Virtual Reality and Computer Simulation in Social Work Education: A Systematic Review

2019 ◽  
Vol 56 (1) ◽  
pp. 131-141 ◽  
Author(s):  
Carol M. Huttar ◽  
Karlynn BrintzenhofeSzoc
Keyword(s):  
Systematic Review ◽  
Computer Simulation ◽  
Virtual Reality ◽  
Social Work ◽  
Social Work Education ◽  
Work Education

Technology in Social Work Education: A Systematic Review

2016 ◽  
Vol 52 (4) ◽  
pp. 409-421 ◽  
Author(s):  
Christopher J. Wretman ◽  
Rebecca J. Macy
Keyword(s):  
Systematic Review ◽  
Social Work ◽  
Social Work Education ◽  
Work Education

Self-Care Practice in Social Work Education: A Systematic Review of Interventions

2019 ◽  
Vol 55 (1) ◽  
pp. 102-114 ◽  
Author(s):  
Austin Griffiths ◽  
David Royse ◽  
April Murphy ◽  
Saundra Starks
Keyword(s):  
Systematic Review ◽  
Social Work ◽  
Social Work Education ◽  
Self Care ◽  
Care Practice ◽  
Work Education

scholarly journals The impact of the arts in social work education: A systematic review

2016 ◽  
Vol 17 (2) ◽  
pp. 286-304 ◽  
Author(s):  
Kate Leonard ◽  
Trish Hafford-Letchfield ◽  
Wendy Couchman
Keyword(s):  
Systematic Review ◽  
Social Work ◽  
Social Work Education ◽  
Professional Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Body Of Knowledge ◽  
The Arts ◽  
Work Education ◽  
The Impact

Evidence on the effectiveness of arts-based approaches in professional education has been gathering momentum in the last decade embracing disciplines such as medicine, the allied professions, social work and social care. Key texts have emerged promoting the use of the arts in professional education and there have been some attempts to capture empirical evidence on its value. This paper reports on a systematic review of the current body of knowledge on the impact of the arts in social work education. We introduce the rationale for undertaking a systematic review and the methodology and approach used. We then discuss the three significant themes from our synthesis of the evidence reviewed. These were positioning social work practice through linking micro and macro thinking, the cultivation of leadership beyond verbal reasoning and art as pedagogy. The findings are discussed in the context of what the arts can offer challenges in social work education.

scholarly journals Virtual Reality and Social Work

2022 ◽  
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Support Groups ◽  
Virtual Worlds ◽  
Social Work Education ◽  
Symptom Relief ◽  
Rapid Evolution ◽  
Service Evaluation ◽  
Research Issues ◽  
Work Education

Virtual reality in social work education and practice is relatively new. There is not a large literature on it—note that several of the resources below are authored by the same colleagues. Given the rapid evolution of the technologies, there are limited resources in terms of works within the last fifteen years. Juried resources published by recognized experts are provided. There are basically two distinct forms. First, we have virtual worlds such as Second Life where controlled avatars explore simulated environments. Virtual worlds can be quite varied and rich in visual content. Complete creation of hospitals, service agencies, schools, and places of worship are possible. Support groups for a variety of problems and ability challenges can regularly meet “in world.” Participation is usually synchronous. Most virtual worlds are accessible via personal computers. Participation costs are generally absent. Virtual worlds are not “games” but instead are platforms in which games may be played, role plays may be staged, classes and seminars held. The second virtual reality technology is generally found in laboratory settings. Participants don 3D helmets or goggles and explore environments that are computer-based. Purposes for creating and establishing these environments vary. For example, people suffering from PTSD can explore and relive traumatic events with therapeutic guidance towards symptom relief. As in the case of virtual worlds, lab-based simulations are usually synchronous. Just as avatars may interact with each other, lab-based experiences can include multiple participants. Each of these technologies offers promise for social work education and practice. Students in distance education can work together even when separated by oceans. Students can engage in service evaluation in virtual worlds. Students can learn about addiction triggers through creating the 3D environments that have modeled them. Both formats may be termed multi-user virtual environments (MUVEs) though terms vary. Of interest, if one looks at this bibliography as a data sample, educational uses tend to be through virtual worlds while practice uses may tend to be more in laboratory settings. The opening section discusses critical professional issues that may apply to using virtual reality innovations in social work. The next sections take up educational and practice applications. Articles that predominantly address research issues follow. Finally, resources for developing virtual world experiences are provided.

Integration of Faith and Spirituality in Social Work Education

2021 ◽  
Vol 48 (3) ◽  
pp. 288-307
Author(s):  
Christson Adedoyin ◽  
Sharon Moore ◽  
Rachel Copeland ◽  
Olufunmilayo Folaranmi
Keyword(s):  
Systematic Review ◽  
Social Work ◽  
Conceptual Understanding ◽  
Social Work Education ◽  
Main Research ◽  
Pedagogical Models ◽  
Research Questions ◽  
Social Work Programs ◽  
Work Education ◽  
Research And Policy

This research systematically synthesizes the conceptual understanding, guiding theological, or denominational orientations, and the most promising pedagogical models for integrating faith and spirituality into social work education curricula. Accordingly, we reviewed published peer-reviewed journals in the last 35 years (1985-2020). This systematic review answers three main research questions: 1) What is the array of conceptual definitions of faith and spirituality integration in social work education; 2) Are there theological, and or, denominational orientations influencing the definitions, and integration, of faith and spirituality in social work education? and; 3) What are the available pedagogical models for integrating faith and spirituality into social work education? A conclusion is presented with implications for pedagogy, research, and policy in Christian social work programs

Virtual Reality in Social Work Education

2021 ◽  
pp. 232-256
Author(s):  
Debra L. Olson-Morrison
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Virtual Worlds ◽  
Social Work Education ◽  
Learning Experience ◽  
Learning Tool ◽  
Affective Processes ◽  
Practical Guidelines ◽  
Competency Based ◽  
Work Education

The use of virtual reality (VR) as a learning tool occupies a whole new and exciting domain for social work education. Engaging in virtual worlds expands the potential for students to connect with the learning experience on multiple levels, pedagogically aligns with stimulating affective processes to enhance cognitive engagement, and aligns with the domains of knowledge acquisition in competency-based social work education. In this chapter the author outlines the affordances necessary for student engagement in a virtual learning experience (VLE). The author explores applications for virtual reality in social work education and outlines several distinct opportunities for virtually-enhanced classroom learning. Practical guidelines to assist instructors in facilitating a VR learning experience are proposed, and the chapter concludes with commentary on the future of VR in social work education.

Sign in / Sign up

Export Citation Format

Share Document