scholarly journals Problem-based Learning Strategies for Teaching Military Social Work Practice Behaviors: Review and Evaluation

10.18060/1876 ◽  
2012 ◽  
Vol 13 (1) ◽  
pp. 112-131 ◽  
Author(s):  
James D. Whitworth ◽  
Joseph R. Herzog ◽  
Diane L. Scott
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Approaches ◽  
Social Work Faculty ◽  
Southeastern Us ◽  
Practice Behaviors

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

scholarly journals Effectively Teaching Social Work Practice Online: Moving Beyond Can to How

2016 ◽  
Vol 17 (1) ◽  
pp. 59-77 ◽  
Author(s):  
Mary Ann Forgey ◽  
Anna Ortega-Williams
Keyword(s):  
Social Work ◽  
Learning Environment ◽  
Student Perceptions ◽  
Teaching Strategies ◽  
Teaching Effectiveness ◽  
Work Practice ◽  
Social Work Practice ◽  
Face To Face ◽  
Generalist Practice

Schools of social work are increasingly developing online courses and programs. While the majority of research comparing online and face–to-face courses has found equivalent outcomes, skepticism still exists, particularly about the ability to teach practice courses effectively online. This study adds to the growing body of research within social work that specifically examines the comparative effectiveness of online and face-to-face practice courses. Using an anonymous survey, 23 face-to-face and 12 online students enrolled in two separate sections of social work generalist practice rated the quality of the learning environment, the extent to which the course objectives were met, and the effectiveness of the teaching strategies from the students’ perspective. In addition, scores on assignment rubrics and student course evaluations were also compared. Results indicate no significant differences in learning outcomes as measured by assignment rubric scores, student perceptions of the extent to which learning objectives were met, the quality of the learning environment, and the effectiveness of five of the six teaching strategies used. We recommend that research moves beyond determining if online practice courses are as effective as face-to-face courses, and instead focus on a closer examination of the factors responsible for teaching effectiveness.

scholarly journals Social Work Practice Behaviors and Beliefs: Rural-Urban Differences?

10.18060/33 ◽  
2002 ◽  
Vol 3 (2) ◽  
pp. 117-132 ◽  
Author(s):  
Tom A. Croxton ◽  
Srinika Jayaratne ◽  
Debra Mattison
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Relationships ◽  
Work Practice ◽  
Social Work Practice ◽  
Dual Relationships ◽  
Ethical Practices ◽  
Practice Behaviors ◽  
Rural And Urban ◽  
The Social

There is continuing debate within the social work profession on whether there are significant differences in the practice behaviors and beliefs between rural and urban clinical social workers and whether different standards should be applied in defining ethical practices. This study measures those differences with regard to five practice behaviors: bartering,maintaining confidentiality, competent practice, dual relationships, and social relationships. Differences were found in beliefs regarding the appropriateness of professional behavior though such differences did not translate into practice behaviors.More significantly, the research suggests considerable confusion about the meanings of ethical standards and the utilization of intervention techniques without formal training across both urban and rural social workers.

A Survey of Social Work Research Centers

1997 ◽  
Vol 7 (2) ◽  
pp. 239-262 ◽  
Author(s):  
Richard W. Nutter ◽  
Joe Hudson
Keyword(s):  
Social Work ◽  
Research Priorities ◽  
Work Practice ◽  
Social Work Practice ◽  
Stable Set ◽  
Research Centers ◽  
Social Work Research ◽  
Social Work Faculty ◽  
Strongly Agree ◽  
University Officials

A survey of Social Work Research Centers (SWRCs) in North America produced results from 8 Canadian and 37 U.S. SWRCs. The number of SWRCs and the proportion directed by women has increased since Estes's survey. Most SWRCs have small budgets and staff complements. The most reported purpose was to improve social work practice by applying and transferring knowledge. Center membership was largely social work faculty and students. SWRC policy and administration was usually shared among SWRC directors, social work heads, and other university officials. Most respondents agreed that SWRCs should have separate budgets to increase their ability to plan and carry out activities. SWRC priorities were about the same as reported by Estes, and their research priorities reflected faculty interests. A high proportion of SWRC directors strongly agree with many of the recommendations originally offered by Estes in 1979. Nearly all agreed that SWRCs should have a stable set of resources to direct toward generating additional funds to build SWRC operations.

Oncology social work practice behaviors: a national survey of AOSW members

2021 ◽  
pp. 1-15
Author(s):  
Elizabeth Y. Perlmutter ◽  
Freida B. Herron ◽  
Elizabeth A. Rohan ◽  
Elizabeth Thomas
Keyword(s):  
Social Work ◽  
National Survey ◽  
Work Practice ◽  
Social Work Practice ◽  
Oncology Social Work ◽  
Practice Behaviors

Student perceptions of social work practice skills: A comparison of blended and traditional learning

2017 ◽  
Vol 14 (3) ◽  
pp. 27-45
Author(s):  
Trevor G Gates ◽  
Jason A Dauenhauer
Keyword(s):  
Social Work ◽  
Blended Learning ◽  
Student Perceptions ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Online Programs ◽  
Traditional Course ◽  
Work Education ◽  
Practice Skills

Blended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students’ (N = 45) perceptions of social work practice skills gained in two different blended and traditional face-to-face courses. Results of the study were that students’ perceptions did not significantly differ between the blended and traditional course. We also explore future directions for social work education using blended and online delivery.Keywords: Blended learning; hybrid courses; online programs; practice behaviors; social work education

scholarly journals Social Work Educators as White Allies?

2021 ◽  
Vol 21 (2/3) ◽  
pp. 522-544
Author(s):  
Michael Massey ◽  
Kynai Johnson
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
White Supremacy ◽  
Work Practice ◽  
Social Work Practice ◽  
Integrative Model ◽  
Critical Examination ◽  
Social Work Educators ◽  
Social Work Faculty ◽  
White Allies

White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors—a White man and Black woman, both social work educators—to examine how recent literature characterizes the “White ally” educator and explore concepts designed to prepare White faculty for purposive action to dismantle White Supremacy. Integrative review is a methodology used to summarize empirical/theoretical literature to provide a comprehensive understanding of a phenomenon. Twenty-two articles met inclusion criteria for this review. The analysis involved two steps: First, a synthesis and integrative model of the literature on educators as White allies. Second, an application of the critical race theory concepts interest convergence and anti-essentialism. The integrative model of the White ally educator suggests a White identity process; necessitating critical self-reflection and multi-level, antiracist action. Critical examination of the literature troubles the concept of “White ally,” pointing to the potential re-centering of Whiteness. Further research is needed to help social work educators recognize racism in their work and prepare future social workers to engage in antiracist social work practice.

scholarly journals Fostering Information Literacy

2021 ◽  
Vol 21 (1) ◽  
pp. 1-25
Author(s):  
Sarah C. Johnson ◽  
Margaret Bausman ◽  
Sarah Laleman Ward
Keyword(s):  
Social Work ◽  
Information Literacy ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Academic Librarians ◽  
Sufficient Information ◽  
Social Work Faculty ◽  
Work Education

Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of “information literacy” as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.

Meyer, Carol H.

2013 ◽  
Author(s):  
Ann Hartman
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Work Faculty ◽  
School Of Social Work

Carol H. Meyer (1924–1996) was a social work educator involved in the development and adaptation of social work practice. She was on Columbia University's School of Social Work faculty for 34 years and was editor of Affilia and Social Work.

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