Beyond practical preparation: A critical approach to preparing social work students for international study experiences

2017 ◽  
Vol 61 (6) ◽  
pp. 1083-1094 ◽  
Author(s):  
Peter Jones ◽  
Simone Rowe ◽  
Debra Miles
Keyword(s):  
Social Work ◽  
Critical Reflection ◽  
International Study ◽  
Social Work Students ◽  
Preparation Process ◽  
Critical Approach ◽  
Intercultural Learning ◽  
Learning Module ◽  
Student Reflections ◽  
Practice Skills

As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online ‘Intercultural Learning Module’ is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented.

scholarly journals Learning from others: A critical reflection on an international study programme

2017 ◽  
Vol 62 (1) ◽  
pp. 337-350
Author(s):  
Alison McInnes ◽  
Joan M Goss ◽  
Hannah Fisher ◽  
Robyn Brockman
Keyword(s):  
Social Work ◽  
Critical Reflection ◽  
Student Mobility ◽  
Academic Staff ◽  
International Study ◽  
Self Awareness ◽  
Professional Networks ◽  
Social Competencies ◽  
Self Confidence ◽  
Study Programme

This article offers a critical reflection on an international social work study programme at a Northern European university in 2015. This study develops a shared sense of the expectations and experiences of two academic staff and two students who took part in this social work programme. Interesting findings from this life-changing opportunity were ascertained and included awareness of own motivational learning as well as developing cultural competencies (including language and communication skills), intellectual competencies (including working with others to solve problems), social competencies (including increases in self-confidence and self-awareness) and professional competencies (via increases in professional networks). This supports national data regarding the importance of student mobility including study visits abroad.

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.

Social work students’ reflections on gender, social justice and human rights during a short-term study programme to India

2016 ◽  
Vol 60 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Karen Bell ◽  
Bernadette Moorhead ◽  
Heather Boetto
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
International Study ◽  
Social Work Students ◽  
Short Term ◽  
Global Issues ◽  
Gender Oppression ◽  
Short Term Study ◽  
Study Programme

This article explores the impacts of a short-term international study programme on Australian social work students’ understanding of social justice and human rights issues, with particular emphasis on gender oppression. Using qualitative data from a reflective workshop plus written evaluations, students’ reflections on learning experiences during the programme are described and explored. Implications for social work study abroad programmes and the professional knowledge base are considered. Findings indicate that student understanding of gender oppression, social justice and human rights as global issues was enriched by the programme and the need for faculty-led facilitated, reflective learning is reinforced.

Social Work Students Confront Poverty's Impact in the Community: A Service Learning Project

2013 ◽  
Vol 18 (1) ◽  
pp. 217-232
Author(s):  
Judith Gray ◽  
Marissa O'Neill
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Action ◽  
Community Involvement ◽  
Student Outcomes ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Explorative Study ◽  
Student Reflections

This article describes a unique community involvement project that was used to teach BSW students in a Social Work Practice With Groups course about poverty and a qualitative explorative study of student outcomes. The project included a poverty simulation in combination with 25 hours of service learning with people currently experiencing poverty. Very little research has been done on poverty simulations, and none has included a service learning component. Twenty-one college students participated. Student reflections were analyzed, and themes that emerged reflect achievement of course objectives. A content analysis was also completed identifying empathy and social action engagement. All 21 student reflections discussed an increase in empathy surrounding people in poverty. Sixty-seven percent of student reflections indicated social action engagement.

The role of the practice educator in helping students develop critical reflection

2018 ◽  
Vol 15 (2) ◽  
pp. 38-55
Author(s):  
Hilary Lawson
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Social Work Students ◽  
Teaching Tools ◽  
Socially Constructed ◽  
Critically Reflective Practice

This article offers advice to practice educators about the teaching of reflective and critically reflective practice to social work students on placement. It explains what is meant by critical reflection, it offers different tools and ways of teaching critical reflection to students, and it  also strives to problematise the teaching of critical reflection- the meaning of which is itself contested and evolving- and to emphasise the need to subject all teaching  tools to theoretical scrutiny and awareness of socially constructed context and assumptions.  A critically reflective practice educator will interrogate the knowledge underpinning the skills and encourage the student to do the same. The article argues that students have different capacity to be reflective. It explores why many students find it difficult, and suggests that effective critical reflection develops only with time and experience.

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.

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