Hong Kong social work students at the University of Hull

1995 ◽  
Vol 14 (3) ◽  
pp. 44-60 ◽  
Author(s):  
Vicky W.K. Leung ◽  
Bill Y.P. Lay ◽  
Anne Ketchell ◽  
Cindy Clark ◽  
Robert Harris
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Social Work Students ◽  
The University

scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

scholarly journals Professional writing: Description of the writings of social workers in Botswana

2012 ◽  
Vol 45 (3) ◽  
pp. 401-402
Author(s):  
Unity Nkateng ◽  
Sue Wharton
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Undergraduate Students ◽  
English Language ◽  
Social Work Students ◽  
Teaching Writing ◽  
Professional Writing ◽  
Support Unit ◽  
University Of Botswana ◽  
The University

The main purpose of this study is to identify the professional writing needs of undergraduate students studying social work in the University of Botswana. In order to do this, it seeks to analyse the types of texts produced by social workers in their professional setting, to find out what relationship exists between the writing done by professional social workers and the writing taught in the dedicated English Language Support unit at the University of Botswana, and to explore the similarities and differences between the documents written by the students and those produced by professional social workers. It also examines current approaches to teaching writing in the University, with the aim of identifying the writing needs of social work students and exploring how these can be effectively addressed.

Estudio de correlación entre la inteligencia emocional y las habilidades de resolución de problemas de los estudiantes griegos de trabajo social

2020 ◽  
pp. 33
Author(s):  
Charis Asimopoulos ◽  
Sophia Martinaki ◽  
Aggeliki Papaioannou
Keyword(s):  
Emotional Intelligence ◽  
Social Work ◽  
Problem Solving ◽  
Social Work Students ◽  
Bachelor's Degree ◽  
Problem Solving Skills ◽  
Trabajo Social ◽  
Action Taking ◽  
Research And Education ◽  
The University

La inteligencia emocional y la resolución de problemas son de gran importancia para el trabajo social, puesto que se trata en gran parte de una profesión emocionalmente exigente y estresante, y de una disciplina científica aplicada para la resolución de problemas psicosociales. El objetivo de esta encuesta fue investigar la inteligencia emocional de los estudiantes de trabajo social en relación con sus características demográficas, las características relativas a sus estudios y sus habilidades de resolución de problemas. La muestra fue compuesta de 368 estudiantes inscritos en el programa de licenciatura de la Facultad de Trabajo Social de la Universidad de Ática Occidental en Atenas, Grecia. Para la recolección de los datos, los instrumentos principales fueron el Inventario de Resolución de Problemas (PSI) y la Escala de inteligencia Emocional Wong-Law (WLEIS). Los resultados del estudio demuestran una correlación importante entre la inteligencia emocional y la capacidad para resolver problemas. Se consideran las implicaciones para una investigación adicional y la educación de los estudiantes de trabajo social.Emotional intelligence and problem solving are of great importance for social work, as this is largely an emotionally demanding and stressful profession as well as an applied scientific field of psychosocial problem solving. The aim of this research was to investigate the emotional intelligence of social work students in relation to their demographics and study-related characteristics, and their problem-solving skills. The sample included 368 students from the bachelor’s degree programme of the Department of Social Work of the University of West Attica in Athens, Greece. The students completed both the Problem Solving Inventory (PSI) and Wong Law Emotional Intelligence Scale (WLEIS). The results show a strong correlation between emotional intelligence and problem-solving skills and suggest that emotional intelligence plays a very important role in decision making, action taking and good performance in social work. Implications for additional research and education of bachelor level social work students are discussed.

scholarly journals An Empirical Approach to Study Smartphones’ Usage in Academic Performance of University Students

2020 ◽  
Vol 3 (2) ◽  
pp. 279-286
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Syeda Mahnaz Hassan ◽  
Muhammad Alam
Keyword(s):  
Academic Performance ◽  
Social Work ◽  
Negative Impact ◽  
Social Work Students ◽  
Sampling Technique ◽  
Academic Life ◽  
Academic Learning ◽  
Advantages And Disadvantages ◽  
The Social ◽  
The University

The purpose of this study was to find out the advantages and disadvantages of smartphone usage in the academic life of Social Work students at the University of the Punjab, Lahore. The quantitative research methodology was adopted in this study. The survey of Social Work students from the university was done by employing purposive sampling technique. Students having smartphones were part of this study. A structured questionnaire was used to collect the data from 203 Social Work students of the University of the Punjab. The SPSS was used to analyze the data among the smartphone users. The Social Work students used smartphones not primarily for academic purposes but for social activities. It also operated as a learning aid, which was absolutely essential to students which made them capable to find quick information and got their time saved. Smartphones were also seen more as a distraction in the classroom rather than learning aid as smartphone produce distraction in the classroom and this distraction diverted students’ attention in the class. Students multitasking and non-academic usage of smartphone produced negative impact on students’ learning and resultantly lower their academic performance. Smartphone usage seemed great if smartphone is capitalized to achieve the benefits associated with its use; resultantly the Social Work students can possibly enhance their academic learning that may lead them to success in their academic life.

Challenges of Social Work Students from Historically Disadvantaged Universities during Placements in Semi-Rural Areas in South Africa

2020 ◽  
Vol 32 (3) ◽  
Author(s):  
Varoshini Nadesan
Keyword(s):  
South Africa ◽  
Social Work ◽  
Rural Communities ◽  
Rural Areas ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Undergraduate Study ◽  
Historically Disadvantaged ◽  
The University

This study highlights the challenges faced by social work students during their fourth-year field placements. The research was conducted among social work students at two historically disadvantaged universities in South Africa. The aim of the study was to understand the field experiences of final-year Bachelor of Social Work students from historically disadvantaged universities. It was anticipated that these students were placed at rural or semi-rural communities that were close to the university. Students in the fourth and final year of their undergraduate study are expected to receive training that would generate advanced field practice experience in specialised settings to prepare them for the reality of social work practice in the workplace. A qualitative study was undertaken among current and past social work students. The findings highlighted issues pertaining to limited placements, poorly managed student placements, access to communities, and supervision challenges. However, the key findings indicate that once placed, the students felt abandoned by their training institutions and left to rely solely on their field supervisors for academic, administrative and developmental guidance. The study recommends that universities be more adept at fulfilling the needs of students and providing comprehensive support. The study also recommends that a suitably administered system of communication between the university, student and placement agency be implemented as part of the comprehensive support to students.

Keeping MANDELA alive: A qualitative evaluation of the MANDELA supervision framework four years on

2016 ◽  
Vol 14 (1) ◽  
pp. 35-58
Author(s):  
Prospera Tedam ◽  
Millicent Munowenyu
Keyword(s):  
Social Work ◽  
Ethnic Diversity ◽  
Social Work Students ◽  
Qualitative Evaluation ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Health And Social Care ◽  
The Usa ◽  
The University

Four years after the development of the MANDELA model by Prospera Tedam, an independent evaluation of its effectiveness was conducted in 2014 with 45 social work students and 6 practice educators. The framework was incorporated into the University of Northampton (UN) Social Work Practice Learning Handbook as a recommended practice placement supervision tool for use by students and practice educators. This article summarises the process, findings and recommendations arising from the evaluation. The project sought to evidence the justification for the model’s continued use in social work practice placements. Though the intended audience for this publication are primarily social work students and practice educators in practice placement settings, the model’s underpinning ethos as a strengths based anti-oppressive tool and its unique attributes as a framework that proactively promotes and permits in-depths discussions on pertinent issues of difference, life experiences, individuality and diversity would be of benefit to any university lecturer and other stake holders in the fields of health and social care. The model can also be adapted and used in field education in countries such as Australia, New Zealand, Canada, South Africa and the USA and in other countries where cultural and ethnic diversity in higher education is resulting in differential experiences and outcomes for students from minority backgrounds.

scholarly journals Civic Professionalism: Using Service Learning to Educate Social Work Students as Citizens

10.18060/1315 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Tracey Kathleen Burke
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Civic Education ◽  
Social Work Students ◽  
Community Partnership ◽  
Civic Learning ◽  
Work Education ◽  
The University ◽  
Civic Professionalism ◽  
Schools Of Social Work

Schools of social work have put considerable energy into civic engagement and community partnership. Despite the attention paid to the civic mission of the university and/or of the profession, however, very little attention has been paid to the civic education of social work students. It will be argued here that social work education must include discussions about citizenship and democracy, about participating in our communities apart from our work. Service learning, with its emphasis on civic learning and a complementary focus on social justice, provides both a lens and a pedagogy for accomplishing this.

Sign in / Sign up

Export Citation Format

Share Document