Trauma-Informed Contemplative Pedagogy: Implications for Undergraduate Course Revision

2019 ◽  
Vol 24 (1) ◽  
pp. 139-152
Author(s):  
Britt E. Rhodes
Keyword(s):  
Social Work ◽  
Classroom Environment ◽  
Interpersonal Violence ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Awareness ◽  
Contemplative Practices ◽  
Trauma Informed Care ◽  
Trauma Informed

Trauma-informed care has garnered considerable attention over the last 2 decades as neuroscientists and scholars have examined the implications of early childhood trauma across the lifespan (Felitti & Anda, 2009; Fallot & Harris, 2009). Although social work students are preparing to work in trauma-informed environments, the principles of trauma-informed care have not been applied to the classroom environment. These principles, combined with contemplative practices, are particularly relevant in undergraduate social work education where students grapple with complex issues related to trauma. Contemplative practices have been noted to improve self-awareness, mediate practice, and content-related stress in social work, and have positive implications for metacognitive and critical thinking skills. This article weaves together principles of trauma-informed care and contemplative practices and describes a course revision to an undergraduate social work course on crisis intervention and interpersonal violence.

People First: A Case Study in Partnering with the Community

2003 ◽  
Vol 8 (2) ◽  
pp. 147-161 ◽  
Author(s):  
Thomas D. Bordelon
Keyword(s):  
Social Work ◽  
Community Organization ◽  
Real Life ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Social Work Educators ◽  
Macro Practice ◽  
People First

This case study demonstrates the process by which a class composed of senior social work students learns macro practice values and skills by partnering with a community organization. The products of this collaboration emerge from the real-life problem scenario in which students, community partners, and the social work educator collaborate to develop the skills necessary to resolve problems. Through community partnership, social work educators are in the position to expand the opportunities for students to develop critical thinking skills, and provide opportunities to practice community organization within the classroom setting.

A Comparison of the Critical Thinking Skills of BSW and MSW Students

2002 ◽  
Vol 7 (2) ◽  
pp. 63-75 ◽  
Author(s):  
Hugh G. Clark
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
Msw Students ◽  
Work Education

The Council on Social Work Education's standards requires the teaching and measurement of critical thinking skills at both the baccalaureate and masters level of social work education. How to measure those skills is a difficult question for educators. Equally difficult is determining whether the skills are being taught to social work students. This research is the result of a study begun in 1998 that compared scores on the California Critical Thinking Skills Test (CCTST) of recently graduated BSW students and MSW students who had completed their degree or were in their last semester. Surprisingly, little difference seems to exist between the critical thinking skill levels of BSW and MSW students.

Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses

2019 ◽  
Vol 1 (3) ◽  
pp. 192-210
Author(s):  
Madhavappallil Thomas
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills ◽  
Community Study ◽  
Community Practice ◽  
Macro Practice ◽  
The Usa

This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.

scholarly journals ‘You Can’t Say That!’: Critical Thinking, Identity Politics, and the Social Work Academy

Societies ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 71
Author(s):  
Jane Fenton ◽  
Mark Smith
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Interpersonal Relationships ◽  
Identity Politics ◽  
Cultural Context ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills

Recent years have witnessed an eruption of what have been termed culture wars, often converging around the messier aspects of interpersonal relationships and corresponding identity issues that are complex, sensitive, and contested. These are emotive topics that are often colonised by activist groups, and consequently have become enveloped in particular regimes of truth and assertive identity politics. They are often also, by their nature, the kind of issues that are central to social work practice. This can lead to pressure on social workers and social work students to think that these orthodoxies ought to underpin and define the profession, which in turn can lead to the silencing of alternative opinions and the closing down of dissent. This article seeks to locate identity politics in a political and cultural context. It goes on to set out classic arguments for free speech, viewpoint diversity, and for the need for social work to embrace and engage with such. It explores the notion that the closing down of debate about contentious issues, the disincentives that exist to expressing controversial opinions, and the uncritical adoption of ideological orthodoxies work against the development of the critical thinking skills that are essential for social work practice.

scholarly journals Examining Predictors of Social Work Students’ Critical Thinking Skills

10.18060/197 ◽  
2009 ◽  
Vol 10 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Kathleen Holtz Deal ◽  
Joan Pittman
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Personality Inventory ◽  
Critical Thinking Skills ◽  
College Degree

This study examined BSW, MSW and PhD social work students’ (N=72) critical thinking skills using the California Critical Thinking Skills Test (CCTST). Social work students who tested as more open to experience on a personality inventory, took chemistry in college, and reported having both parents with a college degree had higher critical thinking skills. There was a trend toward higher levels of critical thinking as academic levels increased. Implications and recommendations are discussed for social work classrooms, field practica, and admissions.

WAC: A Strengths-Based Approach to Student Learning

2009 ◽  
Vol 14 (1) ◽  
pp. 83-94
Author(s):  
Jessica Kahn ◽  
Richard Holody
Keyword(s):  
Social Work ◽  
Writing Across The Curriculum ◽  
Writing Skills ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Writing ◽  
Pedagogical Approach ◽  
Writing Assignments ◽  
Work Education

As is reported in other undergraduate disciplines, many social work students struggle with developing their writing skills. In this article we explore the special relevancy to social work education of a pedagogical approach known as Writing Across the Curriculum (WAC), which provides a model for effective teaching based on the interrelationship of writing, learning, and thinking. We view improving student writing from a strengths perspective. Including students in the language of the profession and developing their critical thinking skills is a normative process accomplished through the instructor's conscious use of writing assignments in creative and integrative ways.

scholarly journals Social Work Training and Readiness for Trauma-Informed Care in Nursing Homes

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 718-718
Author(s):  
Nancy Kusmaul ◽  
Todd Becker
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Nursing Homes ◽  
Social Service ◽  
Social Work Training ◽  
Trauma Informed Care ◽  
Work Training ◽  
Significant Difference ◽  
Bachelor Of Social Work ◽  
Trauma Informed

Abstract Most adults have experienced traumatic events (SAMHSA, 2017). Late-life traumas may compound upon trauma histories (Maschi, et al., 2013), accentuating the risks confronting older adults. Per CMS’ updated Requirements for Participation, nursing homes (NHs) must implement trauma-informed care (TIC) approaches, effective November 2019. Many NHs do not staff Masters of Social Work (MSWs), despite their expertise in providing mental health care. Notwithstanding, employed MSWs feel unprepared to help their NHs implement TIC. This presentation discusses findings from a national survey of NH social service directors (N = 932). Results showed 71% (n = 650) reported moderate to strong interest in TIC training. A Kruskal-Wallis H test revealed a statistically significant difference in TIC training interest χ2(1) = 43.690, p < .001, such that MSWs reported higher interest (M = 486.47) than non-MSWs (M = 375.23). There was no difference between those with and without a Bachelor of Social Work.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

Translating Trauma-Informed Principles into Social Work Practice

Social Work ◽  
2020 ◽  
Vol 65 (3) ◽  
pp. 288-298
Author(s):  
Jill Levenson
Keyword(s):  
Social Work ◽  
Service Delivery ◽  
Work Practice ◽  
Social Work Practice ◽  
Trauma Symptoms ◽  
Trauma Narratives ◽  
Helping Relationship ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
And Coping

Abstract Trauma-informed social work is characterized by client-centered practices that facilitate trust, safety, respect, collaboration, hope, and shared power. Many agencies have adopted trauma-informed care (TIC) initiatives and many social workers are familiar with its basic principles, but it is challenging to infuse these ideals into real-world service delivery. This article offers 10 trauma-informed practices (TIPs) for translating TIC concepts into action by (a) conceptualizing client problems, strengths, and coping strategies through the trauma lens and (b) responding in ways that avoid inadvertently reinforcing clients’ feelings of vulnerability and disempowerment (re-traumatization). TIPs guide workers to consider trauma as an explanation for client problems, incorporate knowledge about trauma into service delivery, understand trauma symptoms, transform trauma narratives, and use the helping relationship as a tool for healing.

Sign in / Sign up

Export Citation Format

Share Document