scholarly journals Exploring Faculty Perceptions of Student Incivility in Social Work: Results from a National Survey

2017 ◽  
Vol 17 (2) ◽  
pp. 340-354 ◽  
Author(s):  
Elizabeth A. Wahler ◽  
Karen Badger
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Faculty Perceptions ◽  
Social Work Students ◽  
National Sample ◽  
Faculty Experiences ◽  
College Classrooms ◽  
Student Incivility ◽  
Social Work Programs ◽  
Work Student

The literature suggests that incivility is a growing problem in college classrooms, but few studies have examined incivility within social work programs. Using a national sample of social work instructors (n=327), this study examined faculty experiences with social work student incivility in both undergraduate and graduate education. Results showed that some behaviors often deemed disrespectful or inattentive do occur in social work classrooms, and they occur more frequently in undergraduate classes than graduate classes. Although rare, hostile behaviors were also reported by faculty. Discussion of these findings includes recommendations for addressing incivility in the context of preparing social work students for professional practice.

Assessing the Quality and Prestige of Disciplinary Social Work Journals: A National Study of Faculty Perceptions

2019 ◽  
Vol 30 (4) ◽  
pp. 451-459
Author(s):  
David R. Hodge ◽  
Mansoo Yu ◽  
Anna Kim
Keyword(s):  
Social Work ◽  
Faculty Perceptions ◽  
Junior Faculty ◽  
National Sample ◽  
Cross Sectional Study ◽  
National Study ◽  
Academic Rank ◽  
Cross Sectional ◽  
Race Ethnicity ◽  
Social Work Programs

Purpose: The purpose of this study was to (1) evaluate the overall quality and prestige of all currently active disciplinary social work periodicals and (2) determine whether perceptions of quality among the top 10 journals varied by age, gender, race/ethnicity, and academic rank. Method: To perform this cross-sectional study, we used a national sample of tenure-track faculty ( N = 307) affiliated with PhD granting social work programs. Results: Journals ( N = 64) were rank ordered based upon perceptions of overall quality and prestige. Analysis revealed overall quality and prestige scores were highly correlated ( rs = .93, p < .001). Race/ethnicity was unrelated to perceptions of quality among top-tier journals, but age, gender, and academic rank were significantly associated with perceptions of quality in some cases, although the effect sizes were relatively small. Discussion: The results provide guidance for faculty seeking to disseminate their work in highly regarded disciplinary periodicals, especially junior faculty seeking tenure and promotion.

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.

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.

Does Slow and Steady Win the Race? The Impact of Block versus Concurrent Field on BSW Students' Professional Development and Emotional Well-Being

2006 ◽  
Vol 12 (1) ◽  
pp. 203-217
Author(s):  
Matthew T. Theriot ◽  
Toni K. Johnson ◽  
Mary Mulvaney ◽  
Jane A. Kretzschmar
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Professional Competence ◽  
Social Work Students ◽  
Well Being ◽  
Future Research ◽  
Field Instructors ◽  
Field Placements ◽  
Social Work Programs ◽  
The Impact

Despite their immense popularity and widespread implementation, research has yet to compare block and concurrent models of field. In filling this gap in the literature, this study evaluates the impact of each model on undergraduate social work students' professional development and emotional well-being. Sixty-eight students in BSW field placements at one large university participated in this study. Students were able to select which model of field to undertake, and, in general, most students selected block field placements because they wanted to graduate early. Conversely, students in concurrent field reported having more obligations outside of field, including family and other employment. Utilizing data collected from students and their field instructors, statistical analyses showed no differences in measures of professional competence, depression, assertiveness, or self-esteem between students in the two field models. In light of such findings, the authors discuss the implications of this study for social work programs and outline suggestions for future research.

scholarly journals Transdisciplinarity in Research

2017 ◽  
Vol 28 (3) ◽  
pp. 254-264 ◽  
Author(s):  
Megan Moore ◽  
Melissa L. Martinson ◽  
Paula S. Nurius ◽  
Susan P. Kemp
Keyword(s):  
Social Work ◽  
Online Survey ◽  
Early Career ◽  
Transdisciplinary Research ◽  
Faculty Experiences ◽  
Skill Sets ◽  
Early Career Faculty ◽  
Social Work Programs ◽  
Negative Impacts ◽  
Related Skill

Background: Early career faculty experiences and perspectives on transdisciplinary research are important yet understudied. Methods: Assistant professors at 50 top-ranked social work programs completed an online survey assessing perspectives on the salience of transdisciplinary training in their field, obstacles to or negative impacts of transdisciplinary training, and current environments. Content analysis and descriptive statistics were used. Results: A large majority of all participants ( N = 118) believed that transdisciplinary research is important, that greater training is needed, and that they are relatively well prepared in related skill sets. They are expected to build cross-disciplinary collaborations, yet only a small minority believed that social work researchers are nationally recognized as important collaborators, or that they are prepared to navigate tensions on research teams. Conclusions: We offer a multilevel framework of structural and training supports needed to realize transdisciplinary research in social work with relevance to other disciplines.

scholarly journals Personal Change of Social Work Students through Establishing the Relationships in Professional Practice

2015 ◽  
Vol 1 ◽  
pp. 46
Author(s):  
Ramune Bagdonaite-Stelmokiene ◽  
Vilma Zydziunaite
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Data Collection ◽  
Professional Practice ◽  
Professional Growth ◽  
Social Work Students ◽  
Self Awareness ◽  
Personal Change ◽  
Collection Method ◽  
Beliefs And Values

<p><em>The article presents the results of qualitative research carried out with</em><em> 53 social work students</em><em> in Lithuania.</em><em> The research focused on the personal change in social work students taking place during the professional practice in which students establish relationships with different participants in the practice. . The use of unstructured reflection as a data collection method enabled students to remember, think over and put their practice experiences in writing. The data were analysed by applying grounded theory </em><em>(Strauss &amp; Corbin, 1990). Findings revealed that social work students differently experience the establishment of relationships in the professional practice. These experiences lead to students’ professional growth and personal change. The findings provide an opportunity to deepen the knowledge about students’ experiences of relationships. These new experiences can promote students’ self-awareness, the change of worldviews, beliefs and values as well as adding the new trends for the analysis of goals in professional practice of social work.</em></p><p> </p>

scholarly journals Preferences and Orientations of Social Work Students towards Methods and Forms of Professional Practice

2021 ◽  
Vol 29 (1) ◽  
pp. 71-81
Author(s):  
Ginka Mehandzhiyska
Keyword(s):  
Social Work ◽  
Conceptual Model ◽  
Professional Practice ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Data ◽  
The Social ◽  
Work Education

This article presents results from research on preferences of social work students (n=60) towards particular methods and forms when practicing their profession. A conceptual model has been applied, where measurements and analysis lead to identification of two methodological orientations: micro- and macro-orientation. Based on research data conclussions are made about the profile of the students' interests for practicing the social work profession in particular areas and settings. Presented analysis concludes that social work education prepares professionals with profiles relevant to the needs of social work practice.

scholarly journals Exploring the experiences of practice teachers who are not social workers

2012 ◽  
Vol 9 (2) ◽  
pp. 33-56
Author(s):  
Chris Laycock ◽  
Laura Walker ◽  
Laura Heath
Keyword(s):  
Social Work ◽  
Focus Group ◽  
Social Workers ◽  
Social Work Students ◽  
The Social ◽  
Practice Teaching ◽  
The Uk ◽  
Work Student ◽  
And Training

Professionals without a social work qualification have been involved in the practice teaching of social work students since the days of CCETSW (the former education and training body for social work in the UK). Historically this has always happened more in the voluntary sector. With the advent of the Social Work Degree in England, the 50% increase in demand for placements in a variety of settings has seen reliance on practice teachers who are not social workers.This raises some interesting questions about how professionals who are not social workers should be trained and supported in the role of practice teacher.We will attempt to explore these questions, drawing on responses to a questionnaire sent to a range of practice teachers in a county in northern England as well as feedback obtained from a focus group drawn from respondents to the questionnaire. The participants in the research came from a range of work backgrounds in the voluntary and statutory sectors. The experiences discussed in the research, in the main, relate to the Diploma in Social Work (the former UK qualification) as the degree only started in 2003- 2004. We will refer to research participants as Practice Teachers. The key criterion for involvement was that all participants in the study had had sole responsibility for at least one social work student.

Gaps between academia and practice: Perspectives on new graduates’ readiness for social work practice in Georgia

2021 ◽  
pp. 002087282110263
Author(s):  
Inga Saitadze ◽  
Darejan Dvalishvili
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Academic Program ◽  
Field Education ◽  
Academic Programs ◽  
New Graduates ◽  
Readiness For Practice

The study explores the perspectives of social work students, faculty, and the main employer of social workers with regard to new graduates’ readiness for social work practice in Georgia. The results of focus groups and in-person interviews revealed significant gaps and tension between academic programs and professional practice contributing to students’ low levels of readiness for practice. Participants identified various concerns regarding academic program curricula, field education, and professional practice; although, reasons for new graduates’ lack of readiness for practice highlighted by the main employer and academic program faculty were conflicting and pointed need for further actions.

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