A Model for Teaching Research Methods Based on Cognitive-Behavioral and Social Learning Theories

2002 ◽  
Vol 8 (1) ◽  
pp. 133-144 ◽  
Author(s):  
Humberto E. Fabelo-Alcover
Keyword(s):  
Social Work ◽  
Social Learning ◽  
Social Work Students ◽  
Research Process ◽  
Progressive Relaxation ◽  
Cognitive Behavioral ◽  
Learning Theories ◽  
Relaxation Techniques ◽  
Hands On ◽  
Teaching Research

This article presents a teaching model addressing two important issues related to teaching research to social work students: the unnecessary fear some social work students have related to research coursework, and development of a hands-on learning environment in which the instructor models the role of researcher. The proposed model incorporates aspects of social learning and cognitive-behavioral theories as a way to address both concerns. The author designed and implemented an intervention to assess cognitions about research and to teach students how to clarify distortions and practice progressive relaxation techniques. This classroom-based intervention also served as the primary vehicle for hands-on exercises to illustrate the research process. The results of three different applications of this model suggest that students felt more confident and less fearful about their ability to conduct research. The author discusses teaching implications and further study of this model using comparison and control groups.

scholarly journals Operationalization of bandura’s social learning theory to guide interprofessional simulation

2020 ◽  
Vol 10 (10) ◽  
pp. 61
Author(s):  
Mary Jo Stanley ◽  
Sevaughn Banks ◽  
Wendy Matthew ◽  
Sherri Brown
Keyword(s):  
Social Work ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Health Care Professionals ◽  
Allied Health ◽  
Social Work Students ◽  
Patient Care Team ◽  
Clinical Environment ◽  
Allied Health Students

Background and objective: In the clinical setting, health care professionals are expected to work in teams, yet, there is limited academic exposure to other allied health students and little preparation is done in traditional classrooms to practice with other allied health students. As health professionals work in an environment influenced by social interaction, interprofessional simulation (IPS) instruction may lack necessary frameworks that support professional practice. To promote collaborative learning in IPS that takes into account real interprofessional clinical situations, Bandura’s social learning theory was used as the guiding framework for this pilot simulation study.Methods: Conventional content analysis, as used in study designs to describe a phenomenon, allowed for the flow of categories to be derived from standardized debriefing sessions with nursing and social work students (N = 24).Results: Qualitative data identified three themes capturing students’ voices: effective and efficient patient care, team appreciation, and early implementation of simulation.Discussion and conclusions: Outcomes of this pilot study support the integration of a guiding framework in designing IPS for nursing and social work education that takes into account the social nature of the clinical environment through observed action and replicated behavior for requisite interprofessional skills for clinical practice.

Mapping Social Work Students' Perceptions of the Research Process: A Qualitative Follow-Up Study

2009 ◽  
Vol 14 (2) ◽  
pp. 63-78
Author(s):  
Tina Maschi ◽  
Barbara Probst ◽  
Carolyn Bradley
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Research Process ◽  
Social Work Practice ◽  
Social Work Research ◽  
Positive Effects ◽  
Follow Up Study ◽  
Research Students

The purpose of this qualitative follow-up study was to gain a better understanding of how social work research students' thoughts, feelings, and actions evolve during the course of a 15-week research course. Using a sample of 111 BSW and MSW social work research students and qualitative data collected at two time points concerning their current research experiences, the findings revealed a variation in the temporal process of students' thoughts, feelings, and actions about research. For many students their experience in research culminated in greater confidence, increased knowledge and skills, and appreciation of the value of research for social work practice. Internal and external obstacles and supports affected how well social work students navigated the research process. These findings have important implications for social work education and practice. Effectively engaging students in research can have long-term positive effects on achieving CSWE and NASW initiatives for the integration of research into professional practice.

scholarly journals Sociometry, Psychodrama, and Experiential Teaching in Social Work Education and Supervision

2021 ◽  
pp. 393-422
Author(s):  
Scott Giacomucci
Keyword(s):  
Social Work ◽  
Learning Experience ◽  
Social Work Students ◽  
Experiential Teaching ◽  
Current State ◽  
Hands On ◽  
Social Work Practitioners ◽  
History Of ◽  
Work Education ◽  
University Settings

AbstractThis chapter is devoted to the use of Moreno’s methods within education and supervision contexts to prepare the next generation of competent social work practitioners. The history and current state of Moreno’s methods in US and international academia is outlined, along with limitations to embedding psychodrama within university settings. Social work education’s history of experiential education is described with its relevance to sociometry and psychodrama as experiential teaching tools. Research on the effectiveness of experiential teaching and role-play in the classroom is offered and the importance of supervision in social work and psychodrama is highlighted. Examples and structured prompts are provided with a focus on using experiential sociometry processes (spectrograms, locograms, floor checks, step-in sociometry, hands-on-shoulder sociograms, and the circle of strengths) to enhance the learning experience of social work students, interns, and supervisees in various settings. Vignettes are also included which depict the use of written sociometric processes and psychodramatic role-plays within supervision or mentorship contexts.

scholarly journals Social Work Students and the Research Process: Exploring the Thinking, Feeling, and Doing of Research

2007 ◽  
Vol 13 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Tina Maschi ◽  
Carolyn Bradley ◽  
Robert Youdin ◽  
Mary Lou Killian ◽  
Carol Cleaveland ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Research Process ◽  
Self Report ◽  
Social Work Research ◽  
Social Service Delivery ◽  
Negative Thoughts ◽  
Research Students ◽  
Work Education

The purpose of this pilot study was to explore how social work students enrolled in a research course report their thoughts, feelings, and satisfaction with the research process. A pretest and posttest, self-report measures, the State-Trait Anxiety Scale (Y1), and subscales of the Research Process Survey were used to track the thoughts. feelings, and actions of 111 social work research students during a fifteen-week semester. Results of paired sample t-tests revealed that although social work students experienced a decrease in negative thoughts and feelings (e.g., anxiety) about the research process, they were not satisfied with it. These findings have important implications for social work education. Helping students increase not only their positive thoughts and feelings about research but also their satisfaction level can assist with the long-term educational goal to educate social work professionals who can provide high-quality services, evaluate practice, and improve practice, policy, and social service delivery.

scholarly journals Engaged in Research/Achieving Balance: A Case Example of Teaching Research to Masters of Social Work Students

2015 ◽  
Vol 8 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Christine A. Walsh ◽  
Patsy J. Casselman ◽  
Jamie Hickey ◽  
Noelle Lee ◽  
Harold Pliszka
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Teaching Research

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