scholarly journals Supporting Child Welfare Traineeship Students through an Online Peer Network

2015 ◽  
Vol 16 (1) ◽  
pp. 170-183 ◽  
Author(s):  
Stephanie Bosco-Ruggiero ◽  
Virginia C. Strand ◽  
Sharon Kollar ◽  
Robin Leake
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Best Practices ◽  
Online Community ◽  
Community Building ◽  
Social Work Students ◽  
Evaluation Data ◽  
Peer Network ◽  
Initial Program ◽  
Successes And Challenges

This article describes the implementation of a peer network for social work traineeship students pursuing or continuing careers in child welfare. Literature on the best principles and practices for online community building reviewed and an explanation of how these best practices were utilized to build the online community is provided. Initial program design is described as well as program developments that occurred over four years of the program. The article then examines how the program’s evaluation was carried out and reviews some of the evaluation data. The article concludes with a discussion about the successes and challenges experienced in building the peer network and how other social work or traineeship programs, or agencies, might use an online peer network to support social work students and professionals.

Using a Strengths-Based Perspective to Change Perceptions: An Exploratory Study

2010 ◽  
Vol 15 (2) ◽  
pp. 1-16
Author(s):  
Karen Rice ◽  
Heather Girvin
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Undergraduate Students ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Positive Influence ◽  
Change Perceptions ◽  
Post Test ◽  
Negative Perceptions

Child welfare is a field plagued with negative perceptions, which have the potential to influence how caseworkers approach their practice with families. As a result, a child welfare course emphasizing the strengths-based approach to practice with families was developed to better prepare students for engaging families and building a helping alliance. The researchers sought to examine whether this new course exerted a positive influence on undergraduate social work students' perception of the parent/caseworker relationship. Compared to undergraduate students not enrolled in this course, at post-test students enrolled in the Child Welfare course more positively perceived the parent/caseworker relationship than they did at pretest. Implications for social work practice and pedagogy are discussed.

Bringing Research to Life: Using Social Work Students in a Statewide Foster Care Census

2006 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
R. Dale Smith ◽  
Michele T. Gore
Keyword(s):  
Social Work ◽  
Foster Care ◽  
Child Welfare ◽  
Social Work Education ◽  
Social Work Students ◽  
Child Welfare Agencies ◽  
Children In Foster Care ◽  
Historical Developments ◽  
Work Education ◽  
Welfare Agencies

A review of historical developments in child welfare and social work research reveals continuing challenges for social work education. This article describes a collaborative effort to conduct a statewide survey of children in foster care. Social work students from eight universities helped to complete a state-wide census of foster care families in collaboration with child welfare agencies and the Public Child Welfare Consortium. The article discusses the impetus and scope of the project, as well as the benefits to students, child welfare agencies, and social work education.

Disabled student advocacy to enhance accessibility and disability inclusion in one School of Social Work

2020 ◽  
Author(s):  
Alise de Bie ◽  
Shaila Kumbhare ◽  
Sarah Mantini ◽  
Jessica Evans
Keyword(s):  
Social Work ◽  
Students With Disabilities ◽  
Social Work Students ◽  
Learning Needs ◽  
Student Voices ◽  
Action Group ◽  
School Of Social Work ◽  
Work Education ◽  
Successes And Challenges ◽  
Do So

In this article, current and former social work students with disabilities consider how the student Disability Action Group has facilitated greater accessibility and disability inclusion in our Canadian university’s School of Social Work. After reviewing the relative absence of disabled student voices in the published literature on disability/accessibility advocacy initiatives in Canadian social work education, we reflect on the work of the Disability Action Group and the successes and challenges we have faced. We encourage other disabled social work students to collectively advocate for their learning needs and call on faculty and staff to better support us in enhancing accessibility and documenting and sharing student efforts to do so.

scholarly journals Sankofa

2013 ◽  
Vol 8 (1) ◽  
pp. 112-130
Author(s):  
Vyda Mamley Hervie
Keyword(s):  
Social Work ◽  
Best Practices ◽  
Social Relations ◽  
Critical Reflection ◽  
Social Work Students ◽  
Power Functions ◽  
Knowledge Gaps ◽  
Theoretical Frameworks ◽  
Culture Of Learning ◽  
Ways Of Thinking

Social work students are trained to develop and maintain a professional sense of integrity, particularly when working in environments beyond their control. Using critical reflection as an example, students are encouraged to pause and reflect during practice encounters, which entails a reassessment of the situation. The aim is to help transform taken for granted ways of thinking and doing things into best practices. In this sense, students are provided with perspectives on theoretical frameworks and encouraged to appreciate the essence of maximizing practice through a culture of learning and reflection. Through the approach of critical reflection, students are also encouraged to understand how power functions in society, especially through ways in which an individual attempts to maintain unequal social relations. Critical reflection therefore helps students to fill knowledge gaps on how to discover and address inequalities in practice situations.

Restorative Practices for Empowerment: A Social Work Lens

2020 ◽  
Vol 42 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Hilary Lustick ◽  
Christine Norton ◽  
Sonia Rey Lopez ◽  
Jennifer H Greene-Rooks
Keyword(s):  
Social Work ◽  
Community Building ◽  
Empowerment Theory ◽  
Restorative Practices ◽  
Racial Disproportionality ◽  
Social And Emotional ◽  
Preventive Practices ◽  
Teachers And Students ◽  
Support Teacher ◽  
Successes And Challenges

Abstract Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely, empowerment theory—can support teacher training and implementation of community-building circles.

scholarly journals Relationship-based child protection: practice informed by indigenous social work students in the Northwest Territories

2021 ◽  
Author(s):  
Tasha Lake
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Workers ◽  
Northwest Territories ◽  
Child Protection ◽  
Social Work Students ◽  
Relationship Building ◽  
Community Perceptions ◽  
Practice Style ◽  
Field Notes

This study explores Ingenious perspectives of relationship building and how this perspective might be adapted into a child welfare context. The study was born out of my experience working in a child welfare in the community of Yellowknife, Northwest Territories. The theoretical framework draws from an Anti-Colonial perspective and the research methodology was adapted from critical ethnography to fit the scope of the research project. The sample includes 4 diploma of social work students from Aurora College in Yellowknife Northwest Territories as well as field notes form my personal journals from when I lived in the community and field notes from a data collection trip to Yellowknife, Northwest Territories in the Spring of 2014. Findings provide community perceptions of social workers, community standards, a process of relationships-based practice and the benefits to this practice style. Barriers to relationship-based practice are also identified as an area for further exploration.

scholarly journals Relationship-based child protection: practice informed by indigenous social work students in the Northwest Territories

2021 ◽  
Author(s):  
Tasha Lake
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Workers ◽  
Northwest Territories ◽  
Child Protection ◽  
Social Work Students ◽  
Relationship Building ◽  
Community Perceptions ◽  
Practice Style ◽  
Field Notes

This study explores Ingenious perspectives of relationship building and how this perspective might be adapted into a child welfare context. The study was born out of my experience working in a child welfare in the community of Yellowknife, Northwest Territories. The theoretical framework draws from an Anti-Colonial perspective and the research methodology was adapted from critical ethnography to fit the scope of the research project. The sample includes 4 diploma of social work students from Aurora College in Yellowknife Northwest Territories as well as field notes form my personal journals from when I lived in the community and field notes from a data collection trip to Yellowknife, Northwest Territories in the Spring of 2014. Findings provide community perceptions of social workers, community standards, a process of relationships-based practice and the benefits to this practice style. Barriers to relationship-based practice are also identified as an area for further exploration.

Preparing Social Work Students for Rural Child Welfare Practice: Emerging Curriculum Competencies

2015 ◽  
Vol 51 (sup2) ◽  
pp. S209-S224 ◽  
Author(s):  
Joanne Riebschleger ◽  
Debra Norris ◽  
Barbara Pierce ◽  
Debora L. Pond ◽  
Cristy Cummings
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Work Students ◽  
Rural Child
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