scholarly journals The New Color is Green: Social Work Practice and Service-Learning

10.18060/1340 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 113-125 ◽  
Author(s):  
Emma T. Lucas-Darby
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Community Practice ◽  
Leadership Roles ◽  
Community Members ◽  
Human Welfare

Attention to saving the environment is gaining momentum daily. Citizens have a fundamental right to protect the environment from harm due to human activities. The profession of social work has a role to play in greening and sustaining the environment. The inclusion of this content in social work courses is a natural fit given the profession’s person-in-environment perspective which emphasizes the relationship between individuals, their behavior and the environment and advocacy for preservation of human welfare and human rights. Participatory environmentalism considers the role of community members in demonstrating their civic responsibility toward preservation of the natural environment and resources. Social work students must be encouraged to accept vital leadership roles that address environmental concerns in addition to serving client populations. A community practice course which includes a service-learning requirement chose “greening” as a theme. Students worked with communities to identify and implement semester-long “green” projects.

scholarly journals Students’ Perceptions of Service-Learning in an Advanced Research Course

2017 ◽  
Vol 18 (2) ◽  
pp. 456-473
Author(s):  
Stacy M. Deck ◽  
Laneshia Conner ◽  
Shannon Cambron
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Experience ◽  
Research Knowledge ◽  
Social Work Research ◽  
Homeless Men ◽  
Pro Bono

Social work students are often anxious, apathetic, or resistant to learning research knowledge and skills. They may view research courses as irrelevant and disconnected from social work practice. Studies suggest that service-learning improves learning outcomes in social work research courses, but less is known about the processes through which these outcomes are achieved. This study explored the perceptions of 70 Masters-level social work students enrolled in an advanced research course that included a pro bono program evaluation of a shelter serving homeless men. Content analysis of students’ narratives revealed three main themes. First, students perceived that they had changed their thinking about homelessness in positive ways. Second, students made connections between their research experience and the social work curriculum. Finally, an unanticipated theme of curriculum integration emerged. Critical reflection about a meaningful experience—an integral aspect of service-learning—supported students in developing metacognitive insight. This helped students to develop and apply social work research skills. The service-learning project supported students’ mastery of other social work competencies and improved their integrated practice abilities. Because this approach is effective in helping students to embrace research and integrate it with social work practice, application and evaluation of service-learning are recommended for social work education.

Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses

2019 ◽  
Vol 1 (3) ◽  
pp. 192-210
Author(s):  
Madhavappallil Thomas
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills ◽  
Community Study ◽  
Community Practice ◽  
Macro Practice ◽  
The Usa

This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.

Social Work Students Confront Poverty's Impact in the Community: A Service Learning Project

2013 ◽  
Vol 18 (1) ◽  
pp. 217-232
Author(s):  
Judith Gray ◽  
Marissa O'Neill
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Action ◽  
Community Involvement ◽  
Student Outcomes ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Explorative Study ◽  
Student Reflections

This article describes a unique community involvement project that was used to teach BSW students in a Social Work Practice With Groups course about poverty and a qualitative explorative study of student outcomes. The project included a poverty simulation in combination with 25 hours of service learning with people currently experiencing poverty. Very little research has been done on poverty simulations, and none has included a service learning component. Twenty-one college students participated. Student reflections were analyzed, and themes that emerged reflect achievement of course objectives. A content analysis was also completed identifying empathy and social action engagement. All 21 student reflections discussed an increase in empathy surrounding people in poverty. Sixty-seven percent of student reflections indicated social action engagement.

Spanish Language and Cultural Immersion for Social Work Students

2006 ◽  
Vol 11 (2) ◽  
pp. 61-77 ◽  
Author(s):  
Lisa E. Cox ◽  
Diane S. Falk ◽  
Merydawilda Colón
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Language Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Spanish Language ◽  
National Standards ◽  
Cultural Immersion ◽  
Social Work Program

This article describes the pedagogical literature of cross-cultural social work practice, international social work, experiential education, service learning, and study tours, and examines the National Standards for Foreign Language Education. The authors outline the theoretical foundations and program design of one social work undergraduate program's attempt to incorporate traditional didactic classroom-based learning and experiential in-class activities with experiential non-classroom-based learning, in an effort to help students learn Spanish and increase their awareness of and sensitivity to the needs of Hispanic/Latino clients. The article details how one baccalaureate social work program developed and evaluated classes on Spanish language, Spanish culture, and a Spanish immersion study tour to Costa Rica. In addition, the article presents viable objectives, assignments, and reflective, qualitative outcomes evaluations obtained from students who enrolled in the courses and the faculty members who taught the courses.

Identity Construction through Theatrical Community Practice

2011 ◽  
Vol 10 (3) ◽  
pp. 364-380 ◽  
Author(s):  
Amy C. Hammock
Keyword(s):  
Social Work ◽  
Identity Construction ◽  
Dating Violence ◽  
Community Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Community Practice ◽  
Construction Of Identity ◽  
The Social

Despite the longstanding use of theatrical techniques in community social work practice, the role of theater in the construction of identity is understudied in the social work literature. Drawing on over 100 hours of observation and 22 in-depth interviews with members of a theatrical community education troupe for youth, I describe how participation as performers in a play to prevent dating violence constructed youths’ identities as survivors of violence. Findings reveal that the process of identity construction through theatrical community practice occurred in three overlapping phases: first, learning the language to name the identity; next, embodying a character experiencing dating violence; and third, publicly claiming the identity in group interaction with audience members. Based on these findings, I draw implications for community social work practice with youth.

scholarly journals Community Practice: A Training Ground for Social Work Students

2001 ◽  
Author(s):  
Mylo Jennings
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Community Context ◽  
Community Practice ◽  
Master Of Social Work ◽  
Field Placements ◽  
Social Work History ◽  
Community Concept

Providing services to communities while providing education and training for social work practice in communities is at the core of this paper. These activities are discussed and reviewed in the context of social work in communities. Social work field placements (internships) in communities can provide positive learning experiences for students and excellent services to communities. The Winslow Project, a two-year community-focused placement for two group of first year master of social work (M.S.W.) Students is described and the results of this project are discussed. In order to fulfill a commitment to the community concept, students need a well-defined concept of group and community practice in order to provide the range and quality of services that are required for social work practice in the 21st's century global community paradigm. Providing social work intervention practices in the community is paramount to the further development of social work as a profession. It will also provide support and encouragement for communities to provide these supportive services within the community context. Social work history is rich with the type of models necessary for this to occur.

Framing Writing as a Social Work Skill: Evaluating a Pilot Intervention

2019 ◽  
Vol 24 (1) ◽  
pp. 19-26
Author(s):  
Sarah Ann Himmelheber
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Work Tasks ◽  
Work Skill ◽  
Pilot Intervention ◽  
Writing Exercises ◽  
Writing Errors

Writing skills frequently are cited as an area that social work students need to improve. This article details a pilot intervention that incorporated a series of writing exercises into an Introduction to Social Work course. Writing exercises were framed within common social work tasks, such as creating case notes and fundraising materials. Using a multifaceted pretest, posttest assessment, participating students demonstrated significant reduction in writing errors in three key areas and increased understanding of the role of writing in social work practice.

Technology: Technology in Macro Practice

2013 ◽  
Author(s):  
John G. McNutt
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Community Practice ◽  
Traditional Practice ◽  
Policy Practice ◽  
Macro Practice ◽  
Use Of Technology ◽  
Macro Social Work

Information technology has had a profound effect on social work practice with larger systems. These tools improve traditional practice and allow new forms of practice. This entry reviews the use of technology in macro social work practice. It examines the role of technology in social administration, community practice, and social policy practice; discusses current practice and tools and discusses the challenges faced in the use of technology in macro practice.

Service Learning: The Effect on BSW Student Interest in Aging

2009 ◽  
Vol 14 (1) ◽  
pp. 31-43
Author(s):  
Judy Singleton
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Outreach ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Opportunities ◽  
Cognitively Impaired ◽  
Student Interest ◽  
Adult Day Care

Strategies for developing and putting into practice an experiential aging-rich learning curriculum for baccalaureate social work students are presented. Specific service learning opportunities required of students in class assignments are discussed. Included in these are projects involving micro social work practice skills with cognitively impaired older adults and macro skills used in completing a retirement center's wellness program assessment and an adult day care program's market ing/community outreach plan. The critical component of reflection for both service learning and field practica is analyzed. A continuing need for faculty to network in both the aging and social work communities is explored as a technique for enhancing experiential learning opportunities for students.

scholarly journals Emotional intelligence as a part of critical reflection in social work practice and research

2021 ◽  
pp. 147332502110247
Author(s):  
Mari D Herland
Keyword(s):  
Emotional Intelligence ◽  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Work Practice ◽  
Social Work Practice ◽  
Emotional Reactions ◽  
Social Work Research ◽  
Emotional Aspects

Social workers often experience higher levels of burnout compared with other healthcare professionals. The capacity to manage one’s own emotional reactions efficiently, frequently in complex care settings, is central to the role of social workers. This article highlights the complexity of emotions in social work research and practice by exploring the perspective of emotional intelligence. The article is both theoretical and empirical, based on reflections from a qualitative longitudinal study interviewing fathers with behavioural and criminal backgrounds, all in their 40 s. The analysis contains an exploration of the researcher position that illuminates the reflective, emotional aspects that took place within this interview process. Three overall themes emerged – first: Recognising emotional complexity; second: Reflecting on emotional themes; and third: Exploring my own prejudices and preconceptions. The findings apply to both theoretical and practical social work, addressing the need to understand emotions as a central part of critical reflection and reflexivity. The argument is that emotions have the potential to expand awareness of one’s own preconceptions, related to normative societal views. This form of analytical awareness entails identifying and paying attention to one’s own, sometimes embodied, emotional triggers.

Sign in / Sign up

Export Citation Format

Share Document