practice. Furthermore, there were several differences between the groups’ preferences regarding types of populations, services and sectors. Correlations were found between various preferences of populations, services and fieldwork training. Lastly, a higher percentage of RP students compared to MP students had expressed their intention to work as social workers once they complete their studies. (Edited publisher abstract)
What can we learn from rethinking ‘multiculturalism’ in social work education?
- Authors:
- NADAN Yochay, BEN-ARI Adital
- Journal article citation:
- Social Work Education (The International Journal), 32(8), 2013, pp.1089-1102.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Findings from a research project are presented that examine prevalent discourses of multiculturalism in social work education within institutions of higher education in Israel. In-depth interviews were conducted with 33 social work educators, and 30 academic course outlines dealing with multicultural social work were analysed. Data analysis indicated that social work educators conceptualize ‘multiculturalism’ as containing three distinct attributes: descriptive, practical and socio-political. The authors discuss the construction of ‘multiculturalism’ as evolving in two opposite directions: from theory and from reality, and we conclude with practical implications for multicultural social work education. (Edited publisher abstract)
Reflective writing assignment to help social work trainees work through poor supervisory relationships
- Author:
- BAUM Nehami
- Journal article citation:
- Social Work Education (The International Journal), 31(1), 2012, pp.110-124.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Field supervision is one of the most important arenas for the professional development of social work students. Among its key components is the supervisory relationship. Considerable emphasis is placed on the need to establish and maintain open, frank, and supervisory relationships, to identify and work through areas of discomfort or contention, and to resolve conflicts that arise. However, difficulties between students and supervisors may fester without resolution and have deleterious consequences for students. The purpose of this paper is to describe and illustrate a reflective writing assignment given by a classroom instructor to provide social work student trainees with the opportunity to work through unfinished business left over from unresolved poor supervisory relationships. It is a structured assignment, which integrates reading, emotional expression, and cognitive analysis, and that builds on the ability of writing to foster insight. The paper presents 3 examples of the implementation of this assignment to show how the students carried it out and how it helped them to gain insight into their unsatisfactory supervisory relationships and to alleviate the bad feelings arising from it.
Instilling the soul of group work in social work education
- Authors:
- GUTMAN Carolyn, SHENNAR-GOLAN Vered
- Journal article citation:
- Social Work with Groups, 35(2), April 2012, pp.138-149.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article presents a process of creating an educational model for teaching social work with groups in an undergraduate social work degree programme in Israel. The “Joyful Noise and Curiosity” (JNC) model was developed against a backdrop of decreasing status of social group work within the profession and the consequent loss of its unique identity and power in the social work field. The model's aims are to provide the students with the basic principles of social group work, to ensure its place in their professional identity, and to awaken curiosity regarding its use in their future practice as social workers. The JNC model contains a variety of elements that can contribute to strengthening the curiosity and motivation of students, by making a joyful noise about social group work. Implications for adopting the model in other teaching environments are discussed.
Interdisciplinarity in social work education and training in Hungary
- Authors:
- TÖRÖK Péter, KORAZIM-KŐRÖSY Yossi
- Journal article citation:
- International Social Work, 55(2), 2012, pp.185-204.
- Publisher:
- Sage
The study investigated interdisciplinary and interprofessional training of social workers in Hungary compared to other countries. Questionnaires were sent to the deans of the 22 institutions with accredited social work training programmes, 21 of which were returned. Findings revealed that in most Hungarian educational institutions there was no dual degree programme for social workers, whereas about two-thirds of their international counterparts provided such training. The possibilities for interdisciplinary collaborations in field placements were evaluated. Research was considered to be the most applicable category for interdisciplinarity by Hungarians as well as for North Americans and Israelis. While respondents in USA, Canada and Israel found community-based research and evaluation most suitable for the improvement of interdisciplinarity in the future, in Hungary this possibility was ranked only fourth after the improvement of course content, field education and informal lectures. The authors concluded that interdisciplinary considerations to be taken into account in planning the future of social work education in Hungary.