Understanding Globalization through Short-Term International Field Experiences

2006 ◽  
Vol 12 (1) ◽  
pp. 287-302 ◽  
Author(s):  
Rosemary A. Barbera

The process of globalization is contested terrain across the globe. Social work practice is affected by this process, since globalization has led to a widening of the gap between rich and poor and has increased the number of people living in poverty. Social workers must understand economic globalization in order to be able to contest its effects on our personal and professional lives. This article examines the process of economic globalization. It offers a case example of a short-term international field program, the Sin Fronteras Chile Project, which shows how social work education in the United States can help prepare social workers to be actors in a world affected by economic globalization. It also offers recommendations for strengthening undergraduate social work education, based on students' experiences with Sin Fronteras.

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.


2020 ◽  
Vol 17 (4) ◽  
pp. 1137-1148
Author(s):  
Esra Kılıç Ceyhan

If we can find ways to hear and understand children, they have a lot to say, tell and teach us, adults. Children who do not have extensive verbal abilities like adults can express themselves through playing. It has been proven by research that the best method by which they can convey their feelings, thoughts and problems is play therapy. At this point, it is important that professionals working with children are equipped with the knowledge of play therapy. Social workers who frequently come into contact with children in their professional lives should be involved in the field as play therapy practitioners. However, when the literature is examined, it is seen that there are very few practices and studies on the subject in Turkey. This study presents the place and importance of play therapy in social work practice with children in the light of the researches and applications in the literature, and highlights the importance of the use of play therapy as a method by social workers working with children. It has been observed that play therapy needs a wider coverage in social work practice and research. Suggestions have been made for popularizing play therapy in the relevant social work education, research and practices. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet   Çocukları duymaya, anlamaya ilişkin yollar bulanabilirse, onların yetişkinlere söyleyecekleri, anlatacakları, öğretecekleri çok şey vardır. Yetişkinler gibi geniş sözel yeteneklere sahip olmayan çocuklar kendilerini oyun yoluyla ifade edebilmektedirler. Onların duygularını, düşüncelerini, sorunlarını aktarabilecekleri en iyi yöntemin oyun terapisi olduğu araştırmalarla kanıtlanmıştır. Bu noktada çocuklarla çalışan profesyonellerin oyun terapisiyle ilgili bir donanıma sahip olması önem arz etmektedir. Mesleki yaşamlarında sıkça çocuklara temas eden sosyal hizmet uzmanları, oyun terapisi uygulayıcısı olarak alanda yer almalıdır. Ancak alan yazın incelendiğinde konuyla ilgili ülkemizdeki uygulama ve çalışmaların çok az sayıda olduğu görülmüştür. Çocuklarla sosyal hizmet uygulamasında oyun terapisinin yeri ve öneminin literatürdeki araştırmalar ve uygulamalar ışığında sunulduğu bu çalışmada, çocuklarla çalışan sosyal hizmet uzmanlarının oyun terapisini bir yöntem olarak kullanmalarının önemine dikkat çekilmiştir. Oyun terapisinin sosyal hizmet uygulama ve araştırmalarında daha geniş yer almaya ihtiyacı olduğu görülmüştür. Konuyla ilgili sosyal hizmet eğitim, araştırma ve uygulamalarında oyun terapisinin yaygınlaştırılması için önerilerde bulunulmuştur.   


2007 ◽  
Vol 12 (2) ◽  
pp. 129-140 ◽  
Author(s):  
Jane Roberts ◽  
Rosemary Blieszner

The infusion of aging content into the social work curriculum has been the subject of recent discussion by social work researchers. Aging content is needed for ethical social work practice because demographic trends demonstrate that social workers will treat older people regardless of work area preference. Age bias precludes ethical social work practice. However, the infusion of gerontological subject matter may decrease age bias and may thereby promote ethical practice. The authors' research demonstrates that age bias exists among social workers despite attention to the phenomenon, lending support to recommendations for infusion of aging content into baccalaureate social work education. Baccalaureate social work education is an opportune venue in which to introduce work with elders.


2019 ◽  
pp. 002087281985874
Author(s):  
Charles Kiiza Wamara ◽  
Maria Irene Carvalho

This article highlights how older people in Uganda experience discrimination and injustice. It discusses the legal framework for their protection, while acknowledging that not all professionals are aware of or have access to the legal mechanisms meant to safeguard older people’s interests. It also discusses the role social work can play in protecting older people’s rights. It further recommends that social workers work to increase solidarity between generations and bring about social justice and respect for diversity. It concludes by highlighting the need to bring anti-discriminatory social work into mainstream social work education and the professional regulation of social work.


2021 ◽  
Vol 21 (1) ◽  
pp. 1-25
Author(s):  
Sarah C. Johnson ◽  
Margaret Bausman ◽  
Sarah Laleman Ward

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.


2015 ◽  
Vol 20 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Jayleen Galarza ◽  
Becky Anthony

This article focuses on reviewing the existing peer- reviewed literature to offer a working definition of the term sexuality social justice and explore how sexuality social justice is currently understood and applied in social work education. The authors recommend that given the recent increased visibility and discussion of sexuality- related issues in society, it is imperative for social workers to apply a social justice lens when addressing sexuality issues in bachelor's- level programs and classrooms. Given the limited studies and literature that are focused specifically on the topic of sexuality social justice as applied to social work practice as well as on undergraduate social work education, implications for future practice and education are presented and elaborated on.


2020 ◽  
Vol 19 (1) ◽  
pp. 86-105
Author(s):  
Shannon Lane ◽  
Katharine Hill ◽  
Jason Ostrander ◽  
Jenna Powers ◽  
Tanya Rhodes Smith ◽  
...  

Social workers have an ethical responsibility to be engaged in policy change, regardless of their practice area or specialization. Voter engagement and the importance of political power through voting is often overlooked in the literature as a valid and important component of social work practice. Creating a culture of nonpartisan voter engagement in practice settings can help empower individuals who have been historically and intentionally disenfranchised from our electoral system. Training for field instructors, faculty, and field staff is a key aspect of voter engagement in social work education. Unfortunately, social work education is unlikely to include substantive content on voter engagement or its connection to social work practice and impact. This article presents one component of a model for integrating voter engagement into social work education: the provision of training for field instructors on nonpartisan voter engagement at two universities over two years. Evaluation findings suggest that pre-existing levels of political efficacy affect the reaction of field instructors to nonpartisan voter engagement training. Furthermore, findings indicate that field instructors who receive voter engagement training are more likely to serve as resources for their students and to consider voter engagement as part of their own practice. We offer evidence on the important role field educators can play in the success of the larger national effort to integrate voter engagement in social work education. Increasing awareness of what social workers, nonprofit, and public agencies are allowed--or even required--to do is a critical first step.


2002 ◽  
Vol 83 (5) ◽  
pp. 483-492 ◽  
Author(s):  
Sophie Freud ◽  
Stefan Krug

The authors, both social work educators, serve on an ethics call line committee that provides insights on how the provisions of the (United States) National Association of Social Workers Code of Ethics (NASW, 1996) interface with the ethical dilemmas encountered by the social work community. In this paper, the authors highlight aspects of social work practice that they consider ethical, yet not easily accommodated by the provisions of the current Code. They also question the 1996 introduction of the concept of dual relationships into the Code and suggest that the Code adopt the less ambiguous term of boundary violations. Also recognized by the authors is the need for clear boundaries for the protection of clients against temptations that might arise in a fiduciary relationship, and for the legal protection of social workers. But, the authors argue, social work practitioners in certain settings, with particular populations, and in certain roles, inevitably face multiple relationships as an integral aspect of their work. The authors conclude that social work's adoption of the psychoanalytic constrains of anonymity, neutrality, and abstinence has detoured the profession from its original double focus on individuals and their society.


2021 ◽  
Vol 57 (3) ◽  
Author(s):  
Sulina Green

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.


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