CONCEPTION OF LEARNING AMONG SOCIAL WORK STUDENTS

1997 ◽  
Vol 31 (01n02) ◽  
pp. 63-80 ◽  
Author(s):  
NAI-MING TSANG
Keyword(s):  
Factor Analysis ◽  
Hong Kong ◽  
Social Work ◽  
Social Studies ◽  
Dynamic Process ◽  
Work Experience ◽  
Social Work Students ◽  
Significant Others ◽  
Second Order ◽  
The Social

The responses of 723 students and graduates from the social work course in the Department of Applied Social Studies, Hong Kong Polytechnic University, to 30 statements on the conception of learning were examined. A factor analysis reveals five underlying dimensions: learning as perception, learning as a dynamic process that transcends time and space; the significant others in learning, the instrumental functions of learning; and learning as a rational and emotive process. Non-parametric tests reveal significant differences between i) those with and without social work experience and ii) the diploma and non-diploma holders. Second-order tests of significance were carried out and their findings are discussed. 七百二十三位香港理工大学的社会工作课程学生和毕业生，在一份有三十条命题上的问卷上作答，表示他们的〔学习理念〕。〔因子分析〕显示出五个维度：学习被看为理解；学习不受时间空间所限；影响学习的重要人物；学习的工具性；学习的理性和感性。〔非参数分析〕及〔次度分析〕进一步显出不同类别的回答者之间的〔显著差异〕。

Help-seeking experiences of Hong Kong social work students

2001 ◽  
Vol 44 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Elisabeth Rudowicz ◽  
Elaine Au
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Cultural Context ◽  
Help Seeking ◽  
Social Work Students ◽  
Reciprocal Relationship ◽  
The Social

Experiences of help-seeking among the sample of 250 social work students were explored. A model of the reciprocal relationship between the situation prompting help-seeking, the social and cultural context, and the individual’s feelings was used to analyze the data. The results support the reciprocal link between the type of help-seeking situation, feelings and utilized resources, and show that Hong Kong social work students carry a heavy cultural load of preconceptions relating to help-seeking.

scholarly journals The Cost of Being Black in Social Work Practicum

2021 ◽  
Vol 21 (2/3) ◽  
pp. 331-353
Author(s):  
Nia Johnson ◽  
Paul Archibald ◽  
Anthony Estreet ◽  
Amanda Morgan
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Black Students ◽  
Work Experience ◽  
White Supremacy ◽  
Historical Context ◽  
Social Work Students ◽  
The United States ◽  
Case Examples ◽  
The Social

The social work profession is not exempt from fueling institutional racism, which affects the provision of social work practicum education for Black social work students. This article highlights how the historical and current social cost of being Black in the United States presents itself within social work education’s signature pedagogy. Social workers who hold bachelor’s degrees in social work (BSW) are more likely to be Black than those holding master’s degrees in social work (MSW; Salsberg et al., 2017). It takes Black students longer to earn an MSW degree though they are more likely to hold a BSW while also having work experience related to the social work profession; this is indicative of a flawed system. The implications of this are explored by highlighting social work’s historical context and the role privilege holds within a profession charged with working towards social justice. Critical Race Theory (CRT) is utilized to unearth how the current state of social work practicum upholds a culture of white supremacy through covertly racist requirements and practices. Case examples are utilized to demonstrate the challenges Black students face as social work practicum mimics oppressive practices and perpetuates disparities in the social work landscape. Additionally, this article explores oppression’s role in treating vulnerable social work students and how that treatment is reflected in the workforce, ultimately informing service delivery.

scholarly journals GENERAL VALUES AND WORK VALUES OF SOCIAL WORK STUDENTS IN HONG KONG

2013 ◽  
Vol 47 (01n02) ◽  
pp. 19-34 ◽  
Author(s):  
SHUI-WAI WONG ◽  
MANTAK YUEN
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Work Values ◽  
Social Work Students ◽  
Future Research ◽  
Intellectual Stimulation ◽  
Economic Returns ◽  
The Social ◽  
Self Transcendence ◽  
Work Education

This paper reports research that examines general values and work values held by university students studying social work in Hong Kong. Comparison is also made with values held by similar students studying in different majors. Results indicated that social work students rated general values such as benevolence, self-direction, universalism and tradition higher than their non-social work counterparts. They also rated work values such as altruism, creativity, supervisory relations, independence and intellectual stimulation more highly. However, the social work students held lower values associated with economic returns, thus supporting a view that students with an inclination towards social work tend to espouse self-transcendence and intrinsic work values, and are less influenced by material rewards. Among the social work respondents, gender differences were found in both general and work values. Differences were also noted between the groups with different modes of study. Implications for social work education and future research are discussed.

Hong Kong social work students at the University of Hull

1995 ◽  
Vol 14 (3) ◽  
pp. 44-60 ◽  
Author(s):  
Vicky W.K. Leung ◽  
Bill Y.P. Lay ◽  
Anne Ketchell ◽  
Cindy Clark ◽  
Robert Harris
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Social Work Students ◽  
The University

scholarly journals Dynamics of assertive behavior in the social work students

2020 ◽  
Vol 9 (28) ◽  
pp. 14-21
Author(s):  
Anton Stoykov
Keyword(s):  
Social Work ◽  
Empirical Study ◽  
Social Worker ◽  
Social Work Students ◽  
Educational Process ◽  
Life Situation ◽  
The Social ◽  
Assertive Behavior ◽  
Personal Skills ◽  
Main Components

The article deals with the dynamics of assertive behavior in the Social Work students as assertiveness is one of the most important personal skills needed for the successful interaction between them and their Clients who face a difficult life situation. The characteristics of assertiveness have been theoretically determined paying special attention to the specifics of its manifestations in the interaction between the Social Worker and the Client. On the basis of the conducted empirical study involving Social Work students, analyzed is the dynamics of their assertive behavior based on some of its main components and on their integrity as a personal quality. Considering the research results, justified is the need of including in the educational process specially elaborated programmes with a main focus on the development of assertive behavior.

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.

Rights-based social work in Bosnia and Herzegovina: Validating tools for education and practice

2020 ◽  
pp. 002087282091231 ◽  
Author(s):  
Sanela Šadić ◽  
Jane McPherson ◽  
Tatiana Villarreal-Otálora ◽  
Sanela Bašić
Keyword(s):  
Human Rights ◽  
Factor Analysis ◽  
Education Research ◽  
Social Work ◽  
Confirmatory Factor Analysis ◽  
Bosnia And Herzegovina ◽  
Social Work Students ◽  
Research And Practice ◽  
Confirmatory Factor ◽  
Work Education

This article reports on the development of tools to measure rights-based social work practices in Bosnia and Herzegovina. Previously validated scales - Human Rights Exposure in Social Work (1 scale), Human Rights Lens in Social Work (2 scales), and Human Rights Methods in Social Work (8 scales) - were translated and adapted for the Bosnian context. To complete the validation, social work students (N=296) were surveyed, and the resulting data were analyzed using exploratory and confirmatory factor analysis. The results yield 11 valid scales for measuring human rights constructs and promoting human rights goals in social work education, research, and practice in Bosnia and Herzegovina.

The Use and Evaluation of a Writing Lab for Undergraduate Social Work Students

1997 ◽  
Vol 2 (2) ◽  
pp. 103-113
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
The Social ◽  
Experimental Use ◽  
The Impact

This paper describes one program's experimental use of a writing lab for junior social work majors enrolled in a practice course. In addition to the three-hour social work course, students were required to take a one-hour writing lab each week. In the lab, students received guidelines for and assistance with each of the papers required in the social work course. The impact of the lab on students' writing abilities was evaluated. In general, the findings indicated that the lab had only a limited influence on students' writing abilities. The implications of these results are discussed, as are suggestions for future efforts in this area.

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