Gilchrist-James, Gayle

2021 ◽  
Author(s):  
Linda Kreitzer ◽  
Richard Ramsay
Keyword(s):  
Social Work ◽  
Role Model ◽  
Teaching Style ◽  
Work Practice ◽  
Vice President ◽  
Social Work Practice ◽  
International Federation ◽  
University Of Calgary ◽  
The University ◽  
Systems View

Gayle Gilchrist-James (1940–2008) was a leader in social work in Canada and around the world. Through her social work practice, academia, and leadership at the national and international levels, she exemplified what a social worker could do through hard work, vision, and passion. Her wholistic systems view gave her the sense of “no limits” about her life and work. Her leadership was rooted in compassion and a humanitarian perspective. She was a role model to students and faculty at the University of Calgary in her teaching style and how she cared deeply for the students she taught. Her crowning accomplishments were her work with the International Federation of Social Workers (IFSW) as vice-president (North America) and president and the creation of the IFSW’s Commission on Human Rights.

Challenges of Social Work Students from Historically Disadvantaged Universities during Placements in Semi-Rural Areas in South Africa

2020 ◽  
Vol 32 (3) ◽  
Author(s):  
Varoshini Nadesan
Keyword(s):  
South Africa ◽  
Social Work ◽  
Rural Communities ◽  
Rural Areas ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Undergraduate Study ◽  
Historically Disadvantaged ◽  
The University

This study highlights the challenges faced by social work students during their fourth-year field placements. The research was conducted among social work students at two historically disadvantaged universities in South Africa. The aim of the study was to understand the field experiences of final-year Bachelor of Social Work students from historically disadvantaged universities. It was anticipated that these students were placed at rural or semi-rural communities that were close to the university. Students in the fourth and final year of their undergraduate study are expected to receive training that would generate advanced field practice experience in specialised settings to prepare them for the reality of social work practice in the workplace. A qualitative study was undertaken among current and past social work students. The findings highlighted issues pertaining to limited placements, poorly managed student placements, access to communities, and supervision challenges. However, the key findings indicate that once placed, the students felt abandoned by their training institutions and left to rely solely on their field supervisors for academic, administrative and developmental guidance. The study recommends that universities be more adept at fulfilling the needs of students and providing comprehensive support. The study also recommends that a suitably administered system of communication between the university, student and placement agency be implemented as part of the comprehensive support to students.

Keeping MANDELA alive: A qualitative evaluation of the MANDELA supervision framework four years on

2016 ◽  
Vol 14 (1) ◽  
pp. 35-58
Author(s):  
Prospera Tedam ◽  
Millicent Munowenyu
Keyword(s):  
Social Work ◽  
Ethnic Diversity ◽  
Social Work Students ◽  
Qualitative Evaluation ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Health And Social Care ◽  
The Usa ◽  
The University

Four years after the development of the MANDELA model by Prospera Tedam, an independent evaluation of its effectiveness was conducted in 2014 with 45 social work students and 6 practice educators. The framework was incorporated into the University of Northampton (UN) Social Work Practice Learning Handbook as a recommended practice placement supervision tool for use by students and practice educators. This article summarises the process, findings and recommendations arising from the evaluation. The project sought to evidence the justification for the model’s continued use in social work practice placements. Though the intended audience for this publication are primarily social work students and practice educators in practice placement settings, the model’s underpinning ethos as a strengths based anti-oppressive tool and its unique attributes as a framework that proactively promotes and permits in-depths discussions on pertinent issues of difference, life experiences, individuality and diversity would be of benefit to any university lecturer and other stake holders in the fields of health and social care. The model can also be adapted and used in field education in countries such as Australia, New Zealand, Canada, South Africa and the USA and in other countries where cultural and ethnic diversity in higher education is resulting in differential experiences and outcomes for students from minority backgrounds.

Social Work Practice in the Compensation Context

2021 ◽  
pp. 111-130
Author(s):  
Olga Gountras
Keyword(s):  
Social Work ◽  
Role Model ◽  
Work Practice ◽  
Social Work Practice ◽  
Law Firm ◽  
Client Outcomes ◽  
Spheres Of Influence ◽  
Multidisciplinary Practice ◽  
Common Goals ◽  
The Law

There are multiple synergies between social work and the law, and the two professions have common goals. The law underpins social work practice via legislation and legal processes. Despite this, social work services in a plaintiff law firm remains a unique practice setting. This chapter provides a description of the establishment of such a service in Australia. It explains the reason for it, how it was established, the practice model, spheres of influence, and reasons for its success. The service is a role model for successful multidisciplinary practice for better client outcomes.

Social Working the Borderlands

2021 ◽  
pp. 13-36
Author(s):  
Jacques Boulet
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Ecological Change ◽  
Ecological Context ◽  
Teaching Position ◽  
The Social ◽  
The University ◽  
True Values

This chapter describes why and how the author decided to leave his social work teaching position at an Australian university and start a cooperative that could more appropriately respond to the changing social and ecological context and could be more commensurate with the true values of the social work profession. The chapter moves from the author's experiences and philosophical motivations guiding his decision to move from the university context to the establishment of a social and ecological change cooperative and the invitation to colleagues and students to join the re-contextualizing experiment to the reasons why the cooperative format was chosen. The programs, projects, and partnerships, which have been realized in the course of the 23 years since the start of the Borderlands Cooperative, are documented and reflected upon, leading to final recommendations for a social work practice that remains true to its historical mission whilst responding to the contemporary contextual challenges.

Teaching Effectiveness in the Social Work Practice Class: BSW Students' Views

2002 ◽  
Vol 8 (1) ◽  
pp. 97-120 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Role Model ◽  
Teaching Effectiveness ◽  
Work Practice ◽  
Social Work Practice ◽  
Classroom Teaching ◽  
Teaching Behaviors ◽  
The Social ◽  
Instructor Experience ◽  
Social Work Programs

One hundred and ninety-two students from seven social work programs were surveyed regarding their instructor's use of classroom teaching behaviors, exams, papers, and role plays and the instructor's knowledge, experience, and ability to serve as a role model. The association between these variables and three measures of teaching effectiveness was examined. Results suggest that the instructor's knowledge of the field practicum, the ability to convey this knowledge to students, and help students link classroom and field learning are critical. The findings reveal the subtle role played by instructor experience in enhancing teaching effectiveness. Implications of the findings are discussed, including contradictions between what students found helpful and what they reported their instructor actually did.

Teaching Generalist Social Work Practice: Students' Perceptions of the Importance of the Instructor's Practice Experience

2002 ◽  
Vol 7 (2) ◽  
pp. 93-111 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Role Model ◽  
Teaching Effectiveness ◽  
Work Practice ◽  
Social Work Practice ◽  
Classroom Behaviors ◽  
Practice Experience ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

BSW and first-year MSW students from one school of social work were surveyed to determine the influence that the perception of the practice instructor's professional experience had on that individual's teaching effectiveness. Results indicate that practice experience, particularly current experience, did enhance students' evaluations of their instructor's teaching effectiveness. The perception of the instructor's practice experience also was linked to several other attributes that enhanced teaching effectiveness, most notably serving as a role model to students and engaging in classroom behaviors that helped students apply their classroom learning. The results underscore the importance of instructors being knowledgeable about the field curriculum and suggest the need for caution when interpreting findings related to teaching effectiveness in social work education.

International policy on ageing and older persons: Implications for social work practice

2011 ◽  
Vol 54 (3) ◽  
pp. 330-343 ◽  
Author(s):  
Merl C. 'Terry' Hokenstad ◽  
Amy Restorick Roberts
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Older Persons ◽  
Work Practice ◽  
Social Work Practice ◽  
International Federation ◽  
Policy Statement ◽  
International Policy ◽  
The Social ◽  
Recent Policy

The International Federation of Social Workers’ recent policy statement on ‘Ageing and Older Persons’ draws on the Madrid International Plan of Action on Ageing and its implications for the social work profession. Principles from the policy statement are examined with recommendations for social work practice.

scholarly journals Better integration of education and practice? Promoting research-based social work

2013 ◽  
Vol 12 (2) ◽  
pp. 67-86
Author(s):  
Sisko Piippo ◽  
Juha Hämäläinen ◽  
Anssi Savolainen ◽  
Mari Suonio ◽  
Raija Väisänen
Keyword(s):  
Social Work ◽  
Rural Areas ◽  
Work Practice ◽  
Social Work Practice ◽  
University Education ◽  
Development Work ◽  
Scientific Methods ◽  
Work Education ◽  
The University ◽  
The Relationship

This article deals with development work that aimed at promoting a better integration of social work university education and social work practice. The development work incorporated the academic world into the working life of social workers in rural areas. As a result, a permanent university-agency network was established, consisting of a university-coordinated networked infrastructure of 26 significant employer organisations (municipalities and nongovernmental organisations). Seminars, workgroups and a continuing education course for practice educators were modelled and realised as network activities. The network has enhanced collaboration. To support the aims of social work education to promote the use of scientific methods and techniques in practice, a significant structure for better interaction with the practice field has been created. Practitioners do have enthusiasm for development work and it is essential in terms of research-based social work as to how this is resourced, supported and utilised by educational solutions. However, in addition to the university-practice relationship, the relationship between individuals and their employer agencies is also key in terms of escalating learning into the organisational context.

Northen, Helen

2013 ◽  
Author(s):  
Robert Carter Arnold
Keyword(s):  
Health Care ◽  
Social Work ◽  
Southern California ◽  
Clinical Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
University Of Southern California ◽  
Teaching Career ◽  
Clinical Social Work Practice ◽  
The University

Helen Northen (1912–2006) spent her teaching career at the University of Southern California and was considered one of the foremost authorities on social work with groups. She also published extensively on clinical social work practice and health care.

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