Social Work Education and Social Services Experience as Job Requirements for Income Maintenance Workers

1996 ◽  
Vol 19 (4) ◽  
pp. 17-33 ◽  
Author(s):  
Andrew Sanchirico
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
Job Requirements ◽  
Income Maintenance ◽  
Work Education

The Future of Social Work Education

2019 ◽  
pp. 83-88
Author(s):  
Spencer James Zeiger
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
The United States ◽  
New Faculty ◽  
Online Programs ◽  
Social Work Educators ◽  
The Future ◽  
Work Education ◽  
Study Participants

Former social work educators, and social work educators standing on the threshold of The Next Chapter, have wisdom to share regarding the future of social work education. We must pay attention to their ideas; our profession is at stake. Topics covered in this chapter include doctoral preparation (with the growth of social work education programs in the United States and a large wave of social work educators retiring, attracting well-prepared new faculty has never been greater); online concerns (most study participants were reluctant to give online programs a ringing endorsement); and the need for increased content on aging (as baby boomers progress through their lifespan, and as life expectancy increases with medical advances, the number of older adults requiring social services will continue to rise).

scholarly journals Applying the U.S. Model of Social Work Education Curriculum to Libyan Education

2021 ◽  
pp. 1-9
Author(s):  
Zeinab Abulhul
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Social Problems ◽  
The United States ◽  
Education Curriculum ◽  
Social Work Programs ◽  
Work Education

The Libyan government urgently needs a professional social workers’ mission to help decrease social problems that have emerged and been aggravated due to civil war and political conflicts. However, the present social work community in Libya cannot mitigate social problems or simplify social services effectively to meet people’s needs. Thus, teaching and learning methodologies need to be developed inside and outside educational institutions so that the challenges presently facing Libyan society can be overcome. The purpose of this paper is to suggest adopting an American social work curriculum experience in Libyan social work education according to Libyan ideology. The researcher depicts nine social work competencies (e.g., knowledge, professional values, skills, and professional processes and practices), as well as a set of behaviors that reflect social workers’ competencies that relate to the social work curriculum applied in colleges in the United States. The author’s goal is to encourage Libyan social work professionals to take advantage of this knowledge and these experiences to develop the Libyan social work education curriculum. This could ensure that graduates of social work programs are qualified to help people deal with social problems when they enter the workforce.

Using Professional Advisory Committees to Achieve Excellence in Social Work Education

2002 ◽  
Vol 7 (2) ◽  
pp. 49-61
Author(s):  
Tracy J. Dietz ◽  
Linda S. Moore ◽  
David Jenkins
Keyword(s):  
Social Work ◽  
Advisory Committee ◽  
Social Services ◽  
Social Work Education ◽  
Advisory Committees ◽  
Social Work Practitioners ◽  
Social Work Programs ◽  
Work Education ◽  
Social Work Program ◽  
To Receive

Social work programs are mandated by the Council on Social Work Education to develop and maintain ongoing relationships with social work practitioners and others involved in social services and policy making. A Professional Advisory Committee is one way for programs to receive input from community professionals to strengthen the educational goal of preparing competent, effective professionals. To date, there is little literature in social work on program advisory committees. However, higher education and management literature, along with social work literature on task groups, can provide some direction for developing, maintaining, and effectively using a Professional Advisory Committee in social work program development.

scholarly journals Redefining Borders between Communities and the Classroom: How Community-based Social Activists can Transform Social Work Education

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Lori Chambers ◽  
Sheila Cranmer-Byng ◽  
May Friedman ◽  
Meaghan Ross ◽  
Warimu Njoroge ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Work Education ◽  
Pedagogical Practices ◽  
Community Based ◽  
Work Education

In the context of service restructuring that has gravely impacted quality of life for social workers and the people with whom they work, this paper considers the ways that social work education can better support social justice-based social work practices in urban communities in Canada. The paper’s authors attended a fall 2013 Ryerson University forum that brought together critical social work educators and community-based activist social workers struggling to bring social justice-based practices to their work within restructured social services. Examples of social service restructuring include cuts to services, labour intensification, and increased managerialism, processes known as neoliberalism that have shifted discourses away from quality of life toward a focus on economic markers and efficiencies. The purpose of our forum was to explore ways in which social work curricula and pedagogical practices can be challenged and redefined in order to better support those efforts by social workers to resist such processes and to enhance social worker and client quality of life. Our paper presents the findings of this forum, including the presentation and discussion of a series of recommendations to reconfigure social work education so that it is more congruent with the needs of social justice-based practice in social work.

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.

Graduate and Undergraduate Field Placements in Child Welfare: Is There A Difference?

1996 ◽  
Vol 2 (1) ◽  
pp. 109-124 ◽  
Author(s):  
Diane Elias Alperin
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Services ◽  
Social Work Education ◽  
Social Work Educators ◽  
Field Placements ◽  
Similarities And Differences ◽  
Service Departments ◽  
Partnership Agreement ◽  
Work Education

A continuing theme in social work education has been on defining the educational continuum between BSW and MSW degrees. While some authors have focused on the existence of continuity or discontinuity in the curriculum, recent research studies have identified similarities and differences in graduate and undergraduate field placements. Both social work education and the profession of social work have recently focused their attention on the field of child welfare, in an effort to attract more professional social workers to the field. Part of this effort has resulted in a “New Partnership Initiative” between social service departments and social work educators to aid in the reprofessionalization of public social services. The current study was undertaken, in part, to gather information on undergraduate and graduate field placements in child welfare in one state with such a partnership agreement.

scholarly journals RESTRUCTURING SOCIAL WORK FIELD EDUCATION IN 21ST CENTURY CANADA

2019 ◽  
Vol 35 (2) ◽  
pp. 45-65
Author(s):  
Jessica Ayala ◽  
Julie Drolet ◽  
Amy Fulton ◽  
Jennifer Hewson ◽  
Lorraine Letkemann ◽  
...  
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
Field Education ◽  
Management Approach ◽  
Education Programs ◽  
Field Placements ◽  
Social Work Field Education ◽  
Work Education ◽  
Solution Focused

Social work field education in Canada is in a state of crisis. For over two decades field education has faced increasing challenges and barriers within neoliberal contexts in higher education and the health and social services sector. These challenges have been magnified by an unprecedented growth in social work education programs and student enrolments, which has increased demand for field placements to an unsustainable level. Although some strategies for restructuring social work field education have been developed, to date little work has been done to formally identify, evaluate, and share information about these strategies across Canadian social work education programs. This article explores the current state of crisis from a solution-focused lens and describes three inter-related strategies to address critical problems with current models, practices, and processes. The strategies are presented as a Sustainability Model for Field Education. The results of a two-year study that sought to identify alternative delivery mechanisms for social work field education and promote sharing of information across social work education programs are discussed. A key recommendation is to restructure and move away from a crisis management approach by implementing strategies for enhancing the sustainability of field education.

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