scholarly journals From Further Education to Higher Education: Social Work Students' Experiences of Transition to an Ancient, Research‐Led University

2009 ◽  
Vol 28 (8) ◽  
pp. 887-901 ◽  
Author(s):  
Viviene Cree ◽  
Jenny Hounsell ◽  
Hazel Christie ◽  
Velda McCune ◽  
Lyn Tett
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Work Students ◽  
Further Education

scholarly journals Professional Socialization and Attitudes Towards Interprofessional Collaboration Among Graduate Social Work and Health Professions Students

2017 ◽  
Vol 17 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Allison West ◽  
Shari Miller ◽  
Judith Leitch
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Online Survey ◽  
Professional Socialization ◽  
Interprofessional Collaboration ◽  
Social Work Students ◽  
First Year Students ◽  
Social Work Educators ◽  
Perceptions And Attitudes ◽  
Implicit Curriculum

Although there is an aggressive push towards interprofessional collaboration in higher education as well as in practice, the traditional culture and organization of higher education, as well as the need for and history of disciplinary distinction, may impede these efforts. Using an online survey, this study explored the relationship between professional socialization of 157 graduate students in four disciplines and their perceptions and attitudes about interprofessional collaboration. Results indicate that first year students had more positive perceptions and attitudes about interprofessional collaboration than more advanced students. Furthermore, social work students perceived themselves as having lower prestige than graduate-level nursing, pharmacy, and medical students. These findings suggest that, unless managed strategically, professional socialization may diminish positive perceptions and attitudes towards interprofessional collaboration. Thus, social work educators should pay careful attention to the role of professional socialization and how it is manifest in both the explicit and implicit curriculum.

scholarly journals Perinatal Depression Knowledge, Attitudes, and Beliefs Among Graduate Social Work Students

2019 ◽  
Vol 18 (4) ◽  
pp. 1135-1146
Author(s):  
Deepika Goyal ◽  
Meekyung Han
Keyword(s):  
Domestic Violence ◽  
Child Abuse ◽  
Social Work ◽  
Perinatal Depression ◽  
Demographic Data ◽  
Social Work Students ◽  
Well Being ◽  
Further Education ◽  
Cross Sectional ◽  
Msw Students

The purpose of this study was to identify the proportion of Master of Social Work (MSW) students who received perinatal depression (PD) training as part of their coursework. Additionally, we sought to identify differences in PD knowledge, attitudes, beliefs, and openness to further education between students who had received PD training compared to students without PD training. Using a cross-sectional design and convenience sampling, 177 largely female (91.0%), Hispanic (46%), and Caucasian (28.2%) MSW students from five public California universities electronically provided demographic data and completed the Depression in Women's Health Settings scale. Most MSW students reported health/mental health (38%) or children/youth/and families (47.5%) as their field of practice. Twenty-nine MSW students (16.4%) reported receiving PD training, 61% child abuse/neglect training, and 50% domestic violence training. Students with PD training were significantly more knowledgeable and reported having the skills to assess, screen, identify, and care for women with PD symptoms versus students without PD training. Given the well-documented association of PD with child abuse/neglect and domestic violence, early PD screening, identification, and referral information must be incorporated into MSW curricula and continuing education in order to promote maternal-infant well-being outcomes.

scholarly journals ARRANGEMENT OF THE SOCIAL WORK STUDENTS’ FIELD EDUCATION: THE EXPERIENCE OF UKRAINE

2020 ◽  
pp. 25-38
Author(s):  
Tetyana Semigina ◽  
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Higher Education Policy ◽  
Social Work Students ◽  
Social Institutions ◽  
Educational Programs ◽  
Field Education ◽  
Minor Role ◽  
Education Development ◽  
A Minor

Due to the applied nature of social work, mastering this specialty is possible only through the acquisition of practical skills and competences. This study aimed to determine the place of the field education within the educational programs for bachelors in social work and to characterize the current state of field education in higher education institutions of Ukraine. Field education has been shown to play a minor role in educational programs for training social workers. Based on the analysis of documents, interviews with teachers who organize the practice in their educational institutions, reflection of their professional experience and communication with representatives of social institutions where field education is arranged, as well as with students, identified key problems in the organization of practice, to name lack of quality practice frameworks and higher education policy, lack of resources and student motivation. Possible directions of field education development are discussed in this chapter: introduction of dual education; work with the united territorial communities, creation of university clinics, transition to module training, and further professionalization of Ukrainian social work.

A note on teaching behaviour modification to social work students

1976 ◽  
Vol 4 (2) ◽  
pp. 21-24
Author(s):  
Derek Jehu
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Workers ◽  
Professional Training ◽  
Social Work Students ◽  
Further Education ◽  
Behaviour Modification ◽  
Teaching Behaviour ◽  
Postgraduate Level ◽  
Students First

In Britain, social workers are trained on a variety of courses in colleges of further education, polytechnics and universities. Some of these courses are intended primarily for non-graduates and last two-years, others are four year undergraduate courses combining a first degree with professional training, and the remainder are at postgraduate level. Students in the last group may have graduated in any discipline from the humanities or the physical, biological or social sciences, many have degrees which included the study of psychology for one, two or three years, and some of these are honours graduates in this subject. The postgraduate social work courses last one or two years depending on the subjects covered in the students' first degrees.

What professional language do you speak?

2021 ◽  
Vol 18 (1-2) ◽  
Author(s):  
Agnieszka Buckley ◽  
Sally Richardson ◽  
Sophie Newcombe ◽  
Marzena Dobrzycka
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Social Work Students ◽  
Research Activity ◽  
Learning And Teaching ◽  
Professional Careers ◽  
Longitudinal Approach ◽  
Interprofessional Working

The inter-disciplinary learning project invited undergraduate adult nursing and social work students from a London university to take part in a research activity focusing on communication between the two disciplines. The project aimed to provide a direct contribution to the students’ retention and progression, and to enhance students understanding of inter-disciplinary working at early stages of their professional careers. Students were observed during a table-top exercise in which they jointly worked on deciding priorities of care for a complex family situation. They reflected on the activity afterwards, sharing an interesting outlook on their interactions. The project confirmed the significance of inter-disciplinary learning and teaching. Most importantly however, it recognised that effective, collaborative inter-disciplinary working requires time to develop, maintain and grow. The study demonstrated that we do not all speak the same professional language. It emphasised the need for sustainable longitudinal approach with opportunities for inter-professional interactions and collaborative learning and teaching.  The purpose of this paper is to reflect on the project findings with a brief consideration of its impact.  While contemplating ‘professional language’ relevant to each discipline, we aim to revisit conversation on teaching and learning for inter-disciplinary communication in the Higher Education setting.       Keywords: inter-disciplinary communication, interprofessionality, nursing and social work students, interprofessional working  

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