Social Work Training Facilities At the University of Singapore

1968 ◽  
Vol 11 (2) ◽  
pp. 56-60
Keyword(s):  
Social Work ◽  
Social Work Training ◽  
Work Training ◽  
The University

scholarly journals The Auckland MA Sociology (Option II- Social Welfare and Development): A social work qualification gone but not forgotten

2018 ◽  
Vol 30 (2) ◽  
pp. 42-56 ◽  
Author(s):  
Barbara Staniforth
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Welfare ◽  
Structured Interviews ◽  
Resource Limitations ◽  
Social Work Training ◽  
Work Training ◽  
History Of ◽  
Work Education ◽  
The University

INTRODUCTION: The University of Auckland MA in Sociology (Option II–Social Welfare and Development) (“the Programme”) was a qualifying social work programme that admitted students from 1975 to 1979. This article describes this programme and some of the issues that led to its short-lived tenure.METHODS: Semi-structured interviews were conducted with 12 staff and students who had been involved with this programme. One person, involved in the accreditation of the Programme was also interviewed, and one person provided feedback in an email. Information was also obtained through archived University of Auckland documents, reports, and various forms of personal correspondence provided by June Kendrick. FINDINGS: The Programme was championed by the Head of the Department of Sociology (David Pitt). There were resource limitations and philosophical tensions within the Department about the qualification. There was little support for its continuation at the end of a three-year grant and after the departure of David Pitt. The New Zealand Social Work Training Council accredited it after its discontinuation.CONCLUSION: The Programme made a valuable contribution to the profession of social work and social work education and forms an important part of the history of social work in Aotearoa New Zealand. 

scholarly journals Pedagogic assistance to self-realisation of students of the direction of training “Social Work” in the educational space of the university

2021 ◽  
Vol 27 (2) ◽  
pp. 104-108
Author(s):  
Anfinogenov Ilya Leonidovich ◽  
Vericheva Olga Nikolaevna
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Empirical Study ◽  
Value Orientations ◽  
Social Work Training ◽  
Work Training ◽  
The Social ◽  
Personal Qualities ◽  
The University

The article is devoted to the study of the mechanisms of pedagogic assistance to self-realisation of students of the "Social Work" training direction in the educational space of the university. We considered and substantiated the theory of student-centred education in the conditions of a university. The mechanisms of students' realisation of their existential needs in the process of obtaining higher education are considered. The article defines the conditions conducive to student self-realisation in the educational space of the university. The content of the article substantiates an algorithm for the formation of significant personal qualities of a student in the educational space of the university. Particular attention is paid to the model of pedagogic assistance to self-realisation of students in the educational space of the university. The text provides effective forms of pedagogic assistance to self-realisation of students in the educational space of the university. The article analyses the results of an empirical study of the process of pedagogic assistance to self-realisation of students in the direction of training "Social Work" in the educational space of the university. During the analysis of the literature and the study, it was revealed that in the process of self-realisation there is always something that encourages the student to carry out self-realisation – a motive reflected in the goal of self-realisation, which affects the final result of its studies at the university. The necessity of timely determination of interests, abilities, inclinations, value orientations, students’ capabilities and ways of overcoming barriers that hinder self-realisation is shown. In this case, the teacher acts as a partner, coordinator, consultant, mentor, thereby providing more opportunities for the student's independence and responsibility.

scholarly journals Simulations as a teaching strategy in Social Work training

2021 ◽  
pp. 253-286
Author(s):  
Carolina Rojas ◽  
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Situated Learning ◽  
Teaching Strategy ◽  
Social Work Students ◽  
Student Centered ◽  
Social Work Training ◽  
Work Training ◽  
The University ◽  
Dynamic Approximation

This paper is about the simulations' systematization and evaluation, implemented over 13 years, as part of the training of Social Work students at the University of Costa Rica. As a product of the systematization, the simulations' theoretical foundation is detailed, integrated by student-centered approach, situated learning, and cultural-historical theory. Besides, the didactic process had two moments: first, the strategy preparation and implementation, and second the debriefing with all the participants. The evaluation was implemented in 2017, 2018, and 2019. A questionnaire was developed and completed by 60 students in these three years. The students consider the simulations as a more dynamic approximation to the knowledge provided by the course, through the practical approach to situations they will face in their professional practice. The students acquired several learnings with this training, on a theoretical, methodological, and technical level, as well as the development of skills for the attention of crises.

scholarly journals Social Work Training and Readiness for Trauma-Informed Care in Nursing Homes

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 718-718
Author(s):  
Nancy Kusmaul ◽  
Todd Becker
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Nursing Homes ◽  
Social Service ◽  
Social Work Training ◽  
Trauma Informed Care ◽  
Work Training ◽  
Significant Difference ◽  
Bachelor Of Social Work ◽  
Trauma Informed

Abstract Most adults have experienced traumatic events (SAMHSA, 2017). Late-life traumas may compound upon trauma histories (Maschi, et al., 2013), accentuating the risks confronting older adults. Per CMS’ updated Requirements for Participation, nursing homes (NHs) must implement trauma-informed care (TIC) approaches, effective November 2019. Many NHs do not staff Masters of Social Work (MSWs), despite their expertise in providing mental health care. Notwithstanding, employed MSWs feel unprepared to help their NHs implement TIC. This presentation discusses findings from a national survey of NH social service directors (N = 932). Results showed 71% (n = 650) reported moderate to strong interest in TIC training. A Kruskal-Wallis H test revealed a statistically significant difference in TIC training interest χ2(1) = 43.690, p < .001, such that MSWs reported higher interest (M = 486.47) than non-MSWs (M = 375.23). There was no difference between those with and without a Bachelor of Social Work.

Modifying Attitudes and Adjustment through Social Work Training in an Agency Serving the Visually Handicapped

1976 ◽  
Vol 70 (2) ◽  
pp. 72-77
Author(s):  
Friedericka Mayers
Keyword(s):  
Social Work ◽  
Training Programs ◽  
Social Work Training ◽  
Work Training ◽  
Visually Handicapped ◽  
Schools Of Social Work

Social work training oriented specifically toward the visually handicapped is not widely available in schools of social work, and it is consequently the responsibility of rehabilitative agencies to provide such training programs. A fieldwork program at an unidentified state center for the visually handicapped is described under the headings of seven “themes” or dimensions of training.

scholarly journals Challenges in adapting field placement during a pandemic: A Jamaican perspective

2021 ◽  
pp. 002087282097673
Author(s):  
Cerita S Buchanan ◽  
Sarah J Bailey-Belafonte
Keyword(s):  
Social Work ◽  
Field Experience ◽  
Home Visits ◽  
Field Placement ◽  
Field Placements ◽  
Social Work Training ◽  
Work Training ◽  
Short Essay ◽  
Information And Technology

The field experience component of social work training had to be quickly adjusted due to the COVID-19 pandemic, and various factors guided this process. This short essay briefly explores how information and technology, home visits, insurance and liability, and licensing and regulation have impacted the adjustment of social work field placements in Jamaica during the COVID-19 pandemic. It also highlights the different methods of field placements that have been used in light of the challenges.

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