The impact of a social work study abroad program in Australia on multicultural learning

2006 ◽  
Vol 49 (3) ◽  
pp. 390-401 ◽  
Author(s):  
Sherry R. Fairchild ◽  
Vijayan K. Pillai ◽  
Carolyn Noble
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Focus Groups ◽  
Social Work Students ◽  
Travail Social ◽  
Multicultural Knowledge ◽  
Programs Of Study ◽  
Social Work Program ◽  
Study Abroad Program ◽  
The Impact

English Internationalizing the US social work curriculum with programs of study abroad is an effective method to develop students’ awareness of the importance of global interdependence and increase multicultural knowledge. Results from the Multicultural Awareness/Knowledge/Skill Survey and pre-post focus groups indicate the merits of a US-Australian social work program of study abroad for master’s-level social work students. French Internationaliser le curriculum américain en travail social par le biais de programmes d'études à l'étranger est un moyen efficace pour prendre conscience de l'importance de l'interdépendance globale et pour hausser nos connaissances multiculturelles. Les résultats du sondage sur les degrés de conscience, de connaissances et d'habiletés multiculturelles ainsi que les résultats des entrevues en 'focus groups' pré et post expérience, révèlent les mérites d'un programme d'étude de maítrise à l'étranger en travail social dans un échange entre les Ütats-Unis et l'Australie. Spanish Una manera eficaz de desarrollar el sentido de interdependencia global y aumentar el conocimiento de asuntos multiculturales es a través de planes de estudio que incorporen temas internacionales y con programas en países fuera del propio. Los resultados de la encuesta Conciencia Multicultural/Conocimiento/Destrezas, y los grupos de pre y post focus señalan los méritos que tienen en este sentido los programas internacionales de master's de trabajo social entre EE.UU. y Australia.

Social Work Students' Perceptions of Field Agency and School Response to the Terrorist Attacks of September 11, 2001

2006 ◽  
Vol 12 (1) ◽  
pp. 143-164 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
September 11 ◽  
School Intervention ◽  
Terrorist Attacks ◽  
Field Placement ◽  
Work Program ◽  
Class Time ◽  
Social Work Program ◽  
The Impact

This article reports on a study of social work students' reactions to the terrorist attacks of September 11, 2001, and their perceptions and evaluations of any initiatives their social work program and field placement agency undertook in the wake of the attacks. A majority of students reported that class time was devoted to a discussion of the attacks and that their school or program provided an opportunity for students to discuss their feelings. Fewer reported that their agency provided assistance to them, staff, or clients. While the participants valued such assistance, findings regarding the impact that this had on students' level of distress indicate that in some instances, agency and school intervention actually increased students' stress.

Evaluating the Impact of a Hartford Gero-Rich Project on a Bachelor of Social Work Program

2005 ◽  
Vol 11 (sp1) ◽  
pp. 13-25 ◽  
Author(s):  
Thomas R. Barton ◽  
Harriet L. Cohen ◽  
Cecilia L. Thomas ◽  
Mark H. Sandel
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Work Students ◽  
State University ◽  
Organizational Changes ◽  
Bachelor Of Social Work ◽  
Work Education ◽  
Social Work Program ◽  
The Impact

In response to the greater need for professionally educated Bachelor of Social Work social workers to work with older adults, a multipronged approach was developed and implemented to infuse gerontology content into the undergraduate social work curriculum at a large state university in Texas. Efforts were made to help ensure that curricular and organizational changes would be sustained for the long term. These initiatives were funded by and were part of the national Hartford Geriatric Enrichment in Social Work Education Program. A quasiexperimental evaluation was conducted involving four cohorts of social work students. Findings demonstrate success in changing students' 1) career aspirations, 2) perceptions of faculty's knowledge of issues concerning older adults, 3) perceptions of their own knowledge of issues concerning older adults, and 4) perceptions of older adults.

scholarly journals Broadening the ‘Environment’ in Social Work

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather Boetto ◽  
Bernadette Moorhead ◽  
Karen Bell
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Positive Impact ◽  
International Study ◽  
Social Work Students ◽  
Cultural Issues ◽  
Study Abroad Programs ◽  
Mixed Methods Approach ◽  
Critical Social Work ◽  
Study Abroad Program

Adopting a critical social work frame of reference, this paper explores the impacts and challenges of a two-week study abroad program to India on Australian social work students’ understanding of the environment in practice. Using a mixed methods approach, a small study was undertaken in 2011 involving pre and post-program surveys, as well as a facilitated reflective workshop to explore environmental social work.  Results are discussed and indicate the program had a positive impact on expanding students’ conventional socio-cultural understanding of the environment and global dimensions of environmental degradation.  Whilst this is positive and suggests some justification for the international study abroad program, other questions and challenges are raised relating to complex cultural issues and neo-colonial aspects of study abroad programs.

An International Social Work Exchange: What, So What, and Now What?

2003 ◽  
Vol 8 (2) ◽  
pp. 97-108 ◽  
Author(s):  
Karen A. Ford ◽  
Carolyn Bartick Ericson
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Student Perspective ◽  
Study Abroad Programs ◽  
Education Model ◽  
Collective Development ◽  
Social Work Program ◽  
Study Abroad Program ◽  
Journal Entries ◽  
International Social

Building on a belief in the value of study-abroad programs, this article describes the effects of an international experience for BSW students and the transformation of these effects into knowledge for individual and collective development. Perceptions of BSW students are explored examining changes in attitudes and perspectives after a two-week social work survey course in a Dutch social work program. Qualitative and quantitative methodologies are used to discuss changes in responses to survey questions, pre- and postinternational experience, as well as analysis of directed journal entries and integrative papers using an experiential education model. The findings in this study demonstrate the multidimensionality of a study-abroad program, the effect on the students and the importance of the student perspective as they view the profession.

scholarly journals “Storytelling from the Colonial Margins of the Academy: Urban Mixed Ancestry Indigenous experience in and around social work classrooms of T’karonto”

2021 ◽  
Author(s):  
Leah Roberts
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Institutional Factors ◽  
Indigenous Research ◽  
Mixed Ancestry ◽  
Indigenous Identity ◽  
Indigenous Students ◽  
Post Secondary ◽  
Social Work Program ◽  
The Impact

This is an Indigenous research journey. This journey focuses on the stories of the lived experiences of Urban Mixed Ancestry Indigenous students in T’karonto while attending post-secondary social work classrooms where they received Indigenous focused or indigenized curricula. Using a Mohawk approach to research (that includes traditional teachings from an Elder and a storytelling approach), this paper explores the impact this curriculum has on Urban Mixed Ancestry Indigenous social work students as they express their stories of attending university and their social work program in T’karonto - through paintings. It also explores the colonial, societal and institutional factors that cause Urban Mixed Ancestry Indigenous students to question their Indigenous identity within post-secondary social work classrooms. These stories provide knowledge on how to move forward in a good way when implementing Indigenized curricula within non-Indigenous and settler-colonial classrooms. Keywords: Indigenous, Storytelling, T’karonto, Urban, Mixed Ancestry, Social Work, Students

scholarly journals “Storytelling from the Colonial Margins of the Academy: Urban Mixed Ancestry Indigenous experience in and around social work classrooms of T’karonto”

2021 ◽  
Author(s):  
Leah Roberts
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Institutional Factors ◽  
Indigenous Research ◽  
Mixed Ancestry ◽  
Indigenous Identity ◽  
Indigenous Students ◽  
Post Secondary ◽  
Social Work Program ◽  
The Impact

This is an Indigenous research journey. This journey focuses on the stories of the lived experiences of Urban Mixed Ancestry Indigenous students in T’karonto while attending post-secondary social work classrooms where they received Indigenous focused or indigenized curricula. Using a Mohawk approach to research (that includes traditional teachings from an Elder and a storytelling approach), this paper explores the impact this curriculum has on Urban Mixed Ancestry Indigenous social work students as they express their stories of attending university and their social work program in T’karonto - through paintings. It also explores the colonial, societal and institutional factors that cause Urban Mixed Ancestry Indigenous students to question their Indigenous identity within post-secondary social work classrooms. These stories provide knowledge on how to move forward in a good way when implementing Indigenized curricula within non-Indigenous and settler-colonial classrooms. Keywords: Indigenous, Storytelling, T’karonto, Urban, Mixed Ancestry, Social Work, Students

scholarly journals Applied Methods of Teaching about Oppression and Diversity to Graduate Social Work Students: A Case Example of Digital Stories

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Christine A Walsh ◽  
Micheal L. Shier ◽  
Kathleen C. Sitter ◽  
Jackie D. Sieppert
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Master Of Social Work ◽  
Course Content ◽  
Pratiques Professionnelles ◽  
Course Work ◽  
Travail Social ◽  
Digital Stories ◽  
Work Education ◽  
The Impact

Social work education accreditation requires the completion of course work specifically around issues related to oppression and diversity within society. Educators offer a range of approaches to engage students in discussion about oppression and diversity from academic content and structured curriculum to reflective practice and experiential learning opportunities. The following describes a Master of Social Work course on oppression, social justice, and diversity offered at a western Canadian university that utilized a mixed method of teaching practices – including the creation of digital stories by the students in small groups. Beyond this description of the course content, students’ insight into the impact of using digital stories for their own learning and application to professional practice around issues of oppression and diversity is presented and discussed. Pour être agréé comme travailleur social, il faut avoir suivi des cours axés sur les questions d’oppression et de diversité au sein de la société. Pour faire participer les étudiants, les éducateurs emploient diverses méthodes qui vont des discussions à partir d’un contenu universitaire à un programme d’enseignement structuré et utilisent une approche réflective ainsi que des occasions d’apprentissage expérientiel. L’article traite d’un cours de maîtrise en travail social sur l’oppression, la justice sociale et la diversité, offert dans une université de l’Ouest du Canada, qui utilise une méthode combinée de pratiques d’enseignement, y compris la création d’histoires digitales par les étudiants en petits groupes. En plus d’en décrire le contenu, l’article présente un aperçu de l’impact de l’utilisation de ces histoires sur l’apprentissage des étudiants et de son application aux pratiques professionnelles entourant les questions d’oppression et de diversité.

Recreational Drumming: A Creative Arts Intervention Strategy for Social Work Teaching and Practice

2010 ◽  
Vol 15 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Tina Maschi ◽  
Carolyn Bradley
Keyword(s):  
Social Work ◽  
Intervention Strategy ◽  
Social Work Students ◽  
Well Being ◽  
Creative Arts ◽  
Stress Energy ◽  
Msw Students ◽  
Interpersonal Connectedness ◽  
Diverse Groups ◽  
The Impact

Recreational music-making has been shown to decrease stress and increase feelings of well-being and empowerment among diverse groups. This study examined the impact of recreational drumming among social work students on measures of well-being, empowerment, and connectedness. It used a pretest-posttest design to evaluate outcomes among a sample of 31 participants in the 2-hour I–We Rhythm Program for recreational drumming. Results of paired t-test analyses revealed significant differences in levels of stress, energy, and feelings of empowerment and community. Using this creative-arts intervention can be an effective self-care strategy for BSW and MSW students, practitioners, and/or clients in educational or agency-based settings to increase feelings of well-being and interpersonal connectedness, which, in turn, may help to increase effectiveness in practice.

Australian social work students: Balancing tertiary studies, paid work and poverty

2018 ◽  
Vol 19 (2) ◽  
pp. 276-295 ◽  
Author(s):  
Len Baglow ◽  
Susan Gair
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Adverse Outcomes ◽  
Financial Strain ◽  
Policy And Practice ◽  
Life Study ◽  
Field Placements ◽  
Study Experience ◽  
Social Work Programs ◽  
The Impact

Summary It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications The purpose of this study was to illuminate social work students’ complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.

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