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 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.

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 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

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.

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.

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 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.

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