Alternative Psychological Approaches for Social Workers and Social Work Students Dealing with Stress in the UK: Sense of Coherence, Challenge Appraisals, Self-Efficacy and Sense of Control

2013 ◽  
Vol 45 (1) ◽  
pp. 69-85 ◽  
Author(s):  
S. Collins
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Sense Of Coherence ◽  
Self Efficacy ◽  
Social Work Students ◽  
Sense Of Control ◽  
The Uk

scholarly journals Exploring the experiences of practice teachers who are not social workers

2012 ◽  
Vol 9 (2) ◽  
pp. 33-56
Author(s):  
Chris Laycock ◽  
Laura Walker ◽  
Laura Heath
Keyword(s):  
Social Work ◽  
Focus Group ◽  
Social Workers ◽  
Social Work Students ◽  
The Social ◽  
Practice Teaching ◽  
The Uk ◽  
Work Student ◽  
And Training

Professionals without a social work qualification have been involved in the practice teaching of social work students since the days of CCETSW (the former education and training body for social work in the UK). Historically this has always happened more in the voluntary sector. With the advent of the Social Work Degree in England, the 50% increase in demand for placements in a variety of settings has seen reliance on practice teachers who are not social workers.This raises some interesting questions about how professionals who are not social workers should be trained and supported in the role of practice teacher.We will attempt to explore these questions, drawing on responses to a questionnaire sent to a range of practice teachers in a county in northern England as well as feedback obtained from a focus group drawn from respondents to the questionnaire. The participants in the research came from a range of work backgrounds in the voluntary and statutory sectors. The experiences discussed in the research, in the main, relate to the Diploma in Social Work (the former UK qualification) as the degree only started in 2003- 2004. We will refer to research participants as Practice Teachers. The key criterion for involvement was that all participants in the study had had sole responsibility for at least one social work student.

Exploring Social Work

2020 ◽  
Author(s):  
Linda Bell
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Students ◽  
Anthropological Perspective ◽  
Social Work Research ◽  
Social Work Values ◽  
Social Work Practitioners ◽  
History Of ◽  
The Uk ◽  
Work Education

This unique study of social work provides a bold and challenging view of the subject from an anthropological perspective. Combining research and personal reflection, the book explores cultural and symbolic representations of social work, evolving identities of social work practitioners and the ways in which they and society now view one another. The book provides a history of social work and asks how we address the taken-for-granted nature of social work. The influences of the state, social policy, and public perceptions (including users of social work services) on social work are explored. It focuses on issues relating to social work education and training in the UK and, comparatively, in a few other countries, and explores views of social workers and social work students about socialisation into the profession. It looks at issues of identity for social workers and explores social work values. The book goes on to explore what social workers say about relationships and partnerships, and how they explain the significance of these concepts to social work, and moves on to consider policies and strategies underpinning social work research and evidence-based or evidence-informed practice. Further investiagtion is given to organisation, symbols and 'cultural representation', before the book concludes by reflecting on why social work and social workers continue to be relevant to society on local, national, and international levels.

scholarly journals Should you encourage students to assess themselves in practice learning? A guided self-efficacy approach to practice learning assessment

2012 ◽  
Vol 6 (3) ◽  
pp. 8-30
Author(s):  
Jonathan Parker
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Self Efficacy ◽  
Learning Assessment ◽  
Central Importance ◽  
Constructive Dialogue ◽  
The Uk

Practice learning has assumed a place of central importance in the current qualifying education for social work in the UK. This paper seeks to explore whether students should be encouraged to contribute to the process of assessment and, assuming that they should, how this might be achieved. A self-efficacy model is proposed as a means of students assessing themselves and creating a constructive dialogue on their progress and development as beginning social workers.

scholarly journals Video Intervention to Increase Knowledge About and Interest in Palliative Care Among MSW Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 70-70
Author(s):  
Cathy Berkman
Keyword(s):  
Palliative Care ◽  
Social Work ◽  
End Of Life ◽  
Social Workers ◽  
End Of Life Care ◽  
Social Work Students ◽  
Life Care ◽  
Video Intervention ◽  
Msw Students ◽  
The Mean

Abstract As the population ages and more people live longer with chronic and life-limiting illnesses, more healthcare professionals with palliative care skills are needed. Social workers are part of the palliative care team, but there is little, if any, content on palliative and end-of-life care in MSW programs. A 24-minute video featuring nine palliative and hospice social workers was produced with two goals: 1) increase knowledge of social work students about palliative and end-of-life care; and 2) interest social work students in a career in palliative social work. MSW students from three schools, in NY and Alabama, viewed the video. After viewing the video, 94 students participated in the mixed methods study, completing the brief, anonymous, online survey. The mean level of understanding about what palliative social workers do, rated from 1 (no understanding) to 5 (very good understanding), was 2.96 (SD=.99) before viewing the video and 4.31 (SD=.61) after, for an increase of 1.35 points (95% CI=1.14, 1.55) (p<.001). The mean level of interest in a career in palliative care social work and working with seriously ill persons and their family members, rated from 1 (Not at all interested) to 5 (Extremely interested), was 2.52 (SD=.99) before viewing the video and 3.45 SD=.80) after, for an increase of .91 points (95% CI=.79, 1.07) (p<.001). Qualitative data supporting the quantitative findings will be presented. This study suggests that a video intervention may be an effective tool to increase knowledge and interest in palliative and end-of-life care among social work students.

In search of better opportunities: transnational social workers in the UK navigating the maze of global and social mobility

2018 ◽  
Author(s):  
Shereen Hussein
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Essential Element ◽  
Work Practice ◽  
Western World ◽  
International Mobility ◽  
Context Sensitive ◽  
Level Of Training ◽  
International Identity ◽  
The Uk

Social workers are increasingly becoming global professionals, both in utilising their professional qualifications as a means to achieve international mobility, and in the expectation of gaining an internationally transferable set of skills. However, there is a continued dilemma in defining such professional international identity due to contradictory processes of ‘indigenisation’, or the extent to which social work practice fits local contexts; ‘universalism’, finding commonalities across divergent contexts; and ‘imperialism’ where western world-views are privileged over local and Indigenous cultural perspectives (Gray, 2005). Many regard social work to be especially context-sensitive in that a good understanding of language and cultural clues is an essential element in the ability of workers to perform their work effectively. In that sense, while global professional mobility facilitates transnational social work (Hanna and Lyons, 2014), social work is not yet a global ‘common project’ and clear differences remain at the level of training, qualifications and practice (Weiss-Gal and Welbourne, 2008; Hussein, 2011, 2014).

Reconfiguring professional autonomy? The case of social work in the UK

2017 ◽  
Author(s):  
John Chandler ◽  
Elisabeth Berg ◽  
Marion Ellison ◽  
Jim Barry
Keyword(s):  
United Kingdom ◽  
Social Work ◽  
Social Workers ◽  
Professional Practice ◽  
Professional Autonomy ◽  
The Third ◽  
The United Kingdom ◽  
The Social ◽  
The Uk

This chapter discusses the contemporary position of social work in the United Kingdom, and in particular the challenges to what is seen as a managerial-technicist version of social work. The chapter begins with focus on the situation from the 1990s to the present day in which this version of social work takes root and flourishes. The discussion then concentrates on three different routes away from a managerial-technicist social work: the first, reconfiguring professional practice in the direction of evaluation in practice, the second ‘reclaiming social work’ on the Hackney relationship-based model and the third ‘reclaiming social work’ in a more radical, highly politicised way. Special attention is devoted to a discussion about how much autonomy the social workers have in different models, but also what kind of autonomy and for what purpose.

Student-Directed Behavioral Community Interventions in Social Work Education

2018 ◽  
Vol 28 (6) ◽  
pp. 731-740 ◽  
Author(s):  
Christoph Bördlein
Keyword(s):  
Social Work ◽  
Training Program ◽  
Behavior Analysis ◽  
Social Workers ◽  
Undergraduate Students ◽  
Social Work Students ◽  
Community Interventions ◽  
Social Work Practitioners ◽  
Social Work Interventions ◽  
Work Education

Behavioral social work is the application of behavior analysis to the field of social work. There are behavioral social work interventions for individuals, groups, and communities. Nevertheless, behavioral social work is far from a widely adopted approach among social work practitioners. A reason for the underuse might be seen in the fact that most interventions in behavioral social work aim at individual clients and groups. Social work could further benefit from the application of methods taken from behavioral community interventions. Behavioral community interventions modify the behavior of a larger group of people (e.g., pedestrians using a crosswalk, cafeteria patrons, students using a university building) with antecedent- and consequence-focused interventions. The article describes a training program for social work students in behavioral community interventions. Results of two projects, undergraduate students designed and performed, are presented. Behavioral community interventions are recommended as a valuable part of the education of social workers.

Recruiting and Engaging Men as Fathers in Social Work Practice

2014 ◽  
pp. 235-260
Author(s):  
Joseph Fleming ◽  
Andrew King ◽  
Tara Hunt
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Child Protection ◽  
Current Knowledge ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Literature ◽  
Engaging Men ◽  
Current Knowledge Base

Evidence in the research literature suggests that men are usually not engaged by social workers, particularly in child welfare and child protection settings. Mothers also tend to become the focus of intervention, even when there is growing evidence that men can take an active and important role in a child's development in addition to providing support to the mother and family. Whilst there have been some promising developments in including men in social work practice internationally, there remains a gap in the research regarding the engagement of men as fathers in Australia. Given the growing relevance of the topic of fathers, the purpose of this chapter is to add to the current knowledge base, to support social work students and practitioners to engage with men in their role as fathers, and to offer an evidence-based practice model that may assist social workers in their work with men as fathers.

Elisabeth Kübler-Ross and the Five Stages Model In Selected Social Work Textbooks

2020 ◽  
pp. 105413732093230
Author(s):  
Charles A. Corr
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Workers ◽  
Critical Analysis ◽  
Human Services ◽  
Social Work Students ◽  
Educational Programs ◽  
The Social ◽  
Provision Of Care ◽  
Hospice Palliative Care

Professional social work is a discipline in which practitioners often find themselves engaged in addressing issues related to illness, crises, and loss. Professional social work is also a discipline with links to many associated disciplines, especially those in the social sciences such as psychology, sociology, and gerontology, as well as provision of care in such fields as hospice/palliative care, bereavement support, and counseling. Exploring some aspects of educational programs for professional social workers may help illuminate how professionals are prepared to function in many of these disciplines and areas of human services. This article offers a critical analysis of one limited but important aspect of the education offered to social work students, namely how the work of Elisabeth Kübler-Ross and her five stages model are presented in five recent social work textbooks. In each case, there is a description and critical analysis of what authors of these five books write about these subjects. These analyses lead to suggestions concerning how these subjects should or should not be presented in educational programs for students and as guidelines for practice in social work, associated disciplines, and related areas of human services.

Sign in / Sign up

Export Citation Format

Share Document