Elisabeth Kübler-Ross and the Five Stages Model In Selected Social Work Textbooks

2020 ◽  
pp. 105413732093230
Author(s):  
Charles A. Corr
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Workers ◽  
Critical Analysis ◽  
Human Services ◽  
Social Work Students ◽  
Educational Programs ◽  
The Social ◽  
Provision Of Care ◽  
Hospice Palliative Care

Professional social work is a discipline in which practitioners often find themselves engaged in addressing issues related to illness, crises, and loss. Professional social work is also a discipline with links to many associated disciplines, especially those in the social sciences such as psychology, sociology, and gerontology, as well as provision of care in such fields as hospice/palliative care, bereavement support, and counseling. Exploring some aspects of educational programs for professional social workers may help illuminate how professionals are prepared to function in many of these disciplines and areas of human services. This article offers a critical analysis of one limited but important aspect of the education offered to social work students, namely how the work of Elisabeth Kübler-Ross and her five stages model are presented in five recent social work textbooks. In each case, there is a description and critical analysis of what authors of these five books write about these subjects. These analyses lead to suggestions concerning how these subjects should or should not be presented in educational programs for students and as guidelines for practice in social work, associated disciplines, and related areas of human services.

scholarly journals Exploring the experiences of practice teachers who are not social workers

2012 ◽  
Vol 9 (2) ◽  
pp. 33-56
Author(s):  
Chris Laycock ◽  
Laura Walker ◽  
Laura Heath
Keyword(s):  
Social Work ◽  
Focus Group ◽  
Social Workers ◽  
Social Work Students ◽  
The Social ◽  
Practice Teaching ◽  
The Uk ◽  
Work Student ◽  
And Training

Professionals without a social work qualification have been involved in the practice teaching of social work students since the days of CCETSW (the former education and training body for social work in the UK). Historically this has always happened more in the voluntary sector. With the advent of the Social Work Degree in England, the 50% increase in demand for placements in a variety of settings has seen reliance on practice teachers who are not social workers.This raises some interesting questions about how professionals who are not social workers should be trained and supported in the role of practice teacher.We will attempt to explore these questions, drawing on responses to a questionnaire sent to a range of practice teachers in a county in northern England as well as feedback obtained from a focus group drawn from respondents to the questionnaire. The participants in the research came from a range of work backgrounds in the voluntary and statutory sectors. The experiences discussed in the research, in the main, relate to the Diploma in Social Work (the former UK qualification) as the degree only started in 2003- 2004. We will refer to research participants as Practice Teachers. The key criterion for involvement was that all participants in the study had had sole responsibility for at least one social work student.

Indigenizing Social Work: Andragogical Strategies for Incorporating Native Knowledge in Curricula

2020 ◽  
Vol 25 (1) ◽  
pp. 221-230
Author(s):  
Brittany Hunt ◽  
Sonyia Richardson
Keyword(s):  
Social Work ◽  
Cultural Competence ◽  
Social Workers ◽  
Social Work Students ◽  
The United States ◽  
Diverse Populations ◽  
The Social ◽  
Competence Training ◽  
American Indian People ◽  
Critical Portion

Though there are more than 5 million American Indian people living in the United States, and they are disproportionately represented among social workers’ clientele, social work curriculum rarely centers Indigenous history and knowledge. Therefore, the cultural competence training that social work students receive is incomprehensive because it often erases a critical portion of the population. This work focuses on the unique knowledge that one Indigenous social work instructor brings to her classroom, as well as the perspective of the BSW director who recruited her to the position. It is critical that the social work profession begin to move toward being representative of the diverse populations that we serve, not only in the field but also in the classroom. This work will provide examples of cultural competence training as well as Indigenous knowledge that can be incorporated into classrooms to indigenize those spaces and decolonize curricula. This article was written jointly by an Indigenous social work professor and an administrator and professor in a BSW program.

Social Work Ethnography

2020 ◽  
Author(s):  
Wendy L. Haight
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Culturally Sensitive ◽  
The Social ◽  
The Common ◽  
Cultural Communities

Ethnography is an approach to the study of culture with an extensive history in the social sciences and professions. Within social work, there has been a long-standing interest in ethnography. It affords social workers a powerful and unique vehicle for obtaining an in-depth, contextualized understanding of clients’ perspectives and experiences necessary for effective, culturally sensitive social work practice and advocacy. It provides an opportunity to understand how very different cultural communities perceive and respond to the common human challenges confronted by social workers and their clients every day.

Shame, mistakes and reflective practice in social work

2020 ◽  
pp. 187-204
Author(s):  
Alessandro Sicora
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Social Workers ◽  
Social Work Students ◽  
Reflective Writing ◽  
Opportunities To Learn ◽  
Defensive Reaction ◽  
Self Confidence ◽  
The Social

Alessandro Sicora, author of the chapter, argues that even for the social workers the shift from ‘I/you made a mistake’ to ‘I am/You are a mistake’, that is ‘I am/you are a failure as a practitioner or even as a person’ is easy and common, and shame may be the resulting feeling. Even if criticism may be feedback useful for giving constructive opportunities to learn from mistakes, is more often felt by people as an attack on, and a sabotage of, their own self-confidence, and this more commonly produces shame and, consequently in many cases, a defensive reaction, rather than listening and reflecting. In these circumstances, learning from mistakes becomes almost impossible. This chapter also presents some examples of short reflective writing by social workers and social work students who made an in-depth structured reflection on some of their most relevant experiences in relation to this issue.

Research and the Social Work Picture

2018 ◽  
Author(s):  
Ian Shaw
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Students ◽  
Social Work Research ◽  
The Social ◽  
The Usa

There's a growing pressure for social workers to engage with research and draw on this in practice. But why is this research important? This book provides an accessible way to think about this question. Drawing on evidence from across Europe, Asia, and the USA, it covers how research is conducted, used, and perceived. It is perfect for social work students, researchers, and practitioners, providing a detailed sketch of how research finds a place in the wider social work picture and offering opportunities and exercises that highlight how social work research is relevant in day-to-day course programmes and practice. The book will embolden a kind of scepticism, while at the same time providing the ground work for social workers to become more thoughtfully practical and practically thoughtful.

A note on teaching behaviour modification to social work students

1976 ◽  
Vol 4 (2) ◽  
pp. 21-24
Author(s):  
Derek Jehu
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Workers ◽  
Professional Training ◽  
Social Work Students ◽  
Further Education ◽  
Behaviour Modification ◽  
Teaching Behaviour ◽  
Postgraduate Level ◽  
Students First

In Britain, social workers are trained on a variety of courses in colleges of further education, polytechnics and universities. Some of these courses are intended primarily for non-graduates and last two-years, others are four year undergraduate courses combining a first degree with professional training, and the remainder are at postgraduate level. Students in the last group may have graduated in any discipline from the humanities or the physical, biological or social sciences, many have degrees which included the study of psychology for one, two or three years, and some of these are honours graduates in this subject. The postgraduate social work courses last one or two years depending on the subjects covered in the students' first degrees.

scholarly journals La práctica en los procesos formativos de los y las trabajadores sociales: más allá de la reproducción

2014 ◽  
pp. 79
Author(s):  
Wendy Godoy Ormazábal
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Professional Training ◽  
Training Programs ◽  
Social Work Students ◽  
Learning Processes ◽  
Practicum Supervision ◽  
Palabras Clave ◽  
The Social ◽  
Social Scene

RESUMEN En el presente documento se recoge la reflexión en torno a las preguntas que emergen de la supervisión de las prácticas de estudiantes de trabajo social; dos de ellas han sido centrales: ¿Qué noción de práctica es la que debe orientar la formación de los y las trabajadoras sociales?, y acompañando a la anterior: ¿Cómo debe ser comprendida la supervisión de los y las estudiantes, en tanto proceso pedagógico que busca formar profesionales críticos? Las preguntas anteriores no pueden ser respondidas si no se devela la lectura del escenario social y el modo como éste ha estado incidiendo en los procesos formativos que se desarrollan en las universidades. De allí que se ha estimado partir por este último punto, para continuar con la reflexión que suscitó la primera pregunta formulada y luego continuar con la segunda, para finalizar con algunas reflexiones cuya finalidad es abrir nuevos ruteros reflexivos. Palabras clave: Formación profesional – Prácticas de estudiantes – Supervisión. A prática nos processos formativos dos e das trabalhadores sociais: além da reprodução RESUMO No presente documento, recolhe-se a reflexão, em torno às perguntas que emergem da supervisão das práticas de estudantes de trabalho social; duas delas têm sido centrais: Que noção de prática, deve orientar a formação dos e das trabalhadoras sociais? E referente ao anterior: Como deve ser compreendida a supervisão dos e das estudantes, em tanto processo pedagógico que procura formar profissionais críticos? As perguntas anteriores não podem ser respondidas si não se devê-la a leitura do cenário social e do modo como este tem incidido nos processos formativos que se desenvolvem nas faculdades. Por este motivo, tem-se estimado a partir deste último ponto, para continuar com a reflexão que suscitou a primeira pergunta formulada e logo continuar com a segunda, para finalizar com algumas reflexões onde a finalidade é abrir novos roteiros reflexivos. Palavras chave: Formação Professional – Práticas de estudantes – Supervisão   Practice in training programs on social workers: beyond reproduction ABSTRACT This article collects reflections around the questions, that emerge from supervision on the practicum of social work students, two of which have been central: What notion of practicum should guide the education of social workers?, and, How is it best understood the supervision of the students regarding the teaching process that aims to train critical professionals? These questions cannot be answered unless characteristics of the social scene are revealed and the way this context has been influencing the learning processes that take place in universities. Hence, it is critical to begin the analysis from the latter point, to continue the reflection around the first question and then the second, to end with some thoughts which aim to open new reflective paths. Keywords: Professional Training - students Practicum - Supervision.

scholarly journals An Investigation Intended for Determining Social Work Students’ Attitudes Towards the Ethical Dilemma in Terms of the Psychological Resilience Levels

2021 ◽  
Vol 11 (2) ◽  
pp. 411-416
Author(s):  
beyza erkoç
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Ethical Dilemma ◽  
Social Work Students ◽  
Psychological Resilience ◽  
Education Students ◽  
Positive Direction ◽  
The Social ◽  
Work Education

Owing to it is a system supporting coping capacities and adaptation processes by preserving individuals against the streesful life experiences, psychological resilience is among the generally emphasized concepts in today’s world. Ethical dilemma includes conflicts which affect negative process of deciding while social workers are accomplishing their professional responsibilities. It is thought that psychologic stability supports social works positive decision making when they experience ethical dilemma. The aim of this study is identifying the future social workers who are students of the social work education now and their psychological resilience levels and its effect on their attitudes towards the ethical dilemma and improving suggestions in the light of the results obtained from the social work viewpoint. SPSS 22.0 program has been used while analysing the investigation. It has been seemed that there are significant relationship between the psychological resilience of the social work education students and their ethical deciding and psychological resilience predict the ethical decides in the positive direction. Besides that participants haven’t been significantly different from each other in terms of statistical at their psychological resilience according to their sex, age, class variables but participants living with their family according to location have had significantly higher than others. About their ethical decides it has been different from each other according to their ages, class, location variables in terms of statistical but female participants’ environment of deciding have been higher significantly than male participants. In the light of the results obtained social work education students who will most likely experience ethical dilemma it is important that their psychological resilience have to be strengthened during their professional lifes. Accordingly it is offered so as to be strengthen in terms of psychologic and social, they should be supported, equipped with professional ability about overcoming the stress, self confidence, fighting against the crisis.

scholarly journals A model to support the development of courtroom skills

2012 ◽  
Vol 7 (3) ◽  
pp. 70-81
Author(s):  
Clare Seymour
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Critical Analysis ◽  
Social Care ◽  
Social Work Students ◽  
Learning Activities ◽  
Skills Development ◽  
The People ◽  
Widespread Interest ◽  
Practice Teacher

Summary: There is widespread interest on the part of social work degree students in developing their courtroom skills within a framework of learning about social work law, but it is often not until they qualify and are ‘thrown in at the deep end’ that anyone gives any serious thought to the need for preparation and skills development in this area. As a result, students and newly-qualified social workers are frequently apprehensive about court work, which means that they do not always do themselves, or the people who use social work services, justice when faced with court involvement. This article offers a model for practice assessors to use with students in agencies where court work is undertaken, and encourages skills development against a foundation of critical analysis and reflection. The term ‘practice assessor’ has been adopted by the General Social Care Council in preference to the previously widely-used term ‘practice teacher’ to describe the person responsible for facilitating learning and supervising and assessing social work students in practice. Within this model, ‘practice assessor’ is interchangeable with ‘practice teacher’, and indeed most of the suggested learning activities primarily involve a facilitative or teaching, rather than an assessment, role.

Merging information literacy and evidence-based practice for social work students

2016 ◽  
Vol 117 (3/4) ◽  
pp. 201-213 ◽  
Author(s):  
Tricia Jane Bingham ◽  
Josie Wirjapranata ◽  
Shirley-Ann Chinnery
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Work Students ◽  
Evidence Based ◽  
Constructivist Teaching ◽  
Research Practice ◽  
Content Type ◽  
The Social ◽  
The University ◽  
Solution Focused

Purpose – This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and related IL skills to a third-year social work cohort preparing for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential, as using evidence in practice is considered to be a fundamental professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work, with the research–practice gap well recognised in the social work literature. EBP offers students a clearly defined, systematic research framework imminently suited to the novice learner which emphasises the importance of research for practice. Research skills, in particular IL and the ability to find, evaluate and apply information, are essential to the development of effective EBP. Apart from the practical skills of being able to find evidence, critical thinking and reflective skills are key skills also inherent to IL processes and practice, and mastery of the evidence-based approach is impossible without mastery of these key IL competencies. Taking a solution-focused frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific EBP and IL teaching practices, challenges and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and IL skills to social work students at The University of Auckland. Design/methodology/approach – A solution-focused frame is theoretically underpinned by a constructivist teaching philosophy. Findings – This paper offers insights derived from seven years of teaching EBP and IL skills to social work students and investigates specific teaching challenges and details the remedies applied. Research limitations/implications – As a case study, this article deals with one instance of EBP and IL teaching. Focusing specifically on EBP in the social sciences, this may not be relevant for other disciplines. Practical implications – This paper offers insights into methods for merging EBP and IL skills teaching in the social sciences, providing practical examples of activities which can be used in teaching, underpinned by relevant theory. Social implications – To be effective practitioners, social workers must understand the importance of research to practice, in particular how this can improve their professional knowledge and practice. Forging the research–practice connection aids the development of competent practitioners and enhances the well-being of social work clients. Originality/value – The authors outline constructivist–connectivist learning activities that can be used to advance students’ IL skills, develop research capacity and enhance the importance of the research-practice connection in social work practice. While much research has been done on EBP and IL connections in the medical and nursing literature, there is limited literature discussing EBP and IL integration in social work.

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