scholarly journals Simulations as a teaching strategy in Social Work training

2021 ◽  
pp. 253-286
Author(s):  
Carolina Rojas ◽  
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Situated Learning ◽  
Teaching Strategy ◽  
Social Work Students ◽  
Student Centered ◽  
Social Work Training ◽  
Work Training ◽  
The University ◽  
Dynamic Approximation

This paper is about the simulations' systematization and evaluation, implemented over 13 years, as part of the training of Social Work students at the University of Costa Rica. As a product of the systematization, the simulations' theoretical foundation is detailed, integrated by student-centered approach, situated learning, and cultural-historical theory. Besides, the didactic process had two moments: first, the strategy preparation and implementation, and second the debriefing with all the participants. The evaluation was implemented in 2017, 2018, and 2019. A questionnaire was developed and completed by 60 students in these three years. The students consider the simulations as a more dynamic approximation to the knowledge provided by the course, through the practical approach to situations they will face in their professional practice. The students acquired several learnings with this training, on a theoretical, methodological, and technical level, as well as the development of skills for the attention of crises.

scholarly journals Intersectional impact of multiple identities on social work education in the UK

2016 ◽  
Vol 17 (2) ◽  
pp. 226-242 ◽  
Author(s):  
Ben Chi-pun Liu
Keyword(s):  
Social Work ◽  
Learning Difficulties ◽  
Social Work Students ◽  
Lower Probability ◽  
Learning Difficulty ◽  
Structural Barriers ◽  
Social Work Training ◽  
Work Training ◽  
And Gender ◽  
The Uk

Summary The study reviews the records of 671 social work students and graduates including the seven intakes from the first cohort in 2003/2004 to the intake in 2010/2011 to examine the interacting effect of learning difficulties, ethnicity and gender on the completion of social work training at a university in the South East of England. Findings Among the students, 79.9% of them were female, 50.1% were black, 27.9% white, 10.7% Asian and 11.3% other ethnicities. A majority of students did not report any disability. Among those who did ( n = 84), 52.3% ( n = 44) reported a learning difficulty. The percentage of students who have successfully completed the training is 76.4%, a completion rate that is comparable to the UK's national figure. Having controlled the confounding variables, hierarchical logistic regression identified the risk factor for dropout from undergraduate social work programme as black female students with learning difficulties (odds ratio = 0.100, 95% confidence interval = 0.012–0.862, p < 0.05). Findings suggested that students with multiplicity of identities, i.e. being black and female and with a learning difficulty, have a lower probability to complete the programme successfully. Applications Strategies for tackling the intersecting disadvantages of race, gender and disabilities in social work training should embrace three principles: providing continuous support, focusing on how the support is provided and addressing contextual and structural barriers.

scholarly journals The Auckland MA Sociology (Option II- Social Welfare and Development): A social work qualification gone but not forgotten

2018 ◽  
Vol 30 (2) ◽  
pp. 42-56 ◽  
Author(s):  
Barbara Staniforth
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Welfare ◽  
Structured Interviews ◽  
Resource Limitations ◽  
Social Work Training ◽  
Work Training ◽  
History Of ◽  
Work Education ◽  
The University

INTRODUCTION: The University of Auckland MA in Sociology (Option II–Social Welfare and Development) (“the Programme”) was a qualifying social work programme that admitted students from 1975 to 1979. This article describes this programme and some of the issues that led to its short-lived tenure.METHODS: Semi-structured interviews were conducted with 12 staff and students who had been involved with this programme. One person, involved in the accreditation of the Programme was also interviewed, and one person provided feedback in an email. Information was also obtained through archived University of Auckland documents, reports, and various forms of personal correspondence provided by June Kendrick. FINDINGS: The Programme was championed by the Head of the Department of Sociology (David Pitt). There were resource limitations and philosophical tensions within the Department about the qualification. There was little support for its continuation at the end of a three-year grant and after the departure of David Pitt. The New Zealand Social Work Training Council accredited it after its discontinuation.CONCLUSION: The Programme made a valuable contribution to the profession of social work and social work education and forms an important part of the history of social work in Aotearoa New Zealand. 

scholarly journals Human geography and questions for social work education

2012 ◽  
Vol 7 (2) ◽  
pp. 55-68
Author(s):  
Pat Wilkinson ◽  
Gavin Bissell
Keyword(s):  
Social Work ◽  
Social Responsibility ◽  
Social Work Education ◽  
Physical Environment ◽  
Social Work Students ◽  
Human Geography ◽  
Health Training ◽  
Social Work Training ◽  
Work Training ◽  
Work Education

Despite a sometimes implied lead, in the social work literature, of social work training over health training in the area of values, since the decline of community social work in the 1980s health training has developed a focus upon the physical environment which seems set to leave social work education trailing behind in the area. This paper therefore explores inter - professional overlap in the area of human geography, and in particular its relation to professional identity and the core social work value of social responsibility. Finally, it outlines ways of raising awareness of the physical environment among social work students, and in doing so seeks to break free of the placement/learning environment dichotomy and link social responsibility to the campus experience itself.

scholarly journals Empty space or sacred place? Place and belief in social work training

2012 ◽  
Vol 8 (3) ◽  
pp. 28-47
Author(s):  
Greta Galloway ◽  
Pat Wilkinson ◽  
Gavin Bissell
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Empty Space ◽  
Field Education ◽  
The Other ◽  
Sacred Place ◽  
Sacred Spaces ◽  
Social Work Training ◽  
Work Training ◽  
Key Questions

This paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’.

An Exploration of Issues affecting the assessment of social Work students on practice placement in England

2019 ◽  
Vol 16 (1-2) ◽  
pp. 68-82
Author(s):  
Bridget Caffrey ◽  
Helen Fruin
Keyword(s):  
Social Work ◽  
Current System ◽  
Current Model ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Field Education ◽  
Higher Education System ◽  
Social Work Training ◽  
Work Training

The authors of this practice note acknowledge the centrality of practice learning in social work training in England. They recognise it is a defining feature of social work training. However they critically discuss the current model used to assess social work students on placement in England; a process prompted by research one of the authors presented at the 12th International Conference on Practice Teaching and Field Education in Health and Social Work, September 2018.The PN reviews persitant issues in the assessment of students on placement  and argues these have been exacerbated by changes to practice within the English  higher education system and social work practice. They argue the current system is fundamentally flawed and encourage the SW profession  to reflect using imagination and creativity to envisage alternative ways to assess students practice and to identify new ideas to pilot. 

scholarly journals Pedagogic assistance to self-realisation of students of the direction of training “Social Work” in the educational space of the university

2021 ◽  
Vol 27 (2) ◽  
pp. 104-108
Author(s):  
Anfinogenov Ilya Leonidovich ◽  
Vericheva Olga Nikolaevna
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Empirical Study ◽  
Value Orientations ◽  
Social Work Training ◽  
Work Training ◽  
The Social ◽  
Personal Qualities ◽  
The University

The article is devoted to the study of the mechanisms of pedagogic assistance to self-realisation of students of the "Social Work" training direction in the educational space of the university. We considered and substantiated the theory of student-centred education in the conditions of a university. The mechanisms of students' realisation of their existential needs in the process of obtaining higher education are considered. The article defines the conditions conducive to student self-realisation in the educational space of the university. The content of the article substantiates an algorithm for the formation of significant personal qualities of a student in the educational space of the university. Particular attention is paid to the model of pedagogic assistance to self-realisation of students in the educational space of the university. The text provides effective forms of pedagogic assistance to self-realisation of students in the educational space of the university. The article analyses the results of an empirical study of the process of pedagogic assistance to self-realisation of students in the direction of training "Social Work" in the educational space of the university. During the analysis of the literature and the study, it was revealed that in the process of self-realisation there is always something that encourages the student to carry out self-realisation – a motive reflected in the goal of self-realisation, which affects the final result of its studies at the university. The necessity of timely determination of interests, abilities, inclinations, value orientations, students’ capabilities and ways of overcoming barriers that hinder self-realisation is shown. In this case, the teacher acts as a partner, coordinator, consultant, mentor, thereby providing more opportunities for the student's independence and responsibility.

scholarly journals Learning ‘at work’ during social work education:

2012 ◽  
Vol 6 (2) ◽  
pp. 6-23
Author(s):  
Anette Bolin
Keyword(s):  
Social Work ◽  
Situated Learning ◽  
Critical Incident ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Learning At Work ◽  
The Social ◽  
Reflective Approach ◽  
Work Education ◽  
The University

The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.

Professional socialization and commitment to the profession in social work students: A longitudinal study exploring the effect of attitudes, perception of the profession, teaching, training, and supervision

2016 ◽  
Vol 17 (6) ◽  
pp. 635-658 ◽  
Author(s):  
Anat Freund ◽  
Ayala Cohen ◽  
Edith Blit-Cohen ◽  
Nicole Dehan
Keyword(s):  
Social Work ◽  
Longitudinal Study ◽  
Professional Socialization ◽  
Sharp Decrease ◽  
Social Work Students ◽  
Social Work Training ◽  
Training And Supervision ◽  
Work Training ◽  
The Social ◽  
Academic Year

Summary The article attempts to characterize social work students in higher education institutes in Israel, regarding professional socialization and the development of commitment to the profession during their BA (undergraduate) studies, lasting three years. This longitudinal study included a sample of 450 students in four social work schools. Data was gathered throughout four time periods: during the first two weeks of the academic year and at the end of each academic year. Findings Students, during the first academic year, harbor certain misconceptions about the profession, leading to a sharp decrease in their commitment to the profession. However, it seems that supervisors, teachers and decisionmakers in social work schools somehow manage to bring the fantasies entertained by students at the beginning of their studies into line with reality, leading to both higher and stronger commitment to the profession by the time they complete their BA degree. Applications The article discusses the findings and their implications on the social work profession, in general, and on social work training, in particular, regarding the development of commitment to the profession over the years.

Digitising Experience: The Creation and Application of Immersive Simulations in the Context of Social Work Training

2019 ◽  
Vol 16 (1-2) ◽  
pp. 38-50
Author(s):  
Vanessa Ferguson ◽  
Paul Driver
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Real World ◽  
Clinical Skills ◽  
Social Work Students ◽  
Digital Learning ◽  
Social Work Training ◽  
Work Training ◽  
Wide Range ◽  
The Creation

Background: Detailed and elaborate spatial simulations are commonly used in the education and training of healthcare professionals. Learners benefit from replica operating theatres and clinical skills environments that enable them to gain insight from the hands-on aspect of authentic scenarios that permit them to apply there what they have learned in context. However, these physical recreations are expensive to build extremely rare in the context of social work training. Digital learning spaces are typically two dimensional. Virtual learning environments (VLEs) consist of pages that can be scrolled through and content such as text, images and video, which can be embedded to provide learners with input material and tasks. In this paper, we will explore the creation and deployment of three-dimensional digital spaces that afford social work students the opportunity to explore and interact within simulations of authentic real-world environments.Objectives:We will also examine how digital inscription—the addition of information such as questions, prompts and interactive media—can be used to support students in the development of observation skills and critical thinking. Our objective is to improve the learning experience for social work students, train safer social workers, and explore the feasibility of using digital simulations to train real-world skills.Method: Within all UK social work training programmes there is an expectation that students will practise skills in a suitable environment prior to service-user contact. Therefore, we decided to investigate the practicalities and impact of creating immersive digital media to explore real-world scenarios that would otherwise be extremely challenging to access at this point in their training. For instance, a service user’s home and a psychiatric facility. This included a number of 360-degree immersive exercises to facilitate deep learning through the act of placing oneself in the shoes of another in order to understand their behaviour. This approach to teaching and learning has the added benefit of not only aiding meaningful learning, but also supporting students’ development of a wide range of social and professional skills.Outcome: This is an ongoing multi-disciplinary project and, so far, the results indicate that students engaging with the 360-degree video scenarios have been able to grasp threshold concepts that would otherwise been difficult to teach. In addition to this, there is also accumulating evidence that the use of this technology has produced higher levels of engagement and an overall  improvement in module evaluation. Data is still being collected and the results will be shared at the workshop in 2018. These training packages have been integrated into other health courses, including mental health nursing and approved mental health professional (AMHP) training.Implications: The application of immersive, interactive digital learning scenarios will improve learning and have a positive effect on student engagement and satisfaction.

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