What are Social Work Students’ Perceptions of the Community Practice Method?

2018 ◽  
Vol 26 (1) ◽  
pp. 23-40 ◽  
Author(s):  
Ayala Cohen ◽  
Vered Shenaar-Golan
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Community Practice ◽  
Practice Method

Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses

2019 ◽  
Vol 1 (3) ◽  
pp. 192-210
Author(s):  
Madhavappallil Thomas
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills ◽  
Community Study ◽  
Community Practice ◽  
Macro Practice ◽  
The Usa

This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.

scholarly journals The New Color is Green: Social Work Practice and Service-Learning

10.18060/1340 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 113-125 ◽  
Author(s):  
Emma T. Lucas-Darby
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Community Practice ◽  
Leadership Roles ◽  
Community Members ◽  
Human Welfare

Attention to saving the environment is gaining momentum daily. Citizens have a fundamental right to protect the environment from harm due to human activities. The profession of social work has a role to play in greening and sustaining the environment. The inclusion of this content in social work courses is a natural fit given the profession’s person-in-environment perspective which emphasizes the relationship between individuals, their behavior and the environment and advocacy for preservation of human welfare and human rights. Participatory environmentalism considers the role of community members in demonstrating their civic responsibility toward preservation of the natural environment and resources. Social work students must be encouraged to accept vital leadership roles that address environmental concerns in addition to serving client populations. A community practice course which includes a service-learning requirement chose “greening” as a theme. Students worked with communities to identify and implement semester-long “green” projects.

scholarly journals Community Practice: A Training Ground for Social Work Students

2001 ◽  
Author(s):  
Mylo Jennings
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Community Context ◽  
Community Practice ◽  
Master Of Social Work ◽  
Field Placements ◽  
Social Work History ◽  
Community Concept

Providing services to communities while providing education and training for social work practice in communities is at the core of this paper. These activities are discussed and reviewed in the context of social work in communities. Social work field placements (internships) in communities can provide positive learning experiences for students and excellent services to communities. The Winslow Project, a two-year community-focused placement for two group of first year master of social work (M.S.W.) Students is described and the results of this project are discussed. In order to fulfill a commitment to the community concept, students need a well-defined concept of group and community practice in order to provide the range and quality of services that are required for social work practice in the 21st's century global community paradigm. Providing social work intervention practices in the community is paramount to the further development of social work as a profession. It will also provide support and encouragement for communities to provide these supportive services within the community context. Social work history is rich with the type of models necessary for this to occur.

scholarly journals Harnessing Technology for Research During the COVID-19 Pandemic: A Mixed Methods Diary Study Protocol

2021 ◽  
Vol 20 ◽  
pp. 160940692098604
Author(s):  
L. Y. Saltzman ◽  
L. D. Terzis ◽  
T. C. Hansel ◽  
J. M. Blakey ◽  
D. Logan ◽  
...  
Keyword(s):  
Social Work ◽  
Mixed Methods ◽  
Phase 1 ◽  
Social Work Students ◽  
Diary Study ◽  
Cross Sectional ◽  
Master Of Social Work ◽  
Global Pandemic ◽  
Msw Students ◽  
Changes Over Time

Project Title: Psychosocial Reactions to a Global Pandemic: A Diary Study During COVID-19. Design: The study uses a mixed methods design that includes both a cross-sectional quantitative survey and qualitative diary entries submitted online eight times by student participants. Context of Study: The study timeline spans the full shutdown, phase 1 reopening, and phase 2 reopening of New Orleans Louisiana. Objectives: The study has three primary objectives: (1) To better understand the experiences of Social Work Students during the COVID-19 pandemic; (2) To explore risk and protective factors that influences Social Work Students’ ability to cope with stressors and changes associated with the COVID-19 pandemic; and (3) to track changes over time in coping among Social Work Students during the COVID-19 pandemic. Study Population: Current Master of Social Work (MSW) Students enrolled at Tulane University during the COVID-19 Pandemic will be invited to participate in this study.

Secondary Traumatization Among Social Work Students—The Contribution of Personal, Professional, and Environmental Factors

2020 ◽  
Author(s):  
Anat Ben-Porat ◽  
Shahar Shemesh ◽  
Ronit Reuven Even Zahav ◽  
Shelly Gottlieb ◽  
Tehila Refaeli
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Positive Contribution ◽  
Unique Contribution ◽  
Raising Awareness ◽  
The Mean ◽  
Explained Variance ◽  
Second Year ◽  
Self Differentiation

Abstract This study examined the rate of secondary traumatic stress (STS) among social work students and the contribution of background variables, personal resources (mastery and self-differentiation) and environmental resources (supervision satisfaction and peer support) to STS. The sample consisted of 259 social work students at three social work schools in Israel. The findings indicated that the mean level of STS was mild. Of the students, 36 per cent suffered STS to a mild extent, 19 per cent to a moderate extent and 18 per cent reported a ‘high to extreme extent’. A significant contribution was made by the student’s year of study, students in their second year of social work school suffered more severely from STS than did students in their first or third years. A positive contribution was made by the student’s level of exposure and a unique contribution was made by mastery and supervision satisfaction to the explained variance of STS. The findings highlight the importance of raising awareness of STS and its implications for social work students, as well as the necessity of helping students cope with this phenomenon. In addition, the study emphasises the significant role of supervisors in the training agencies and the importance of increasing students’ sense of mastery.

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