جدوى تطبيق سياسات التعليم ومعايير الاعتماد الأكاديمي الأمريكية لتعليم الخدمة الاجتماعية في المملكة العربية السعودية : دراسة مطبقة على الأكاديميين في تخصص الخدمة الاجتماعية في مدينة الرياض = The Feasibility of Applying the American Social Work Educational Policy and Accreditation Standards to Educate Social Work in Saudia : Applied Study on Academics in the Field of Social Work in Riyadh City

2019 ◽  
Vol 36 (141) ◽  
pp. 177-213
Author(s):  
بن سعيد ، لانا بنت حسن
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Accreditation Standards ◽  
Riyadh City ◽  
Applied Study

scholarly journals Exploring Redundancy in SocialWork Education

10.18060/42 ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 48-63
Author(s):  
Bruce Dalton ◽  
Lois Wright
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
First Year ◽  
Content Areas ◽  
Accreditation Standards ◽  
The Social ◽  
Study Results ◽  
Msw Students ◽  
Study Process

The issue of redundancy has not been well explored in the social work curriculum. The Educational Policy and Accreditation Standards (EPAS) (CSWE, 2001) requires redundancy in the form of integration of material across content areas and addresses redundancy vertically between levels of education and year of program. Furthermore, research and theory support the notion that various types of redundancy produce educational benefits.This paper uniquely uses MSW students to track instances of redundancy over their first year of study and distinguishes between helpful and unhelpful redundancy. It presents both the study results and a description of the study process so that other schools may use or adapt it.

Social Work Competencies and Multidimensional Assessment

2015 ◽  
Vol 20 (1) ◽  
pp. 117-135 ◽  
Author(s):  
John Poulin ◽  
Selina Matis
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Accreditation Standard ◽  
Multidimensional Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors ◽  
Assessment Plans ◽  
Assessment Of Practice ◽  
Significant Change

The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.

Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 23-31
Author(s):  
Lydia Ogden
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Educational Policy ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Role Playing ◽  
Professional Responsibility ◽  
Evidence Based ◽  
Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

Incorporating Practice Evaluation With the Field Practicum

2004 ◽  
Vol 9 (2) ◽  
pp. 78-90 ◽  
Author(s):  
Tracy J. Dietz ◽  
Alex Westerfelt ◽  
Thomas R. Barton
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Practice Research ◽  
Policy Statement ◽  
Curriculum Policy ◽  
Research Knowledge ◽  
Accreditation Standards ◽  
Agency Support ◽  
Field Practicum ◽  
Social Work Programs

Social work programs are expected to provide students with the research knowledge, skills, and applications they can use in their practice to develop interventions and evaluate their own practice effectiveness. Based on CSWE's Curriculum Policy Statement and Educational Policy and Accreditation Standards, a rationale for and a model incorporating practice evaluation and research with the field practicum are described here. Several issues concerning implementation, such as alleviating student fears and enlisting agency support as well as the authors' experience incorporating practice research in the field practicum, are presented and discussed.

scholarly journals The Integration of Disability Content into Social Work Education: An Examination of Infused and Dedicated Models

10.18060/2131 ◽  
2012 ◽  
Vol 13 (3) ◽  
pp. 633-647 ◽  
Author(s):  
Kristen Faye Bean ◽  
Taylor E. Krcek
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Social Work Education ◽  
People With Disabilities ◽  
Accreditation Standards ◽  
Work Education ◽  
Schools Of Social Work

Disability content has been slowly integrated into social work curricula despite the large proportion of social workers supporting people with disabilities and its requirement in social work education by the Council on Social Work Education Educational Policy and Accreditation Standards. Schools of social work offer disability content to their students in three ways: infused, dedicated (specialization), or a combination of both. A content analysis of 1620 course titles and descriptions from the top schools of social work was conducted to assess the integration of disability content into social work curricula. Eighty percent of the schools included disability content in their curriculum. Disability content was more likely to be integrated using the infused rather than the dedicated model.

scholarly journals The 2001 Educational Policy and Accreditation Standards: The Value of Research Revisited

10.18060/12 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 119-127 ◽  
Author(s):  
Barry R. Cournoyer ◽  
Margaret E. Adamek
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Accreditation Standards ◽  
Work Education

Although doctoral programs in social work are not accredited by the Council on Social Work Education nor subject to the Educational Policy and Accreditation Standards (EPAS, 2001), DSW and Ph.D. programs are affected by the nature and quality of baccalaureate and masters’ socia lwork education. In this article, the authors discuss the implications of the 2001 EPAS as they relate to BSW and MSW graduates’ motivation and preparation for doctoral education.

scholarly journals The 2001 Educational Policy and Accreditation Standards: Implications for MSW Programs

10.18060/11 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Marion Wagner ◽  
Paul Newcomb ◽  
Robert Weiler
Keyword(s):  
United States ◽  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
Educational Experiences ◽  
The United States ◽  
Educational Programs ◽  
Accreditation Standards ◽  
Work Education

The 2001 Educational Policy and Accreditation Standards (EPAS) establish guidelines for baccalaureate and masters’ level social work education throughout the United States. In this article, the authors discuss implications of the EPAS for masters’ level social work educational programs. They focus especially upon the opportunities afforded programs to introduce innovative educational experiences

scholarly journals The 2001 Educational Policy and Accreditation Standards: Issues and Opportunities for BSW Education

10.18060/10 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 104-112
Author(s):  
Irene Queiro-Tajalli ◽  
Katharine Byers ◽  
Edward Fitzgerald
Keyword(s):  
United States ◽  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
The United States ◽  
Educational Policies ◽  
Curriculum Content ◽  
Accreditation Standards ◽  
Bachelor Of Social Work ◽  
Work Education

The Educational Policy and Accreditation Standards (EPAS) combines social work educational policies and accreditation standards within a single document. The EPAS establishes guidelines for baccalaureate and masters’ level social work education throughout the United States. In this article, the authors discuss the implications of the EPAS for Bachelor of Social Work (BSW) programs. They focus especially upon those aspects of the EPAS that relate to foundation-level program objectives and curriculum content.

Sign in / Sign up

Export Citation Format

Share Document