Bringing Research to Life: Using Social Work Students in a Statewide Foster Care Census

2006 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
R. Dale Smith ◽  
Michele T. Gore
Keyword(s):  
Social Work ◽  
Foster Care ◽  
Child Welfare ◽  
Social Work Education ◽  
Social Work Students ◽  
Child Welfare Agencies ◽  
Children In Foster Care ◽  
Historical Developments ◽  
Work Education ◽  
Welfare Agencies

A review of historical developments in child welfare and social work research reveals continuing challenges for social work education. This article describes a collaborative effort to conduct a statewide survey of children in foster care. Social work students from eight universities helped to complete a state-wide census of foster care families in collaboration with child welfare agencies and the Public Child Welfare Consortium. The article discusses the impetus and scope of the project, as well as the benefits to students, child welfare agencies, and social work education.

Preparing Social Work Students for Child Welfare Careers: The Use of Title IV-E Training Funds in Social Work Education

2000 ◽  
Vol 5 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Joan Levy Zlotnik ◽  
Llewellyn J. Cornelius
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Work Education ◽  
The United States ◽  
Child Welfare Agencies ◽  
Potential Child ◽  
Title Iv ◽  
Work Education ◽  
The Impact ◽  
Welfare Agencies

Child welfare agencies are seeking ways to improve the competency of their staff. As a result of partnership efforts between social work education programs and public child welfare agencies, an increasing number of BSW and MSW programs have accessed Title IV-E training funds to support the social work education of current and potential child welfare workers. This article reports on a survey of the use of this funding stream in social work education. It identifies (1) trends in its use, (2) characteristics of programs that do and do not receive funding, and (3) the impact of this funding source on social work education. The findings also reflect on the impact of use of Title IV-E funds on child welfare training in the United States.

scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

scholarly journals The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

2019 ◽  
Vol 100 ◽  
pp. 156-166 ◽  
Author(s):  
Wendy Haight ◽  
Cary Waubanascum ◽  
David Glesener ◽  
Priscilla Day ◽  
Brenda Bussey ◽  
...  
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Work Education ◽  
Work Education ◽  
Reducing Disparities

Lewis, Harold

2013 ◽  
Author(s):  
Michael Reisch
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Worker ◽  
Social Work Education ◽  
Work Values ◽  
Hunter College ◽  
Social Work Values ◽  
School Of Social Work ◽  
Work Education

Harold Lewis (1920–2003), social worker and activist, was Dean of Hunter College School of Social Work for twenty years. He published widely on social work values and ethics, epistemology of practice, child welfare, social welfare administration, and social work education.

Critical Questions on Critical Social Work: Students’ Perspectives

2019 ◽  
Vol 49 (8) ◽  
pp. 2130-2147 ◽  
Author(s):  
Adi Barak
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Research Study ◽  
Social Work Students ◽  
Phenomenological Approach ◽  
Critical Questions ◽  
Critical Social Work ◽  
A Priority ◽  
Work Education ◽  
Critical Social

Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined.

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