Exploring the impact of traumatic experiences on undergraduate social work students’ professional attitudes: using Q-methodology

2021 ◽  
pp. 1-19
Author(s):  
HeeSoon Lee ◽  
Peggy Adams ◽  
Sooyeon Lim ◽  
Matt Molnar
Keyword(s):  
Social Work ◽  
Q Methodology ◽  
Social Work Students ◽  
Traumatic Experiences ◽  
Professional Attitudes ◽  
The Impact

Recreational Drumming: A Creative Arts Intervention Strategy for Social Work Teaching and Practice

2010 ◽  
Vol 15 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Tina Maschi ◽  
Carolyn Bradley
Keyword(s):  
Social Work ◽  
Intervention Strategy ◽  
Social Work Students ◽  
Well Being ◽  
Creative Arts ◽  
Stress Energy ◽  
Msw Students ◽  
Interpersonal Connectedness ◽  
Diverse Groups ◽  
The Impact

Recreational music-making has been shown to decrease stress and increase feelings of well-being and empowerment among diverse groups. This study examined the impact of recreational drumming among social work students on measures of well-being, empowerment, and connectedness. It used a pretest-posttest design to evaluate outcomes among a sample of 31 participants in the 2-hour I–We Rhythm Program for recreational drumming. Results of paired t-test analyses revealed significant differences in levels of stress, energy, and feelings of empowerment and community. Using this creative-arts intervention can be an effective self-care strategy for BSW and MSW students, practitioners, and/or clients in educational or agency-based settings to increase feelings of well-being and interpersonal connectedness, which, in turn, may help to increase effectiveness in practice.

Australian social work students: Balancing tertiary studies, paid work and poverty

2018 ◽  
Vol 19 (2) ◽  
pp. 276-295 ◽  
Author(s):  
Len Baglow ◽  
Susan Gair
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Adverse Outcomes ◽  
Financial Strain ◽  
Policy And Practice ◽  
Life Study ◽  
Field Placements ◽  
Study Experience ◽  
Social Work Programs ◽  
The Impact

Summary It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications The purpose of this study was to illuminate social work students’ complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.

scholarly journals Talkin’ Bout iGeneration: A New Era of Individualistic Social Work Practice?

2019 ◽  
Vol 50 (4) ◽  
pp. 1238-1257 ◽  
Author(s):  
Jane Fenton
Keyword(s):  
Social Work ◽  
Community Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Right Wing ◽  
New Era ◽  
Generational Changes ◽  
Post War ◽  
The Impact

Abstract This article considers the impact of generational changes on the new cohort of social work students most of whom were born post-1995, and therefore belong to ‘iGeneration’ (iGen). This article is especially concerned with the finding that the generation before iGen is more right-wing authoritarian than all post-war generations and what this might mean for the future of social work should that trajectory continue. A study was undertaken to examine the attitudes of 122 iGen students in first-year university course in Scotland. Results show that mean attitudinal measures were right-wing authoritarian in relation to crime and punishment and to unemployed people. Social work students aligned more in their attitudes with their primary education colleagues and less with their less authoritarian community education colleagues, and, overall, the iGen cohort was significantly more right-wing authoritarian than their older colleagues. In essence, there was evidence to suggest that an individualistic, self-sufficiency neoliberal narrative had been quite profoundly internalised by the iGen cohort of students. Implications of a new individualistic practice are considered, and suggestions for social work education programmes are made.

The Use and Evaluation of a Writing Lab for Undergraduate Social Work Students

1997 ◽  
Vol 2 (2) ◽  
pp. 103-113
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
The Social ◽  
Experimental Use ◽  
The Impact

This paper describes one program's experimental use of a writing lab for junior social work majors enrolled in a practice course. In addition to the three-hour social work course, students were required to take a one-hour writing lab each week. In the lab, students received guidelines for and assistance with each of the papers required in the social work course. The impact of the lab on students' writing abilities was evaluated. In general, the findings indicated that the lab had only a limited influence on students' writing abilities. The implications of these results are discussed, as are suggestions for future efforts in this area.

In the Hot Seat: Teaching Students Through Experience With Self-Help Groups

2017 ◽  
Vol 22 (1) ◽  
pp. 163-179
Author(s):  
Maha N. Younes ◽  
Jody L. Vanlaningham
Keyword(s):  
Social Work ◽  
Sense Of Self ◽  
Social Work Students ◽  
Vital Role ◽  
Human Service Professionals ◽  
Self Help ◽  
Group Meetings ◽  
Self Help Groups ◽  
The Impact ◽  
Self Help Group

This descriptive study examines the attitudes and experiences of students at a midwestern public university who attended self-help group meetings to fulfill an undergraduate social work course requirement and to promote professional preparation for social work and other helping professions. Questionnaires were administered in two social work courses, and self-assessment papers submitted by social work students were used to gain insight into their perspectives related to self-help groups and to understand their personal experiences before, during, and after completing the assignment. The outcome revealed the impact that attending self-help group meetings had on students, the personal and professional knowledge they gained, and the vital role human service professionals, especially social workers, play in supporting self-help groups. The experience triggered a powerful and personal journey where students confronted their fears and biases, gained a more compassionate view of addictions and mental health, and walked away with an improved sense of self-efficacy.

Does Slow and Steady Win the Race? The Impact of Block versus Concurrent Field on BSW Students' Professional Development and Emotional Well-Being

2006 ◽  
Vol 12 (1) ◽  
pp. 203-217
Author(s):  
Matthew T. Theriot ◽  
Toni K. Johnson ◽  
Mary Mulvaney ◽  
Jane A. Kretzschmar
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Professional Competence ◽  
Social Work Students ◽  
Well Being ◽  
Future Research ◽  
Field Instructors ◽  
Field Placements ◽  
Social Work Programs ◽  
The Impact

Despite their immense popularity and widespread implementation, research has yet to compare block and concurrent models of field. In filling this gap in the literature, this study evaluates the impact of each model on undergraduate social work students' professional development and emotional well-being. Sixty-eight students in BSW field placements at one large university participated in this study. Students were able to select which model of field to undertake, and, in general, most students selected block field placements because they wanted to graduate early. Conversely, students in concurrent field reported having more obligations outside of field, including family and other employment. Utilizing data collected from students and their field instructors, statistical analyses showed no differences in measures of professional competence, depression, assertiveness, or self-esteem between students in the two field models. In light of such findings, the authors discuss the implications of this study for social work programs and outline suggestions for future research.

Social Work Students' Perceptions of Field Agency and School Response to the Terrorist Attacks of September 11, 2001

2006 ◽  
Vol 12 (1) ◽  
pp. 143-164 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
September 11 ◽  
School Intervention ◽  
Terrorist Attacks ◽  
Field Placement ◽  
Work Program ◽  
Class Time ◽  
Social Work Program ◽  
The Impact

This article reports on a study of social work students' reactions to the terrorist attacks of September 11, 2001, and their perceptions and evaluations of any initiatives their social work program and field placement agency undertook in the wake of the attacks. A majority of students reported that class time was devoted to a discussion of the attacks and that their school or program provided an opportunity for students to discuss their feelings. Fewer reported that their agency provided assistance to them, staff, or clients. While the participants valued such assistance, findings regarding the impact that this had on students' level of distress indicate that in some instances, agency and school intervention actually increased students' stress.

Evaluating the Impact of a Hartford Gero-Rich Project on a Bachelor of Social Work Program

2005 ◽  
Vol 11 (sp1) ◽  
pp. 13-25 ◽  
Author(s):  
Thomas R. Barton ◽  
Harriet L. Cohen ◽  
Cecilia L. Thomas ◽  
Mark H. Sandel
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Work Students ◽  
State University ◽  
Organizational Changes ◽  
Bachelor Of Social Work ◽  
Work Education ◽  
Social Work Program ◽  
The Impact

In response to the greater need for professionally educated Bachelor of Social Work social workers to work with older adults, a multipronged approach was developed and implemented to infuse gerontology content into the undergraduate social work curriculum at a large state university in Texas. Efforts were made to help ensure that curricular and organizational changes would be sustained for the long term. These initiatives were funded by and were part of the national Hartford Geriatric Enrichment in Social Work Education Program. A quasiexperimental evaluation was conducted involving four cohorts of social work students. Findings demonstrate success in changing students' 1) career aspirations, 2) perceptions of faculty's knowledge of issues concerning older adults, 3) perceptions of their own knowledge of issues concerning older adults, and 4) perceptions of older adults.

The Impact of Learning Abroad Programs on Graduate Social Work Students’ Competency Development

2020 ◽  
Vol 40 (3) ◽  
pp. 276-294
Author(s):  
Robin E Gearing ◽  
Patrick Leung ◽  
Monit Cheung ◽  
Micki Washburn ◽  
Luis R. Torres
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Competency Development ◽  
The Impact ◽  
Graduate Social Work
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