scholarly journals Enhancing social work education’s diversity-oriented perspective by integrating refugees into higher education: Experiences from the ‘refugee crisis’ in Germany

2021 ◽  
pp. 002087282110082
Author(s):  
Stefan Borrmann
Keyword(s):  
Applied Sciences ◽  
Social Work ◽  
Rural Areas ◽  
Teaching Staff ◽  
Homogeneous Groups ◽  
Course Content ◽  
Global Mindedness ◽  
Universities Of Applied Sciences ◽  
Higher Education Experiences ◽  
Work Education

This note describes how integrating refugees into programs of social work education at universities and universities of applied sciences in Germany influenced the education provided, especially in rural areas where student bodies tend to be homogeneous groups. The refugees enrolled in social work courses changed those mostly homogeneous groups of students not only with their presence but moreover by introducing new perspectives on course content. As the changes prompted shifts in the global mindedness of fellow students and the teaching staff, the quality of the programs was enhanced.

scholarly journals The Nature of Social Work Research by Dutch Universities of Applied Sciences : An Overview

2020 ◽  
Vol 29 (1) ◽  
pp. 41
Author(s):  
Martine Ganzevles ◽  
Daan Andriessen ◽  
Wilke Van Beest ◽  
Tine Van Regenmortel ◽  
Jaap Van Weeghel
Keyword(s):  
Applied Sciences ◽  
Social Work ◽  
Social Work Research ◽  
Universities Of Applied Sciences ◽  
Dutch Universities

The art of not-knowing: Valuing diversity and intercultural competences in international social work education

2021 ◽  
pp. 002087282110657
Author(s):  
KR Anish ◽  
Stefan Borrmann ◽  
Ngan Nguyen-Meyer ◽  
Yan Zhao ◽  
Hilde Berit Moen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
International Social Work ◽  
Culturally Competent ◽  
International Social Work Education ◽  
Global Mindedness ◽  
Work Education ◽  
International Social

The article focuses on how international social work education can enable students to become culturally competent social workers. It follows the idea that the vital aspect of internationalizing social work education is not about structural prerequisites. Rather, it is in the specific role of intercultural perspectives and how these perspectives can be integrated into structural frameworks for internationalizing social work education. It is highlighted that the acceptance of not-knowing and not-understanding provides the basis of cultural awareness or global mindedness. Therefore, a model for the development of intercultural competence in social work is presented.

Teaching Note: Making Sense of Poverty Through the Use of Simulative Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 269-279
Author(s):  
Cora S. Jackson ◽  
Angela Savage ◽  
Angela Gaddis ◽  
Jana Donahoe
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Social Work Students ◽  
Community Action ◽  
Course Content ◽  
Making Sense ◽  
Competency Based ◽  
Action Network ◽  
Implicit And Explicit ◽  
Work Education

Undergraduate social work students are often challenged by their inability to integrate the implicit and explicit course content in the matriculation of their studies. As educational mandates push for greater integration of skills and knowledge, some BSW programs are turning to the use of simulations to supplement classroom experiences and enhance competency-based training. This teaching note explores the authors' use of the Poverty Simulation, copyrighted by the Missouri Community Action Network, as a type of experiential learning in BSW education. Simulative learning is then linked to the Council on Social Work Education (CSWE) 2015 Educational Policy and Accreditation Standards (EPAS) Competencies to explore its usefulness in undergirding implicit course content.

scholarly journals Utilising the ‘common third’ to enhance social work education

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Elizabeth McCreadie
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Academic Staff ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Teaching Staff ◽  
Service Users ◽  
The Common ◽  
Work Education

This article considers the utilisation of the common third to prepare social work students for practice by engaging with education in the broadest sense of the term ( Jackson and Cameron, 2011 ). Quality social work practitioners need fully developed reflective capacities to assist with the complex issues faced by individuals who experience marginalisation, discrimination, and inequality. In order to help develop autonomous and critical thinkers, which is of the utmost importance for social work, this article considers the value of the common third as part of the learning process. The common third, using activities to strengthen relationships, enhances social work practice and this article evaluates a three-day residential experience of outdoor pursuits in partnership with students, service users, practice educators, and teaching staff. This experience has been undertaken for several years at the University of West London, funded by the Education Support Grant from the Department of Health. Until now only anecdotal accounts were available; however, in 2018 staff sought written and verbal feedback from participants to assist in the writing of this article. This is based on the 2018 experience of 45 first-year social work students, six academic staff members, three service users, and two social work practice educators. The findings support the positive anecdotal accounts given to date and highlight the benefits of the common third in social work education.

scholarly journals Using audio-visual presentation to teach global mindedness in social work education

2016 ◽  
Vol 14 (1) ◽  
pp. 19-37
Author(s):  
John Moriarty ◽  
Janet Carter-Anand ◽  
Gavin Davidson ◽  
Chaitali Das ◽  
John Pinkerton
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Cultural Competence ◽  
Visual Presentation ◽  
Classroom Setting ◽  
Cultural Contexts ◽  
Global Issues ◽  
Global Mindedness ◽  
Work Programme ◽  
Work Education

This paper considers the production of an audio-visual presentation of the experience of three students who participated in an exchange with a social work programme in Pune, India. We also describe the use of the video in a classroom setting with a year group of 53 students from a younger cohort. This exercise was intended to stimulate students’ curiosity about the international dimensions of social work and add to their awareness of poverty, social justice, cultural competence and community social work as global issues. Written classroom feedback informs our discussion of the technical as well as the pedagogical benefits and challenges of this approach. We conclude that the audio-visual presentation to some degree helped students connect with diverse cultural contexts, but that a complementary discussion challenging stereotyped viewpoints and unconscious professional imperialism is also crucial.

scholarly journals Better integration of education and practice? Promoting research-based social work

2013 ◽  
Vol 12 (2) ◽  
pp. 67-86
Author(s):  
Sisko Piippo ◽  
Juha Hämäläinen ◽  
Anssi Savolainen ◽  
Mari Suonio ◽  
Raija Väisänen
Keyword(s):  
Social Work ◽  
Rural Areas ◽  
Work Practice ◽  
Social Work Practice ◽  
University Education ◽  
Development Work ◽  
Scientific Methods ◽  
Work Education ◽  
The University ◽  
The Relationship

This article deals with development work that aimed at promoting a better integration of social work university education and social work practice. The development work incorporated the academic world into the working life of social workers in rural areas. As a result, a permanent university-agency network was established, consisting of a university-coordinated networked infrastructure of 26 significant employer organisations (municipalities and nongovernmental organisations). Seminars, workgroups and a continuing education course for practice educators were modelled and realised as network activities. The network has enhanced collaboration. To support the aims of social work education to promote the use of scientific methods and techniques in practice, a significant structure for better interaction with the practice field has been created. Practitioners do have enthusiasm for development work and it is essential in terms of research-based social work as to how this is resourced, supported and utilised by educational solutions. However, in addition to the university-practice relationship, the relationship between individuals and their employer agencies is also key in terms of escalating learning into the organisational context.

Behavioral Social Work: Results of a National Survey on Graduate Curricula

1988 ◽  
Vol 63 (1) ◽  
pp. 239-242 ◽  
Author(s):  
Bruce A. Thyer ◽  
Kim Maddox
Keyword(s):  
Social Work ◽  
Behavior Therapy ◽  
Single Subject ◽  
Course Content ◽  
Single Subject Research ◽  
Graduate Curricula ◽  
Research Designs ◽  
Work Education ◽  
Schools Of Social Work ◽  
Behavioral Methods

A review of the course content in behavior therapy and single-subject research designs offered by 67 of the 99 accredited or preaccredited graduate schools of social work was conducted. Although behavior therapy is a viable perspective in social work education, the approach seems embedded in a context of clinical eclecticism which does not seem likely to provide adequate training in either learning theory or behavioral methods.

scholarly journals Decentering Whiteness in Social Work Curriculum

2021 ◽  
Vol 21 (2/3) ◽  
pp. 801-820
Author(s):  
Stephanie Odera ◽  
M. Alex Wagaman ◽  
Ashley Staton ◽  
Aaron Kemmerer
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Social Work Education ◽  
White Supremacy ◽  
Critical Thought ◽  
Course Content ◽  
Social Work Educators ◽  
Racial Identities ◽  
The Social ◽  
Work Education

The social work profession has historically been dominated by the presence and perspectives of whiteness. The centering of whiteness in social work education is reflected in course offerings, course content, assignment construction, and inherent racialized assumptions about who clients and social workers will be in practice spaces. Critical race theory (CRT) and liberation theory provide a framework for considering how to make visible the ways in which white supremacy is embedded in social work education, and to identify strategies for disrupting its presence by decentering whiteness. The purpose of this project is to foster critical thought about ways to dismantle racism and white supremacy in social work educational spaces. Using the reflexive methodology of collaborative autoethnography, the four authors - two course instructors and two students - with varying racial identities and positionalities, reflected on the experiences of coming to, being in, and transitioning out of the course. Areas of convergence and divergence in the autoethnographic reflections revealed strategies such as embracing vulnerability, promoting authentic relationships, and normalizing emotional as well as cognitive engagement for decentering whiteness in social work education. Implications and recommendations for social work educators and students committed to engaging in anti-racist practice are also discussed

Two Birds With One Stone: Using Gerontology Experiences to Meet CSWE Competencies

2011 ◽  
Vol 16 (1) ◽  
pp. 63-83
Author(s):  
Catherine Tompkins ◽  
Joy Swanson Ernst ◽  
Emily Ihara ◽  
Paul Clark
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Dual Function ◽  
Curriculum Mapping ◽  
Course Content ◽  
Accreditation Standards ◽  
Gerontological Social Work ◽  
Mapping Process ◽  
Competency Based ◽  
Work Education

In 2008 the Council on Social Work Education (CSWE) developed competency-based accreditation standards that establish and define operational practice behaviors. To implement the 2008 accreditation standards, baccalaureate program faculty throughout the country are using curriculum mapping strategies to review and critique current course content and assessment measures. CSWE's National Center for Gerontological Social Work Education offers faculty development opportunities and curriculum resources to promote gerontology competence at the generalist level. Through the curriculum mapping process faculty can determine how to include gerontological social work competency achievement among their students while meeting the 2008 Educational Policy and Accreditation Standards requirements. This article uses an evidence-based framework to provide examples of pedagogy that can serve this dual function.

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