scholarly journals Intercultural Experiences Prior to the Educational Program: Occupational Therapy and Social Work Students

2020 ◽  
Author(s):  
Sylvie Tétreault ◽  
Carine Bétrisey ◽  
Camille Brisset ◽  
Alida Gulfi ◽  
Martine Schaer ◽  
...  
Keyword(s):  
Social Work ◽  
Occupational Therapy ◽  
Health Beliefs ◽  
Intercultural Competence ◽  
Social Work Students ◽  
Structured Interviews ◽  
First Year Students ◽  
French Speaking ◽  
Professional Contexts ◽  
Intercultural Experiences

In the health and social professions, including occupational therapy and social work, interactions and exchanges with people are essential. Populations encountered by professionals in these fields are becoming increasingly diverse in terms of age, origin, language, health status, and socio-economic background. Sometimes, professionals can have potential misinterpretations regarding intentions and actions, health beliefs and practices, or verbal and non-verbal communication. To overcome obstacles related to practice in a context of diversity, universities must develop students’ intercultural competence. Scientific literature stresses the importance of encountering diversity to improve awareness and sensitivity and to bring attention to biases and prejudices. Considering students’ intercultural experiences before their formation could be a basis to achieve this educational goal. The present study aims to document this topic. Semi-structured interviews with 51 first-year students from two educational institutions in French-speaking Switzerland were conducted to capture the participants’ descriptions of these experiences in private or professional contexts. The interviews were transcribed and submitted to a thematic analysis approach. A thematic map was generated and three main themes emerged: (1) perception of diversity; (2) communication challenges; and (3) transformation of attitudes toward the “Other.” They are described and discussed in terms of developing intercultural competence. Recommendations regarding intercultural education emerge from these findings.

Everyday sexuality in social work field placement

2020 ◽  
pp. 002087282090156
Author(s):  
Maya Lavie-Ajayi
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Emotional Reactions ◽  
Service Users ◽  
Theoretical Discussion ◽  
Structured Interviews ◽  
Field Placement ◽  
Research Attention ◽  
Field Placements ◽  
Work Settings

Little research attention has been given to exploring manifestations of sexuality in social work field placement. Based on a thematic analysis of 17 semi-structured interviews with Israeli social work students, this study gives empirical depth to our understanding of the ways in which sexuality, as a concept, emerges in interactions between social work students on field placements and service users. The analysis identified seven issues and four emotional reactions that commonly manifested in these discussions and encounters. The findings expand the existing theoretical discussion regarding the notion of ‘everyday sexuality’ in social work settings.

scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

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 Professional Socialization and Attitudes Towards Interprofessional Collaboration Among Graduate Social Work and Health Professions Students

2017 ◽  
Vol 17 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Allison West ◽  
Shari Miller ◽  
Judith Leitch
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Online Survey ◽  
Professional Socialization ◽  
Interprofessional Collaboration ◽  
Social Work Students ◽  
First Year Students ◽  
Social Work Educators ◽  
Perceptions And Attitudes ◽  
Implicit Curriculum

Although there is an aggressive push towards interprofessional collaboration in higher education as well as in practice, the traditional culture and organization of higher education, as well as the need for and history of disciplinary distinction, may impede these efforts. Using an online survey, this study explored the relationship between professional socialization of 157 graduate students in four disciplines and their perceptions and attitudes about interprofessional collaboration. Results indicate that first year students had more positive perceptions and attitudes about interprofessional collaboration than more advanced students. Furthermore, social work students perceived themselves as having lower prestige than graduate-level nursing, pharmacy, and medical students. These findings suggest that, unless managed strategically, professional socialization may diminish positive perceptions and attitudes towards interprofessional collaboration. Thus, social work educators should pay careful attention to the role of professional socialization and how it is manifest in both the explicit and implicit curriculum.

scholarly journals THE USE AND VALUE OF A CHILD ASSESSMENT TOOL (CAT) IN SOCIAL WORK CHILD ASSESSMENTS

2021 ◽  
Vol 57 (4) ◽  
pp. 443-454
Author(s):  
Andiswa Mlotshwa ◽  
Maud Mthembu
Keyword(s):  
Social Work ◽  
Assessment Tool ◽  
Social Work Students ◽  
Child Assessment ◽  
Structured Interviews ◽  
Child Participation ◽  
Fourth Level ◽  
Child Friendly ◽  
Child Assessments ◽  
Method Approach

The integration of child-friendly tools during child counselling facilitates effective communication and child participation. However, the use of child-friendly tools in generalist child counselling remains sparse. This paper presents social work students’ perceptions of using a child assessment tool (CAT). While the study adopted a mixed-method approach, this paper reports the findings drawn from the study's qualitative findings. Data collection included individual semi-structured interviews with purposively sampled fourth-level student social workers. The results indicated that using the CAT created a child-friendly environment that facilitated effective child communication and participation during assessments. Using the CAT addresses barriers to child participation during child assessment.

Effectiveness of Youth Mental Health First Aid USA for Social Work Students

2017 ◽  
Vol 29 (3) ◽  
pp. 291-302 ◽  
Author(s):  
Theda Rose ◽  
Judith Leitch ◽  
Kathryn S. Collins ◽  
Jodi J. Frey ◽  
Philip J. Osteen
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Health Beliefs ◽  
Mental Health Problems ◽  
Intervention Group ◽  
Social Work Students ◽  
Youth Mental Health ◽  
First Aid ◽  
Mental Health First Aid ◽  
Self Confidence

Purpose: Adolescent mental health is a public health priority. Considered an early intervention approach, Youth Mental Health First Aid (YMHFA) trains adults to provide initial assistance to adolescents experiencing a mental health problem or crisis. This study evaluated the effectiveness of the U.S. version of YMHFA (YMHFA-USA) among graduate social work students. Method: A quasi-experimental design ( N = 73; intervention, n = 39; comparison, n = 34), using the Mental Health Beliefs and Literacy Scale, assessed the effectiveness of YMHFA-USA. Outcomes were measured at pretest, posttest, and 5 months in the intervention group. Differences between groups were compared at 5 months. Results: Statistically significant improvements in attitudes, beliefs, self-confidence, and knowledge were observed among intervention group students. At 5 months, these students had significantly better attitudes and greater knowledge and self-confidence than the comparison group. Conclusion: Results indicate YMHFA-USA may improve factors related to master’s level social work students’ abilities to engage with youth experiencing mental health problems.

Teaching Dynamic Psychiatry to Social Work Students

1976 ◽  
Vol 57 (4) ◽  
pp. 265-271
Author(s):  
Stephen K. Firestein
Keyword(s):  
Genetic Counseling ◽  
Social Work ◽  
Occupational Therapy ◽  
Social Work Students ◽  
Schools Of Nursing

A method tested for more than a decade in schools of nursing, medicine, dentistry, occupational therapy, and genetic counseling is described

Microaggression, Macroaggression, or Mistake? Exploring BSW Students’ Perspectives

2020 ◽  
Vol 25 (1) ◽  
pp. 197-219
Author(s):  
Ashley Davis ◽  
Rebecca G. Mirick
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Real Life ◽  
Social Work Students ◽  
Power Dynamics ◽  
Structured Interviews ◽  
Diverse Backgrounds ◽  
Recent Graduates ◽  
Work Education ◽  
Taking Action

Social work students from marginalized backgrounds commonly experience microaggressions in social work education. This qualitative study explored how BSW students and recent graduates from diverse backgrounds perceived microaggressions in social work classrooms. Through semi-structured interviews, participants (N=20) responded to five vignettes of microaggressions based on real-life examples. They shared their perception of whether each example was a microaggression and why, as well as their expectation for how an instructor should address these incidents. A thematic analysis was carried out with the transcribed interviews. Although participants felt prepared to identify microaggression, there was disagreement about whether each vignette was an example of a microaggression. Four themes arose in their criteria: intention, marginalization, stereotyping, and power dynamics. Three themes arose in their expectations for faculty responses: taking action, repairing the relationship, and preventing future microaggressions. Implications for social work education are discussed.

scholarly journals The prevalence of substance use among first-year students at the University of Mostar, Bosnia and Herzegovina

2020 ◽  
Vol 4 (1) ◽  
pp. 83-94
Author(s):  
Maja Nižić ◽  
Tanja Penava ◽  
Ines Perić
Keyword(s):  
Social Sciences ◽  
Substance Use ◽  
Social Work ◽  
Bosnia And Herzegovina ◽  
Social Work Students ◽  
Demographic Characteristics ◽  
First Year ◽  
First Year Students ◽  
Social Work Faculty ◽  
The University

The aim of this paper is to examine the prevalence of substance use among fi rst-year stu-dents at the University of Mostar, Bosnia and Herzegovina, and to determine differences with regard to the socio-demographic characteristics of the participants. The study was conducted in June 2012 by teaching assistants at the Department of Social Work, Faculty of Humanities and Social Sciences, University of Mostar, in collaboration with social work students who were previously trained to conduct the research. The study included 420 participants from six faculties. The research is designed to determine which substances are most frequently used among fi rst-year students and to determine whether there are differences in the frequency of alcohol consumption, smoking and drug use among students with regard to their socio-de-mographic characteristics. The results show that the most frequently used substance among students is alcohol; cigarettes are in second place and marijuana (as the only drug with si-gnifi cant frequency of consumption) in third. Some socio-demographic characteristics have proven to be signifi cant in the frequency of substance use.

Sign in / Sign up

Export Citation Format

Share Document