Teaching Social Work Students Practice Skills

2006 ◽  
Vol 26 (3-4) ◽  
pp. 71-89 ◽  
Author(s):  
Ann Marie Mumm
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Practice Skills

Epistemological Siblings: Seven Reasons to Teach Ethnography in Social Work Education

2019 ◽  
Vol 50 (7) ◽  
pp. 2233-2251
Author(s):  
Philip Gillingham ◽  
Yvonne Smith
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
The Novel ◽  
Ethnographic Studies ◽  
Novel Approach ◽  
Professional Social Worker ◽  
Work Education ◽  
Practice Skills

Abstract Ethnographic studies of people at the margins of society, struggling with complex and intertwined personal and social problems, have provided useful insights to social work students and practitioners. Similarly, ethnographic studies of social work practice have provided deeper understandings of how professionals work with individuals, groups and organizations. It has been argued that, given the similarities in the skills required to be an ethnographer and a professional social worker, ethnography should be included in social work curricula, both as an approach to research and as a way to enhance practice skills. The main contribution of this article is to extend this argument using the novel approach of exploring the similarities and divergences between the epistemological approaches of ethnography and social work, in terms of how knowledge is sought, constructed and critically questioned.

scholarly journals Social work students’ feedback about students’ suitability for field education and the profession

2019 ◽  
Vol 31 (2) ◽  
pp. 42-56 ◽  
Author(s):  
Ines Zuchowski ◽  
Sally Watson ◽  
Tracey Dickinson ◽  
Nicole Thomas ◽  
Sandra Croaker
Keyword(s):  
Social Work ◽  
Formative Assessment ◽  
Social Work Students ◽  
Field Education ◽  
Timely Manner ◽  
Professional Boundaries ◽  
Assessment Strategy ◽  
Critical Understanding ◽  
Further Development ◽  
Practice Skills

INTRODUCTION: Many students successfully complete placement, while, for a minority of students, placement may be a time when questions are asked about suitability for placement and professional practice.METHOD: Research undertaken with final year social work students examined their ideas about suitability and unsuitability for field education and practice and presented them with a model developed with field educators in an earlier phase of the research. The aim of the study was to incorporate students’ understanding into the discourse of suitability/unsuitability to further develop a suitability/unsuitability model for collaborative discussions between students, educators and supervisors. Twenty-eight students responded to an online survey.RESULTS: The results show that students identify a critical understanding of self, skills, knowledge, attitudes and contextual factors as important in assessing students’ suitability for field education. Identified indicators of unsuitability included lack of preparedness to learn, lack of capacityto demonstrate an understanding of professional values and ethics and inability to maintain professional boundaries or demonstrate basic practice skills. Students overwhelmingly supported the use of the presented model and made suggestions for further development of the model.IMPLICATIONS: The discussion emphasises the importance of using a pedagogically informed formative assessment strategy in a timely manner to address professional suitability with students.

Beyond practical preparation: A critical approach to preparing social work students for international study experiences

2017 ◽  
Vol 61 (6) ◽  
pp. 1083-1094 ◽  
Author(s):  
Peter Jones ◽  
Simone Rowe ◽  
Debra Miles
Keyword(s):  
Social Work ◽  
Critical Reflection ◽  
International Study ◽  
Social Work Students ◽  
Preparation Process ◽  
Critical Approach ◽  
Intercultural Learning ◽  
Learning Module ◽  
Student Reflections ◽  
Practice Skills

As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online ‘Intercultural Learning Module’ is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented.

scholarly journals Harnessing Technology for Research During the COVID-19 Pandemic: A Mixed Methods Diary Study Protocol

2021 ◽  
Vol 20 ◽  
pp. 160940692098604
Author(s):  
L. Y. Saltzman ◽  
L. D. Terzis ◽  
T. C. Hansel ◽  
J. M. Blakey ◽  
D. Logan ◽  
...  
Keyword(s):  
Social Work ◽  
Mixed Methods ◽  
Phase 1 ◽  
Social Work Students ◽  
Diary Study ◽  
Cross Sectional ◽  
Master Of Social Work ◽  
Global Pandemic ◽  
Msw Students ◽  
Changes Over Time

Project Title: Psychosocial Reactions to a Global Pandemic: A Diary Study During COVID-19. Design: The study uses a mixed methods design that includes both a cross-sectional quantitative survey and qualitative diary entries submitted online eight times by student participants. Context of Study: The study timeline spans the full shutdown, phase 1 reopening, and phase 2 reopening of New Orleans Louisiana. Objectives: The study has three primary objectives: (1) To better understand the experiences of Social Work Students during the COVID-19 pandemic; (2) To explore risk and protective factors that influences Social Work Students’ ability to cope with stressors and changes associated with the COVID-19 pandemic; and (3) to track changes over time in coping among Social Work Students during the COVID-19 pandemic. Study Population: Current Master of Social Work (MSW) Students enrolled at Tulane University during the COVID-19 Pandemic will be invited to participate in this study.

Secondary Traumatization Among Social Work Students—The Contribution of Personal, Professional, and Environmental Factors

2020 ◽  
Author(s):  
Anat Ben-Porat ◽  
Shahar Shemesh ◽  
Ronit Reuven Even Zahav ◽  
Shelly Gottlieb ◽  
Tehila Refaeli
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Positive Contribution ◽  
Unique Contribution ◽  
Raising Awareness ◽  
The Mean ◽  
Explained Variance ◽  
Second Year ◽  
Self Differentiation

Abstract This study examined the rate of secondary traumatic stress (STS) among social work students and the contribution of background variables, personal resources (mastery and self-differentiation) and environmental resources (supervision satisfaction and peer support) to STS. The sample consisted of 259 social work students at three social work schools in Israel. The findings indicated that the mean level of STS was mild. Of the students, 36 per cent suffered STS to a mild extent, 19 per cent to a moderate extent and 18 per cent reported a ‘high to extreme extent’. A significant contribution was made by the student’s year of study, students in their second year of social work school suffered more severely from STS than did students in their first or third years. A positive contribution was made by the student’s level of exposure and a unique contribution was made by mastery and supervision satisfaction to the explained variance of STS. The findings highlight the importance of raising awareness of STS and its implications for social work students, as well as the necessity of helping students cope with this phenomenon. In addition, the study emphasises the significant role of supervisors in the training agencies and the importance of increasing students’ sense of mastery.

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