Transgender-Competence in Social Work Education: The Relationship of School Contexts to Student Affirmation of Gender Expansive People

2020 ◽  
pp. 1-19
Author(s):  
David McCarty-Caplan
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
School Contexts ◽  
Work Education ◽  
Relationship Of ◽  
The Relationship

Faith, Resilience and Practice: The Relationship as the Medium for Connected Teaching

2021 ◽  
Vol 48 (1) ◽  
pp. 106-110
Author(s):  
Shelita Lynn Jackson
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Ample Opportunity ◽  
Faith Integration ◽  
Work Education ◽  
The Relationship

The intersection of social work and Christianity presents ample opportunity for relational teaching and learning. The author explores the relationship as the prime medium for faith integration, motivator for fostering resilience in self and others, and the source for authentic connection in social work education and practice.

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.

Relationship between social education professionals with different levels of education working in institutions for persons with disabilities

2020 ◽  
pp. 146801732097993
Author(s):  
Alida Gulfi ◽  
Valérie Perriard
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Division Of Labour ◽  
Social Education ◽  
Persons With Disabilities ◽  
Education Professionals ◽  
Educational Assistants ◽  
Work Education ◽  
The Relationship ◽  
Different Levels

Context Over the past 20 years, the Swiss social work education system has undergone profound transformations, including a multiplication of education levels. In the field of social education, there are now three different levels of diplomas: socio-educational assistant with a Federal Diploma of Vocational Education and Training (SEA), social educator with an Advanced Federal Diploma of Higher Education (SEH) and social educator with a Bachelor’s degree (SEU). This article investigates the relationship between social education professionals with different levels of diplomas working in institutions for persons with disabilities in French-speaking Switzerland. Fourty-six semi-structured interviews were conducted with employers and professionals regarding the recruitment practices, the division of labour and the collaboration among professionals. Findings Our study highlighted a balanced distribution between SEA socio-educational assistants, SEH social educators and SEU social educators within institutions. Two modalities of division of labour were also observed: ‘assimilation’ that makes no differences at a formal level between social education professionals and ‘differentiation’ that involves a distinction between SEA socio-educational assistants and SEH/SEU social educators. Finally, participants underlined a good collaboration between these professionals. Applications Both assimilation and differentiation revealed at first sight a divergence between the introduction of three levels in the Swiss social work education system and the reality of the division of labour and the collaboration between SEA socio-educational assistants, SEH social educators and SEU social educators in institutions for persons with disabilities. Considering the recent reforms of social work education as well as the economic and political uncertainties surrounding social institutions in the field of disability, further research is required to examine how the relationship between the three professional profiles evolves.

scholarly journals Theory for the Public Good? Social Capital Theory in Social Work Education

10.18060/141 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 196-207 ◽  
Author(s):  
MaryAnn Overcamp-Martini
Keyword(s):  
Social Capital ◽  
Social Work ◽  
Social Work Education ◽  
Social Capital Theory ◽  
Theoretical Frameworks ◽  
Capital Theory ◽  
The Public ◽  
History Of ◽  
Work Education ◽  
The Relationship

As a concept, social capital is both relatively recent and highly controversial. This analysis overviews the history of social capital theory and the three main theoretical frameworks related to the concept. The components of social capital are discussed, as well as the controversy over its conceptualization. A review of recent studies is provided, particularly in the relationship between social capital and mental health. The article concludes with a discussion regarding the heuristic usefulness of social capital theory in the human behavior and social environment sequence in social work education, opening discourse in civic engagement and participation, collectivity, and the value of social networking.

scholarly journals White, like who? Temporality, contextuality and anti-racist social work education and practice

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Catherine Phillips
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Critical Understanding ◽  
Work Education ◽  
The Relationship

The last two decades have produced a variety of theoretical positions on race and power. This article presents an analysis of ‘identity’ in terms of how it has been conceptualized within the development of anti-racist social work education during this period. In doing such an analysis, I press for a more nuanced theorization of the relationship between race and identity, and argue that in order for anti-racist teaching to be meaningful and effective, conceptualizations of race must be temporal and contextual. I conclude by offering some questions for engaging with students in the development of a more critical understanding of identity. 

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