Goals of Social Work Education: Reviews of "The Social Work Curriculum Study"The Social Work Curriculum Study.

1959 ◽  
Vol 33 (4) ◽  
pp. 360-445
Author(s):  
Alton A. Linford ◽  
Charlotte Towle ◽  
Rachel Marks ◽  
Thomas D. Sherrard ◽  
Charles Shireman ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Curriculum Study ◽  
The Social ◽  
Work Education

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

Social work education and the Bologna Process

2012 ◽  
Vol 57 (6) ◽  
pp. 566-575 ◽  
Author(s):  
Chaime Marcuello-Servós
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Systems Thinking ◽  
Social Work Education ◽  
Bologna Process ◽  
The Past ◽  
The Social ◽  
Instruments And Techniques ◽  
Work Education ◽  
The Bologna Process

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.

Social work academia and policy in Sweden

2017 ◽  
Author(s):  
Katarina H. Thorén ◽  
Pia Tham
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Welfare State ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement ◽  
The Welfare State

This chapter examines the engagement of social work academics in the policy process in Sweden. It begins by presenting an overview of social policy and the welfare state in Sweden and by discussing the emergence of the social work profession in that country. The development of social work education in Sweden and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of Swedish social work academics are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

Social work academics and policy in Spain

2017 ◽  
Author(s):  
María Asunción Martínez-Román ◽  
Miguel Ángel Mateo-Pérez
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in Spain. It begins by presenting an overview of social policy in Spain, particularly in the post-Franco era, and by discussing the emergence of the social work profession in that country. The development of social work education in Spain and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of social work academics in Spain are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

Social work academia and policy in South Africa

2017 ◽  
Author(s):  
Antoinette Lombard
Keyword(s):  
South Africa ◽  
Social Work ◽  
Social Policy ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in South Africa. It begins by presenting an overview of social policy in South Africa, particularly in the post-Apartheid era, and by discussing the emergence of the social work profession in that country. The development of social work education in South Africa and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of social work academics in South Africa are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

Social work academia and policy in Germany

2017 ◽  
Author(s):  
Andreas Herz ◽  
Stefan Köngeter
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Welfare State ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement ◽  
The Welfare State

This chapter examines the engagement of social work academics in the policy process in Germany. It begins by presenting an overview of social policy and the welfare state in Germany and by discussing the emergence of the social work profession in that country. The unique features of social work education in Germany and the place of policy engagement in the social work discourse are depicted. Following these, the methodology and the findings of a study of the policy engagement of German social work academics are then presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

scholarly journals In defence of a university social work education

2017 ◽  
Vol 12 (2-3) ◽  
pp. 97-106 ◽  
Author(s):  
June Thoburn
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Fast Track ◽  
Negative Impact ◽  
Grey Literature ◽  
Social Work Practice ◽  
University Education ◽  
Content Type ◽  
The Social ◽  
Work Education

Purpose The purpose of this paper is to identify the particular characteristics and strengths of mainstream undergraduate and postgraduate university education for social workers. Design/methodology/approach A brief summary of the establishment of the honours degree or M-level qualification as the requirement for registration as a social worker in England is followed by a summary of the main aspects of “mainstream” social work courses. The values underpinning a “student” rather than a “trainee” route into social work are explored and some limited comparisons made with recently introduced fast-track specialist programmes. Where relevant, the student experience is contrasted with that of fast-track specialist trainees. Findings The paper concludes with a discussion of the potential impact on the social work profession and on agencies providing social work services of the cuts over the past few years in the numbers of students on “generalist” mainstream social work programmes. Research limitations/implications This is a conceptual paper. It recognises that more information is available on long-established university programmes than on the more recently available fast-track routes into social work and cites relevant research. Practical implications The paper points to the changing balance between numbers entering social work in England via mainstream and fast-track specialist programmes and argues for a fuller debate amongst all stakeholders as to whether this change is in the interest of the profession and those who need social work services. Social implications The author argues that the unequal level of funding between the different entry routes into social work is distorting choice (for students and future employers) between fast-track specialist and mainstream social work education. It is hypothesised that differences between the curricula and learning experiences of the two routes may have an impact on the social work service available to vulnerable people across age and needs groups. It also points to a potentially negative impact on social work education and the knowledge base of the reduction in numbers of academics with both social work practice experiences and research qualifications. Originality/value This is an original paper that draws on the author’s experience and the published research and grey literature cited.

Council on Social Work Education

2013 ◽  
Author(s):  
Julia M. Watkins ◽  
Jessica Holmes
Keyword(s):  
Social Work ◽  
Board Of Directors ◽  
Social Work Education ◽  
Educational Innovation ◽  
Faculty Members ◽  
Development Research ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The Council on Social Work Education (CSWE) provides leadership in social work education through faculty development, research, and accreditation of baccalaureate and master's social work programs. As of February 2012, 689 social work programs were accredited by CSWE. These programs represent an estimated 7,500 faculty members and 82,000 students at the baccalaureate and master's levels. CSWE promotes continued educational innovation and relevancy through setting accreditation standards, which are regularly revised by volunteer representatives from the social work education and practice community and approved by the CSWE Board of Directors.

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.

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