scholarly journals Disruptions, distractions, and discoveries: Doctoral students’ reflections on a pandemic

2020 ◽  
pp. 147332502097334
Author(s):  
Chinyere Y Eigege ◽  
Priscilla P Kennedy
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Research Priorities ◽  
Research Strategies ◽  
Current Events ◽  
Research Agendas ◽  
Work Education ◽  
The Impact

This paper describes the reflections of two social work PhD students based on their personal and professional experiences with the COVID-19 pandemic. The students describe their positionality and use that to expound on the impact of the pandemic on their lives. They reflect on the disruptions to their social work education and research priorities including transitioning to online learning and modifications to research agendas. They then discuss ongoing distractions such as worries about getting sick, mental health concerns, and financial constraints. They share their discoveries about glaring disparities in coronavirus infection and death rates, the need to adjust research agendas in response to current events, and the urgency for qualitative research strategies to add meaning to the numbers being reported. In addition, the authors describe shared experiences and intersections they discovered while writing this essay. Finally, recommendations for practice include recommitting to social work values to help surmount the ongoing waves of this pandemic; reimagining social work education so that disparities and injustice intersect with every subject taught and graduates become experts at leading social change; and harnessing the untapped potential of qualitative research to drive real, systemic change.

A Short History of the BPD/BPD-L Email List: November 1994–November 2020

2020 ◽  
Vol 25 (1) ◽  
pp. 187-196
Author(s):  
Marshall L. Smith ◽  
Stephen M. Marson ◽  
Bob Vernon ◽  
Dennis Cogswell ◽  
Ogden Rogers
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Short History ◽  
History Of ◽  
Work Education

The BPD listserv is 25 years old. Starting with just a handful of subscribers, the listserv currently has about 1,760 members. Most are actively engaged educators along with publishers, doctoral students, and others interested in baccalaureate social work education. The listserv has become a mainstay for providing a forum for sharing, research, and many other issues relevant to social work education and practice. This article provides the contexts, history, and stories that have transpired over the years and speculates about the listserv’s future.

scholarly journals Evaluating the Impact of Post‐Qualifying Social Work Education

2008 ◽  
Vol 27 (8) ◽  
pp. 853-867 ◽  
Author(s):  
Keith Brown ◽  
Carol McCloskey ◽  
Di Galpin ◽  
Steven Keen ◽  
Tikki Immins
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Education ◽  
The Impact

Preparing Social Work Students for Child Welfare Careers: The Use of Title IV-E Training Funds in Social Work Education

2000 ◽  
Vol 5 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Joan Levy Zlotnik ◽  
Llewellyn J. Cornelius
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Work Education ◽  
The United States ◽  
Child Welfare Agencies ◽  
Potential Child ◽  
Title Iv ◽  
Work Education ◽  
The Impact ◽  
Welfare Agencies

Child welfare agencies are seeking ways to improve the competency of their staff. As a result of partnership efforts between social work education programs and public child welfare agencies, an increasing number of BSW and MSW programs have accessed Title IV-E training funds to support the social work education of current and potential child welfare workers. This article reports on a survey of the use of this funding stream in social work education. It identifies (1) trends in its use, (2) characteristics of programs that do and do not receive funding, and (3) the impact of this funding source on social work education. The findings also reflect on the impact of use of Title IV-E funds on child welfare training in the United States.

scholarly journals The impact of the arts in social work education: A systematic review

2016 ◽  
Vol 17 (2) ◽  
pp. 286-304 ◽  
Author(s):  
Kate Leonard ◽  
Trish Hafford-Letchfield ◽  
Wendy Couchman
Keyword(s):  
Systematic Review ◽  
Social Work ◽  
Social Work Education ◽  
Professional Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Body Of Knowledge ◽  
The Arts ◽  
Work Education ◽  
The Impact

Evidence on the effectiveness of arts-based approaches in professional education has been gathering momentum in the last decade embracing disciplines such as medicine, the allied professions, social work and social care. Key texts have emerged promoting the use of the arts in professional education and there have been some attempts to capture empirical evidence on its value. This paper reports on a systematic review of the current body of knowledge on the impact of the arts in social work education. We introduce the rationale for undertaking a systematic review and the methodology and approach used. We then discuss the three significant themes from our synthesis of the evidence reviewed. These were positioning social work practice through linking micro and macro thinking, the cultivation of leadership beyond verbal reasoning and art as pedagogy. The findings are discussed in the context of what the arts can offer challenges in social work education.

scholarly journals The impact of scandal and inquiries on social work and the personal social services

Social Work ◽  
2020 ◽  
pp. 191-212
Author(s):  
Ray Jones
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
Public Image ◽  
Relative Importance ◽  
Key Issues ◽  
Programme Content ◽  
Work Education ◽  
The Impact ◽  
Discriminatory Practice

Following a summary of changes in the context of social work education in the last 50 years, the chapter discusses key issues which have shaped educational approaches: the nature of the profession; preparation for one role or for many; student selection and recruitment targets; where decision-making should lie; where responsibility for financing social work education should lie; and the relative importance in social work education of curriculum and programme content, underpinning of professional ethics and a focus on service users, education for anti-discriminatory practice and preparation for practice. Challenges now facing social work education are then discussed. Do higher education institutions and employers agree on what makes a good social worker? Can we and will we learn from evaluation? Are we sufficiently international? Among conclusions drawn are that social work still has a problem with its public image, that insufficient attention has been given to retaining social workers in practice by enabling quality relationship-based work to be practised under good supervision, and that it will be important to maintain programmes of initial education in strong research-based institutions.

scholarly journals Pulling Together the Threads

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Jeanette Schmid ◽  
Marina Morgenshtern
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Ways Of Knowing ◽  
Local Conditions ◽  
Local Populations ◽  
Social Work Practitioners ◽  
Emergent Literature ◽  
Work Education ◽  
The Impact ◽  
Distinguishing Features

Dominant social work approaches are increasingly problematized. In many contexts mainstreamed social work practices and knowledges are inappropriate and eclipse alternative ways of knowing, being, and doing. Moreover, dominant approaches, promoted through professional imperialism, may be harmful, perpetuating colonial perspectives, ignoring structural conditions, underlining social control, and advancing decontextualized individualism. In order to become relevant to local populations, social work must build on traditional helping strategies and use contextualized worldviews/knowledge(s) to shift focus to parochial concerns. The authors explore alternative social work paradigms, paying attention to Indigenized, Indigenous, culturally authentic, local, developmental and decolonized models. The authors then conceptualize contextualized social work. This synthesized approach allows for the centering of Indigenous/local knowledge(s), an engagement with the impact of colonization and oppression, and responsiveness to local conditions. The authors consider specifically contextualized social work education, noting emergent literature regarding practice exists, but less so in the area of education. The distinguishing features of such education are highlighted, and policy supports identified. It is recommended that contextualized social work education be promoted to ensure future social work practitioners are able to work in a meaningful, relevant and respectful manner in all contexts.

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