scholarly journals Civic Professionalism: Using Service Learning to Educate Social Work Students as Citizens

10.18060/1315 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Tracey Kathleen Burke
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Civic Education ◽  
Social Work Students ◽  
Community Partnership ◽  
Civic Learning ◽  
Work Education ◽  
The University ◽  
Civic Professionalism ◽  
Schools Of Social Work

Schools of social work have put considerable energy into civic engagement and community partnership. Despite the attention paid to the civic mission of the university and/or of the profession, however, very little attention has been paid to the civic education of social work students. It will be argued here that social work education must include discussions about citizenship and democracy, about participating in our communities apart from our work. Service learning, with its emphasis on civic learning and a complementary focus on social justice, provides both a lens and a pedagogy for accomplishing this.

scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

Enhancing Community-Based Learning in Social Work Education Through a Social Marketing Approach

2020 ◽  
pp. 306-321
Author(s):  
Carlo Mari
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Marketing ◽  
Social Issues ◽  
Social Work Students ◽  
Local Communities ◽  
Graduate Course ◽  
Novel Approach ◽  
Professional Degree ◽  
Work Education

How do universities engage with local communities? How is a pedagogy of engagement introduced into a graduate professional degree? Are there any new approaches for linking campuses with communities? Is social marketing a useful approach when considering community engagement? The chapter aims to answer these questions by proposing a novel approach based on applying social marketing to the scholarship of teaching. Specifically, it draws on an example of a university graduate course in social marketing within a master's program in social work at an Italian university. The experience shows how a social marketing perspective helps social work students address social issues that face local communities through service-learning.

Social Work Education and Service Learning

2003 ◽  
Vol 8 (2) ◽  
pp. 37-48 ◽  
Author(s):  
Michael E. King
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Service ◽  
Social Work Education ◽  
Theory And Practice ◽  
Master's Level ◽  
Social Work Values ◽  
Student Skill ◽  
Work Education ◽  
Schools Of Social Work

In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determination, collaboration, social justice, a person-in-environment focus, and accountability. Drawing on recent examples from baccalaureate and master's-level programs, empirical evidence supporting the efficacy of service learning in the field of social work is offered.

John Maxwell, 2002

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Early Career ◽  
International Social Work Education ◽  
Indigenous Literature ◽  
The Caribbean ◽  
Work Education ◽  
The University ◽  
Schools Of Social Work

This chapter contains a brief biography and transcript of an interview with John Maxwell, a leader in Caribbean social work education who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 2002, for his contribution to international social work education. For 35 years, he led social work education at the University of the West Indies, Mona Campus, in Jamaica, following an early career in youthwork and community development. Seeking to improve the academic and professional standing of social work, he was involved in significant curriculum development, concerned to shift it from a clinical to a community focus and established practice education firmly with good agency supervision. Lack of indigenous literature led him to play a role in the creation of the Caribbean Journal of Social Work. International links expanded the horizons of social work in the Caribbean.

SEEDLOC Model: A Process for Integrating Course Objectives, Practice Behaviors, and Service Learning

2013 ◽  
Vol 18 (1) ◽  
pp. 61-72
Author(s):  
Belinda Bruster ◽  
Scott Anstadt ◽  
Rachel Boyko
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Involvement ◽  
Core Competencies ◽  
Social Work Students ◽  
Minority Population ◽  
Practice Behaviors ◽  
Course Syllabi ◽  
Essential Services ◽  
Work Education

The SEEDLOC logic model demonstrates how to integrate core competencies, practice behaviors, and assignments in course syllabi with explicit input from faculty and students. The model requires community involvement as part of the assignments. Service learning is a by-product of this model's application in the course curriculum. We describe an example using the model to shape and justify assignments in a Vulnerable Populations course. This course uses active participation of baccalaureate social work students delivering essential services to a rural minority population. This process ensures fidelity to the Council on Social Work Education Educational Policy and Accreditation Standards, the competencies framework, and validating outcome measures of course assignments.

scholarly journals A Mentor’s PATH: Evaluating how service users can be involved as mentors for social work students on observational practice placements

2015 ◽  
Vol 17 (3) ◽  
pp. 46-60 ◽  
Author(s):  
Jill MacSporran
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Service User ◽  
Planning Process ◽  
User Involvement ◽  
Social Work Students ◽  
Support Staff ◽  
Service Users ◽  
Work Education ◽  
The University

This paper will explore the experience of service user involvement in social work education, examining the challenges of involving ‘seldom heard’ service user voices. Over a six month period, a group of four people with learning disabilities were supported and enabled to take on an assessment role as Mentors for four first year BA(Hons) Social Work students at the University of the West of Scotland. The article will focus on an evaluation of this pilot project and will outline the partnership work between the university and placement agency in planning, preparing, and supporting the mentors to carry out their role in supporting students on placement and assessing their communication skills, value base and readiness to practise. Central to the planning process was the use of PATH – a person centred planning tool. The evaluation will detail the crucial role played by the support staff in the placement agency, without whom this project would not have been possible.The evaluation was carried out using a mixed methods approach and embraced the principles and values of participatory action research. The evaluation provides insight into the experiences of the mentors, the students and support staff, and demonstrates that with the right support in place, and with commitment to thorough planning and preparation, seldom heard service users can be meaningfully involved in social work education.

scholarly journals SERVICE-LEARNING IN SOCIAL WORK EDUCATION TO DEVELOP SOCIAL WORK COMPETENCIES IN UNIVERSITY STUDENTS

2021 ◽  
Vol 1 (2) ◽  
pp. 41-47
Author(s):  
Monika Gruslyte
Keyword(s):  
Social Work ◽  
Service Learning ◽  
University Students ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Core Competencies ◽  
Social Work Students ◽  
Pedagogical Approach ◽  
The Social ◽  
Work Education

The paper deals with service-learning as a teaching and learning approach in higher education being embedded in social work education seeking to achieve the synergy of the two reciprocally complementing and contributing phenomena. The aim of the theoretical investigation is to overview the concept of social work education as facilitated by service-learning to develop social work competencies in university students. The contribution of service-learning in delivering social work education curricula usually emphasises the development of core competencies and values in social work students, prospective professionals. The contemporary challenges, expectations and contextual demands are set for the social work profession both globally and locally. Therefore, the present research attempts to explore how the two concepts are bridged to meet for the development of social work competencies in university students and shares the insights on the implementation of this pedagogical approach in academic and broader community contexts. 

scholarly journals Barefoot Tutors? Navigating the Barriers between student, university and field in social work education

2012 ◽  
Vol 9 (1) ◽  
pp. 5-19
Author(s):  
Gary Clapton ◽  
Ruth Forbes
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Pilot Project ◽  
Theory And Practice ◽  
Student Integration ◽  
University Of Edinburgh ◽  
Integration Of Learning ◽  
Work Education ◽  
The University

Bridging the gap between theory and practice has long been a challenge for social work students. Facilitating this process has also taxed practice teachers and academic tutors. In 2004, the University of Edinburgh, in partnership with Glasgow Caledonian University undertook a pilot project testing and researching a change in the traditional tutor role with a view to enhancing students’ integration of learning during the practicum. This paper outlines the background to and the activity and findings of the project. Then, drawing upon a discussion of the interface between psychodynamic theories and theories of education, we explore some ideas that have begun to emerge that have the possibility of enhancing the tutor role in student integration of learning.

scholarly journals Learning ‘at work’ during social work education:

2012 ◽  
Vol 6 (2) ◽  
pp. 6-23
Author(s):  
Anette Bolin
Keyword(s):  
Social Work ◽  
Situated Learning ◽  
Critical Incident ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Learning At Work ◽  
The Social ◽  
Reflective Approach ◽  
Work Education ◽  
The University

The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.

scholarly journals Aboriginal World Views as Challenges and Possibilities in Social Work Education

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Cyndy Baskin
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Educational Needs ◽  
Aboriginal Peoples ◽  
World Views ◽  
Definition Of ◽  
Work Education ◽  
Schools Of Social Work

As Aboriginal peoples gain more access to schools of social work, the academy needs to respond to their educational needs. This involves incorporating Aboriginal world views into social work education. This paper focuses on one definition of world views according to Aboriginal epistemology. It also critiques both the role of social work in the lives of Aboriginal peoples and the goals of social work education. It raises key components that need to be addressed in the academy and provides ways in which this can be achieved. In addition, the paper stresses the importance of this content being taught to all social work students.

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