Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

scholarly journals Will someone knock on my door? COVID-19 and social work education

2021 ◽  
Vol 20 (1-2) ◽  
pp. 116-122 ◽  
Author(s):  
Bharati Sethi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Lived Experiences ◽  
Community Practice ◽  
The Social ◽  
Community Belonging ◽  
The Individual ◽  
Work Education

Guided by a person-in-environment framework and aspirations to advance social justice, the social work profession is concerned with intervening at the individual and society level. In this essay, the author reflects on individualism-collectivism, loneliness, and community belonging in the context of her lived experiences and the COVID-19 outbreak. She maintains that the micro-macro fragmentation is problematic to social work's quest for social justice. Social work must examine the place of ‘community practice' in its professional curriculum to equip students with tools to fully comprehend the changing and increasingly complex social workers' role.

scholarly journals Social Workers’ Attitudes on Social Justice in Taiwan

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098828
Author(s):  
Hsin-Yi Chen ◽  
I-Chen Tang
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Work Experience ◽  
Moderating Factors ◽  
The Social ◽  
Work Concept ◽  
Work Education ◽  
Human Rights Based Approach

As social justice is an essential social work concept, this study examined the factors that influenced the attitudes of social workers in Taiwan toward social justice through an analysis of Social Justice Scale-TW (SJS-TW) questionnaires conducted on a sample of 276 social workers. It was found that years of work experience, human rights training, and past participation in social protests were important moderating factors of supporting social justice. It was concluded that including a human rights–based approach in social work education has the potential to increase the social workers’ knowledge of and actions in support of social justice.

scholarly journals Social Workers’ Religiosity and Its Impact on Religious Practice Behaviors

10.18060/102 ◽  
2000 ◽  
Vol 1 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Debra Mattison ◽  
Srinika Jayaratne ◽  
Tom Croxton
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Random Sample ◽  
Religious Practice ◽  
Professional Behavior ◽  
Religion And Spirituality ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education ◽  
The Impact

This study explores the impact of the social work practitioner’s religiosity on religious practice behaviors. A random sample of 1,278 social workers who possessed M.S.W. degrees, who provided direct services to clients and were members of NASW were surveyed regarding their personal religiosity. They were also asked about their views on the appropriateness of six Religion and Prayer in Practice behaviors. Variations in Religion and Prayer Practice behaviors were analyzed in relationship to the worker’s religiosity, race, gender and employing agency auspice. Regardless of all other factors, the more religious a worker is, the more likely a worker is to view religious and prayer activities in practice as appropriate professional behavior. Implications and recommendations regarding the integration of religion and spirituality in social work education and practice are discussed.

scholarly journals Perspectives on the Mission of the Social Work Profession: A Random Survey of NASW Members

10.18060/109 ◽  
2005 ◽  
Vol 6 (2) ◽  
pp. 231-239 ◽  
Author(s):  
Catherine N. Dulmus ◽  
Lessi L. Bass ◽  
Shelia G. Bunch
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Research Study ◽  
Community Organization ◽  
Clinical Work ◽  
The United States ◽  
The Social ◽  
Random Survey ◽  
Work Education

Individuals with MSW degrees and who were members of the National Association of Social Workers (NASW) in the United States (N=862) were surveyed and asked what best represents the social work profession mission for them. They were provided with 7 pre-selected choices (i.e advocacy; lobbying; social justice; community organization; clinical work with individuals, families, and groups; advancement of the social work profession; or other) from which to choose one response. Over 66% of those responding chose clinical work with individuals, families, and groups as the mission of the social work profession. With the complex problems facing societies today will social work be at the forefront of the challenge of have we turned away from our historical mission of promoting social justice? This paper focuses on the finding from this research study and discusses its implications for social work education and the social work profession, as well as those individuals whom social workers serve.

Social workers, critical theory and the political sphere: addressing political misrecognition and marginalisation in the Republic of Ireland

2021 ◽  
Author(s):  
Susan Flynn
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Democratic Party ◽  
Political Life ◽  
Critical Commentary ◽  
The Social ◽  
The Republic ◽  
Electoral Representation ◽  
Irish Politics

Despite the traditional social justice mandate of social work, and critical and radical theoretical traditions that pursue egalitarian and just societies, the engagement of the social work academy with Irish politics has been underwhelming at best. While there are abstract analyses that address sociopolitical theory and ideological wrongdoings related to neoliberalist rationality, attention in social work academia to the nuts and bolts of everyday political life in Ireland, such as democratic party politics and electoral representation, leaves much to the imagination. This article therefore pursues a more grounded reading of social justice in Irish politics for social workers. The supporting proposition is that to effectively interject in political misrecognition and marginalisation, social workers must understand the present political state of play. Towards achieving this, Axel Honneth’s theory of recognition aids thematic critical commentary on the literature.

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.

scholarly journals Practising social work

Social Work ◽  
2020 ◽  
pp. 97-114
Author(s):  
Guy Shennan
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Social Science ◽  
Human Development ◽  
Social Workers ◽  
Social Science Knowledge ◽  
The Social ◽  
Research Interviews ◽  
Work Education ◽  
Work Knowledge

The chapter considers changes and developments in the content of social work education under the three headings of social science disciplines, understanding human development and relationships, and theories, approaches and methods for practice. At the start of the period under review, social science knowledge (primarily from sociology and social policy) and human development theories predominated, but as their research base and published literature have expanded, theories and methods for practice have become more prominent. The contribution to knowledge from research conducted by social workers themselves is acknowledged, as is the contribution made by experts by experience, both directly and through research interviews. The prominence of sequences on law for social workers is noted. The chapter concludes by asserting that the broad partnership of interests which should determine the content of the social work knowledge base is threatened by Government's much-expanded role, but that most social work programmes continue to ensure a balanced curriculum.

scholarly journals Challenging ‘ableism’ and teaching about disability in a social work classroom

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Micheal Shier ◽  
Carole Sinclair ◽  
Lila Gault
Keyword(s):  
Social Work ◽  
Social Context ◽  
Service Delivery ◽  
Social Workers ◽  
Social Environment ◽  
Training Module ◽  
Direct Practice ◽  
The Social ◽  
Social Work Programs ◽  
Work Education

Social work programs in Canada teach emerging generalist practitioners about the consequences of oppression in the lives of the clients they work with. More emphasis within social work education could be placed on practical ways of contextualizing forms of oppression as each relates specifically to practice. The following provides a description of the oppression of ‘ableism’, and offers an applied training module to help prepare generalist social workers (i.e. current students or direct practitioners) to work with issues of disability as they emerge in their direct practice with clients. The training module helps to facilitate learning specific to the leading theoretical discussions and the social context of disability within society. Through these discussions students might then become more aware of their role as practitioners in challenging the oppression of ‘ableism’, rather than maintain outdated modes of service delivery and intervention with those people disabled by the social environment.

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