Teaching About Faith-Based Organizations in the Social Work Curriculum: Perspectives of Social Work Educators

2016 ◽  
Vol 36 (2) ◽  
pp. 123-139 ◽  
Author(s):  
Samta P. Pandya
Keyword(s):  
Social Work ◽  
Social Work Educators ◽  
Faith Based ◽  
The Social ◽  
Faith Based Organizations

Towards the Integration of Faith, Love, and Praxis

2020 ◽  
Vol 47 (2) ◽  
pp. 5-27
Author(s):  
Monica Y. E. Chi
Keyword(s):  
Social Work ◽  
The Other ◽  
Intergroup Dialogue ◽  
Christian Spirituality ◽  
Social Work Educators ◽  
Dorothy Day ◽  
Jane Addams ◽  
Faith Based ◽  
Poor Understanding ◽  
Martin Luther King

Non-faith-based social work educators and researchers have a poor understanding of what might motivate Christians in social work and whether Christian motivations have any place in social work. On the other hand, Christians have difficulty articulating actions inspired by their faith in ways that others can comprehend despite feeling misunderstood. The focus of this article is to present the framework of faith-inspired praxis of love and lay the groundwork for intergroup dialogue. The framework draws from the works of Jane Addams, Dorothy Day, Martin Luther King, Jr., Jean Vanier, and Mary Jo Leddy, five notable leaders in Christian spirituality and public initiatives, to discuss their conceptualization of faith, love, and praxis. Practice and research implications of this framework for social work are discussed.

scholarly journals Attachment Theory and the Social Work Curriculum

10.18060/130 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 30-48
Author(s):  
Timothy Page ◽  
Rhonda Norwood
Keyword(s):  
Social Work ◽  
Attachment Theory ◽  
Emotional Regulation ◽  
Emotional Security ◽  
Attachment Behavior ◽  
Social Work Educators ◽  
Self Image ◽  
Current State ◽  
The Social ◽  
Attachment Research

Attachment theory, as developed by Bowlby and Ainsworth, represented a major departure from the current theories of human development of the time, particularly in its rejection of the major tenets of psychoanalytic theory and its integration of core ideas from evolution theory and cybernetics (Ainsworth & Bowlby, 1991). Attachment theory posits that a foundational human instinct, the desire to achieve safety and protection through proximity to a protective figure, is responsible for the formation of a special class of life-long affectional bonds, referred to as “attachments.” Emotional security is derived to a great extent, according to the theory, from experience with caregivers who are consistently responsive to the developing infant’s expression of attachment behavior toward them. Forty years of empirical research has shown that attachment is a universal characteristic that predicts children’s development of cognitive and social competence, emotional regulation, and positive self-image (Weinfield, Sroufe, Egeland, & Carlson, 1999). Social work educators are currently challenged to better integrate the findings of attachment research into their curricula to reflect more the current state of developmental science.

Implementing Mastery Learning in the Social Work Classroom

2000 ◽  
Vol 6 (1) ◽  
pp. 123-140
Author(s):  
Christopher B. Aviles
Keyword(s):  
Education Research ◽  
Social Work ◽  
Teaching Methods ◽  
Social Work Education ◽  
Teaching Method ◽  
Mastery Learning ◽  
Essential Elements ◽  
Social Work Educators ◽  
The Social ◽  
Work Education

This article describes how the essential elements of the teaching method called mastery learning can be structured in the social work classroom. Mastery learning is a behavioral teaching method successfully used in social work education. Research studies on teaching rarely describe teaching methods in enough detail for instructors to discern how the teaching methods were implemented or how they may have been implemented differently. This can give social work educators a limited picture of what a teaching method could look like in their classrooms. The essential elements of mastery learning can be implemented in whole or part and can be structured in either simple or complex ways. Ways in which social work educators can implement mastery learning to better fit their classrooms are presented in this article.

scholarly journals FAITH-BASED SOCIAL WORK SERVICES: THE ANALYSIS OF THE MOSQUE CONTRIBUTION IN SRI LANKA

2021 ◽  
Vol 3 (3) ◽  
pp. 17-27
Keyword(s):  
Social Work ◽  
Community Development ◽  
Social Services ◽  
Social Service ◽  
Field Observation ◽  
Human Services ◽  
Faith Based ◽  
Difficult Time ◽  
The Social ◽  
Interview Survey

The mosque is a prime Islamic institution to articulate its vision and carry the engagement in the holistic development of the community as a community development Centre. The social service works are much highlighted and encouraged in Islam. The purpose of the study to investigate the mosque engagement in social works in two areas namely the welfare programmes and human services. This paper is mainly relied on the analysis of the data collected from the interview survey administered among the randomly selected mosque island-wide and field observation along with the review of the records and documents. The findings reveal that the mosque engagement in social services is up to the mark in both areas under the investigation. Moreover, the mosque people most likely pay attention to the social activities specially during the difficult time caused by the natural or communal disasters. This paper may provide the concerned people the idea and information to design the mosque programme in social works.

scholarly journals Achieving HBSE Competencies through Service-learning

10.18060/1174 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Sarah E. Twill ◽  
Kathy Elpers ◽  
Kathy Lay
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Environment ◽  
Learning Opportunities ◽  
Social Work Educators ◽  
Pedagogical Strategy ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education ◽  
Service Learning Pedagogy

Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

scholarly journals Reassembling the Social Environment: A Network Approack to Human Behavior

10.18060/142 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 208-218 ◽  
Author(s):  
Dhrubodhi Mukherjee
Keyword(s):  
Social Work ◽  
Human Behavior ◽  
Social Capital Theory ◽  
Social Network Theory ◽  
Structural Elements ◽  
Capital Theory ◽  
Holistic View ◽  
Social Work Educators ◽  
The Social ◽  
Theory Base

This paper critically examines the influence of the structural elements of human behavior that are often neglected in social work literature (Robbins et al., 1998). It incorporates a new multi-theoretical framework that critically examines the significance of a network approach in analyzing social, ideological, and economic structures and their influence on individual actors. This paper discusses two interrelated theories: social network theory and social capital theory, and critiques their relevance in explaining human behavior for social work educators and professionals in an increasingly information-driven and electronically-interconnected global society. The author hopes that an expanded theory base will provide a holistic view of individual problems stemming out of inequitable social structure.

Issues in Gatekeeping

1998 ◽  
Vol 4 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Linda S. Moore ◽  
Tracy J. Dietz ◽  
David A. Jenkins
Keyword(s):  
Social Work ◽  
Case Analysis ◽  
Educational Setting ◽  
Undergraduate Program ◽  
Case Examples ◽  
Social Work Educators ◽  
The Social

This paper discusses specific gatekeeping issues facing social work educators, both university- and agency-based, and uses case analysis to explain how one undergraduate program handled these issues. The cases highlight procedures used in the gatekeeping process and reflect the difficulty of gatekeeping including many problems that can arise in any educational setting. Focusing on case examples may help educators develop and further refine approaches and strategies for gatekeeping in order to guard the gate to the social work profession.

Registration and social work education: A golden opportunity or a Trojan horse?

2011 ◽  
Vol 11 (2) ◽  
pp. 174-190 ◽  
Author(s):  
Kate van Heugten
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Care ◽  
Academic Discipline ◽  
Social Work Educators ◽  
Positive Effects ◽  
The Social ◽  
The Status ◽  
Distribution Of Power ◽  
The Impact

• Summary: The Social Workers Registration Act (2003) introduced a system of voluntary statutory registration of the social work occupation in Aotearoa New Zealand. This was hailed as a measure that would protect the public from unsafe practices, and enhance the status of the profession. More recently, however, commentators have noted that these positive effects may not necessarily be forthcoming. This article explores the impact of registration on educational programmes, by placing regulation of the occupation in the context of hegemonic neoliberalism. • Findings: Neoliberal approaches to social care not only constrain the delivery of services, but attempt to shape the perspectives of the social care workforce. Education is a potentially powerful tool for achieving that shaping. Where statutory regulation of social work is in force, competency based training threatens to supplant critical analysis, which is a hallmark of higher education. To retain viability as an academic discipline, social work educators must champion social work’s continuing role in analysing and theorizing the distribution of power in social welfare and social care. • Application: Social work educators have a role in supporting practitioners, who struggle to maintain disciplinary integrity whilst employed within 21st-century human services, by continuing to engage in critical debates, and advancing knowledge about the theory—practice nexus. In advancing such knowledge, they also have much to offer other disciplines in institutions of higher education that are looking to explicate their utility in the ‘real world’.

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