Search results for ‘Subject term:"social work education"’ Sort:
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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)
Head and heart: an examination of the relationship between the intellectual and interpersonal in social work
- Authors:
- SHEPPARD Michael, CHARLES Marian
- Journal article citation:
- British Journal of Social Work, 45(6), 2015, pp.1837-1854.
- Publisher:
- Oxford University Press
The interpersonal (heart) and intellectual (head) have long been considered twin pillars of social work. Social workers, it is widely acknowledged, need capabilities in the realms of both the interpersonal and critical thinking. While the relationship between the two is theoretically apparent - both are needed to focus competently on the work of social work - this begs certain empirical questions. To what extent do they form separate domains at all? If they do, are there potential tensions between them (might they form more than two domains)? What, furthermore, would this tell us of the talents we are looking for in social workers, particularly the metaphorical ‘raw material’ of starting students? Drawing on Principle Component Analysis, this study examined quantitatively the relationship between key features of the interpersonal and intellectual in cohorts of beginning social work students showing as factors the two domains of the intellectual and interpersonal in social work, although showing also that matters are more complex than a simple division between ‘head’ and ‘heart’. The implications are discussed: complexity in social work is bestowed not just at one level by the work, but at a more fundamental level by the talents required to perform it. (Publisher abstract)
Graduate social work education and cognitive complexity: does prior experience really matter?
- Author:
- SIMMONS Chris
- Journal article citation:
- Journal of Teaching in Social Work, 34(3), 2014, pp.235-247.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When age and direct practice experience were controlled for, education accounted for 6% of the variance in cognitive complexity. Results suggest that education experience may play a more important role in social work student cognitive complexity than age or practice experience. Implications for social work education and assessing student cognitive development are discussed (Publisher abstract)
Hierarchies of ethical principles for ethical decision making in social work
- Authors:
- HARRINGTON Donna, DOLGOFF Ralph
- Journal article citation:
- Ethics and Social Welfare, 2(2), July 2008, pp.183-196.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
Social workers frequently encounter ethical dilemmas in their daily practice. This paper examines the utility of hierarchies of ethical principles as tools for ethical decision making. Because of limited research on this topic, the degree of agreement on ordering of ethical principles is unknown. This paper presents illustrative data that suggest variability in individual hierarchies and priorities, which may depend on the circumstances of a situation. Recommendations for using hierarchies of ethical principles in social work education and practice are discussed and a detailed example of how different hierarchies may lead to making different decisions is provided.
The medium is the message: development of a praxis-based comprehensive project model in an advanced generalist MSW program
- Authors:
- JONES Jill B., PIERCE Dean
- Journal article citation:
- Journal of Teaching in Social Work, 26(1/2), 2006, pp.51-72.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The authors describe the evolving development and evaluation of a praxis-based comprehensive project model in an advanced generalist MSW program. They explain how this model provides students with an effective and meaningful way to incorporate social work generalist principles into professional practice, develop expertise about specific clients and related practice issues, and foster professional growth and development. An overview of the model is presented and its key elements, structure, process, and implementation are described. One student's project/process provides a case example. It demonstrates that the MSW program and comprehensive project model represent parallel processes, each contributing to the development of advanced generalist practitioners. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Bibliometrics: a potential decision making aid in hiring, reappointment, tenure and promtion decisions
- Authors:
- HOLDEN Gary, ROSENBERG Gary, BARKER Kathleen
- Journal article citation:
- Social Work in Health Care, 41(3/4), 2005, pp.67-92.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The assessment of scholarship assumes a central role in the evaluation of individual faculty, educational programs and academic fields. Because the production and assessment of scholarship is so central to the faculty role, it is incumbent upon decision makers to strive to make assessments of scholarship fair and equitable. This paper will focus on an approach to the assessment of the quantity and impact of the most important subset of an individual's scholarship-peer-reviewed journal articles. The primary goal of this paper is to stimulate discussion regarding scholarship assessment in hiring, reappointment, tenure and promotion decisions. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Developing reflective judgment through MSW education
- Authors:
- POTTER Cathryn C., EAST John F.
- Journal article citation:
- Journal of Teaching in Social Work, 20(1/2), 2000, pp.217-237.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
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 and 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.
Assessment in social work: a guide for learning and teaching
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, WHITTINGTON Colin
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 98p., bibliog.
- Place of publication:
- London
The guide examines aspects of assessment in social work consider approaches to teaching and learning of assessment and poses issues and questions for social work educators to consider when planning and reviewing teaching and learning of assessment. The guide is a resource guide in two senses. First, the guide directs readers’ attention to the two reviews undertaken by Crisp and colleagues and to the 60 articles, 16 textbooks and four frameworks they have analysed. Secondly, and more particularly, the guide extracts from those reviews and from the research by the Salford CSWR, sets of ideas, questions and matters for consideration and decision in learning and teaching social work assessment. (Previously published as SCIE Resource Guide no. 8).
Learning to ‘Think on Our Feet’: producing a new digital resource for teaching social work students about reflective decision-making in child protection practice in Australia
- Author:
- PACK Margaret
- Journal article citation:
- Practice: Social Work in Action, 28(3), 2016, pp.213-226.
- Publisher:
- Taylor and Francis
This paper outlines an innovative approach to preparing students for practising in situations in which they are facing disclosures of abuse and neglect involving child protection. Funding was made available following a successful grant from The Australian Government (Office of Learning and Teaching) to produce a series of filmed case scenarios in a bachelor of social work degree. The design of the case scenarios draws from Lipsky’s theorising about the use of discretion by human service practitioners and is guided by authentic learning principles. In higher education embedding online digital resources depicting complex decision-making is an underutilised teaching technique rarely included in the social work curriculum. The methodology for the project involved interviewing experienced child protection social workers about their practice to assemble composite case studies. The case studies aimed to demonstrate the application of theory and legal principles in practice to enable students to build confidence in using discretion in their fieldwork placements. Through authentic learning opportunities in the final year of a bachelor of social work degree, the wider intention was to promote resilience and work readiness when students go out to work in rural and remote communities in Australia. The implications for social work education are discussed. (Publisher abstract)
Be sensible: emotions in social work ethics and education
- Author:
- KEINEMANS Sabrina
- Journal article citation:
- British Journal of Social Work, 45(7), 2015, pp.2176-2191.
- Publisher:
- Oxford University Press
This article argues that emotions are relevant for moral decision-making and therefore social work ethics training and education should pay attention to emotions. The article starts with a short review of recent research on moral decision-making. This research indicates that emotions influence moral decision-making. The usefulness of emotions is then discussed, illustrating that emotions can be beneficial for moral decision-making. Although emotions are supposed to be partial, and not under the control of the moral agent, a variety of authors argue that emotions can also be informative and may act as a moral marker and motivator. Therefore, emotions are relevant to the process of moral decision-making, and social workers should reflect on the moral significance of their emotions. The article finally explicates two ways to address emotions in social work ethics and education: first, social workers should reflect on their moral identity and perform emotion work. This can be supported by in-depth learning, but also by using moral reflection tools or conversation models. Thus, second, several suggestions are offered to integrate reflection on emotions into these tools and models. (Publisher abstract)