Social Learning Theory: Toward a Comprehensive Conceptual Framework for Social Work Education

1990 ◽  
Vol 64 (1) ◽  
pp. 144-152 ◽  
Author(s):  
Bruce A. Thyer ◽  
John S. Wodarski
Keyword(s):  
Social Work ◽  
Social Learning ◽  
Conceptual Framework ◽  
Learning Theory ◽  
Social Work Education ◽  
Social Learning Theory ◽  
Work Education

scholarly journals Globalisation and social work education in the Republic of Ireland: Towards informed transnational social work for transnational problems such as COVID-19

2020 ◽  
Vol 63 (4) ◽  
pp. 524-537
Author(s):  
Susan Flynn
Keyword(s):  
Social Work ◽  
Conceptual Framework ◽  
Social Work Education ◽  
Social Problems ◽  
Global Awareness ◽  
Republic Of Ireland ◽  
The Republic ◽  
Work Education

Critically informed commentary is employed to examine globalisation and social work education in the Republic of Ireland. This is extended in analysis by a tripartite conceptual framework. The emphasis is on preparing practitioners for transnational practice, in response to global social interdependencies and transnational social problems such as the COVID-19 pandemic. The concern is that social work education risks being outpaced by changes imposed through intensifying globalisation. The article is timely and opportune as advances towards universalism and global interconnectedness in social work are underway. To date, the need to promote better global awareness, within Irish social work curricula, remains.

The Role of Cultural Indoctrination in Architectural Style

2021 ◽  
pp. 273-299
Author(s):  
Gülşah Koç ◽  
Bryan Christiansen
Keyword(s):  
Social Capital ◽  
Social Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Future Application ◽  
Architectural Style ◽  
Values Orientation

This chapter examines the potential influence of cultural indoctrination (CI) on architectural style worldwide. Based on an encompassing literature review, this chapter focuses on the mediator of religion among the seven factors which are included in the established conceptual framework for CI; namely, Child Development, Cultural Institutionalization, Cultural Intelligence, Social Learning Theory, Religion, Social Capital, and Values Orientation Theory (VOT). The conceptual framework is presented for potential future application in architectural style and practice.

Valuing experience in a baccalaureate social work class on human behavior

2015 ◽  
Vol 13 (1) ◽  
pp. 76-85
Author(s):  
Trevor G. Gates
Keyword(s):  
Social Work ◽  
Adult Learning ◽  
Experiential Learning ◽  
Human Behavior ◽  
Learning Theory ◽  
Social Work Education ◽  
Social Problems ◽  
Social Work Students ◽  
The Social ◽  
Work Education

Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.

scholarly journals Operationalization of bandura’s social learning theory to guide interprofessional simulation

2020 ◽  
Vol 10 (10) ◽  
pp. 61
Author(s):  
Mary Jo Stanley ◽  
Sevaughn Banks ◽  
Wendy Matthew ◽  
Sherri Brown
Keyword(s):  
Social Work ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Health Care Professionals ◽  
Allied Health ◽  
Social Work Students ◽  
Patient Care Team ◽  
Clinical Environment ◽  
Allied Health Students

Background and objective: In the clinical setting, health care professionals are expected to work in teams, yet, there is limited academic exposure to other allied health students and little preparation is done in traditional classrooms to practice with other allied health students. As health professionals work in an environment influenced by social interaction, interprofessional simulation (IPS) instruction may lack necessary frameworks that support professional practice. To promote collaborative learning in IPS that takes into account real interprofessional clinical situations, Bandura’s social learning theory was used as the guiding framework for this pilot simulation study.Methods: Conventional content analysis, as used in study designs to describe a phenomenon, allowed for the flow of categories to be derived from standardized debriefing sessions with nursing and social work students (N = 24).Results: Qualitative data identified three themes capturing students’ voices: effective and efficient patient care, team appreciation, and early implementation of simulation.Discussion and conclusions: Outcomes of this pilot study support the integration of a guiding framework in designing IPS for nursing and social work education that takes into account the social nature of the clinical environment through observed action and replicated behavior for requisite interprofessional skills for clinical practice.

The Role of Cultural Indoctrination in Architectural Style

2017 ◽  
pp. 1-34
Author(s):  
Gülşah Koç ◽  
Bryan Christiansen
Keyword(s):  
Social Capital ◽  
Social Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Future Application ◽  
Architectural Style ◽  
Values Orientation

This chapter examines the potential influence of cultural indoctrination (CI) on architectural style worldwide. Based on an encompassing literature review, this chapter focuses on the mediator of religion among the seven factors which are included in the established conceptual framework for CI; namely, Child Development, Cultural Institutionalization, Cultural Intelligence, Social Learning Theory, Religion, Social Capital, and Values Orientation Theory (VOT). The conceptual framework is presented for potential future application in architectural style and practice.

Ice Hockey Players’ Legitimacy of Aggression and Professionalization of Attitudes

2005 ◽  
Vol 19 (2) ◽  
pp. 178-192 ◽  
Author(s):  
Amanda Visek ◽  
Jack Watson
Keyword(s):  
Social Learning ◽  
Moral Reasoning ◽  
Aggressive Behavior ◽  
Conceptual Framework ◽  
Sport Psychology ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Ice Hockey ◽  
Developmental Age ◽  
Hockey Players

The purpose of this investigation was to examine male ice hockey players’ (N = 85) perceived legitimacy of aggression and professionalization of attitudes across developmental age and competitive level. Findings were analyzed within the complementary conceptual frameworks of social learning theory, professionalization of attitudes, and moral reasoning. Ice hockey players completed a modified, sport-specific version of the Sport Behavior Inventory and a modified version of the Context Modified Webb scale. Results of the investigation revealed that as players increased in age and competitive level, perceived legitimacy of aggressive behavior increased, and their attitudes about sport became increasingly professionalized. Based on the conceptual framework in which the results are interpreted, intervention services by sport psychology practitioners are explored that are aimed at the athlete, the organization, and influential others.

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