Veterinary Social Work: How Undergraduate Social Workers Can Make a Difference

2012 ◽  
Vol 17 (1) ◽  
pp. 149-158
Author(s):  
Ann Callahan
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Workers ◽  
Core Competencies ◽  
Social Work Students ◽  
Remote Area ◽  
Southern State ◽  
Learning Opportunity ◽  
Social Work Educators ◽  
Graduate Social Work

The provision of veterinary social work has traditionally required training only available to graduate social work students and professionals. As social work educators continue to define core competencies required for veterinary social work, they must consider how to train undergraduate social work students in this emerging field. Remote Area Medical (RAM) provides such an opportunity. This article describes the experience of baccalaureate social work students at a university in a Southern state in the provision of veterinary social work services at five RAM spay and neuter clinics. The ways in which social work educators might use the RAM model as a service learning opportunity for their students are also explored.

Reflexivity, Ethics, and Divergent Perspectives: A Transformational Journey of Social Work Educators

2019 ◽  
Vol 3 (1) ◽  
pp. 95-109
Author(s):  
Heather Howard ◽  
Mary LeCloux ◽  
Dana E. Prescott ◽  
Katherine Walbam
Keyword(s):  
Social Work ◽  
Conflict Management ◽  
Social Workers ◽  
Social Inequalities ◽  
Code Of Ethics ◽  
Social Work Students ◽  
National Association ◽  
Social Work Educators ◽  
Minority View

Using classroom vignettes, this article portrays the experiences of four White social work educators with minority-view inclusion and conflict management that is a result of divergent perspectives in the classroom. The use of reflexivity is explored as a strategy for understanding educators' biases and assumptions in teaching. In addition, the National Association of Social Workers (NASW) Code of Ethics is applied as it refers to helping social work students learn to think critically to meet the needs and rights of clients and to address social inequalities, diversity, privilege, and oppression. The authors provide recommendations based on their experiences and reflections.

scholarly journals Towards Soft Skills Framework for Social Work Educators

2019 ◽  
pp. 1091-1096
Author(s):  
Fuziah Shaffie ◽  
Ruzlan Md-Ali ◽  
Fahainis Mohd Yusof
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Role Models ◽  
Professional Socialization ◽  
Soft Skills ◽  
Social Work Students ◽  
Soft Skill ◽  
Social Work Educators ◽  
Helping Skills ◽  
To Come

Social workers must be competence with their helping skills and need to be guided to acquire relevant soft skills. Hence, Social Work students need to have significant role models that they can look up to in order to become professionally and socially competent. Within the formal Social Work Education at the higher institutions, they can actually learn much from their lecturers or educators as their role models. This paper discusses conceptualizations of the soft skills which educators, currently as well as in the years to come, would need in order to sustain their competence as educators. In an exploratory study recently carried out, a Social Work expert was asked to describe the experiences of and viewpoints on, soft skills as part of the professional socialization of Social Work educators to become professionally and socially competent. It is important to raise awareness of soft skills competencies among Malaysian Social Work educators to help them in assessing themselves, and identify where and how they could actively improve themselves as educators within the context of their workplace. Embedding the soft skills competencies into their career as social workers is assumed as one of the effective and efficient method of achieving both professional and social competence. The propose soft skills, perhaps, provide early ideas and initiatives towards the construction of a ‘soft skill-framework for Social Work educators’, which can serve as guideline when facilitating and guiding future qualified social workers in Malaysia.

SEEDLOC Model: A Process for Integrating Course Objectives, Practice Behaviors, and Service Learning

2013 ◽  
Vol 18 (1) ◽  
pp. 61-72
Author(s):  
Belinda Bruster ◽  
Scott Anstadt ◽  
Rachel Boyko
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Involvement ◽  
Core Competencies ◽  
Social Work Students ◽  
Minority Population ◽  
Practice Behaviors ◽  
Course Syllabi ◽  
Essential Services ◽  
Work Education

The SEEDLOC logic model demonstrates how to integrate core competencies, practice behaviors, and assignments in course syllabi with explicit input from faculty and students. The model requires community involvement as part of the assignments. Service learning is a by-product of this model's application in the course curriculum. We describe an example using the model to shape and justify assignments in a Vulnerable Populations course. This course uses active participation of baccalaureate social work students delivering essential services to a rural minority population. This process ensures fidelity to the Council on Social Work Education Educational Policy and Accreditation Standards, the competencies framework, and validating outcome measures of course assignments.

scholarly journals The Relationship Between Service Learning and Undergraduate Social Work Students' Professional Value Development

2015 ◽  
Vol 20 (1) ◽  
pp. 137-155
Author(s):  
Denise Levy ◽  
Alisha Edmiston
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Service Learning ◽  
Civic Engagement ◽  
Social Workers ◽  
Learning Experience ◽  
Social Work Students ◽  
Core Values ◽  
The Core ◽  
The Relationship

Service learning has long been used to foster students' personal and professional development and encourage civic engagement. This study explored how service learning affected the development of professional values in undergraduate social work students, with a focus on the core values of the profession outlined by the National Association of Social Workers. Thirty- six students enrolled in a service- learning course with 30 hours of required service in an agency completed a survey at the end of the semester. The majority of respondents reported observing a slight or significant increase for them personally in each of the core values as a result of the service-learning experience. The core values of service and competence increased the most. Working with agency clients and participating in class discussions were the most helpful in the development of all the core values.

scholarly journals Open educational resources and graduate social work students: Cost, outcomes, use, and perceptions

2020 ◽  
Author(s):  
Matthew Peter DeCarlo ◽  
Susan Schoppelrey ◽  
Courtney Crenshaw ◽  
Mary C. Secret ◽  
Melissa Stewart
Keyword(s):  
Social Work ◽  
Research Methods ◽  
Social Work Students ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Social Work Educators ◽  
Barriers To Access ◽  
Course Format ◽  
The Impact ◽  
Graduate Social Work

Researchers conducted a dual-site pilot experiment evaluating the impact of an open textbook on graduate social work students in research methods courses. Students using the commercial and open textbook demonstrated equivalent final grades and test scores. The open resource was more likely to be used on a weekly basis by students and was described as straightforward and easy to access. Among students who extensively used the open textbook, it was associated with improved attitudes towards research methods. The impact of open textbooks on student use, perceptions, and access varied by hybrid and in-person course format. These results validate the work of social work educators creating, sharing, and implementing open educational resources as way to address the barriers to access and engagement with social work knowledge.

scholarly journals SERVICE-LEARNING IN SOCIAL WORK EDUCATION TO DEVELOP SOCIAL WORK COMPETENCIES IN UNIVERSITY STUDENTS

2021 ◽  
Vol 1 (2) ◽  
pp. 41-47
Author(s):  
Monika Gruslyte
Keyword(s):  
Social Work ◽  
Service Learning ◽  
University Students ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Core Competencies ◽  
Social Work Students ◽  
Pedagogical Approach ◽  
The Social ◽  
Work Education

The paper deals with service-learning as a teaching and learning approach in higher education being embedded in social work education seeking to achieve the synergy of the two reciprocally complementing and contributing phenomena. The aim of the theoretical investigation is to overview the concept of social work education as facilitated by service-learning to develop social work competencies in university students. The contribution of service-learning in delivering social work education curricula usually emphasises the development of core competencies and values in social work students, prospective professionals. The contemporary challenges, expectations and contextual demands are set for the social work profession both globally and locally. Therefore, the present research attempts to explore how the two concepts are bridged to meet for the development of social work competencies in university students and shares the insights on the implementation of this pedagogical approach in academic and broader community contexts. 

scholarly journals Transformative Teams in Health Care

2020 ◽  
Vol 20 (2) ◽  
pp. 424-439
Author(s):  
Barbara Jones ◽  
Jen Currin-McCulloch ◽  
Liana Petruzzi ◽  
Farya Phillips ◽  
Shivani Kaushik ◽  
...  
Keyword(s):  
Health Care ◽  
Social Work ◽  
Curriculum Design ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Social Work Students ◽  
Identity Transformation ◽  
Individual Growth ◽  
Social Work Educators ◽  
Before And After

This paper describes social work pedagogy and outcomes in a multi-year longitudinal interprofessional education (IPE) course incorporating B.S.W, and M.S.S.W. students. Social work students participated in an IRB-approved mixed-method study designed to evaluate individual growth and identity transformation throughout the two-semester course. Students’ semi-structured reflection papers (n=113) were analyzed qualitatively to identify core themes. Students voluntarily completed Interprofessional Assessment Scale (IPAS) surveys, a measure of core competencies in interprofessional care, before and after the class (n=48). Social work students reported that they developed increased personal and interprofessional confidence, awareness of social work role in health care, increased social work skills and leadership to use their voice in interprofessional health care teams. All levels of social work students can and should be incorporated into IPE education. Social work educators and practitioners should continue to take leadership in IPE education at all levels of curriculum design and implementation.

Social Work Students at Camp

Not Just Play ◽  
2019 ◽  
pp. 195-210
Author(s):  
Meryl Nadel
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Workers ◽  
Youth Development ◽  
Positive Youth Development ◽  
Summer Camp ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Summer Camps ◽  
Field Placements

“Social Work Students at Camp: Field Placements and Service Learning at Summer Camp” explores two options for students to experience and learn about summer camp as a social work field of practice. The first part of the chapter identifies the myriad of learning opportunities found at summer camps. The benefits and obstacles to using the summer camp as an internship site are explored. In addition, professional social workers have recently integrated academic service-learning into camp programs. Camps that lend themselves well to service-learning components are typically one-week camps intended for vulnerable populations. At least two camps led by social workers have linked service learning and Positive Youth Development in sports-oriented camps. The greater flexibility of service-learning courses compared to field placements offers many opportunities for university–community partnerships. The authors recommend that both routes be considered. A first-person vignette concludes this chapter.

scholarly journals Video Intervention to Increase Knowledge About and Interest in Palliative Care Among MSW Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 70-70
Author(s):  
Cathy Berkman
Keyword(s):  
Palliative Care ◽  
Social Work ◽  
End Of Life ◽  
Social Workers ◽  
End Of Life Care ◽  
Social Work Students ◽  
Life Care ◽  
Video Intervention ◽  
Msw Students ◽  
The Mean

Abstract As the population ages and more people live longer with chronic and life-limiting illnesses, more healthcare professionals with palliative care skills are needed. Social workers are part of the palliative care team, but there is little, if any, content on palliative and end-of-life care in MSW programs. A 24-minute video featuring nine palliative and hospice social workers was produced with two goals: 1) increase knowledge of social work students about palliative and end-of-life care; and 2) interest social work students in a career in palliative social work. MSW students from three schools, in NY and Alabama, viewed the video. After viewing the video, 94 students participated in the mixed methods study, completing the brief, anonymous, online survey. The mean level of understanding about what palliative social workers do, rated from 1 (no understanding) to 5 (very good understanding), was 2.96 (SD=.99) before viewing the video and 4.31 (SD=.61) after, for an increase of 1.35 points (95% CI=1.14, 1.55) (p<.001). The mean level of interest in a career in palliative care social work and working with seriously ill persons and their family members, rated from 1 (Not at all interested) to 5 (Extremely interested), was 2.52 (SD=.99) before viewing the video and 3.45 SD=.80) after, for an increase of .91 points (95% CI=.79, 1.07) (p<.001). Qualitative data supporting the quantitative findings will be presented. This study suggests that a video intervention may be an effective tool to increase knowledge and interest in palliative and end-of-life care among social work students.

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