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Journal article

Addressing our own biases: social work educators’ experiences with students with mental illnesses

Authors:
CHARLES Jennifer L.K., HOLLEY Lynn C., KONDRAT David C.
Journal article citation:
Social Work Education (The International Journal), 36(4), 2017, pp.414-429.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA

The International Federation of Social Workers charges professionals with challenging ‘discrimination … and … unjust policies and practices’ that impact individuals with mental disabilities. Social work educators thus have a duty to prepare students for anti-oppressive practice with people with mental illnesses (MIs), a population that experiences microaggressions. To fulfill this duty, educators can endorse cultural humility, which involves a commitment to critical self-reflection, recognizing the subjectivity of cultures, and challenging inequalities. This qualitative study of 264 social work faculty addresses two research questions: (1) Do social work educators report classroom climates and personal reactions reflecting microaggressions toward students with MIs? (2) Do educators practice cultural humility in the classroom and in other interactions with these students? Findings include that participants engaged in both cultural humility and (unintentional) mental illness microaggressions. By practicing cultural humility, educators might learn how to avoid microaggressions by, for example, facilitating the development of supportive classroom environments, particularly when students disclose; encouraging critical self-reflection; and guiding students to address systemic discrimination. (Publisher abstract)

Journal article

A note on teaching

Author:
TURNER Francis J.
Journal article citation:
Journal of Teaching in Social Work, 28(3/4), 2008, pp.424-430.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA

The author: presents a personal, reflective and descriptive view of her experiences of teaching social work in eight different countries; describes the challenges and satisfactions that she has encountered, highlighting the danger of obsessive adherence to any model of teaching; cites an example of a colleague using kite flying as a therapeutic tool to say that there is more to learn from diversity; and adds that whatever the course content, her objectives have always been the same - help students become thinking, wondering, excited, proud yet humble social workers, always open to new ideas and perceptions.

Book Full text available online for free

Continuous learning framework consultation paper

Authors:
SCOTTISH SOCIAL SERVICES COUNCIL, INSTITUTE FOR RESEARCH AND INNOVATION IN SOCIAL SERVICES
Publisher:
Scottish Social Services Council
Publication year:
2008
Pagination:
47p.
Place of publication:
Dundee

The Continuous Learning Framework sets out what people in the social services workforce need in order to be able to do their job well now and in the future and describes what employers need to do to support them. It has been developed by the Scottish Social Services Council (SSSC), the Institute for Research and Innovation in Social Services (IRISS) and a reference pool of people with a broad range of expertise and experience across the social services sector. Views on the content of the Framework and how it can be used in practice are sought.

Journal article

Quality vs. quantity: the developments of social work education in Taiwan

Author:
FENG Joyce Yen
Journal article citation:
Social Work Education (The International Journal), 26(6), September 2007, pp.595-600.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA

This article suggests that the Professional Social Worker Act in 1997 was the watershed for the development of social work education in Taiwan and briefly explores the periods of development before and after this Act. The author presents her views of the key issues facing social work education in Taiwan today.

Journal

Issues in Social Work Education

Publisher:
Association of Teachers in Social Work Education

Ceased publication. Incorporated into Social Work Education.

Book

Statistics on social work education in the United States: 2003

Author:
LENNON Todd M.
Publisher:
Council on Social Work Education
Publication year:
2005
Pagination:
141p.
Place of publication:
Alexandria, VA
Journal article

Inclusivity, process and product in writing for European social work education

Authors:
FROST Elizabeth, CAMPANINI Annamaria
Journal article citation:
European Journal of Social Work, 8(3), September 2005, pp.317-322.
Publisher:
Taylor and Francis

In 2004 the EU funded ‘European Social Work: Commonalities and Differences’ Thematic Network produced an edited volume on pan-European social work. This project is the first of its kind to include contributions from all regions of the EU, represented by original first-hand chapters from a total of 24 countries. This paper firstly considers the Thematic Network as a context for advancing social work education. It then examines some of the process factors involved in such a multi-cultural project, including issues of gender, inclusivity, academic status and ‘voice’. Finally the findings of the project are briefly considered. The paper reflects on the differences that including perspectives from previously neglected regions, such as Central and Eastern Europe, make to current ideas about European commonalities, for example, in relation to shared histories and ideologies.

Journal article Full text available online for free

Social work and the Bologna Process

Author:
LORENZ Walter
Journal article citation:
Social Work and Society: International Online Journal, 3(2), 2005, Online only
Publisher:
University of Bielefeld

As social work training in Europe is characterized by progressive 'academisation' it is directly affected by the changes in university structures triggered by the Bologna Process. This means, however, simultaneously that all the ambiguities surrounding social work education, such as the level and rank it has achieved as an independent academic discipline, the relationship between theory and practice and the duality of training patterns at university and non-university institutions, are becoming more starkly apparent and need to be addressed with renewed urgency in practically all countries that have subscribed to the transformation initiative.

Journal article

Creative pathways to establish a graduate social work program: an international context

Author:
CRAWLEY Brenda K.J.
Journal article citation:
International Social Work, 46(4), October 2003, pp.511-523.
Publisher:
Sage

Outlines the development of a two-year Masters of Social Work (MSW) programme in a small southern African country (Lesotho). Looks at the challenges, dilemmas and creative pathways used to develop graduate social work education relevant to the country's culture and context.

Book

Directory of colleges and universities with accredited social work degree programs

Author:
COUNCIL ON SOCIAL WORK EDUCATION
Publisher:
Council on Social Work Education
Publication year:
2003
Pagination:
103p.
Place of publication:
Alexandria, VA

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