scholarly journals SERVICE-LEARNING IN SOCIAL WORK EDUCATION TO DEVELOP SOCIAL WORK COMPETENCIES IN UNIVERSITY STUDENTS

2021 ◽  
Vol 1 (2) ◽  
pp. 41-47
Author(s):  
Monika Gruslyte
Keyword(s):  
Social Work ◽  
Service Learning ◽  
University Students ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Core Competencies ◽  
Social Work Students ◽  
Pedagogical Approach ◽  
The Social ◽  
Work Education

The paper deals with service-learning as a teaching and learning approach in higher education being embedded in social work education seeking to achieve the synergy of the two reciprocally complementing and contributing phenomena. The aim of the theoretical investigation is to overview the concept of social work education as facilitated by service-learning to develop social work competencies in university students. The contribution of service-learning in delivering social work education curricula usually emphasises the development of core competencies and values in social work students, prospective professionals. The contemporary challenges, expectations and contextual demands are set for the social work profession both globally and locally. Therefore, the present research attempts to explore how the two concepts are bridged to meet for the development of social work competencies in university students and shares the insights on the implementation of this pedagogical approach in academic and broader community contexts. 

scholarly journals Preferences and Orientations of Social Work Students towards Methods and Forms of Professional Practice

2021 ◽  
Vol 29 (1) ◽  
pp. 71-81
Author(s):  
Ginka Mehandzhiyska
Keyword(s):  
Social Work ◽  
Conceptual Model ◽  
Professional Practice ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Data ◽  
The Social ◽  
Work Education

This article presents results from research on preferences of social work students (n=60) towards particular methods and forms when practicing their profession. A conceptual model has been applied, where measurements and analysis lead to identification of two methodological orientations: micro- and macro-orientation. Based on research data conclussions are made about the profile of the students' interests for practicing the social work profession in particular areas and settings. Presented analysis concludes that social work education prepares professionals with profiles relevant to the needs of social work practice.

Valuing experience in a baccalaureate social work class on human behavior

2015 ◽  
Vol 13 (1) ◽  
pp. 76-85
Author(s):  
Trevor G. Gates
Keyword(s):  
Social Work ◽  
Adult Learning ◽  
Experiential Learning ◽  
Human Behavior ◽  
Learning Theory ◽  
Social Work Education ◽  
Social Problems ◽  
Social Work Students ◽  
The Social ◽  
Work Education

Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.

IMPACTS OF SARS CRISIS ON SOCIAL WORK STUDENTS — REFLECTION ON SOCIAL WORK EDUCATION

2004 ◽  
Vol 38 (01n02) ◽  
pp. 93-108
Author(s):  
CHING-MAN LAM ◽  
HUNG WONG ◽  
TSE-FONG TERRY LEUNG
Keyword(s):  
Social Work ◽  
Undergraduate Students ◽  
Social Work Education ◽  
Qualitative Method ◽  
Social Work Students ◽  
Chinese University ◽  
Direct Exposure ◽  
The Social ◽  
Work Education ◽  
The Relationship

The impacts of Severe Acute Respiratory Syndrome (SARS) on the social work students were examined using a combined quantitative and qualitative method. A survey was conducted with 114 social work undergraduate students at The Chinese University of Hong Kong to assess their perception of the impacts of SARS on them at personal and professional level. Four focus groups had been conducted to examine the social work students' interpretation and their reflection of their experience. Results show that the SARS crisis has positive impacts on social work students. The findings indicate that students with direct exposure to SARS perceived themselves as becoming more appreciative in attitude and have greater involvement and devotion to the social work profession. Moreover, the result shows that three variables — recognition of risk, commitment and devotion, and professional reflection are positively correlated. The findings articulate the relationship between experience (risk), profession reflection and meaning generation (commitment and devotion). The findings of this study provide us with insights to rethink on our social work education.

scholarly journals Development of a Web-Based GIS Learning Module for Community Asset Mapping to Enhance Service Learning in Social Work Education

2020 ◽  
Vol 5 (1) ◽  
pp. 36-52
Author(s):  
Xue Luo ◽  
Wansoo Park
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Work Education ◽  
Well Being ◽  
Pedagogical Approach ◽  
Asset Mapping ◽  
Web Based ◽  
Learning Module ◽  
Starting Point ◽  
Work Education

In recent years, service learning – a pedagogical approach that integrates learning through service in the community – has gained increasing popularity in higher education as a means to enhance student learning and civic engagement. Service learning is relevant to social work education because of its emphasis on social justice and the amelioration of social problems and field education through practicum sites. The benefits of service learning, however, are dependent on successful integration of this pedagogical approach into the classroom. By developing a web-based learning module, this project aims to explore the possibility of using community asset mapping and geographic information systems (GIS) as an integrated technology tool to promote service learning in social work education. An assessment of this module was conducted by a student survey. The overall positive feedback on the module indicates its contribution to social work study as well as its potential applicability to larger contexts. The project can serve as a starting point for developing best practices for the training of students in mapping and spatial thinking in their community practices that would benefit other disciplines as well. The project supports the university’s mission to improve student-centred, interdisciplinary, and innovative teaching and learning, and its commitment to enhance the economic and social well-being of the local communities.

SEEDLOC Model: A Process for Integrating Course Objectives, Practice Behaviors, and Service Learning

2013 ◽  
Vol 18 (1) ◽  
pp. 61-72
Author(s):  
Belinda Bruster ◽  
Scott Anstadt ◽  
Rachel Boyko
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Involvement ◽  
Core Competencies ◽  
Social Work Students ◽  
Minority Population ◽  
Practice Behaviors ◽  
Course Syllabi ◽  
Essential Services ◽  
Work Education

The SEEDLOC logic model demonstrates how to integrate core competencies, practice behaviors, and assignments in course syllabi with explicit input from faculty and students. The model requires community involvement as part of the assignments. Service learning is a by-product of this model's application in the course curriculum. We describe an example using the model to shape and justify assignments in a Vulnerable Populations course. This course uses active participation of baccalaureate social work students delivering essential services to a rural minority population. This process ensures fidelity to the Council on Social Work Education Educational Policy and Accreditation Standards, the competencies framework, and validating outcome measures of course assignments.

scholarly journals Core Competency Education of Social Work Students: An Empirical Assessment Through Scale Development

2018 ◽  
Vol 5 (2) ◽  
pp. 58
Author(s):  
Yu Guo ◽  
Shuang Lu ◽  
Chien-Chung Huang ◽  
Yuqi Wang ◽  
Yiwen Zhang
Keyword(s):  
Social Work ◽  
Core Competencies ◽  
Core Competency ◽  
Social Work Students ◽  
Competency Based Education ◽  
The Social ◽  
Competency Based ◽  
Quantitative Examination ◽  
Work Education ◽  
Education In China

This study investigates how competency-based education and assessment prepare social work students to become competent professionals, with a quantitative examination of Chinese students’ (n=332) core competencies. Factor analysis suggests that core competencies can be grouped into conceptual and professional dimensions. The regression results demonstrate that curriculum content satisfaction, preference for the social work major, field experience, and knowledge of career outlook are positively related to students’ conceptual, professional, and comprehensive competencies. Gender and willingness for further study also relate positively to both conceptual and comprehensive competencies, and grade is positively associated with professional competency. These findings carry important implications for the competency-based approach to social work education in China.

scholarly journals Delivering social work education on inquiry reports addressing harm to vulnerable people: An exploratory study

2016 ◽  
Vol 18 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stan Houston ◽  
Mary McColgan
Keyword(s):  
Social Work ◽  
Learning Strategies ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Organizational Context ◽  
Social Work Students ◽  
Learning Needs ◽  
Learning Approaches ◽  
Social Work Educators ◽  
Work Education

Summary This article outlines a research study examining how social work education, in relation to case reviews and inquiry reports, was structured and delivered to a range of social work students in Northern Ireland. Adopting a qualitative design, nine social work educators in the region were interviewed and asked about their approach to presenting findings from the reports to social work students and the issues this raised for the research sample. The results revealed three key themes: the salience of the organizational context; how learning was structured and organized; and the various attempts to build social work competence. Findings These themes showed that the co-ordinators were delivering a complex area of knowledge. It was clear that they had given considerable thought to the essential messages from the reports even though the constraints of time and setting were apparent. Moreover, they employed a range of innovations in the way the reports were theorized and how the knowledge coming from them was disseminated. The importance of the ‘fear factor’ within students was a primary issue affecting teaching and learning strategies. Applications The findings can be used as a foundation for further research into this area, looking at student feedback, the attainment of learning outcomes and, importantly, ways of enhancing teaching and learning approaches on this sensitive area. The research can also contribute to the identification of social work educators' learning needs and how to approach emotionally laden case studies of significant harm to vulnerable individuals.

Role Expectations of Social Work Students

2004 ◽  
Vol 10 (1) ◽  
pp. 95-104 ◽  
Author(s):  
Gila Acker
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Role Expectations ◽  
Counseling Services ◽  
Client Characteristics ◽  
The Social ◽  
Work Education ◽  
Job Activities ◽  
Graduate Social Work

This study explores the role expectations of social work students. The author examines students' expectations in relation to the type of activities that they will perform and the types of clients that they will work with in their future social work jobs. A sample of 210 undergraduate and graduate social work students completed a questionnaire that included a job activities scale, a client characteristics scale, and several demographic questions. The findings indicated that social work students preferred to provide counseling services more than they wanted to provide concrete services and advocacy services. Students expected to work mainly with clients who were motivated and compliant with treatment rather than with clients who were suicidal, delusional or angry. The implications for social work education and the mission of the social work profession are discussed.

An Early Planning Model for Increasing International Content in Social Work Education

2012 ◽  
Vol 17 (1) ◽  
pp. 1-22
Author(s):  
Joanne Riebschleger ◽  
DeBrenna LaFa Agbényiga
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Curriculum Planning ◽  
Planning Model ◽  
Social Work Educators ◽  
Planning Approach ◽  
The Social ◽  
Work Education ◽  
Globalized World

Social work educators are challenged to prepare social work students for practice in an increasingly globalized world. They may respond to this situation with a broad-spectrum planning approach, but knowledge is limited about how to begin. This conceptual analysis proposes an early curriculum-planning model that can be used to increase international content within social work education programs. Educators can prepare, scan, and plan for increasing international curriculum content. They can consider student learning opportunities within classrooms and field sites of their institutions, as well as those of international host institutions, as shown in examples drawn from the social work education literature. The model provides a place for social work educators to begin the journey of international curriculum planning and enhancement.

scholarly journals An Investigation Intended for Determining Social Work Students’ Attitudes Towards the Ethical Dilemma in Terms of the Psychological Resilience Levels

2021 ◽  
Vol 11 (2) ◽  
pp. 411-416
Author(s):  
beyza erkoç
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Ethical Dilemma ◽  
Social Work Students ◽  
Psychological Resilience ◽  
Education Students ◽  
Positive Direction ◽  
The Social ◽  
Work Education

Owing to it is a system supporting coping capacities and adaptation processes by preserving individuals against the streesful life experiences, psychological resilience is among the generally emphasized concepts in today’s world. Ethical dilemma includes conflicts which affect negative process of deciding while social workers are accomplishing their professional responsibilities. It is thought that psychologic stability supports social works positive decision making when they experience ethical dilemma. The aim of this study is identifying the future social workers who are students of the social work education now and their psychological resilience levels and its effect on their attitudes towards the ethical dilemma and improving suggestions in the light of the results obtained from the social work viewpoint. SPSS 22.0 program has been used while analysing the investigation. It has been seemed that there are significant relationship between the psychological resilience of the social work education students and their ethical deciding and psychological resilience predict the ethical decides in the positive direction. Besides that participants haven’t been significantly different from each other in terms of statistical at their psychological resilience according to their sex, age, class variables but participants living with their family according to location have had significantly higher than others. About their ethical decides it has been different from each other according to their ages, class, location variables in terms of statistical but female participants’ environment of deciding have been higher significantly than male participants. In the light of the results obtained social work education students who will most likely experience ethical dilemma it is important that their psychological resilience have to be strengthened during their professional lifes. Accordingly it is offered so as to be strengthen in terms of psychologic and social, they should be supported, equipped with professional ability about overcoming the stress, self confidence, fighting against the crisis.

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