scholarly journals Social Distancing of Depressive and Panic Disorders in an International Sample of Social Work Students

2014 ◽  
Vol 15 (2) ◽  
pp. 480-494 ◽  
Author(s):  
Donna S. Wang ◽  
Scott Smith ◽  
Chris R. Locke
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
The United States ◽  
Future Research ◽  
Cross Sectional ◽  
Social Distancing ◽  
Panic Disorders ◽  
Professional Interest ◽  
Case Vignettes ◽  
Work Education

: Using an international sample, this study examined what variables were associated with social distancing among social work students. A total of 1,042 students from seven universities in the United States, United Kingdom, and Australia participated in a cross-sectional paper and pencil survey that applied the Social Distancing Scale to case vignettes describing an individual with panic disorder or major depressive disorder. The results show that levels of social distancing were related to age, knowing someone with a mental illness, type of disorder, level of conservatism, race, country, professional interest in mental health, level of student, and sex. Overall, 16.8% of the variance was accounted for with these significant variables. Implications for social work education and future research are discussed.

scholarly journals Graduating BSW student attitudes towards vulnerable populations and their preferences towards interventions to serve them

10.18060/120 ◽  
2006 ◽  
Vol 7 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Tim G. Reutebuch
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Vulnerable Populations ◽  
Student Attitudes ◽  
Social Work Students ◽  
The Elderly ◽  
The United States ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Work Education

A one-time cross-sectional survey was administered to 78 fourth-year social work students at the University of Wisconsin-Whitewater campus during the2000 /2001 academic year to explore graduating seniors’ attitudes towards poverty, delinquency and the elderly as well as students’ preferred interventions towards these vulnerable populations in the United States. Additional survey items included student perceptions towards individually-oriented versus socially-oriented goals of the social work profession, preferences regarding place of employment, and types of services, interventions and practices preferred. After calculating mean scores, ANOVA tests revealed statistically significant findings in student ideologies and practice preferences. The potential impact of these findings on social work education and practice will be discussed.

Examining Social Work Students Knowledge of and Attitudes About Abortion and Curriculum Coverage in Social Work Education

Affilia ◽  
2021 ◽  
pp. 088610992110682
Author(s):  
Heather Witt ◽  
Maha K. Younes ◽  
Erica Goldblatt Hyatt ◽  
Carly Franklin
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
The United States ◽  
Political Affiliation ◽  
Reproductive Justice ◽  
Social Work Practitioners ◽  
Abortion Attitudes ◽  
Curriculum Coverage ◽  
Work Education ◽  
And Training

Despite social work's stated commitment to abortion rights, research on this topic is not prolific within the discipline (Begun et al., 2016). If we are to live up to our ethical principles, this should be changed. The authors posit that increasing students’ exposure to and understanding of abortion is necessary in the preparation of competent social work practitioners. Using Begun et al.’s (2016) Social Workers’ Abortion Attitudes, Knowledge, and Training questionnaire, the authors expanded the survey by creating additional questions about social work curriculum coverage and training experiences, as well as further content on abortion. Findings indicate that most social work students believe abortion should be legal in at least some circumstances, and also that abortion laws should be less restrictive in the United States. Reported religion and political affiliation had significant effects on several of the abortion attitude statements. Only 7.2% of respondents indicated that abortion is regularly discussed in social work classrooms, and only 2.7% of respondents report they have received training on the topic of abortion in their field placement. The results suggest that social work curriculum coverage on reproductive justice is tenuous and inconsistent at best, leaving students to grapple without the necessary professional foundation.

scholarly journals HIV/AIDS knowledge and attitudes among social work students: A comparative study

2021 ◽  
pp. 002087282110046
Author(s):  
Oscar Labra ◽  
Augustin Ependa ◽  
Isis Chamblas ◽  
Gabriel Gingras-Lacroix ◽  
André Antoniadis ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Knowledge And Attitudes ◽  
Knowledge Based ◽  
Aids Knowledge ◽  
Training Programmes ◽  
Work Education ◽  
Hiv Aids

The article describes a quantitative cross-sectional study of a sample of 674 university students enrolled in social work programmes in four countries: Belgium, Canada, Chile and Switzerland. The study aimed to assess HIV/AIDS knowledge and attitudes among participants. The median HIV-KQ-18 score for the sample was 14.0, which Carey and Schroder classify as indicating borderline low levels of knowledge. Based on the results, the authors argue that social work education and training programmes should more comprehensively address HIV/AIDS within their curricula to better equip future social workers to challenge stigmatising and exclusionary practices rooted in long-standing lack of knowledge and erroneous beliefs about the disease.

Perceived Skills, Self-Efficacy, and Attitudes Toward Technology: A Pilot Study of BSW Students

2014 ◽  
Vol 19 (1) ◽  
pp. 65-81
Author(s):  
Laura Ting ◽  
Marcela Sarmiento Mellinger ◽  
Katherine Morris
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Technology Use ◽  
Self Efficacy ◽  
Social Work Students ◽  
Future Research ◽  
Attitudes Toward Technology ◽  
Before And After ◽  
Work Education

The Council on Social Work Education has called for the increased use of relevant technology; however, limited research is available on social work students’ perceived skills, self- efficacy, and attitudes toward technology. This study examined 215 BSW students’ perceived confidence, skills, attitudes, and self- efficacy regarding technology use before and after taking a social work and technology course. Significant differences were found in all factors except attitude. Age was negatively correlated with perceived skills and self- efficacy. Qualitative data on how students felt about technology in their future roles as social workers identified six themes: better service provision, changes in communications, improved access and productivity, client involvement, concerns with confidentiality, and role of technology. Recommendations for future research and implications for social work education and practice are discussed.

Undergraduate Student Perceptions of Social Work Licensure: An Exploratory Study

2015 ◽  
Vol 20 (1) ◽  
pp. 43-61 ◽  
Author(s):  
J. Jay Miller ◽  
Stacy M. Deck ◽  
Erlene Grise-Owens ◽  
Kevin Borders
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Social Work Students ◽  
Future Research ◽  
The Social ◽  
Dynamic Source ◽  
Social Work Licensure ◽  
Work Education

Professional regulation, namely licensing, has been a dynamic source of debate for the social work profession. Amid this debate, schools of social work are increasingly considering licensing factors as a mechanism to gauge programmatic outcomes. However, nominal literature exists on social work curricula and licensing. Further, few published articles explore social work licensing from the perspective of those most affected: social work students. This exploratory study used a scaled questionnaire, with supplemental open- ended questions, to examine undergraduate students' (N=207) perceptions about social work licensing. Data from this study suggest that although undergraduate students are confident in their ability to pass the exam, they are ambiguous about the process for taking the exam and need additional preparation. After a review of the literature, this article explicates key findings from the study, discusses implications for undergraduate social work education, and identifies relevant areas for future research.

Perceptions of social work students in Mexico and the United States regarding the role of the government in addressing social issues: Implications for social work education

2019 ◽  
Vol 62 (4) ◽  
pp. 1230-1244
Author(s):  
David Becerra ◽  
Jason Castillo ◽  
Maria Rosario Silva Arciniega
Keyword(s):  
United States ◽  
Social Work ◽  
Social Issues ◽  
Social Work Students ◽  
The United States ◽  
Ordinary Least Squares ◽  
The Government ◽  
Work Education ◽  
Role Of The Government

The purpose of this article was to examine social work students’ perceptions of the role of the government in addressing social issues among social work students from the United States and Mexico. Data were drawn from a sample of 893 social work students from universities in the United States and Mexico, in the fall of 2010. Multivariate ordinary least squares regressions indicated that compared with social work students in the United States, students in Mexico reported significantly higher beliefs that government should do more to lessen social gaps, and ensure housing, employment, health insurance, basic necessities, an adequate standard of living, and equal opportunities.

scholarly journals The effects of an exclusionary bursary policy on student social workers: an exploratory qualitative study on the effects of the 2013 policy to cap the allocation of bursaries in England

2020 ◽  
Vol 8 (1) ◽  
pp. 95-110
Author(s):  
Thomas Considine ◽  
Kim Heanue ◽  
Paul Hollingdale
Keyword(s):  
Social Work ◽  
Qualitative Study ◽  
Social Workers ◽  
Financial Support ◽  
Social Work Students ◽  
Well Being ◽  
Future Research ◽  
The Social ◽  
Student Cohorts ◽  
Work Education

The social work bursary for England was introduced in 2003 for all students on qualifying degrees. Following a review of social work education funding, the bursary was capped in 2013. This meant that higher education institutions have had to develop policies for the allocation of bursaries and that student cohorts included students with a bursary and others who did not receive this financial support, thus creating an exclusionary system. This article presents the findings from an exploratory qualitative study that investigated the experiences of students who completed their placement under these new arrangements. The findings indicate that students who did not receive a bursary experienced additional stressors that had an adverse impact on their well-being. These findings may have significance for future research in light of considerations to abolish the bursary for all social work students.

Developing Awareness of the Subtleties of Heterosexism and Homophobia among Undergraduate, Heterosexual Social Work Majors

2007 ◽  
Vol 12 (2) ◽  
pp. 53-69 ◽  
Author(s):  
Lisa Raiz ◽  
Susan Saltzburg
Keyword(s):  
Social Work ◽  
Gay Men ◽  
Social Work Students ◽  
The United States ◽  
Social Work Educators ◽  
Qualitative And Quantitative ◽  
Social Work Values ◽  
Quantitative Data Analysis ◽  
Work Education ◽  
The Relationship

Homophobia and heterosexism are inconsistent with social work values but have been reported in studies of social workers and social work students. This study analyzed and compared the responses to qualitative and quantitative items of 147 heterosexual undergraduate social work majors from twelve institutions throughout the United States. One open-ended item explored attitudes toward lesbians and gay men and support for relationship rights for this group. Herek's Attitudes toward Lesbians and Gay Men scale (ATLG) and a relationship rights scale, constructed for this study, provided quantitative data. Analysis of the open-ended item identified three thematic categories that represented acceptance; non-acceptance; and tolerance, but with conditions. The uniqueness of each of the three categories was supported by significant differences among them on Herek's ATLG and on the relationship rights scale. Numerous quotes from respondents underscore the subtle prejudice that can be missed by social work educators who are unaware of the nuances of language in this area. Implications for social work education are presented.

Defining Criteria on Professional Suitability for Social Work Practice

2009 ◽  
Vol 14 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Dora Tam ◽  
Heather Coleman
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Consciousness ◽  
Future Research ◽  
Field Instructors ◽  
Social Work Educators ◽  
Work Education ◽  
Qualitative Responses

Social work educators are responsible for ensuring that social work students demonstrate the required practice competencies before they graduate and enter the profession. However, the lack of concrete criteria for evaluating student suitability poses challenges to social work educators. This article reports the results from a questionnaire survey mailed to BSW field instructors asking them to define criteria for professional suitability in social work. Of the 190 questionnaires that were returned, 142 contained qualitative responses defining criteria for professional suitability. Emerging from these responses were five categories consisting of 30 items defining professional suitability. They were personal suitability, practice suitability, ethical suitability, interpersonal suitability, and social consciousness suitability. Implications for social work education and future research are discussed.

scholarly journals Social Work Education that Addresses Trafficking for Sexual Exploitation: An intersectional, anti-oppressive practice framework

2021 ◽  
pp. 20-37
Author(s):  
Lara Gerassi ◽  
Andrea Nichols
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Sexual Exploitation ◽  
Social Work Students ◽  
The United States ◽  
Commercial Sex ◽  
Exclusionary Practices ◽  
Practice Framework ◽  
Work Education

Practice, policy, and research focused on trafficking for sexual exploitation and commercial sex involvement occur in the United States within a white, heteronormative social environment that must be addressed pedagogically in the classroom. Social work education increasingly includes the topic of trafficking for sexual exploitation as a stand-alone course or as sessions embedded within other courses. Yet, very little scholarship critically examines how instruction in social work on this topic can apply intersectional, anti-oppressive frameworks across micro, mezzo, and macro levels. Furthermore, current literature suggests that some social workers use exclusionary practices when addressing trafficking and commercial sex involvement, further exemplifying the need for anti-oppressive curricula. The purpose of this paper is to critically analyse how key anti-oppressive theoretical and practice frameworks should influence education on trafficking for sexual exploitation and commercial sex involvement in social work. Written by two scholars and social work instructors, we describe how we apply these frameworks to pedagogical exercises in social work courses. Finally, we argue that intersectional, anti-oppressive social work education is critical to training social work students and, ultimately, addressing the needs of people experiencing or at risk of trafficking.

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