scholarly journals Lessons Learned From Using Adobe Connect in the Social Work Classroom

2011 ◽  
Vol 29 (4) ◽  
pp. 296-302 ◽  
Author(s):  
Amy Cappiccie ◽  
Patricia Desrosiers
Keyword(s):  
Social Work ◽  
Lessons Learned ◽  
The Social

scholarly journals Building the Social Work Workforce: Saving Lives and Families

2014 ◽  
Vol 15 (1) ◽  
pp. 21-33 ◽  
Author(s):  
Katharine Briar-Lawson
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Workforce Development ◽  
Lessons Learned ◽  
Children And Families ◽  
Life And Death ◽  
Development Agenda ◽  
Improved Outcomes ◽  
The Social ◽  
Workforce Needs

This article depicts a journey over the decades to address some of the needs of children and families in the child welfare system. Recounting a few key milestones and challenges in the past 40 years, it is argued that workforce development is one key to improved outcomes for abused and neglected children and their families. Major events and several turning points are chronicled. Emerging workforce needs in aging are also cited as lessons learned from child welfare have implications for building a gero savvy social work workforce. Funding streams involving IV-E and Medicaid are discussed. It is argued that workforce development can be a life and death issue for some of these most vulnerable populations. Thus, the workforce development agenda must be at the forefront of the social work profession for the 21st century. Key funding streams are needed to foster investments in building and sustaining the social work workforce.

Mechanisms of Gatekeeping in the Social Work Profession: Lessons Learned from Canada, Hong Kong and South Korea

2020 ◽  
Author(s):  
Miu Chung Yan ◽  
Jinah Lee ◽  
Edward Ko Ling Chan
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
South Korea ◽  
Professional Education ◽  
Self Regulation ◽  
Lessons Learned ◽  
Professional Status ◽  
Registration System ◽  
The Social ◽  
The Usa

Abstract Striving to be a full-fledged profession with statutorily delegated self-regulatory authority has been a goal of the social work profession in many countries since Abraham Flexner’s (1915 ‘Is social work a profession?’, Paper presented at the Forty-Second Annual Session of The National Conference of Charities and Correction, Baltimore, MD, pp. 581, 584–8, 590. denial of its professional status in the USA. A full self-regulation requires two gatekeeping mechanisms: professional education and registration. Whereas professional social work education has been in place in many parts of the world, the establishment of a mandatory registration system is still limited to a few countries. Although two mechanisms share the same mandate and function as self-regulation, they tend to be discussed separately in the literature. How they connect and work with each other is seldom explored. In this article, by examining the development of these two mechanisms in Canada, Hong Kong and South Korea, we present three different ways of how these mechanisms are connected and discuss observations of those connections.

scholarly journals Developing a Poverty-Aware Pedagogy: From Paradigm to Reflexive Practice in Post-Academic Social Work Education

2020 ◽  
Vol 50 (5) ◽  
pp. 1495-1512 ◽  
Author(s):  
Griet Roets ◽  
Laura Van Beveren ◽  
Yuval Saar-Heiman ◽  
Heidi Degerickx ◽  
Caroline Vandekinderen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Social Injustice ◽  
Social Work Educators ◽  
The Social ◽  
Reflexive Practice ◽  
The Subject ◽  
Work Education

Abstract Social work scholars have argued that poverty reminds us of the necessary commitment to educate professional social workers. Being inspired by a conceptual framework that captures how poverty-awareness can be the subject of teaching in social work programmes, this article offers a qualitative analysis of the reflections being made by a cohort of students about their learning process in a post-academic course. Five common themes are discussed: (i) from recognising micro-aggressions to tackling macro-aggressions; (ii) poverty is an instance of social injustice and requires collective indignation; (iii) notions of commitment and solidarity are ambiguous; (iv) poverty is an instance of social inequality rather than merely social exclusion; and (v) from being heroic agents to social change ‘from within’. Based on these findings, we raise the lessons learned for social work educators. First, they should invite students to reinvigorate the social justice aspirations of social work practices and take a stance in relation to their environment and the wider historical and socio-political circumstances. Secondly, a poverty-aware pedagogy requires collective and long-lasting supervision at the frontline individual, organisational and societal/social policy level. Collective critical reflection and supervision might open up avenues to collectively challenge and change socially unjust rhetoric and practice.

scholarly journals Culturally-Attuned Mentoring for Graduating Latina/o Social Workers to Foster Career Advancement

10.18060/3874 ◽  
2013 ◽  
Vol 14 (1) ◽  
pp. 146-162 ◽  
Author(s):  
Nelly Rojas Schwan ◽  
Lirio K. Negroni ◽  
Annette Santiago-Kozmon
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Cultural Values ◽  
Career Planning ◽  
Lessons Learned ◽  
Mentoring Program ◽  
Cultural Groups ◽  
New Graduates ◽  
Developmental Relationship ◽  
The Social

The underrepresentation of Latinas/os in the social work profession, especially in higher levels of administration, has been amply documented. Successful Latina/o professionals can address the need for Latina/o leadership in the field by mentoring new graduates and supporting their development and career planning as they enter the professional world. This article presents an innovative mentoring program for Latina/o social work professionals conceptualized and led by the Latina/o Network of the Latina/o Network of the Connecticut chapter of the National Association of Social Workers (NASW). The program matches a Latina/o master’s in social work graduating student with a senior Latina/o social work professional. The model of the mentoring program incorporates a coordinator, a liaison to each mentor-mentee dyad, a mentor-mentee developmental relationship, and group gatherings. A key aspect of the model is the attention to and inclusion of Latino cultural values of familismo, personalismo, confianza, and colectivismo, to foster the development of a sense of community. Empirical and anecdotal data illustrate the outcomes of the program. The implementation of the program, the lessons learned, and its applicability to other professionals and cultural groups are discussed.

scholarly journals Making rotational field placements work

2012 ◽  
Vol 11 (1) ◽  
pp. 5-18
Author(s):  
Barbara Muskat ◽  
Marion Bogo ◽  
Illana Perlman
Keyword(s):  
Social Work ◽  
Lessons Learned ◽  
Field Education ◽  
Potential Usefulness ◽  
Evaluation Tool ◽  
Field Instructors ◽  
Social Work Faculty ◽  
Field Placements ◽  
The Social ◽  
Rotational Field

This paper describes the development and successful pilot of rotational placements by the social work faculty of a large Canadian university. Modifications required for the pilot are discussed, particularly related to recruiting settings, enlisting field instructors and students, developing new field materials, training field instructors in the model and developing an evaluation tool used by field instructors and students. The strengths, limitations and lessons learned from the experience are discussed as well as the potential usefulness of rotational placements as an approach to addressing resource challenges in field education.

scholarly journals Rethinking the transformative role of the social work profession in Albania: Some lessons learned from the response to COVID-19

2020 ◽  
Vol 63 (5) ◽  
pp. 640-645
Author(s):  
Marsela Dauti ◽  
Elona Dhëmbo ◽  
Erika Bejko ◽  
Marsela Allmuça
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Lessons Learned ◽  
Governmental Agencies ◽  
The Social

We provide an overview of the social work response to COVID-19 in Albania. After introducing the country situation, we discuss social workers’ engagement in governmental and non-governmental agencies and provide suggestions for advancing the social work profession. We call for greater engagement of social workers in political spaces.

scholarly journals Safeguarding health equality for the disadvantaged during the COVID-19 pandemic: Lessons learned for the social work profession

2020 ◽  
pp. 147332502097333
Author(s):  
Chi-Kin Kwan ◽  
Henry Wai-Hang Ling ◽  
Johnson Chun-Sing Cheung ◽  
Ernest Wing-Tak Chui
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Large Scale ◽  
Social Inequalities ◽  
Lessons Learned ◽  
Community Needs ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Social ◽  
Health Equality

An evaluation of the role played by the social work profession during the outbreak of COVID-19 is necessary. Although social workers have made efforts to address people’s needs during the pandemic, it is worth examining the role they have played in safeguarding health equality. Focusing on the case of Hong Kong, we found that the profession was generally ill-prepared for the outbreak, and in particular, for confronting the attendant social inequalities. We identified three possible reasons for these findings: 1) non-governmental organizations were caught off-guard by the outbreak, 2) there was no clearly articulated intervention agenda to inform practitioners of the roles they should play in such a large-scale crisis, and 3) having become more formalized and standardized, social work services may have become less flexible in responding to emerging community needs. We conclude this article by suggesting three directions that could allow the profession to better pursue its mission during large-scale crises.

Listening to the Voices of Individuals with Disabilities

1998 ◽  
Vol 79 (2) ◽  
pp. 188-196 ◽  
Author(s):  
Stephen French Gilson ◽  
John C. Bricout ◽  
Frank R. Baskind
Keyword(s):  
Social Work ◽  
Exploratory Study ◽  
Personal Experience ◽  
Work Practice ◽  
Social Work Practice ◽  
Fundamental Rights ◽  
Individuals With Disabilities ◽  
Research And Practice ◽  
The Social

Social work literature, research, and practice on disabilities has lagged behind other topical areas dealing with oppressed groups. The social work literature remains “expert focused” and generally fragmented into discussions of specific disabilities or subpopulations. A viable general model that deals with the personal experience of disability is not available. This exploratory study presents a social work literature search and analysis as well as interviews with six individuals with disabilities about their experiences with social workers. Individuals with disabilities assert that they were treated as though they had categorically fewer aspirations, abilities, and perhaps even fundamental rights than did nondisabled people. This study provides a base for follow-up research on models of consumer-focused social work practice in the area of disability.

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