The Impact of the Human Rights Education Program for Women on Gender Perceptions of Social Work Students

2016 ◽  
Vol 29 (1) ◽  
pp. 113-121 ◽  
Author(s):  
Hasan H. Altınova ◽  
Veli Duyan ◽  
Hamido A. Megahead
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Education Program ◽  
Social Work Students ◽  
Human Rights Education ◽  
Control Group ◽  
Gender Perceptions ◽  
The Social ◽  
Quasi Experimental ◽  
The Impact

Objectives: This study examines the impact of women’s human rights education on improving the gender perceptions (GPs) of social work students. Methods: Experimental group consists of third-year social work students participated in the “Human Rights Education Program for Women (HREP)” within the scope of social work principles and methods II course given in Ankara University, Department of Social Work, whereas control group consists of the same class students who did not participate in the program. Gender Perception Scale was employed as an outcome measure tool in the study in which 65 students participated. The research in question is a quasi-experimental study, where pretest–posttest model is used. The HREP was performed on the students in a total of 12 sessions and each session lasted about 120 min. Results: The research study revealed GP levels of the social work students participated in the HREP were improved. Conclusions: HREP is effective in educating women on human rights; hence, this program should be used to educate female students at universities and create awareness on human rights.

The Use and Evaluation of a Writing Lab for Undergraduate Social Work Students

1997 ◽  
Vol 2 (2) ◽  
pp. 103-113
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
The Social ◽  
Experimental Use ◽  
The Impact

This paper describes one program's experimental use of a writing lab for junior social work majors enrolled in a practice course. In addition to the three-hour social work course, students were required to take a one-hour writing lab each week. In the lab, students received guidelines for and assistance with each of the papers required in the social work course. The impact of the lab on students' writing abilities was evaluated. In general, the findings indicated that the lab had only a limited influence on students' writing abilities. The implications of these results are discussed, as are suggestions for future efforts in this area.

scholarly journals Educating the Next Generation of Human Rights Advocates and Defenders

2020 ◽  
Vol 20 (2) ◽  
pp. 371-393
Author(s):  
Robin Deluca-Acconi ◽  
Suzanne L. Velazquez ◽  
Stephen Rabeno ◽  
Warren Graham
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Welfare ◽  
Education Program ◽  
Social Work Education ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Human Rights Education ◽  
Next Generation ◽  
Work Education

Defending human rights requires professionals to be unrelenting in the pursuit of systemic change. It requires the collaboration of varied professions bringing together their expertise to challenge the system of domination that has led to subjugation. Interprofessional education and collaborative practice (IPE) is a powerful tool where human rights defenders and advocates from different disciplines can learn from each other and advocate for change. This is an overview of an innovative collaboration between Robert F. Kennedy (RFK) Human Rights and Stony Brook University School of Social Welfare (SBUSSW) BSW Program. It will illustrate the way the RFK Human Rights’ human rights education program, Speak Truth To Power (STTP) is being adapted to baccalaureate social work education. Included is the method that the SBUSSW incorporates the Council on Social Work Education (CSWE) and Interprofessional Education Collaborative (IPEC) competencies in a human rights context through the partnership with RFK Human Rights

Techniques for Teaching Anthropology to Social Work Students

1989 ◽  
Vol 11 (3) ◽  
pp. 5-10
Author(s):  
Irene Glasser
Keyword(s):  
Social Work ◽  
World View ◽  
Social Work Students ◽  
Field Methods ◽  
Anthropological Perspective ◽  
Undergraduate Major ◽  
The Social ◽  
Practice Methods ◽  
The Impact ◽  
Evaluation Techniques

Social work students come to their education expressing the desire to "do good and help people." Often they have chosen their undergraduate major in social work despite the objections and cynicism of family and friends. After teaching undergraduate social work since 1972, I have come to see my students as generally courageous people who are willing, after relatively little education, to tackle some of the most pressing contemporary issues, including child abuse, the impact of crime, addictions, poverty, homelessness, and hunger. For the past nine years, I have tried to enhance my students' abilities to be effective by introducing an anthropological perspective within the social work courses. I help them discover their clients' world view by reading and utilizing ethnographic field methods. I teach them some beginning evaluation techniques so that they can critique the effectiveness of the social agencies and social policies with which they work. Perhaps most importantly, my own direct practice methods have shifted toward using ethnographic methods to understand the person with whom I am working in the field. Social work professors, like anthropologists, tend to give numerous examples from the field which appear to have a tremendous influence on the way students come to understand the discipline.

Human Rights Education in Social Work in Africa

2020 ◽  
Vol 32 (1) ◽  
Author(s):  
Corlie Giliomee ◽  
Antoinette Lombard
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Human Rights Education ◽  
Social Work Educators ◽  
Curriculum And Pedagogy ◽  
Learning Content ◽  
The Social ◽  
Work Education

Social work is a human rights profession and assumes that human rights are embedded in social work practice and education. However, in Africa where human rights violations are rife, with severe implications for social work practice and education, thus far, a human rights focus in social work education has not yet received the attention it deserves. A critical analysis of human rights education in social work in Africa in the context of decolonisation and development shows the interrelatedness of human rights and human development, which, in turn, informs the learning content of the social work curriculum and pedagogy of human rights in social work. Social work educators in Africa are encouraged to take up the challenge of adopting and integrating a pedagogy that will fast-track the infusion of human rights values in the social work curriculum.

Reducing the Mental Health–Related Stigma of Social Work Students

2016 ◽  
Vol 28 (2) ◽  
pp. 164-172 ◽  
Author(s):  
Maria Rubio-Valera ◽  
Ignacio Aznar-Lou ◽  
Mireia Vives-Collet ◽  
Ana Fernández ◽  
Montserrat Gil-Girbau ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Social Work ◽  
Controlled Trial ◽  
Social Contact ◽  
Social Work Students ◽  
Control Group ◽  
People With Mental Illness ◽  
Health Related ◽  
The Impact

The aim of this study was to evaluate the impact of a social contact and education intervention to improve attitudes to mental illness in first-year social work students. This was a 3-month cluster randomized controlled trial with two parallel arms: intervention (87) and control group (79). The intervention was a workshop led by an OBERTAMENT activist (a person with a mental illness trained in communication skills and empowerment by a social worker). We assessed intended future behavior toward people with mental illness, personal and perceived stigma, and mental health–related attitudes (self-reported questionnaire). The intervention improved social work students’ attitudes ( d ≈ 0.50, p < .05) and reduced personal stigma toward people with mental illness ( d = 0.35, p = .04) as well as improving their future intended behavior 2 weeks after the intervention ( d = 0.51, p = .01). The intervention impact on authoritarian attitudes toward people with schizophrenia was maintained after 3 months ( d = 0.94, p = .01). Long-term impact needs to be improved.

scholarly journals The Socio-Economic Crisis and Human Rights in Greece: The Role of Social Work

2015 ◽  
Author(s):  
Georgia Pantazi ◽  
Vassilis Pantazis
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Workers ◽  
Daily Basis ◽  
Human Rights Education ◽  
Global Culture ◽  
Professional Groups ◽  
Social Pedagogy ◽  
The Social ◽  
Politically Active

Human rights are violated on a daily basis both voluntarily and involuntarily. This proves that they are not guaranteed and applied through legal procedures, rules and regulations. We need to create a society of citizens and public bodies who promote human rights around the world and will fight for the prevention of injustice, oppression and discrimination. This will build a global culture, the keystone of which is respect for human rights. To achieve this vision, the contribution of the field of human rights education is seen as necessary, as this direction can effectively lead to the building of a global culture of human rights and help develop human rights competence. One of the professional groups on which human rights education focuses is that of social workers. The current social and economic conditions in Greece call for action on the part of the social work profession. Social workers are now required to overcome methodologically and politically many of the conservative ‘theories’ that they have been nurtured with and seek new forms of action, utilising many elements from social pedagogy. This direction will contribute to the emergence of a new social work which is politically active and socially sensitive.

scholarly journals The Impact of Art Education Program on the Social Skills of Preschool Children

2017 ◽  
Vol 5 (5) ◽  
pp. 17 ◽  
Author(s):  
Elçin Yazıcı
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
Art Education ◽  
Education Program ◽  
Control Group ◽  
The Social ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
The Impact

The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test control group was used in the study in order to investigate the effect of “Art Education Program” on the social skills of children at the age of 61-72 months. Also, “Social Skills Evaluation Scale/ SSES” was used in the research. In the experiment group, “Art Education Program” was applied about 40 minutes-one hour in three week days for eight weeks in total. As a result of the statistical analysis of the data, it was found that “Art Education Program” applied had an effect in favour of experiment group depending on the mean scores of the children both in experiment and control group with regard to their social skills.

scholarly journals THE IMPACT OF FOCUSING STUDENTS' ATTENTION ON THEMSELVES AS FUTURE PROFESSIONALS ON THEIR PROFESSIONAL CALLING

2017 ◽  
Vol 1 ◽  
pp. 339
Author(s):  
Regina Saveljeva ◽  
Liudmila Rupšienė
Keyword(s):  
Comparison Group ◽  
Control Group ◽  
Social Pedagogy ◽  
Study Programme ◽  
The Social ◽  
Final Measurement ◽  
Quasi Experimental ◽  
The Impact ◽  
The Relationship ◽  
Experimental Group

Researchers express ideas about the relationship between focusing students' attention on themselves as future professionals during their studies and students' professional calling. However, empirical evidence on this relationship is still lacking. The research aimed to answer the question: "What is the impact of focusing students' attention on themselves as future professionals on their professional calling?" In order to answer this question the quasi-experiment with the non-equivalent comparison group without the pre-test design has been carried out. The quasi-experimental programme was implemented in the experimental group of 31 student of the social pedagogy study programme of Klaipėda University in 2009-2014. The control group consisted of 79 students from three other Lithuanian universities. The final measurement was carried out in the control and experimental groups on May-June, 2014. The results argue that focusing students' attention on themselves as future professionals during their studies has an impact on their professional calling.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

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