A new method of international education: Using a consulting model to build social work skills in Chile

2017 ◽  
Vol 61 (6) ◽  
pp. 884-890 ◽  
Author(s):  
Alissa Anne Marchant ◽  
Katherine Germak ◽  
Stephanie Berzin
Keyword(s):  
Social Work ◽  
International Education ◽  
Master's Level ◽  
Work Skills ◽  
Boston College ◽  
Work Habits ◽  
Hard Skills ◽  
School Of Social Work ◽  
Local Agencies ◽  
Work Education

International experiences in social work education have become more common in the last few decades. The literature has shown these experiences to improve students’ cultural competency, intercultural communication, and work habits. The literature focuses on diffused learning experiences, where students visit and hear from local agencies. This article offers a consulting model as an alternative experiential learning method. Master’s level students at the Boston College School of Social Work report improved cultural competence and also the development of hard skills, such as collaboration, that will transfer to future social work employment.

The 5-Year BSW–MSW Program: A New Curricular Option

2010 ◽  
Vol 15 (1) ◽  
pp. 67-82
Author(s):  
Shirley Simon ◽  
Edward Gumz ◽  
Susan Grossman ◽  
James Marley ◽  
Yolanda Golden
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Potential Role ◽  
Faculty Members ◽  
Specific Information ◽  
Admission Process ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

This article describes and analyzes the development and implementation of a 5-year BSW–MSW program at a Midwestern school of social work. Key pedagogical and programmatic considerations in the development of such programs are identified. Specific information about the admission process and curricular pathway is provided. Five-year and traditional MSW students are compared on their performance in foundation-level MSW courses. The results of evaluative surveys of faculty members and 5-year students are also presented. The potential role of 5-year programs in social work education is discussed.

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

scholarly journals Perception towards quality and effectiveness of social work education through open and distance learning

2019 ◽  
Vol 14 (1) ◽  
pp. 64-83 ◽  
Author(s):  
Bishnu Mohan Dash
Keyword(s):  
Social Work ◽  
Distance Learning ◽  
Social Work Education ◽  
Field Work ◽  
Faculty Members ◽  
Content Type ◽  
Interview Guide ◽  
Open And Distance Learning ◽  
School Of Social Work ◽  
Work Education

Purpose The purpose of this paper is to highlight the perception of the students towards the quality and effectiveness of social work education offered by Indira Gandhi National Open University (IGNOU) through open and distance learning (ODL). Design/methodology/approach The sample size consisted of 150 students, 15 academic counsellors engaged in either teaching or development sectors, or faculty members of School of Social Work of IGNOU. The methods of data collection included interviews and content analysis. Interview schedule for students, interview guide for academic counsellors and interview guide for faculty members were used. Findings The study centres were allotted as per student’s choice. Students were satisfied with the counsellors because of their support, availability, contact, accessibility and assisting the students to clearing their doubts. The study found that the student’s attendance in counselling sessions was found to be negligible, even a large number of respondents were not aware of the ODL system. The study also shows that students face lots of problem with regard to their field work supervision and other components of field work as were also neglected. Practical implications The findings of the study are extremely relevant for formulating necessary guidelines for improving the social work education through ODL mode. The study recommends revision of course materials translated in Hindi language, holding of individual and group conferences regularly as well as proper evaluation of field work reports. Originality/value This is first such study conducted in India to examine the effectiveness of social work education through ODL.

Lewis, Harold

2013 ◽  
Author(s):  
Michael Reisch
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Worker ◽  
Social Work Education ◽  
Work Values ◽  
Hunter College ◽  
Social Work Values ◽  
School Of Social Work ◽  
Work Education

Harold Lewis (1920–2003), social worker and activist, was Dean of Hunter College School of Social Work for twenty years. He published widely on social work values and ethics, epistemology of practice, child welfare, social welfare administration, and social work education.

Pray, Kenneth

2013 ◽  
Author(s):  
Larraine M. Edwards
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Prison Reform ◽  
Social Planning ◽  
The Public ◽  
Public Charities ◽  
School Of Social Work ◽  
Work Education ◽  
The University

Kenneth Pray (1882–1948), a leader in social work education, worked for the Public Charities Association and was interested in prison reform. He also served as director of social planning and administration at the University of Pennsylvania's School of Social Work.

Millie Charles: Believing in the Mission

1999 ◽  
Vol 4 (2) ◽  
pp. 19-35 ◽  
Author(s):  
Lorrie Greenhouse Gardella
Keyword(s):  
Social Work ◽  
Civil Rights ◽  
Historically Black ◽  
Professional Education ◽  
Oral Narrative ◽  
National Leader ◽  
Historically Black University ◽  
School Of Social Work ◽  
Work Education ◽  
Southern University

Millie M. Charles, born on July 25, 1923, is dean of the School of Social Work at Southern University at New Orleans (SUNO). Charles has participated in movements for civil rights and social justice throughout her life. Charles served as a national leader in the development of professional baccalaureate social work education, and she founded the School of Social Work at SUNO, a historically black university, as a resource for professional education and community activism. In this oral narrative, Charles describes her career as a mission for social change.

Social Work Education and Service Learning

2003 ◽  
Vol 8 (2) ◽  
pp. 37-48 ◽  
Author(s):  
Michael E. King
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Service ◽  
Social Work Education ◽  
Theory And Practice ◽  
Master's Level ◽  
Social Work Values ◽  
Student Skill ◽  
Work Education ◽  
Schools Of Social Work

In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determination, collaboration, social justice, a person-in-environment focus, and accountability. Drawing on recent examples from baccalaureate and master's-level programs, empirical evidence supporting the efficacy of service learning in the field of social work is offered.

scholarly journals The Development of International Programs in a School of Social Work

2014 ◽  
Vol 15 (1) ◽  
pp. 143-162
Author(s):  
Frank B. Raymond
Keyword(s):  
South Carolina ◽  
Social Work ◽  
Social Work Education ◽  
Global Perspective ◽  
International Social Work ◽  
University Of South Carolina ◽  
Field Placements ◽  
School Of Social Work ◽  
Work Education ◽  
International Social

During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW), where the author was privileged to serve as dean for 22 years (1980-2002) when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

scholarly journals Economic Modeling in SocialWork Education

10.18060/21 ◽  
2000 ◽  
Vol 1 (2) ◽  
pp. 161-175
Author(s):  
Barry R. Cournoyer ◽  
Gerald Powers ◽  
James Johnson ◽  
Robert Bennett
Keyword(s):  
Social Work ◽  
Economic Modeling ◽  
Decision Makers ◽  
Logical Framework ◽  
Planning Tool ◽  
Specific Responsibility ◽  
School Of Social Work ◽  
Work Education ◽  
Real Costs ◽  
Spreadsheet Software

Economic modeling provides academic administrators with a logical framework for analyzing costs associated with the processes involved in the delivery of social work education. The specific costs associated with activities such as teaching, research, and service may be determined for a school of social work as a whole or for specific responsibility centers (e.g., programs and services within the school). Economic modeling utilizes modern spreadsheet software that can be configured in relation to the idiosyncratic needs and budgeting strategies that exist in virtually all colleges and universities. As a versatile planning tool, it enables managers to identify specific “cost-drivers” that cause the occurrence of real costs in relation to designated programmatic initiatives. In addition, economic modeling provides academic planners and decision-makers a useful vehicle for considering the economic impact of various projected (“what if”) scenarios.

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