Enhancing Critical Reflection amongst Social Work Students: The Contribution of an Experiential Learning Group in Care Homes for Older People

2014 ◽  
Vol 34 (1) ◽  
pp. 74-90 ◽  
Author(s):  
Alisoun Milne ◽  
Adrian Adams
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Older People ◽  
Critical Reflection ◽  
Social Work Students ◽  
Care Homes ◽  
Learning Group

An Examination of Personality and Demographic Factors on Attitudes toward Old People

1981 ◽  
Vol 12 (2) ◽  
pp. 139-148 ◽  
Author(s):  
James A. Thorson ◽  
Mark L. Perkins
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Older People ◽  
Social Work Students ◽  
The Elderly ◽  
Older Students ◽  
Old People ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Edwards Personal Preference Schedule

A group of 212 undergraduate and graduate students completed Kogan's Attitudes Toward Old People scale (OP) and the Edwards Personal Preference Schedule (EPPS). Persons scoring higher in the trait of aggression demonstrated significantly more negative attitudes toward the aged. Females, older students, and graduate students all tended to be more positive in their attitudes toward older people. Students majoring in business subjects tended to be more negative toward the elderly, while social work students had the most positive attitudes toward older people.

scholarly journals Social work

1998 ◽  
Vol 18 (6) ◽  
pp. 713-719
Author(s):  
Jill Manthorpe
Keyword(s):  
Social Work ◽  
Older People ◽  
Elder Abuse ◽  
Social Work Students ◽  
Elder Abuse And Neglect ◽  
Client Group ◽  
Abuse And Neglect ◽  
Group Preferences ◽  
The Subject ◽  
Work Education

Alison J. Hirschel, 1996. Setting the stage: the advocates' struggle to address neglect in Philadelphia nursing homes. Journal of Elder Abuse and Neglect, 8, 3, 5–20.Raymond Jack and Stephen Mosley, 1997. The client group preferences of Diploma in Social Work students. British Journal of Social Work, 27, 2, 893–912.Ruth Landau, 1997. Ethical judgement and decision making orientation in social work. Issues in Social Work Education, 17, 2, 66–81.The abuse of older people has seized the imagination of social workers, and conferences or training on the subject are frequently well subscribed. For many, the concept appears to have brought together aspects of their concerns about older people, while perhaps helping to justify their professional or academic interest. The reality of abuse remains generally unreported so any material derived from ‘real’ events that is well documented and carefully analysed is likely to be thought-provoking and influential.

Valuing experience in a baccalaureate social work class on human behavior

2015 ◽  
Vol 13 (1) ◽  
pp. 76-85
Author(s):  
Trevor G. Gates
Keyword(s):  
Social Work ◽  
Adult Learning ◽  
Experiential Learning ◽  
Human Behavior ◽  
Learning Theory ◽  
Social Work Education ◽  
Social Problems ◽  
Social Work Students ◽  
The Social ◽  
Work Education

Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.

The role of the practice educator in helping students develop critical reflection

2018 ◽  
Vol 15 (2) ◽  
pp. 38-55
Author(s):  
Hilary Lawson
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Social Work Students ◽  
Teaching Tools ◽  
Socially Constructed ◽  
Critically Reflective Practice

This article offers advice to practice educators about the teaching of reflective and critically reflective practice to social work students on placement. It explains what is meant by critical reflection, it offers different tools and ways of teaching critical reflection to students, and it  also strives to problematise the teaching of critical reflection- the meaning of which is itself contested and evolving- and to emphasise the need to subject all teaching  tools to theoretical scrutiny and awareness of socially constructed context and assumptions.  A critically reflective practice educator will interrogate the knowledge underpinning the skills and encourage the student to do the same. The article argues that students have different capacity to be reflective. It explores why many students find it difficult, and suggests that effective critical reflection develops only with time and experience.

Teaching Note: Making Sense of Poverty Through the Use of Simulative Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 269-279
Author(s):  
Cora S. Jackson ◽  
Angela Savage ◽  
Angela Gaddis ◽  
Jana Donahoe
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Social Work Students ◽  
Community Action ◽  
Course Content ◽  
Making Sense ◽  
Competency Based ◽  
Action Network ◽  
Implicit And Explicit ◽  
Work Education

Undergraduate social work students are often challenged by their inability to integrate the implicit and explicit course content in the matriculation of their studies. As educational mandates push for greater integration of skills and knowledge, some BSW programs are turning to the use of simulations to supplement classroom experiences and enhance competency-based training. This teaching note explores the authors' use of the Poverty Simulation, copyrighted by the Missouri Community Action Network, as a type of experiential learning in BSW education. Simulative learning is then linked to the Council on Social Work Education (CSWE) 2015 Educational Policy and Accreditation Standards (EPAS) Competencies to explore its usefulness in undergirding implicit course content.

scholarly journals Perspectives on Aging among Graduate Social Work Students: Using Photographs as an Online Pedagogical Activity

2018 ◽  
Vol 18 (2) ◽  
pp. 158-173
Author(s):  
Jill Chonody
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Older People ◽  
Nursing Student ◽  
Social Work Students ◽  
The United States ◽  
Social Work Practice ◽  
Student Interest ◽  
Area Of Interest ◽  
Graduate Social Work

The United States is experiencing an aging of the population, and by 2030, 20% of Americans will be 65 years or older (Federal Interagency Forum, 2010). However, for many helping professions, including social work, medicine, and nursing, student interest in gerontological practice is quite low. One international study found that only 5.4% of the more than 1,000 social work students who were surveyed indicated that working with older people was their primary area of interest (Author, 2014a). Finding ways to improve student interest and break down biases against older adults is essential to improve student interest, and incorporating evidence-based activities that can be incorporated into courses that are offered in an online format are increasingly needed as this mode of instruction continues to expand. The current exploratory study sought to pilot a two-part photo-activity in an online graduate social work practice course focused on working with older adults. Quantitative and qualitative results suggest that the activities helped students’ process their views on aging and older people, and most students reported at least some change in their attitudes. The development of innovative ways to engage students online by repurposing technology that they are already using can advance online pedagogy and facilitate critical thinking.

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