Policy-practice in social work and social work education in Israel

2000 ◽  
Vol 19 (5) ◽  
pp. 485-499 ◽  
Author(s):  
John Gal ◽  
Idit Weiss
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Policy Practice ◽  
Work Education

Strengthening Competency in Policy Practice: An Experiential Model for Student Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 145-158
Author(s):  
Dawn Apgar ◽  
Mackaully Parada
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Opportunities ◽  
Helping Professionals ◽  
Social Work Educators ◽  
Policy Practice ◽  
New Methods ◽  
Macro Practice ◽  
Work Education ◽  
Policy Engagement

Competence in micro and macro practice is required by the Council on Social Work Education because it is essential for skilled practice by helping professionals. Social work educators have historically struggled to identify learning opportunities for students in policy practice that are interesting and help reinforce its relevance to direct helping. It is imperative that new methods of policy engagement be implemented in social work curricula. This article describes an innovative model, based on an experiential statewide collaborative of all undergraduate social work education programs, to develop and assess student competency in policy practice. Evaluation results indicate that students found this model more effective in teaching about the importance of policy practice than traditional policy courses and in conveying the importance of policy to their work in the field.

Social work academia and policy in Australia1

2017 ◽  
Author(s):  
Philip Mendes ◽  
Susan Baidawi
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
Policy Practice ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in Australia. It begins by presenting an overview of social policy in Australia and by discussing the emergence of social work and the place of policy practice in that country. The features of social work education in Australia are then depicted. Following this, the methodology and the findings of a study of the policy engagement of social work academics in Australia are presented. The findings relate to the levels of engagement in policy and the forms that this takes. They also offer insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

Social work academia and policy in China

2017 ◽  
Author(s):  
Minchao Jin ◽  
Xiao Li ◽  
Lei Wu ◽  
Jie Lei
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
Policy Practice ◽  
The Social ◽  
Work Education ◽  
Education In China ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in China. It begins by presenting an overview of social policy and the policy process in China and by discussing the emergence of the social work profession and the place of policy practice in that country. The features of social work education in China are then depicted. Following these, the methodology and the findings of a study of the policy engagement of Chinese social work academics are presented. The findings relate to the levels of engagement in policy and the forms that this takes. They also offer insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

scholarly journals Reemergence of Policy Practice: A Journey Back to our Roots

2014 ◽  
Vol 15 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Katharine V. Byers
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
State Level ◽  
Policy Decision ◽  
Policy Practice ◽  
Policy Decision Making ◽  
Work Education ◽  
New Generation ◽  
Practice Skills

Many people and events have contributed to a renewed focus on policy practice in social work and social work education, culminating in the inclusion of policy practice as one of the ten core social work competencies in the 2008 Council on Social Work Education EPAS. Robert Schneider, founder of Influencing State Policy, was a key player in elevating policy practice, particularly at the state level, in light of the increasing devolution of social policy decision-making to the states. Other social workers and educators created opportunities for policy scholars and practitioners to collaborate, including Leon Ginsberg and the Policy Conference that he and others initiated. Now a new generation of policy practitioners will continue to educate social workers in policy practice skills in the pursuit of social justice

scholarly journals Engaging MSW Students in Policy Practice

2019 ◽  
Vol 18 (4) ◽  
pp. 1187-1205 ◽  
Author(s):  
Younghee Lim ◽  
Mi-Youn Yang ◽  
Elaine M. Maccio ◽  
Trey Bickham
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Service Learning ◽  
Learning Outcomes ◽  
Social Work Education ◽  
Social Work Students ◽  
Graduate Level ◽  
Policy Practice ◽  
Quasi Experimental ◽  
Work Education

Social policy courses are a staple in social work curricula, particularly in graduate-level social work education. Indeed, policy practice is among the nine social work competencies stipulated by the Council on Social Work Education. The purpose of the present study is to measure the effectiveness of service-learning over traditional-learning methods in obtaining civic and course-learning outcomes. This study utilized a purposive sample of 89 graduate-level social work students enrolled in advanced social policy courses (30 in a service-learning section, and 59 in traditional sections). Employing a quasi-experimental design, this study found that service-learning is associated with better civic and course-learning outcomes. Service-learning may be utilized to enhance policy practice efficacy based on knowledge, skills, values, and competence. 

Tribes and State Policy in India: Revisiting Governing Principles from a Decolonial Social Work Perspective

2020 ◽  
Author(s):  
S R bodhi
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Perspective Taking ◽  
State Policy ◽  
Specific Reference ◽  
British Colonialism ◽  
Political Structure ◽  
Policy Practice ◽  
Work Education ◽  
Fundamental Shift

Abstract Social work theorists have begun talking about a fundamental shift in social work education, marked as the rise of decoloniality and decolonial thinking. Within this context, distinct social work formulations that make a fundamental break from past paradigms are being posited in the form of decolonial social work. In India, decolonial social work is constituted primarily by two theories—Tribal Social Work and Dalit Social Work. The former arising directly out of British colonialism and the latter premised on an anti-caste social work perspective. Taking the case of tribal policy with specific reference to principles of governance vis., tribes an attempt is made to historicise the same from a decolonial social work lens. The article contextualises tribal policy in India, lays the framework of decolonial social work, historicise principles of governance from a decolonial lens, draws out the underlying political structure that embeds these principles and throws new light on key theoretical debates concerning policy practice.

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