scholarly journals Learning ‘at work’ during social work education:

2012 ◽  
Vol 6 (2) ◽  
pp. 6-23
Author(s):  
Anette Bolin
Keyword(s):  
Social Work ◽  
Situated Learning ◽  
Critical Incident ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Learning At Work ◽  
The Social ◽  
Reflective Approach ◽  
Work Education ◽  
The University

The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.

scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

scholarly journals What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?

2018 ◽  
Vol 15 (1) ◽  
pp. 39-62
Author(s):  
Claire Bates
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Structured Interviews ◽  
Education Practice ◽  
The Uk ◽  
Work Education ◽  
The Voice ◽  
Practice Education

Abstract: Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practicing independently as ‘off site’, to establish what influences practice educators when determining appropriate learning opportunities for social work students on their final placement. Findings indicated that practice educators draw on a variety of influences to determine appropriate learning opportunities for final year social work students, not relying on a single tool or mechanism. The research was undertaken in order to hear the voice of Practice educators and develop a better understanding of the process of supervising students on placement and to work towards enhancing future practice.Keywords: practice education; practice educator; social work education; placements; pcf; learning opportunities

scholarly journals Achieving HBSE Competencies through Service-learning

10.18060/1174 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Sarah E. Twill ◽  
Kathy Elpers ◽  
Kathy Lay
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Environment ◽  
Learning Opportunities ◽  
Social Work Educators ◽  
Pedagogical Strategy ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education ◽  
Service Learning Pedagogy

Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

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 An Empirical Approach to Study Smartphones’ Usage in Academic Performance of University Students

2020 ◽  
Vol 3 (2) ◽  
pp. 279-286
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Syeda Mahnaz Hassan ◽  
Muhammad Alam
Keyword(s):  
Academic Performance ◽  
Social Work ◽  
Negative Impact ◽  
Social Work Students ◽  
Sampling Technique ◽  
Academic Life ◽  
Academic Learning ◽  
Advantages And Disadvantages ◽  
The Social ◽  
The University

The purpose of this study was to find out the advantages and disadvantages of smartphone usage in the academic life of Social Work students at the University of the Punjab, Lahore. The quantitative research methodology was adopted in this study. The survey of Social Work students from the university was done by employing purposive sampling technique. Students having smartphones were part of this study. A structured questionnaire was used to collect the data from 203 Social Work students of the University of the Punjab. The SPSS was used to analyze the data among the smartphone users. The Social Work students used smartphones not primarily for academic purposes but for social activities. It also operated as a learning aid, which was absolutely essential to students which made them capable to find quick information and got their time saved. Smartphones were also seen more as a distraction in the classroom rather than learning aid as smartphone produce distraction in the classroom and this distraction diverted students’ attention in the class. Students multitasking and non-academic usage of smartphone produced negative impact on students’ learning and resultantly lower their academic performance. Smartphone usage seemed great if smartphone is capitalized to achieve the benefits associated with its use; resultantly the Social Work students can possibly enhance their academic learning that may lead them to success in their academic life.

Valuing experience in a baccalaureate social work class on human behavior

2015 ◽  
Vol 13 (1) ◽  
pp. 76-85
Author(s):  
Trevor G. Gates
Keyword(s):  
Social Work ◽  
Adult Learning ◽  
Experiential Learning ◽  
Human Behavior ◽  
Learning Theory ◽  
Social Work Education ◽  
Social Problems ◽  
Social Work Students ◽  
The Social ◽  
Work Education

Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.

The Use of IT in Study Program Social Work

2015 ◽  
Vol 4 ◽  
Author(s):  
Edmundas Vaitiekus ◽  
Lidija Kondrašovienė
Keyword(s):  
Information Technology ◽  
Social Work ◽  
Virtual Environments ◽  
Learning Opportunities ◽  
Modern World ◽  
Study Program ◽  
The Social ◽  
Study Process ◽  
Work Education

The information technology is important factor for development of the economy branch in the modern world. This factor is important in the social work education too.  In the study process active use of IT helps to improve the quality of studies, saves the time of students and teachers, and provides more possibilities to compete in the labour market. In the presentation the communication by IT tools, the teacher and the student's common work in virtual environments, distance learning opportunities are presented.

IMPACTS OF SARS CRISIS ON SOCIAL WORK STUDENTS — REFLECTION ON SOCIAL WORK EDUCATION

2004 ◽  
Vol 38 (01n02) ◽  
pp. 93-108
Author(s):  
CHING-MAN LAM ◽  
HUNG WONG ◽  
TSE-FONG TERRY LEUNG
Keyword(s):  
Social Work ◽  
Undergraduate Students ◽  
Social Work Education ◽  
Qualitative Method ◽  
Social Work Students ◽  
Chinese University ◽  
Direct Exposure ◽  
The Social ◽  
Work Education ◽  
The Relationship

The impacts of Severe Acute Respiratory Syndrome (SARS) on the social work students were examined using a combined quantitative and qualitative method. A survey was conducted with 114 social work undergraduate students at The Chinese University of Hong Kong to assess their perception of the impacts of SARS on them at personal and professional level. Four focus groups had been conducted to examine the social work students' interpretation and their reflection of their experience. Results show that the SARS crisis has positive impacts on social work students. The findings indicate that students with direct exposure to SARS perceived themselves as becoming more appreciative in attitude and have greater involvement and devotion to the social work profession. Moreover, the result shows that three variables — recognition of risk, commitment and devotion, and professional reflection are positively correlated. The findings articulate the relationship between experience (risk), profession reflection and meaning generation (commitment and devotion). The findings of this study provide us with insights to rethink on our social work education.

scholarly journals Civic Professionalism: Using Service Learning to Educate Social Work Students as Citizens

10.18060/1315 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Tracey Kathleen Burke
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Civic Education ◽  
Social Work Students ◽  
Community Partnership ◽  
Civic Learning ◽  
Work Education ◽  
The University ◽  
Civic Professionalism ◽  
Schools Of Social Work

Schools of social work have put considerable energy into civic engagement and community partnership. Despite the attention paid to the civic mission of the university and/or of the profession, however, very little attention has been paid to the civic education of social work students. It will be argued here that social work education must include discussions about citizenship and democracy, about participating in our communities apart from our work. Service learning, with its emphasis on civic learning and a complementary focus on social justice, provides both a lens and a pedagogy for accomplishing this.

scholarly journals An educational intervention focused on teaching Qualified Empathy to social work students in Finland

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eija Raatikainen ◽  
Leigh Anne Rauhala ◽  
Seija Mäenpää
Keyword(s):  
Social Work ◽  
Social Services ◽  
Educational Intervention ◽  
Research Question ◽  
Social Work Students ◽  
Emotional Reaction ◽  
Content Type ◽  
The Social ◽  
Work Education

PurposeThe main goal of the one semester long intervention for first-year Bachelor of Social Services students was to enable them to increase their awareness of a variety of cultures and practices encountered in social pedagogical work and to support the development of their ability to interact empathically with clients.Design/methodology/approachThe aim of this article is to describe an educational intervention focused on teaching Qualified Empathic skills to social work students in higher education at Metropolia University of Applied Sciences in Finland. We introduce the concept of Qualified Empathy to describe professional empathic working skills and define it as: Qualified Empathy requires compassion for empathic action and it includes the ability for professional self-reflection, emotional skills and a healthy set of boundaries. Qualified Empathy encompasses the ability to tell the difference between sympathy and empathy, as it includes the capacity to use compassion to act in an empathic way in professional contexts (Raatikainen et al., 2017). The study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise?FindingsThe results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.Research limitations/implicationsIn this study, as in all studies, some limitations need to be taken into account. One limitation of this study is the size and “nature of data”. Secondly, challenges with the concept of Qualified Empathy need to be addressed and more research is needed to define it more concretely. Even so, as it is a new concept, we need more discussion on the differences in the definition of empathy and Qualified Empathy. However, this study offers one new perspective for discussion which is the need for empathy training, in social work education practices and in the field. An important ethical aspect of research emphasizes that its implementation must not be to the detriment of the people being researched (Juuti and Puusa, 2020, pp. 168).Practical implicationsOur findings demonstrate that educational interventions can improve students' empathy skills to more qualified skills. We emphasized that maintaining the skill demands continuous reflection as a lifelong process. This article provides an overview of an educational intervention to improve students' Qualified Empathy skills and suggests a definition for educators to frame the teaching of professional empathy or empathy in a professional context – especially in the social work context. Furthermore, with this educational intervention in social work, we offer a way to support the students to – not only – have a more professional approach to empathy but also to find a way to establish a more emotionally sustainable environment for professionals in social services. It is essential for social work education to focus on the growth of Qualified Empathy in students through supervision and guidance which supports their professional competence. By doing so, we contribute to the development of more sustainable working environments in the social work context.Social implicationsProfessional empathy is seen as an important factor in building a socially sustainable society from the perspectives of employees, clients and patients. We noticed that it is important to allow time and space for the learners to internalize the concept of Qualified Empathy. When we allow for this, students begin to recognize and assign more value to it and, as we suggest, they become more adept in their interactions and work with clients.Originality/valueThe study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise? The results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.

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