scholarly journals The Status of Professional Practice Skills of Social Work Students in Vietnam

2020 ◽  
Vol 9 (3) ◽  
pp. 77
Author(s):  
Nguyen Huu Long
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Social Work Students ◽  
The Status ◽  
Practice Skills

Teaching for Transformation: Master of Social Work Students Identify Teaching Approaches That Made a Difference

2019 ◽  
pp. 154134461986594 ◽  
Author(s):  
Thecla Damianakis ◽  
Betty Barrett ◽  
Beth Archer-Kuhn ◽  
Patricia Samson ◽  
Sumaiya Matin ◽  
...  
Keyword(s):  
Social Work ◽  
Student Engagement ◽  
Transformative Learning ◽  
Focus Groups ◽  
Professional Practice ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Social Work Students ◽  
Master Of Social Work ◽  
Engagement Strategies

Transformative learning captures the process by which students engage in their learning, experience a change in perspective, of themselves or society, and then enact their new understanding. The purpose of this 4-year, four-cohort study was to identify the transformative learning experiences of Master of Social Work students and specific student engagement strategies they felt made a difference in preparing them for professional practice. Six focus groups ( n = 40) were conducted using established focus group methodology. All focus groups were audio recorded, professionally transcribed verbatim, and subject to qualitative content analysis. Students identified six themes in student engagement strategies that facilitated their transformative learning, including transformative aspects of the curriculum, experiences with peers, qualities in their relationships with faculty that fostered critical reflection, a sense of identity, and mentoring. This study will help educators better identify teaching strategies to engage students in their personal and professional transformative learning.

scholarly journals Personal Change of Social Work Students through Establishing the Relationships in Professional Practice

2015 ◽  
Vol 1 ◽  
pp. 46
Author(s):  
Ramune Bagdonaite-Stelmokiene ◽  
Vilma Zydziunaite
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Data Collection ◽  
Professional Practice ◽  
Professional Growth ◽  
Social Work Students ◽  
Self Awareness ◽  
Personal Change ◽  
Collection Method ◽  
Beliefs And Values

<p><em>The article presents the results of qualitative research carried out with</em><em> 53 social work students</em><em> in Lithuania.</em><em> The research focused on the personal change in social work students taking place during the professional practice in which students establish relationships with different participants in the practice. . The use of unstructured reflection as a data collection method enabled students to remember, think over and put their practice experiences in writing. The data were analysed by applying grounded theory </em><em>(Strauss &amp; Corbin, 1990). Findings revealed that social work students differently experience the establishment of relationships in the professional practice. These experiences lead to students’ professional growth and personal change. The findings provide an opportunity to deepen the knowledge about students’ experiences of relationships. These new experiences can promote students’ self-awareness, the change of worldviews, beliefs and values as well as adding the new trends for the analysis of goals in professional practice of social work.</em></p><p> </p>

scholarly journals Preferences and Orientations of Social Work Students towards Methods and Forms of Professional Practice

2021 ◽  
Vol 29 (1) ◽  
pp. 71-81
Author(s):  
Ginka Mehandzhiyska
Keyword(s):  
Social Work ◽  
Conceptual Model ◽  
Professional Practice ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Data ◽  
The Social ◽  
Work Education

This article presents results from research on preferences of social work students (n=60) towards particular methods and forms when practicing their profession. A conceptual model has been applied, where measurements and analysis lead to identification of two methodological orientations: micro- and macro-orientation. Based on research data conclussions are made about the profile of the students' interests for practicing the social work profession in particular areas and settings. Presented analysis concludes that social work education prepares professionals with profiles relevant to the needs of social work practice.

Gaps between academia and practice: Perspectives on new graduates’ readiness for social work practice in Georgia

2021 ◽  
pp. 002087282110263
Author(s):  
Inga Saitadze ◽  
Darejan Dvalishvili
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Academic Program ◽  
Field Education ◽  
Academic Programs ◽  
New Graduates ◽  
Readiness For Practice

The study explores the perspectives of social work students, faculty, and the main employer of social workers with regard to new graduates’ readiness for social work practice in Georgia. The results of focus groups and in-person interviews revealed significant gaps and tension between academic programs and professional practice contributing to students’ low levels of readiness for practice. Participants identified various concerns regarding academic program curricula, field education, and professional practice; although, reasons for new graduates’ lack of readiness for practice highlighted by the main employer and academic program faculty were conflicting and pointed need for further actions.

Teaching Social Work Writing

2001 ◽  
Vol 6 (2) ◽  
pp. 125-141 ◽  
Author(s):  
Diane S. Falk ◽  
Phyllis G. Ross
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Writing Skills ◽  
Social Work Students ◽  
Work Skills ◽  
Teaching Experiences ◽  
The Core ◽  
Work Skill ◽  
Approach To Teaching ◽  
Work Knowledge

This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.

Epistemological Siblings: Seven Reasons to Teach Ethnography in Social Work Education

2019 ◽  
Vol 50 (7) ◽  
pp. 2233-2251
Author(s):  
Philip Gillingham ◽  
Yvonne Smith
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
The Novel ◽  
Ethnographic Studies ◽  
Novel Approach ◽  
Professional Social Worker ◽  
Work Education ◽  
Practice Skills

Abstract Ethnographic studies of people at the margins of society, struggling with complex and intertwined personal and social problems, have provided useful insights to social work students and practitioners. Similarly, ethnographic studies of social work practice have provided deeper understandings of how professionals work with individuals, groups and organizations. It has been argued that, given the similarities in the skills required to be an ethnographer and a professional social worker, ethnography should be included in social work curricula, both as an approach to research and as a way to enhance practice skills. The main contribution of this article is to extend this argument using the novel approach of exploring the similarities and divergences between the epistemological approaches of ethnography and social work, in terms of how knowledge is sought, constructed and critically questioned.

scholarly journals Factors of Social Work Students’ Professional Identity Significance during Professional Training

2021 ◽  
Vol 13 (3) ◽  
pp. 333-349
Author(s):  
Liubov Spivak ◽  
Zhanna Melnyk ◽  
Dmytro Spivak
Keyword(s):  
Social Work ◽  
Professional Identity ◽  
Social Worker ◽  
Professional Training ◽  
Positive Attitude ◽  
Social Work Students ◽  
Professional Activity ◽  
Personal Significance ◽  
The Social ◽  
The Status

The paper reveals the results of empirically study of factors of social work students’ professional identity significance during professional training. The respondents group consisted of 311 social work students of 1-4 years of Ukrainian higher education institutions. The low-level predominance of professional identity significance in the majority of students is defined. The development of students’ professional identity significance is due to various factors. In the 1st year – the position of students regarding to the status of a social worker in society and respect for the social worker in society; positive attitude of students to the social worker profession. In the 2nd year – a positive attitude of students to the social worker profession; personal significance of the social worker profession. In the 3rd year – a positive attitude of students to the social worker profession; students’ position about the positive impact of the future professional activity of a social worker on their life. In the 4th year – the personal significance of the social worker profession. The factor “students’ position regarding the status of a social worker in society” has a direct impact on the importance of professional identity for 3rd year students and opposite – 4th year students. The position of all students about the prestige of the social worker profession in the country does not affect their professional identity significance.

scholarly journals Exploring Faculty Perceptions of Student Incivility in Social Work: Results from a National Survey

2017 ◽  
Vol 17 (2) ◽  
pp. 340-354 ◽  
Author(s):  
Elizabeth A. Wahler ◽  
Karen Badger
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Faculty Perceptions ◽  
Social Work Students ◽  
National Sample ◽  
Faculty Experiences ◽  
College Classrooms ◽  
Student Incivility ◽  
Social Work Programs ◽  
Work Student

The literature suggests that incivility is a growing problem in college classrooms, but few studies have examined incivility within social work programs. Using a national sample of social work instructors (n=327), this study examined faculty experiences with social work student incivility in both undergraduate and graduate education. Results showed that some behaviors often deemed disrespectful or inattentive do occur in social work classrooms, and they occur more frequently in undergraduate classes than graduate classes. Although rare, hostile behaviors were also reported by faculty. Discussion of these findings includes recommendations for addressing incivility in the context of preparing social work students for professional practice.

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