scholarly journals The Learning Outcomes of an Australian Social Work Student’s Study Tour to India

2015 ◽  
Vol 14 (2) ◽  
pp. 33
Author(s):  
Dorsett Pat ◽  
Clark Julie
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Cultural Sensitivity ◽  
Professional Growth ◽  
Learning Experience ◽  
Real Life ◽  
Social Work Students ◽  
Structural Factors ◽  
Study Tour ◽  
The Impact

This article will explore the impact and learning outcomes of a short term study tour of a cohort of Australian social work students. Of particular interest was the impact of the programme on the students and specifically knowledge of international practice, cultural sensitivity as well as personal and professional growth. A qualitative approach was adopted to provide insights into the perceived impact of the programme and its contribution to the preparation of social work students to work in an increasingly globalised world. Indications are that it was effective in enhancing cultural sensitivity, understanding of structural factors contributing to inequity, the practical experience of poverty, personal growth and professional identity. For students, it was a valued and transformational learning experience.  The “real life” experiential learning was highly valued by students.

THE IMPACT OF CROSS-CULTURAL SERVICE-LEARNING ON UNDERGRADUATE SOCIAL WORK STUDENTS' PERCEPTIONS OF CULTURE, RACE, AND ECONOMIC JUSTICE

2003 ◽  
Vol 9 (1) ◽  
pp. 19-40 ◽  
Author(s):  
SARA SANDERS ◽  
PEGGY MCFARLAND ◽  
JILL SUNDAY BARTOLLI
Keyword(s):  
Socioeconomic Status ◽  
Social Work ◽  
Service Learning ◽  
Learning Experience ◽  
Social Work Students ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Cultural Service ◽  
Students Attitudes ◽  
The Impact

This study1 examines the effect of service-learning in urban settings on students' values and their attitudes toward individuals of lower socioeconomic status and of different racial and ethnic back grounds. A series of focus groups was conducted during one semester to identify changes in students' attitudes. A series of themes was identified, which demonstrated how students' attitudes toward people of lower socioeconomic status changed as a result of the service-learning experience. This study also includes strategies for integrating service-learning in social work education.

Recreational Drumming: A Creative Arts Intervention Strategy for Social Work Teaching and Practice

2010 ◽  
Vol 15 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Tina Maschi ◽  
Carolyn Bradley
Keyword(s):  
Social Work ◽  
Intervention Strategy ◽  
Social Work Students ◽  
Well Being ◽  
Creative Arts ◽  
Stress Energy ◽  
Msw Students ◽  
Interpersonal Connectedness ◽  
Diverse Groups ◽  
The Impact

Recreational music-making has been shown to decrease stress and increase feelings of well-being and empowerment among diverse groups. This study examined the impact of recreational drumming among social work students on measures of well-being, empowerment, and connectedness. It used a pretest-posttest design to evaluate outcomes among a sample of 31 participants in the 2-hour I–We Rhythm Program for recreational drumming. Results of paired t-test analyses revealed significant differences in levels of stress, energy, and feelings of empowerment and community. Using this creative-arts intervention can be an effective self-care strategy for BSW and MSW students, practitioners, and/or clients in educational or agency-based settings to increase feelings of well-being and interpersonal connectedness, which, in turn, may help to increase effectiveness in practice.

Australian social work students: Balancing tertiary studies, paid work and poverty

2018 ◽  
Vol 19 (2) ◽  
pp. 276-295 ◽  
Author(s):  
Len Baglow ◽  
Susan Gair
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Adverse Outcomes ◽  
Financial Strain ◽  
Policy And Practice ◽  
Life Study ◽  
Field Placements ◽  
Study Experience ◽  
Social Work Programs ◽  
The Impact

Summary It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications The purpose of this study was to illuminate social work students’ complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.

Israeli-Palestinian social work encounters

2020 ◽  
pp. 146801732094936
Author(s):  
Edith Blit-Cohen
Keyword(s):  
Social Work ◽  
Minority Groups ◽  
Special Kind ◽  
Social Work Students ◽  
Field Work ◽  
Structural Factors ◽  
Cultural Challenges ◽  
Case Study Analysis ◽  
East Jerusalem

Summary This study deals with the encounters of Arab social work students who are citizens of Israel, with Palestinian clients from East Jerusalem. The study was based on interviews with social work students who carried out their field work in East Jerusalem. This article discusses a special kind of transcultural practice in social work on the basis of a case study analysis of the dynamics and strategies reported by 15 Arab Israeli citizens students regarding their practice with Palestinian Arabs from East Jerusalem. Findings The findings indicate two themes: (1) The encounters aroused inner-personal conflicts regarding the students’ identity. (2) The students noted the importance of creating a dialogue with the clients as a way of coping with the difficulties entailed by their work. Applications This case study calls attention to the importance of embracing a transcultural perspective in practice theory. A transcultural perspective needs to go beyond the conceptualization of culture and ethnicity to include other relevant contextual variables such as structural factors, power relations, and an understanding of the political context. In addition, academic institutions need to develop culturally sensitive training programs while creating a safe space to discuss cultural challenges and while clarifying different identities faced by social work students from minority groups who share similar backgrounds with their clients.

scholarly journals Talkin’ Bout iGeneration: A New Era of Individualistic Social Work Practice?

2019 ◽  
Vol 50 (4) ◽  
pp. 1238-1257 ◽  
Author(s):  
Jane Fenton
Keyword(s):  
Social Work ◽  
Community Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Right Wing ◽  
New Era ◽  
Generational Changes ◽  
Post War ◽  
The Impact

Abstract This article considers the impact of generational changes on the new cohort of social work students most of whom were born post-1995, and therefore belong to ‘iGeneration’ (iGen). This article is especially concerned with the finding that the generation before iGen is more right-wing authoritarian than all post-war generations and what this might mean for the future of social work should that trajectory continue. A study was undertaken to examine the attitudes of 122 iGen students in first-year university course in Scotland. Results show that mean attitudinal measures were right-wing authoritarian in relation to crime and punishment and to unemployed people. Social work students aligned more in their attitudes with their primary education colleagues and less with their less authoritarian community education colleagues, and, overall, the iGen cohort was significantly more right-wing authoritarian than their older colleagues. In essence, there was evidence to suggest that an individualistic, self-sufficiency neoliberal narrative had been quite profoundly internalised by the iGen cohort of students. Implications of a new individualistic practice are considered, and suggestions for social work education programmes are made.

Teaching for Transformation: Master of Social Work Students Identify Teaching Approaches That Made a Difference

2019 ◽  
pp. 154134461986594 ◽  
Author(s):  
Thecla Damianakis ◽  
Betty Barrett ◽  
Beth Archer-Kuhn ◽  
Patricia Samson ◽  
Sumaiya Matin ◽  
...  
Keyword(s):  
Social Work ◽  
Student Engagement ◽  
Transformative Learning ◽  
Focus Groups ◽  
Professional Practice ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Social Work Students ◽  
Master Of Social Work ◽  
Engagement Strategies

Transformative learning captures the process by which students engage in their learning, experience a change in perspective, of themselves or society, and then enact their new understanding. The purpose of this 4-year, four-cohort study was to identify the transformative learning experiences of Master of Social Work students and specific student engagement strategies they felt made a difference in preparing them for professional practice. Six focus groups ( n = 40) were conducted using established focus group methodology. All focus groups were audio recorded, professionally transcribed verbatim, and subject to qualitative content analysis. Students identified six themes in student engagement strategies that facilitated their transformative learning, including transformative aspects of the curriculum, experiences with peers, qualities in their relationships with faculty that fostered critical reflection, a sense of identity, and mentoring. This study will help educators better identify teaching strategies to engage students in their personal and professional transformative learning.

The Impact of Learning on Student Persistence in Higher Education

2020 ◽  
pp. 152102512091557
Author(s):  
Maureen Snow Andrade ◽  
Ronald Mellado Miller ◽  
David McArthur ◽  
Morgan Ogden
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Student Persistence ◽  
Learning Experience ◽  
Economic Benefits ◽  
Professional Mobility ◽  
Employment Rates ◽  
The Impact ◽  
Graduating Students ◽  
Persistence In Higher Education

The private economic benefits of persistence in higher education include better salaries and benefits, higher employment rates, greater savings, superior working conditions, and increased personal and professional mobility. Democratizing higher education is a first step to extending these benefits to a range of individuals. However, universities must also help an increasingly diverse body of students be successful and persist to graduation. This study explores a new aspect of persistence research, specifically, the views of graduating students and alumni regarding factors that influence whether or not they would return to the same institution, go to another institution, or not attend university at all if they were to make the choice again. Findings indicate that those who would not pursue higher education at all scored significantly lower on ratings reflective of learning, specifically essential learning outcomes and various aspects of academic engagement, suggesting that the learning experience is key to higher education persistence.

scholarly journals Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

2017 ◽  
Vol 7 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Simon Grey ◽  
David Grey ◽  
Neil Gordon ◽  
Jon Purdy
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Game Design ◽  
Learning Experience ◽  
Careful Consideration ◽  
Science Students ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Negative Effect ◽  
The Impact

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

Sign in / Sign up

Export Citation Format

Share Document