scholarly journals The Integration of Disability Content into Social Work Education: An Examination of Infused and Dedicated Models

10.18060/2131 ◽  
2012 ◽  
Vol 13 (3) ◽  
pp. 633-647 ◽  
Author(s):  
Kristen Faye Bean ◽  
Taylor E. Krcek
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Social Work Education ◽  
People With Disabilities ◽  
Accreditation Standards ◽  
Work Education ◽  
Schools Of Social Work

Disability content has been slowly integrated into social work curricula despite the large proportion of social workers supporting people with disabilities and its requirement in social work education by the Council on Social Work Education Educational Policy and Accreditation Standards. Schools of social work offer disability content to their students in three ways: infused, dedicated (specialization), or a combination of both. A content analysis of 1620 course titles and descriptions from the top schools of social work was conducted to assess the integration of disability content into social work curricula. Eighty percent of the schools included disability content in their curriculum. Disability content was more likely to be integrated using the infused rather than the dedicated model.

Baccalaureate Social Work Education and Courses on Aging: The Disconnect

2006 ◽  
Vol 12 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Dara P. Bergel
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Social Work Students ◽  
The Elderly ◽  
Accreditation Standards ◽  
Gerontological Social Work ◽  
Work Education

In the year 2020, at least 60,000 to 70,000 social workers will be needed to work with the elderly. However, insufficient numbers of social work students are choosing to participate in the field of aging. This article discusses reasons, barriers, and the importance of increasing gerontological interest in BSW students. It provides curriculum-enhancing suggestions to expand student and faculty interest in aging education and the gerontological social work profession in the context of the Council on Social Work Educational (CSWE) Policy and Accreditation Standards (EPAS).

Students' Understanding of Bullying: Implications for Social Work Education and Practice

2019 ◽  
Vol 24 (1) ◽  
pp. 105-122
Author(s):  
Anne Williford ◽  
Kathryn J. Depaolis
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Self Efficacy ◽  
Intervention Strategies ◽  
Adverse Experience ◽  
Traumatic Experiences ◽  
General Knowledge ◽  
Work Education ◽  
Schools Of Social Work

Social workers are expected to address a range of adverse and traumatic experiences among youths. One common, adverse experience is exposure to bullying. However, the degree to which schools of social work address bullying and thus prepare students to effectively intervene has yet to be investigated. Using a sample of 146 BSW students, the purpose of the present study was to describe students' exposure to content specific to traditional and cyberbullying and their general knowledge and perceptions of these issues and to explore students' reported self-efficacy to intervene and their preparedness to address bullying in their practice with youths and their families. Results revealed several notable trends. Overall, students reported little exposure to bullying-related content and only moderate levels of self-efficacy and preparedness to intervene. Implications for baccalaureate social work education are discussed in the context of enhancing bullying-related content, including exposure to efficacious prevention and intervention strategies.

Establishing international cooperation in social work education

2008 ◽  
Vol 51 (6) ◽  
pp. 790-812 ◽  
Author(s):  
Anette Kniephoff-Knebel ◽  
Friedrich W. Seibel
Keyword(s):  
Social Work ◽  
Social Workers ◽  
International Cooperation ◽  
Social Work Education ◽  
International Association ◽  
Early Stages ◽  
Travail Social ◽  
Trabajo Social ◽  
Work Education ◽  
Schools Of Social Work

English This article draws on records from the period to illustrate some of the themes and concerns of social workers present at international welfare conferences from 1928. In doing so it identifies some of the significant actors engaged in the early stages of establishing an international association for schools of social work. French Cet article tire les enseignements de la période pour illustrer certains des thèmes et préoccupations des travailleurs sociaux présents aux conférences internationales de travail social et de sécurité sociale depuis 1928. Ce faisant il identifie quelques acteurs significatifs engagés dès les premiers instants dans l'établissement d'une association internationale des écoles de travail social. Spanish Este ensayo analiza los registros del período para ilustrar algunos de los temas y preocupaciones de los trabajadores sociales que asistieron a conferencias internacionales de bienestar social desde 1928. Esto permite identificar a algunos de los actores más significativos que participaron en las primeras fases del establecimiento de una asociación internacional de escuelas de trabajo social.

scholarly journals The 2001 Educational Policy and Accreditation Standards: The Value of Research Revisited

10.18060/12 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 119-127 ◽  
Author(s):  
Barry R. Cournoyer ◽  
Margaret E. Adamek
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Accreditation Standards ◽  
Work Education

Although doctoral programs in social work are not accredited by the Council on Social Work Education nor subject to the Educational Policy and Accreditation Standards (EPAS, 2001), DSW and Ph.D. programs are affected by the nature and quality of baccalaureate and masters’ socia lwork education. In this article, the authors discuss the implications of the 2001 EPAS as they relate to BSW and MSW graduates’ motivation and preparation for doctoral education.

scholarly journals The 2001 Educational Policy and Accreditation Standards: Implications for MSW Programs

10.18060/11 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Marion Wagner ◽  
Paul Newcomb ◽  
Robert Weiler
Keyword(s):  
United States ◽  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
Educational Experiences ◽  
The United States ◽  
Educational Programs ◽  
Accreditation Standards ◽  
Work Education

The 2001 Educational Policy and Accreditation Standards (EPAS) establish guidelines for baccalaureate and masters’ level social work education throughout the United States. In this article, the authors discuss implications of the EPAS for masters’ level social work educational programs. They focus especially upon the opportunities afforded programs to introduce innovative educational experiences

scholarly journals The 2001 Educational Policy and Accreditation Standards: Issues and Opportunities for BSW Education

10.18060/10 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 104-112
Author(s):  
Irene Queiro-Tajalli ◽  
Katharine Byers ◽  
Edward Fitzgerald
Keyword(s):  
United States ◽  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
The United States ◽  
Educational Policies ◽  
Curriculum Content ◽  
Accreditation Standards ◽  
Bachelor Of Social Work ◽  
Work Education

The Educational Policy and Accreditation Standards (EPAS) combines social work educational policies and accreditation standards within a single document. The EPAS establishes guidelines for baccalaureate and masters’ level social work education throughout the United States. In this article, the authors discuss the implications of the EPAS for Bachelor of Social Work (BSW) programs. They focus especially upon those aspects of the EPAS that relate to foundation-level program objectives and curriculum content.

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

The changing contexts for international social work education

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Development ◽  
Social Work Education ◽  
International Association ◽  
International Social Work Education ◽  
Alice Salomon ◽  
The Cold War ◽  
Work Education ◽  
Schools Of Social Work ◽  
Establishment Phase

This chapter identifies three phases of internationalization in social work education. It documents foundation dates of social work courses in a representative range of countries. The foundation phase from the 1920s to 1945 brought together early social work schools in a committee under the leadership of Alice Salomon, the German feminist and social worker. From 1945 to 2000, the establishment phase achieved the adoption of social work education virtually universally, with Katherine Kendall playing an important executive role promoting coordination through the International Association of Schools of Social Work. The end of the Cold War in the 1990s led to the consolidation of the policy and social development work in these earlier phases into an issues-based phase when the Association sought to develop influence on global policy issues of social justice, social conflict and social development. Debates about the nature of international or global social work are explored.

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