Diferencias de género en el interés por las materias de los estudiantes del grado de trabajo social en la Universidad de Almería [Gender Differences in the Social Work Students’ Interest For Subjects at The University of Almeria]

Portularia ◽  
2012 ◽  
Vol 12 (Addenda) ◽  
pp. 197-204
Author(s):  
Carmen María Salvador-Ferrer ◽  
Antonio-José Macías-Ruano ◽  
María José González-Moreno ◽  
Alexandra Ainz-Galende ◽  
Jesús Mayor-Rodríguez
Keyword(s):  
Gender Differences ◽  
Social Work ◽  
Social Work Students ◽  
The Social ◽  
Trabajo Social ◽  
The University

Estudio de correlación entre la inteligencia emocional y las habilidades de resolución de problemas de los estudiantes griegos de trabajo social

2020 ◽  
pp. 33
Author(s):  
Charis Asimopoulos ◽  
Sophia Martinaki ◽  
Aggeliki Papaioannou
Keyword(s):  
Emotional Intelligence ◽  
Social Work ◽  
Problem Solving ◽  
Social Work Students ◽  
Bachelor's Degree ◽  
Problem Solving Skills ◽  
Trabajo Social ◽  
Action Taking ◽  
Research And Education ◽  
The University

La inteligencia emocional y la resolución de problemas son de gran importancia para el trabajo social, puesto que se trata en gran parte de una profesión emocionalmente exigente y estresante, y de una disciplina científica aplicada para la resolución de problemas psicosociales. El objetivo de esta encuesta fue investigar la inteligencia emocional de los estudiantes de trabajo social en relación con sus características demográficas, las características relativas a sus estudios y sus habilidades de resolución de problemas. La muestra fue compuesta de 368 estudiantes inscritos en el programa de licenciatura de la Facultad de Trabajo Social de la Universidad de Ática Occidental en Atenas, Grecia. Para la recolección de los datos, los instrumentos principales fueron el Inventario de Resolución de Problemas (PSI) y la Escala de inteligencia Emocional Wong-Law (WLEIS). Los resultados del estudio demuestran una correlación importante entre la inteligencia emocional y la capacidad para resolver problemas. Se consideran las implicaciones para una investigación adicional y la educación de los estudiantes de trabajo social.Emotional intelligence and problem solving are of great importance for social work, as this is largely an emotionally demanding and stressful profession as well as an applied scientific field of psychosocial problem solving. The aim of this research was to investigate the emotional intelligence of social work students in relation to their demographics and study-related characteristics, and their problem-solving skills. The sample included 368 students from the bachelor’s degree programme of the Department of Social Work of the University of West Attica in Athens, Greece. The students completed both the Problem Solving Inventory (PSI) and Wong Law Emotional Intelligence Scale (WLEIS). The results show a strong correlation between emotional intelligence and problem-solving skills and suggest that emotional intelligence plays a very important role in decision making, action taking and good performance in social work. Implications for additional research and education of bachelor level social work students are discussed.

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.

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.

Un semblante de los hogares unipersonales

2015 ◽  
Author(s):  
Patricia Isabel Uribe Díaz
Keyword(s):  
Social Work ◽  
Living Alone ◽  
Work Program ◽  
Emotional Bonds ◽  
Single Person ◽  
The Social ◽  
Trabajo Social ◽  
The University ◽  
Social Work Program

RESUMENEl artículo presenta los resultados de una investigación sobre la experiencia de vivir solas y solos en hogares unipersonales, sus significados y dinámicas, realizada en el Programa de Trabajo Social de la Universidad de la Salle 2010. El texto hace un semblante de un grupo de hogares unipersonales en relación a sus responsabilidades, roles, los vínculos afectivos y ganancias de vivir solas y solos; aspectos que dan cuenta de las características y dinámicas que adquieren estos grupos de hogares.Palabras clave: Hogares unipersonales - permanencia - independencia - autonomía - responsabilidad - soledad - roles híbridos. A aparência de famílias unipessoaisRESUMOO artigo apresenta os resultados de uma investigação sobre a experiência de viver sozinho e sozinho em domicílios unipessoais, seus significados e dinâmica, realizada no Programa de Trabalho Social da Universidade de La Salle 2010. O texto faz uma aparência de um grupo de famílias única em relação às suas responsabilidades, papéis, laços emocionais e os ganhos para viver sozinho e solitário, aspectos que representam as características e dinâmicas que adquirir esses grupos de famílias.Palavras chave: Agregados familiares - permanente - autonomia, independência - responsabilidade - solidão - papéis híbridos. A semblance of one-person householdsABSTRACTThe article presents the results of an investigation into the experience of living alone and alone in single person households, their meanings and dynamics, held at the Social Work Program at the University of La Salle 2010. The text makes a semblance of a group of single households in relation to their responsibilities, roles, emotional bonds and gains to live alone and lonely, aspects that account for the characteristics and dynamics that acquire these groups of households.Key Words: Person households - permanent - independence, autonomy - responsibility - loneliness - hybrid roles

Merging information literacy and evidence-based practice for social work students

2016 ◽  
Vol 117 (3/4) ◽  
pp. 201-213 ◽  
Author(s):  
Tricia Jane Bingham ◽  
Josie Wirjapranata ◽  
Shirley-Ann Chinnery
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Work Students ◽  
Evidence Based ◽  
Constructivist Teaching ◽  
Research Practice ◽  
Content Type ◽  
The Social ◽  
The University ◽  
Solution Focused

Purpose – This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and related IL skills to a third-year social work cohort preparing for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential, as using evidence in practice is considered to be a fundamental professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work, with the research–practice gap well recognised in the social work literature. EBP offers students a clearly defined, systematic research framework imminently suited to the novice learner which emphasises the importance of research for practice. Research skills, in particular IL and the ability to find, evaluate and apply information, are essential to the development of effective EBP. Apart from the practical skills of being able to find evidence, critical thinking and reflective skills are key skills also inherent to IL processes and practice, and mastery of the evidence-based approach is impossible without mastery of these key IL competencies. Taking a solution-focused frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific EBP and IL teaching practices, challenges and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and IL skills to social work students at The University of Auckland. Design/methodology/approach – A solution-focused frame is theoretically underpinned by a constructivist teaching philosophy. Findings – This paper offers insights derived from seven years of teaching EBP and IL skills to social work students and investigates specific teaching challenges and details the remedies applied. Research limitations/implications – As a case study, this article deals with one instance of EBP and IL teaching. Focusing specifically on EBP in the social sciences, this may not be relevant for other disciplines. Practical implications – This paper offers insights into methods for merging EBP and IL skills teaching in the social sciences, providing practical examples of activities which can be used in teaching, underpinned by relevant theory. Social implications – To be effective practitioners, social workers must understand the importance of research to practice, in particular how this can improve their professional knowledge and practice. Forging the research–practice connection aids the development of competent practitioners and enhances the well-being of social work clients. Originality/value – The authors outline constructivist–connectivist learning activities that can be used to advance students’ IL skills, develop research capacity and enhance the importance of the research-practice connection in social work practice. While much research has been done on EBP and IL connections in the medical and nursing literature, there is limited literature discussing EBP and IL integration in social work.

scholarly journals Integrating Social Work Into Interprofessional Education

2020 ◽  
Vol 20 (2) ◽  
pp. 454-472
Author(s):  
Keith Adamson ◽  
Rachelle Ashcroft ◽  
Sylvia Langlois ◽  
Dean Lising
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Social Work Students ◽  
Social Work Faculty ◽  
University Of Toronto ◽  
Healthcare Settings ◽  
The Social ◽  
Professional Leadership ◽  
The University

The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving student involvement in IPE; and e) Strengthening social work professional leadership for IPE.

scholarly journals Aprendizaje basado en problemas sociales desde una perspectiva interdisciplinar: dilemas éticos de la intervención social

2015 ◽  
Vol 5 (9) ◽  
pp. 90-110
Author(s):  
Luis Miguel Rondón-García
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Learning Experience ◽  
Problem Situations ◽  
Scientific Knowledge Production ◽  
The Social ◽  
Innovación Educativa ◽  
Innovative Learning ◽  
Trabajo Social ◽  
The University

El presente artículo está inspirado en un proyecto de innovación educativa desarrollado en la Universidad de Málaga durante el período 2013-2015. Conforme a las exigencias del Espacio Europeo de Educación Superior, relativas a la adquisición de competencias sistémicas, instrumentales e interpersonales, se propone una experiencia didáctica innovadora, inspirada en la necesidad de retroalimentación de las ciencias sociales y en la socialización del saber, desde la perspectiva de un curriculum común. Su finalidad principal se orienta a garantizar  unos resultados de aprendizaje óptimos en los grados de Trabajo Social, en disciplinas sociales relacionadas, desde una epistemología común creativa y el pensamiento lateral. Los resultados obtenidos han posibilitado la producción de unos materiales didácticos, consistentes en el planteamiento de situaciones problema procedentes de la práctica social. Esta información ha sido proporcionada por los profesionales que intervienen de forma empírica en la práctica, para generar recursos educativos, herramientas pedagógicas y sociales que aproximan la producción de conocimiento científico. Los casos sociales son analizados desde todas las perspectivas disciplinares o ciencias sociales relacionadas con el Trabajo Social y difundidos  para el uso docente, profesional y académico desde la perspectiva del saber nomotético. This article is inspired by an innovative educational project developed at the University of Malaga during 2013-2015. Complies with the requirements of the European Higher Education Area, concerning the acquisition of systemic, instrumental and interpersonal skills, an innovative learning experience, inspired by the need for feedback from the social sciences and socialization of knowledge, is proposed from the perspective of the common curriculum. Its main purpose is aimed at ensuring optimum results about learning in Social Work degree in related social disciplines, from a common and creative epistemology. The results have enabled the production of a didactic approach consisting of problem situations, the partner from practice materials. This information has been provided by the professionals involved empirically in practice, in order to generate educational resources, educational and social to scientific knowledge production tools. Welfare cases have been analyzed from all disciplinary perspectives or social sciences related to social work and disseminated for faculty, professional and academic use.

scholarly journals How well does the preparation for practice delivered at the university prepare the student for their first practice learning opportunity in the Social Work Degree?

2012 ◽  
Vol 6 (3) ◽  
pp. 62-81
Author(s):  
Christine Walton
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Essential Elements ◽  
Structured Interviews ◽  
Learning Opportunity ◽  
North East ◽  
Starting Point ◽  
The Social ◽  
Framework Approach ◽  
The University

This paper sets out to consider the requirement that social work students studying for the Degree in Social Work should be prepared for and assessed as ready and fit to practice before undertaking their first practice learning opportunity. The purpose of the study is to examine the essential elements of good preparation and to evaluate how well the teaching and assessment has prepared students in the South Yorkshire and North East Midland partnership from the perspective of their practice assessors.This qualitative study involved two key stages. Firstly, a focus group eliciting views from practice assessors on what the purpose and content of preparation for practice should be. Secondly, semi-structured interviews with practice assessors considering how well prepared for practice the first group of Social Work Degree students had been. Interviews were transcribed and data analysed using a ‘framework’ approach. Three major themes emerged, the communication of information on the preparation between student and practice assessor, the ability of students to relate their previous learning to practice and the understanding students demonstrated of the social work task and role.All practice assessors were positive about the benefits that preparation at the universities could have for practice but the majority of students did not share information on their preparation with their practice assessor. From this project it has been possible to make recommendations concerning the content of preparation but most importantly the importance of requiring that information on the content and learning in preparation should be shared by students with their practice assessor as the starting point for making direct links into their first practice learning opportunity.

La comprensión de los conflictos de interpretación en la práctica del perito social forense

2014 ◽  
pp. 123
Author(s):  
Iván Cisternas Villacura
Keyword(s):  
Social Work ◽  
Legal System ◽  
Social Role ◽  
Work Practice ◽  
Social Work Practice ◽  
Work Conflict ◽  
Palabras Clave ◽  
The Social ◽  
Forensic Expert ◽  
Trabajo Social

  RESUMEN El presente artículo es una reflexión sobre la práctica del trabajo social en el rol de perito social forense dentro del sistema de administración de justicia, donde su labor se funda en mediar entre la realidad del periciado –sujeto del que se debe dar cuenta en una investigación judicial– y quien requiere de los antecedentes necesarios para que el “Juez” dicte sentencia, lo que habitualmente genera un “conflicto de interpretaciones”. En tal sentido, es relevante discutir las dificultades que deben enfrentar las y los trabajadores sociales, en cuanto a la comprensión de una realidad cada vez más compleja, y al conflicto que se genera entre las interpretaciones de los mundos de vida de las personas y los requerimientos del sistema judicial chileno. Palabras clave: Pericia judicial social forense - Trabajo Social Pericial - Conflicto de interpretaciones. A compreensão dos conflitos de interpretação na prática do perito social forense RESUMO O presente artigo é uma reflexão sobe a prática do trabalho social no rol de perito social forense dentro do sistema de administração de justiça; onde seu labor funda-se em mediar entre a realidade do periciado – pessoa de quem se deve dar conta numa investigação judicial – e quem precisa dos antecedentes necessários para que o “Juiz” determine sentencia o que habitualmente, gera um “conflito de interpretações”. Neste sentido, é relevante discutir as dificuldades que devem enfrentar as e os trabalhadores sociais, em quanto á compreensão de uma realidade cada vez mais complexa, e ao conflito que se gera entre as interpretações dos mundos de vida das pessoas e aos requerimentos do sistema judicial chileno. Palavras chave: Pericia judicial social forense - Trabalho Socia Pericial - Conflito das interpretações. Understanding the conflicts of interpretation in the social forensic expert practice ABSTRACT This article is a reflection on social work practice in the social role forensic expert plays in the legal system, where their job is based on mediating between ‘periciado’ – individual who is being charged during a trial at the court and requires the necessary case background for the ‘Judge’ to deliver judgment, which usually generates a “conflict of interpretations”. In this view, it is relevant to discuss the difficulties faced by social workers, in terms of understanding an increasingly complex reality, and the conflict that emerges among the interpretations of the life of people and Chilean legal system requirements. Keywords: Forensic Social Legal Expertise - Forensic Social Work – Conflict of interpretations

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