scholarly journals Self-awareness Testing for School of Social Work Students at Portland State University

2000 ◽  
Author(s):  
Beverly Paull
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Self Awareness ◽  
State University ◽  
Portland State University ◽  
School Of Social Work

Nelson, Kristine E.

2013 ◽  
Author(s):  
Katharine Cahn ◽  
Nocona Pewewardy
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Child Welfare ◽  
Child Welfare System ◽  
Welfare System ◽  
Family Preservation ◽  
State University ◽  
Community Based ◽  
Portland State University ◽  
School Of Social Work

Dr. Kristine E. Nelson (1943–2012) was a nationally recognized child welfare historian and scholar, as well as a social work educator and administrator. Her early work in child welfare and a deep commitment to social justice informed her scholarship, research, and leadership. Her research focused on family preservation and community-based child welfare practice, with a focus on families entering the child welfare system due to neglect or poverty-related challenges. She was a significant contributor to advancing new frameworks of child welfare practice and had a successful career as a social work educator and administrator, retiring as Dean of the Portland State University School of Social Work in 2011.

scholarly journals Reflections on Teaching Against White Supremacy During a Time of Social Rupture and Transformation

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Stephanie Wahab ◽  
Erica Fonseca
Keyword(s):  
Social Work ◽  
Social Transformation ◽  
White Supremacy ◽  
Social Work Students ◽  
State University ◽  
Experimental Teaching ◽  
Portland State University ◽  
Federal Response ◽  
Master's Of Social Work ◽  
Shared Commitment

Social Justice and Social Work is a foundational course required for all social work students in the master’s of social work program at Portland State University. Although the course has long focused on interrupting oppressions including White supremacy, teaching the course during the fall of 2020 required a nimble dance between our familiar modes of teaching and the need for spontaneous adaptation and creativity. The unique landscape for this course included teaching the course remotely (Zoom), inside a university embattled around the arming of its security force (that killed a Black man in 2018), in a city targeted by an armed federal response to the racial uprising led by Black Lives Matter, in a state with a long history of White supremacy and Black exclusion, and under a federal administration explicitly aligned with White supremacy. This paper offers a reflection of our teaching about and against White supremacy during this unique moment in time. We position our writing at the intersections of teaching and activism, of hope and uncertainty. It is from our shared commitment to the abolishment of White supremacy that the following tenets were derived, grounding our experimental teaching in complexity, complicity, and social transformation: (1) remembering for the future, (2) attending to collective grief and rage, (3) bringing the streets (racial uprising) into the classroom, and (4) repurposing the classroom for social transformation.

Keeping the Boss Happy: Black and Minority Ethnic Students’ Accounts of the Field Education Crisis

2019 ◽  
Vol 49 (8) ◽  
pp. 2168-2186 ◽  
Author(s):  
Sinthu Srikanthan
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Field Education ◽  
Institutional Practices ◽  
Racial Categories ◽  
Accredited Schools ◽  
School Of Social Work ◽  
Ethnic Students ◽  
Social Work Field Education ◽  
Minority Ethnic

Abstract Social work field education, the mandatory, practice-based component of accredited schools of social work, is in a state of crisis. Welfare state retrenchment has reduced the social and health service sectors’ capacity to provide field education placements. Concurrently, increasing student enrollment in and the expansion of social work programmes in the academy have increased the demand for field education. Whilst the service and academic sectors have developed a range of formal and informal relationships to cope with the crisis that often benefit workers in both domains, the implications for students, especially those who are Black and Minority Ethnic (BME), remain largely unknown. This article reports findings from institutional ethnographic research based on textual analyses and interviews with five BME students from a school of social work in Southern Ontario who were engaged in securing field education placement. A central finding of the study was that racial categories and hierarchies are reproduced across placement settings and in the sorting process of students into placement settings itself, adding to the work of BME social work students. The findings implicate the institutional practices and context of field education in the production of a racially stratified labour market in social work field education.

Reliability and Validity of the Ego and Discomfort Anxiety Inventory

1994 ◽  
Vol 75 (1) ◽  
pp. 384-386
Author(s):  
Victor L. Whiteman ◽  
Clayton T. Shorkey
Keyword(s):  
Social Work ◽  
Construct Validity ◽  
Undergraduate Students ◽  
Reliability And Validity ◽  
Social Work Students ◽  
Anxiety Scale ◽  
Negative Evaluation ◽  
State University ◽  
Test Retest Reliability ◽  
Work Class

This article reports significant test-retest reliability scores for the Ego and Discomfort Anxiety Inventory. Positive significant correlations with the Fear of Negative Evaluation Scale supported the construct validity of the Ego Anxiety Scale. Positive significant correlations with the Costello-Comrey Anxiety Scale supported the construct validity of the Discomfort Anxiety Scale. The sample included 28 graduate social work students in a research methods class and 28 undergraduate students in an introductory social work class at Michigan State University.

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