scholarly journals Achieving HBSE Competencies through Service-learning

10.18060/1174 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Sarah E. Twill ◽  
Kathy Elpers ◽  
Kathy Lay
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Environment ◽  
Learning Opportunities ◽  
Social Work Educators ◽  
Pedagogical Strategy ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education ◽  
Service Learning Pedagogy

Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

scholarly journals Challenging ‘ableism’ and teaching about disability in a social work classroom

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Micheal Shier ◽  
Carole Sinclair ◽  
Lila Gault
Keyword(s):  
Social Work ◽  
Social Context ◽  
Service Delivery ◽  
Social Workers ◽  
Social Environment ◽  
Training Module ◽  
Direct Practice ◽  
The Social ◽  
Social Work Programs ◽  
Work Education

Social work programs in Canada teach emerging generalist practitioners about the consequences of oppression in the lives of the clients they work with. More emphasis within social work education could be placed on practical ways of contextualizing forms of oppression as each relates specifically to practice. The following provides a description of the oppression of ‘ableism’, and offers an applied training module to help prepare generalist social workers (i.e. current students or direct practitioners) to work with issues of disability as they emerge in their direct practice with clients. The training module helps to facilitate learning specific to the leading theoretical discussions and the social context of disability within society. Through these discussions students might then become more aware of their role as practitioners in challenging the oppression of ‘ableism’, rather than maintain outdated modes of service delivery and intervention with those people disabled by the social environment.

Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

Implementing Mastery Learning in the Social Work Classroom

2000 ◽  
Vol 6 (1) ◽  
pp. 123-140
Author(s):  
Christopher B. Aviles
Keyword(s):  
Education Research ◽  
Social Work ◽  
Teaching Methods ◽  
Social Work Education ◽  
Teaching Method ◽  
Mastery Learning ◽  
Essential Elements ◽  
Social Work Educators ◽  
The Social ◽  
Work Education

This article describes how the essential elements of the teaching method called mastery learning can be structured in the social work classroom. Mastery learning is a behavioral teaching method successfully used in social work education. Research studies on teaching rarely describe teaching methods in enough detail for instructors to discern how the teaching methods were implemented or how they may have been implemented differently. This can give social work educators a limited picture of what a teaching method could look like in their classrooms. The essential elements of mastery learning can be implemented in whole or part and can be structured in either simple or complex ways. Ways in which social work educators can implement mastery learning to better fit their classrooms are presented in this article.

Strengthening Competency in Policy Practice: An Experiential Model for Student Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 145-158
Author(s):  
Dawn Apgar ◽  
Mackaully Parada
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Opportunities ◽  
Helping Professionals ◽  
Social Work Educators ◽  
Policy Practice ◽  
New Methods ◽  
Macro Practice ◽  
Work Education ◽  
Policy Engagement

Competence in micro and macro practice is required by the Council on Social Work Education because it is essential for skilled practice by helping professionals. Social work educators have historically struggled to identify learning opportunities for students in policy practice that are interesting and help reinforce its relevance to direct helping. It is imperative that new methods of policy engagement be implemented in social work curricula. This article describes an innovative model, based on an experiential statewide collaborative of all undergraduate social work education programs, to develop and assess student competency in policy practice. Evaluation results indicate that students found this model more effective in teaching about the importance of policy practice than traditional policy courses and in conveying the importance of policy to their work in the field.

The Use of IT in Study Program Social Work

2015 ◽  
Vol 4 ◽  
Author(s):  
Edmundas Vaitiekus ◽  
Lidija Kondrašovienė
Keyword(s):  
Information Technology ◽  
Social Work ◽  
Virtual Environments ◽  
Learning Opportunities ◽  
Modern World ◽  
Study Program ◽  
The Social ◽  
Study Process ◽  
Work Education

The information technology is important factor for development of the economy branch in the modern world. This factor is important in the social work education too.  In the study process active use of IT helps to improve the quality of studies, saves the time of students and teachers, and provides more possibilities to compete in the labour market. In the presentation the communication by IT tools, the teacher and the student's common work in virtual environments, distance learning opportunities are presented.

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.

Many Hands Make Light Work: Team Teaching in Social Work Education

2017 ◽  
Vol 22 (1) ◽  
pp. 207-216
Author(s):  
Katharine Dill ◽  
Wes Shera ◽  
Jeanine Webber
Keyword(s):  
Social Work ◽  
Team Teaching ◽  
Social Work Students ◽  
Work Team ◽  
Teaching Environment ◽  
Team Collaboration ◽  
Call To Action ◽  
Social Work Educators ◽  
The Social ◽  
Work Education

Teaching is often a solitary endeavor, but teaching with others can enrich the educational experiences of faculty and social work students alike. This teaching note is a call to action for all social work educators to focus on the underlying tenets of the team-teaching environment as a mechanism for enriching the social work educational environment. Role modeling and educating students about team collaboration is an essential component of readiness for practice. This teaching note provides real world strategies for creating and enhancing the team-teaching environment in social work learning spaces that include the classroom and field placement.

scholarly journals From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education

2017 ◽  
Vol 2 (3) ◽  
pp. 50
Author(s):  
Allen Lipscomb ◽  
Wendy Ashley ◽  
Sarah Mountz
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Graduate School ◽  
Learning Opportunities ◽  
Social Justice Advocacy ◽  
Social Work Educators ◽  
Field Placements ◽  
Reading Materials ◽  
Ethnographic Data ◽  
Work Education

Graduate social work education is a fertile context for microaggression encounters. Because a core concept of the discipline is social justice advocacy, social work pedagogy is steeped with instruction, reading materials, activities and dialogue regarding diversity, intersectionality, oppression, power, and privilege. Students enter graduate school from a plethora of backgrounds, maturity levels, and exposure to justice informed critical thinking. As a result, learning opportunities take place not only in classrooms and field placements, but also in social, interpersonal exchanges. Therefore, it is imperative that social work educators teach academic concepts while modeling and managing the process in which microaggressions proliferate. Drawing from auto-ethnographic data obtained through instructors’ observations of microaggressions occurring in social work classrooms, the authors posit that uncontained microaggressions can have a deleterious impact on students, faculty and the larger social work climate outside of higher education. Pedagogical tactics and strategies to navigate the nuances of micro, mezzo and macro microaggressions within the constructs of social work higher education are provided.

scholarly journals Developing a Poverty-Aware Pedagogy: From Paradigm to Reflexive Practice in Post-Academic Social Work Education

2020 ◽  
Vol 50 (5) ◽  
pp. 1495-1512 ◽  
Author(s):  
Griet Roets ◽  
Laura Van Beveren ◽  
Yuval Saar-Heiman ◽  
Heidi Degerickx ◽  
Caroline Vandekinderen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Social Injustice ◽  
Social Work Educators ◽  
The Social ◽  
Reflexive Practice ◽  
The Subject ◽  
Work Education

Abstract Social work scholars have argued that poverty reminds us of the necessary commitment to educate professional social workers. Being inspired by a conceptual framework that captures how poverty-awareness can be the subject of teaching in social work programmes, this article offers a qualitative analysis of the reflections being made by a cohort of students about their learning process in a post-academic course. Five common themes are discussed: (i) from recognising micro-aggressions to tackling macro-aggressions; (ii) poverty is an instance of social injustice and requires collective indignation; (iii) notions of commitment and solidarity are ambiguous; (iv) poverty is an instance of social inequality rather than merely social exclusion; and (v) from being heroic agents to social change ‘from within’. Based on these findings, we raise the lessons learned for social work educators. First, they should invite students to reinvigorate the social justice aspirations of social work practices and take a stance in relation to their environment and the wider historical and socio-political circumstances. Secondly, a poverty-aware pedagogy requires collective and long-lasting supervision at the frontline individual, organisational and societal/social policy level. Collective critical reflection and supervision might open up avenues to collectively challenge and change socially unjust rhetoric and practice.

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. 

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