Curtain Down on Act One: Practice Learning in the First Year of the New Social Work Award

2007 ◽  
Vol 26 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Mark Doel ◽  
Lynda Deacon ◽  
Catherine Sawdon
Keyword(s):  
Social Work ◽  
First Year ◽  
Act One

scholarly journals A Reflective View of the Introduction of Technologies in Social Work Fieldwork Modules within the South African Context

2021 ◽  
Vol 16 (1) ◽  
pp. 54-73
Author(s):  
Marichen van der Westhuizen ◽  
◽  
Sibulelo Gawulayo ◽  
Nomvuyo Lukelelo ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Activity Theory ◽  
Direct Interaction ◽  
First Year ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Role Players ◽  
African Context ◽  
Teaching In Higher Education

The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings.

scholarly journals Exploring Redundancy in SocialWork Education

10.18060/42 ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 48-63
Author(s):  
Bruce Dalton ◽  
Lois Wright
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
First Year ◽  
Content Areas ◽  
Accreditation Standards ◽  
The Social ◽  
Study Results ◽  
Msw Students ◽  
Study Process

The issue of redundancy has not been well explored in the social work curriculum. The Educational Policy and Accreditation Standards (EPAS) (CSWE, 2001) requires redundancy in the form of integration of material across content areas and addresses redundancy vertically between levels of education and year of program. Furthermore, research and theory support the notion that various types of redundancy produce educational benefits.This paper uniquely uses MSW students to track instances of redundancy over their first year of study and distinguishes between helpful and unhelpful redundancy. It presents both the study results and a description of the study process so that other schools may use or adapt it.

“Little Girls” and “Bitching Up”

Affilia ◽  
2018 ◽  
Vol 33 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Andrea Margaret Newberry-Koroluk
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Early Career ◽  
First Year ◽  
Age And Gender ◽  
Education Practice ◽  
Workplace Experiences ◽  
Bachelor Of Social Work ◽  
And Gender ◽  
Work Education

This article explores the ways in which age and gender intersect to shape the workplace experiences of first-year Canadian social workers. The researcher conducted in-depth interviews with nine early-career (0.6–3.7 years post-bachelor of social work [BSW]), young adult (aged 23.9–32.9) social workers in Alberta, Canada, to understand their experiences in the first year of practice after completing the BSW; this article addresses the themes relating to age and gender. The methodology used in the study was hermeneutic phenomenology. Findings include negative conceptualizations of young social workers, meanings related to age and gender, use of evocative language to communicate positionality and practice values (“little girls” and “bitching up”), and feminized constructions of social work. Implications for social work education, practice, and research are discussed.

Father Involvement in the First Year After Prison: Considerations for Social Work

2021 ◽  
pp. 104973152110228
Author(s):  
Pajarita Charles ◽  
Emma Frankham ◽  
Rachel C. Garthe ◽  
Christy A. Visher ◽  
Anna L. Kay
Keyword(s):  
Social Work ◽  
Father Involvement ◽  
Three Dimensions ◽  
First Year ◽  
Negative Consequences ◽  
Positive Effects ◽  
Paternal Incarceration ◽  
Release Potential ◽  
Using Data ◽  
Justice Practice

Purpose: Paternal incarceration poses significant concerns for fathers and their children. Despite the known negative consequences, little is understood about father involvement after prison. This study aims to further understanding of fatherhood following incarceration to inform future intervention strategies. Method: Using data from the Urban Institute’s Returning Home: Understanding the Challenges of Prisoner Reentry Study ( N = 326), we conduct bivariate and multivariate analyses to examine three dimensions of father involvement and predictors of involvement at two time points after prison. Results: Findings reveal generally high levels of father involvement in the first year following incarceration. Father-child contact during prison and increased work hours after prison showed positive effects on early father involvement, while post-prison engagement and contact following release were associated with later involvement. Conclusions: Promoting father-child contact and positive relationships during incarceration may be important for future father involvement after release. Potential social work and criminal justice practice and research opportunities are discussed.

scholarly journals Teaching note: Creating open textbooks for social work education

2019 ◽  
Author(s):  
Matthew Peter DeCarlo
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Large Scale ◽  
Open Educational Resources ◽  
First Year ◽  
The Past ◽  
Graduate Research ◽  
Resource Creation ◽  
Work Education ◽  
Open Textbooks

Open educational resources (OER) and the open education movement have blossomed over the past decade, yet their demonstrated impact on social work is in its infancy. This teaching note describes the process of creating the first two open textbooks for social work education about undergraduate and graduate research methods. In the first year post-publication, the undergraduate open textbook was used by over 1,100 students across 35 campuses and accrued an estimated savings of $150,000 for students. Despite these clear benefits, the process of resource creation for faculty can be challenging, and this note offers practical guidance for faculty considering both small or large-scale open textbook projects. As universities, states, and international bodies increase funding for the creation and adoption of OER, the field of Social Work should demonstrate its commitment to equity, inclusion, and justice by leading these efforts within our classrooms, discipline, and institutions.

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