scholarly journals Service Learning as a Transition into Foundation Field

10.18060/29 ◽  
2002 ◽  
Vol 3 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Nancy P. Kropf ◽  
Mininder Tracey
Keyword(s):  
Social Work ◽  
Graduate Students ◽  
Service Learning ◽  
Social Work Education ◽  
Learning Experience ◽  
Field Placement ◽  
Work Program ◽  
The Social ◽  
Work Education ◽  
Social Work Program

Service learning is a pedagogical method to bridge classroom and community experiences for students. Although social work education has historically emphasized this connection through internship experiences, service learning can fill a different function within the curriculum. This article proposes a service learning experience to assist graduate students with the transition into their foundation field placement. Beneficial outcomes of using service learning as an educational bridge are discussed for students, faculty, and the social work program.

President's Address 2009: Building Bridges: Changing Lives, That's What We do

2018 ◽  
Vol 23 (1) ◽  
pp. 71-76
Author(s):  
Freddie L. Avant
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Program Directors ◽  
Annual Conference ◽  
Work Program ◽  
Work Education ◽  
Social Work Program

This President's Address was presented to the Association of Baccalaureate Social Work Program Directors (BPD) 26th Annual Conference in 2009 in Phoenix, Arizona. The address provides a reflection of the historical challenges of the organization and the true strengths that highlight its importance and relevance to undergraduate social work education.

scholarly journals Social Work Education Canada’s North

2012 ◽  
Vol 7 (1) ◽  
pp. 7-17
Author(s):  
Douglas Durst ◽  
Nicole Ives
Keyword(s):  
Social Work ◽  
First Nations ◽  
Northwest Territories ◽  
Social Work Education ◽  
Human Service ◽  
Work Program ◽  
Social Work Programs ◽  
Work Education ◽  
The University ◽  
Social Work Program

The Faculty of Social Work program at the University of Regina is a broker for two social work programs north of the 60th parallel reaching the northern residents of both Aboriginal and non-Aboriginal ancestry. In addition, for over 30 years, the University of Regina partners with the First Nations University of Canada where a specialized Bachelor of Indian Social Work is offered and now a Master of Aboriginal Social Work. This paper presents the background to the Northern Human Service/BSW program at Yukon College in Whitehorse, Yukon and the Certificate of Social Work at the Aurora College in Yellowknife, Northwest Territories.

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. 

BPD is Launched: A History of the Association of Baccalaureate Social Work Program Directors, Part I.

1999 ◽  
Vol 4 (2) ◽  
pp. 37-59
Author(s):  
Leslie Leighninger ◽  
Paul H. Stuart
Keyword(s):  
Social Work ◽  
Undergraduate Education ◽  
Program Directors ◽  
Annual Conference ◽  
Work Program ◽  
The Social ◽  
History Of ◽  
Work Education ◽  
Undergraduate Programs ◽  
Social Work Program

The Association of Baccalaureate Social Work Program Directors (BPD), which presented its fifteenth annual conference in Philadelphia in October 1997, has a long history, extending long before the first conference, held at a convent in Nazareth, Kentucky, in 1983. The organization was formed in the mid-1970s in order to represent the interests and enhance recognition of undergraduate social work education and practice. As undergraduate programs grew in number and influence, BPD grew as well and came to be recognized as the voice of undergraduate education within the social work profession. The following history places the formation of BPD in the context of earlier efforts to speak for undergraduate education and highlights the association's flexibility of structure, emphasis on interaction with other organizations, and diversity in leadership and membership.1

Gatekeeping for Small Baccalaureate Social Work Programs

2000 ◽  
Vol 5 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Deana F. Morrow
Keyword(s):  
Social Work ◽  
Students With Disabilities ◽  
Due Process ◽  
Field Instruction ◽  
Work Program ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education ◽  
Social Work Program

This article provides an overview of the gatekeeping process, including Council on Social Work Education (CWSE) requirements for gatekeeping, with an emphasis on small baccalaureate social work programs. Gatekeeping criteria, including admission to the social work major, admission to field instruction, and approval for graduation are reviewed. Also, criteria for the development and monitoring of termination policies are highlighted as well as legal considerations relative to due process, program liability, and serving students with disabilities. A sample gatekeeping policy used in one small baccalaureate social work program is provided.

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

Social work education and the Bologna Process

2012 ◽  
Vol 57 (6) ◽  
pp. 566-575 ◽  
Author(s):  
Chaime Marcuello-Servós
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Systems Thinking ◽  
Social Work Education ◽  
Bologna Process ◽  
The Past ◽  
The Social ◽  
Instruments And Techniques ◽  
Work Education ◽  
The Bologna Process

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.

Social work academia and policy in Sweden

2017 ◽  
Author(s):  
Katarina H. Thorén ◽  
Pia Tham
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Welfare State ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement ◽  
The Welfare State

This chapter examines the engagement of social work academics in the policy process in Sweden. It begins by presenting an overview of social policy and the welfare state in Sweden and by discussing the emergence of the social work profession in that country. The development of social work education in Sweden and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of Swedish social work academics are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

Social work academics and policy in Spain

2017 ◽  
Author(s):  
María Asunción Martínez-Román ◽  
Miguel Ángel Mateo-Pérez
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in Spain. It begins by presenting an overview of social policy in Spain, particularly in the post-Franco era, and by discussing the emergence of the social work profession in that country. The development of social work education in Spain and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of social work academics in Spain are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

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