Policy practice in social work education: A literature review

2016 ◽  
Vol 25 (3) ◽  
pp. 290-303 ◽  
Author(s):  
Idit Weiss-Gal
Keyword(s):  
Social Work ◽  
Literature Review ◽  
Social Work Education ◽  
Policy Practice ◽  
Work Education

Strengthening Competency in Policy Practice: An Experiential Model for Student Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 145-158
Author(s):  
Dawn Apgar ◽  
Mackaully Parada
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Opportunities ◽  
Helping Professionals ◽  
Social Work Educators ◽  
Policy Practice ◽  
New Methods ◽  
Macro Practice ◽  
Work Education ◽  
Policy Engagement

Competence in micro and macro practice is required by the Council on Social Work Education because it is essential for skilled practice by helping professionals. Social work educators have historically struggled to identify learning opportunities for students in policy practice that are interesting and help reinforce its relevance to direct helping. It is imperative that new methods of policy engagement be implemented in social work curricula. This article describes an innovative model, based on an experiential statewide collaborative of all undergraduate social work education programs, to develop and assess student competency in policy practice. Evaluation results indicate that students found this model more effective in teaching about the importance of policy practice than traditional policy courses and in conveying the importance of policy to their work in the field.

The Relational Model of Identity Development: An Essential Curricular Component for Social Work Education and Practice

2001 ◽  
Vol 7 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Janis L. Jarrold ◽  
Marceline M. Lazzari
Keyword(s):  
Social Work ◽  
Identity Development ◽  
Literature Review ◽  
Social Work Education ◽  
Goodness Of Fit ◽  
Relation Theory ◽  
Relational Model ◽  
Wellesley College ◽  
Self In Relation ◽  
Work Education

This concept article presents a rationale for including the relational model, also referred to as “self-in-relation” theory, as a component in social work education and practice. The work of the Stone Center theorists at Wellesley College is discussed and related to the significance of relationships in social work and, thus, to its “goodness of fit” with numerous aspects of the profession. The relational model is applied as well to a variety of required curricular components mandated by the Council on Social Work Education. A literature review was conducted, and the results indicate that self-in-relation theory is being used by social work authors. Its diverse applications may speak loudly to its relevance for social work.

Social work academia and policy in Australia1

2017 ◽  
Author(s):  
Philip Mendes ◽  
Susan Baidawi
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
Policy Practice ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in Australia. It begins by presenting an overview of social policy in Australia and by discussing the emergence of social work and the place of policy practice in that country. The features of social work education in Australia are then depicted. Following this, the methodology and the findings of a study of the policy engagement of social work academics in Australia are presented. The findings relate to the levels of engagement in policy and the forms that this takes. They also offer 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.

Using Elements of Team-Based Learning in an Introductory Social Work Course

2013 ◽  
Vol 18 (1) ◽  
pp. 233-240
Author(s):  
Jessica Averitt Taylor ◽  
Tara McLendon
Keyword(s):  
Social Work ◽  
Student Engagement ◽  
Active Learning ◽  
Literature Review ◽  
Social Work Education ◽  
Teaching Strategy ◽  
Assistant Professor ◽  
Team Based Learning ◽  
Work Education ◽  
Newly Hired

This article describes the application of specific elements of team-based learning in an introductory social work course. The second author “inherited” the course when she arrived on campus as a newly hired assistant professor. Although the course was thoroughly developed and highly regarded by faculty and students, the second author felt a sense of disconnect among students, as well as between students and herself. In an effort to increase student engagement and active learning, facets of team-based learning were implemented in this introductory social work course beginning in the fall of 2011, with the first author using this teaching strategy since the fall of 2012. This article includes a brief literature review specific to team-based learning, a description of components of this teaching strategy employed in the course, instructors’ observations, and student commentary regarding team-based learning in this course. Finally, the article concludes with implications for baccalaureate social work education.

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