Disability and Sexuality within Social Work Education in the USA and Canada: The Social Model of Disability as a Lens for Practice

This chapter contains a biography of Herman D. Stein, a leader in American social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1994, for his contribution to international social work education. He fulfilled senior academic roles in Columbia and Case Western Reserve Universities in the USA, and worked with displaced persons and victims of the Holocaust in Europe after World War II, and in social development work with UNICEF in Africa (particularly Tanzania). He was involved in major developments in the social work curriculum and on programmes to meet minority concerns in the US, incorporating a strong social justice perspective. He accepted leadership roles in the Council for Social Work Education (US) and the International Association of Schools of Social Work, demonstrating considerable qualities of diplomacy. His publications on behavioural and organizational issues in social work and on social work education were influential.

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Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

International Social Work ◽

10.1177/0020872818818660 ◽

2018 ◽

Vol 64 (1) ◽

pp. 114-127

Author(s):

Annie Pullen Sansfaçon ◽

Marion Brown

Keyword(s):

Social Work ◽

Social Workers ◽

Social Work Education ◽

Educational Background ◽

Work Skills ◽

The Social ◽

Theory Project ◽

Work Education ◽

Adaptation Processes ◽

Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

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Benefiting from the Popular Films Integrated into the Curriculum in Boosting the Efficacy of the Social Work Education

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2014.09.201 ◽

2014 ◽

Vol 152 ◽

pp. 313-317 ◽

Cited By ~ 1

Author(s):

Ural Nadir

Keyword(s):

Social Work ◽

Social Work Education ◽

Popular Films ◽

The Social ◽

Work Education

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Social work education and the Bologna Process

International Social Work ◽

10.1177/0020872812452178 ◽

2012 ◽

Vol 57 (6) ◽

pp. 566-575 ◽

Cited By ~ 2

Author(s):

Chaime Marcuello-Servós

Keyword(s):

Social Sciences ◽

Social Work ◽

Systems Thinking ◽

Social Work Education ◽

Bologna Process ◽

The Past ◽

The Social ◽

Instruments And Techniques ◽

Work Education ◽

The Bologna Process

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.

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Social work academia and policy in Sweden

Where Academia and Policy Meet ◽

10.1332/policypress/9781447320197.003.0011 ◽

2017 ◽

Author(s):

Katarina H. Thorén ◽

Pia Tham

Keyword(s):

Social Work ◽

Social Policy ◽

Welfare State ◽

Social Work Education ◽

Policy Process ◽

Institutional Support ◽

The Social ◽

Work Education ◽

Policy Engagement ◽

The Welfare State

This chapter examines the engagement of social work academics in the policy process in Sweden. It begins by presenting an overview of social policy and the welfare state in Sweden and by discussing the emergence of the social work profession in that country. The development of social work education in Sweden and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of Swedish social work academics are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers 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.

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Social work academics and policy in Spain

Where Academia and Policy Meet ◽

10.1332/policypress/9781447320197.003.0010 ◽

2017 ◽

Author(s):

María Asunción Martínez-Román ◽

Miguel Ángel Mateo-Pérez

Keyword(s):

Social Work ◽

Social Policy ◽

Social Work Education ◽

Policy Process ◽

Institutional Support ◽

The Social ◽

Work Education ◽

Policy Engagement

This chapter examines the engagement of social work academics in the policy process in Spain. It begins by presenting an overview of social policy in Spain, particularly in the post-Franco era, and by discussing the emergence of the social work profession in that country. The development of social work education in Spain and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of social work academics in Spain are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers 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.

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Social work academia and policy in South Africa

Where Academia and Policy Meet ◽

10.1332/policypress/9781447320197.003.0009 ◽

2017 ◽

Author(s):

Antoinette Lombard

Keyword(s):

South Africa ◽

Social Work ◽

Social Policy ◽

Social Work Education ◽

Policy Process ◽

Institutional Support ◽

The Social ◽

Work Education ◽

Policy Engagement

This chapter examines the engagement of social work academics in the policy process in South Africa. It begins by presenting an overview of social policy in South Africa, particularly in the post-Apartheid era, and by discussing the emergence of the social work profession in that country. The development of social work education in South Africa and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of social work academics in South Africa are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers 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.

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Social work academia and policy in Germany

Where Academia and Policy Meet ◽

10.1332/policypress/9781447320197.003.0005 ◽

2017 ◽

Author(s):

Andreas Herz ◽

Stefan Köngeter

Keyword(s):

Social Work ◽

Social Policy ◽

Welfare State ◽

Social Work Education ◽

Policy Process ◽

Institutional Support ◽

The Social ◽

Work Education ◽

Policy Engagement ◽

The Welfare State

This chapter examines the engagement of social work academics in the policy process in Germany. It begins by presenting an overview of social policy and the welfare state in Germany and by discussing the emergence of the social work profession in that country. The unique features of social work education in Germany and the place of policy engagement in the social work discourse are depicted. Following these, the methodology and the findings of a study of the policy engagement of German social work academics are then presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers 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.

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