From the Guest Editor

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. ix-xii
Author(s):  
Matthew Theriot
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Guest Editor ◽  
Special Issue ◽  
Education Students ◽  
Innovative Teaching ◽  
Social Work Educators ◽  
The Past ◽  
Work Education ◽  
New Generation

Welcome to this special issue, Educating Millennial BSW Students: Innovative Teaching for the New Generation of Social Workers. It has been an honor to serve as the guest editor, and the experience has been both exciting and rewarding. The idea for this special issue evolved from my own experiences and observations in the classroom. The past 10 years have been a time of tremendous change for higher education. Students have changed, the learning environment has changed, and social work educators need to change, too. Our approaches to social work education need to be responsive to the changes around us so we can continue to effectively and meaningfully train the next generation of professional social workers.

Still doing what we do: Defining social work in the 21st century

2011 ◽  
Vol 11 (2) ◽  
pp. 191-208 ◽  
Author(s):  
Barbara Staniforth ◽  
Christa Fouché ◽  
Michael O'Brien
Keyword(s):  
Social Change ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Professional Organizations ◽  
Social Work Educators ◽  
Aotearoa New Zealand ◽  
Indigenous Perspectives ◽  
Definition Of ◽  
Work Education

• Summary: Members of the Aotearoa New Zealand Association of Social Workers (ANZASW) were asked to provide their definition of social work. Over 300 responses were analysed thematically in order to determine if practitioner views corresponded to recent shifts in social work education and theory which emphasized the importance of social change, strengths based perspectives and the importance of local and indigenous contexts. • Findings: The findings demonstrate that while there was some recognition of social change and strengths-based perspectives in the definitions of social work provided, that those working in the field remain focused on ‘helping individuals, families and groups’ engage in change. Respondents did not, for the most part, acknowledge local or indigenous perspectives in their definitions. • Applications: Results from this study may be useful for social work professional organizations, and social work educators, students and future researchers who are interested in the definition of social work and its scopes of practice.

scholarly journals Developing a Poverty-Aware Pedagogy: From Paradigm to Reflexive Practice in Post-Academic Social Work Education

2020 ◽  
Vol 50 (5) ◽  
pp. 1495-1512 ◽  
Author(s):  
Griet Roets ◽  
Laura Van Beveren ◽  
Yuval Saar-Heiman ◽  
Heidi Degerickx ◽  
Caroline Vandekinderen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Lessons Learned ◽  
Social Injustice ◽  
Social Work Educators ◽  
The Social ◽  
Reflexive Practice ◽  
The Subject ◽  
Work Education

Abstract Social work scholars have argued that poverty reminds us of the necessary commitment to educate professional social workers. Being inspired by a conceptual framework that captures how poverty-awareness can be the subject of teaching in social work programmes, this article offers a qualitative analysis of the reflections being made by a cohort of students about their learning process in a post-academic course. Five common themes are discussed: (i) from recognising micro-aggressions to tackling macro-aggressions; (ii) poverty is an instance of social injustice and requires collective indignation; (iii) notions of commitment and solidarity are ambiguous; (iv) poverty is an instance of social inequality rather than merely social exclusion; and (v) from being heroic agents to social change ‘from within’. Based on these findings, we raise the lessons learned for social work educators. First, they should invite students to reinvigorate the social justice aspirations of social work practices and take a stance in relation to their environment and the wider historical and socio-political circumstances. Secondly, a poverty-aware pedagogy requires collective and long-lasting supervision at the frontline individual, organisational and societal/social policy level. Collective critical reflection and supervision might open up avenues to collectively challenge and change socially unjust rhetoric and practice.

scholarly journals Dismantling White Supremacy in Social Work Education

2021 ◽  
Vol 21 (2/3) ◽  
pp. i-vii
Author(s):  
Charla Yearwood ◽  
Rosemary A. Barbera ◽  
Amy K. Fisher ◽  
Carol Hostetter
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
White Supremacy ◽  
Code Of Ethics ◽  
Practice Research ◽  
Special Edition ◽  
Special Issue ◽  
Social Work Educators ◽  
Research And Education ◽  
Work Education

We are excited to share this special edition of Advances in Social Work with you. When we distributed a call for abstracts, we were inundated – in a good way – with proposals. The need for social workers to discuss the role that white supremacy occupies within our history, education, and practice was obvious. Because of the number of abstracts received, we made the decision to publish a double edition so that the important information contained in these articles can be widely shared. The submissions fell into three general themes--historical, instructional, and institutional examinations. Each set of articles offers much for us to reflect and act upon moving forward. There is a reckoning happening and we are thrilled that this special edition is part of that reckoning. In all, we hope that this special issue will help advance our conversations in social work education around white supremacy and how it influences our practice, research, and education. Recognizing that our Code of Ethics calls us to “pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups”, we believe it is important for social work as a profession to consistently evaluate its own institutions for ways we can practice what we preach. As social work educators, we have the ethical and moral responsibility to learn, grow, and challenge ourselves. We can do better. We must do better.

scholarly journals Reemergence of Policy Practice: A Journey Back to our Roots

2014 ◽  
Vol 15 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Katharine V. Byers
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
State Level ◽  
Policy Decision ◽  
Policy Practice ◽  
Policy Decision Making ◽  
Work Education ◽  
New Generation ◽  
Practice Skills

Many people and events have contributed to a renewed focus on policy practice in social work and social work education, culminating in the inclusion of policy practice as one of the ten core social work competencies in the 2008 Council on Social Work Education EPAS. Robert Schneider, founder of Influencing State Policy, was a key player in elevating policy practice, particularly at the state level, in light of the increasing devolution of social policy decision-making to the states. Other social workers and educators created opportunities for policy scholars and practitioners to collaborate, including Leon Ginsberg and the Policy Conference that he and others initiated. Now a new generation of policy practitioners will continue to educate social workers in policy practice skills in the pursuit of social justice

scholarly journals An Investigation Intended for Determining Social Work Students’ Attitudes Towards the Ethical Dilemma in Terms of the Psychological Resilience Levels

2021 ◽  
Vol 11 (2) ◽  
pp. 411-416
Author(s):  
beyza erkoç
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Ethical Dilemma ◽  
Social Work Students ◽  
Psychological Resilience ◽  
Education Students ◽  
Positive Direction ◽  
The Social ◽  
Work Education

Owing to it is a system supporting coping capacities and adaptation processes by preserving individuals against the streesful life experiences, psychological resilience is among the generally emphasized concepts in today’s world. Ethical dilemma includes conflicts which affect negative process of deciding while social workers are accomplishing their professional responsibilities. It is thought that psychologic stability supports social works positive decision making when they experience ethical dilemma. The aim of this study is identifying the future social workers who are students of the social work education now and their psychological resilience levels and its effect on their attitudes towards the ethical dilemma and improving suggestions in the light of the results obtained from the social work viewpoint. SPSS 22.0 program has been used while analysing the investigation. It has been seemed that there are significant relationship between the psychological resilience of the social work education students and their ethical deciding and psychological resilience predict the ethical decides in the positive direction. Besides that participants haven’t been significantly different from each other in terms of statistical at their psychological resilience according to their sex, age, class variables but participants living with their family according to location have had significantly higher than others. About their ethical decides it has been different from each other according to their ages, class, location variables in terms of statistical but female participants’ environment of deciding have been higher significantly than male participants. In the light of the results obtained social work education students who will most likely experience ethical dilemma it is important that their psychological resilience have to be strengthened during their professional lifes. Accordingly it is offered so as to be strengthen in terms of psychologic and social, they should be supported, equipped with professional ability about overcoming the stress, self confidence, fighting against the crisis.

Enhancing the Integration of Group Theory with Practice: A Five-Part Teaching Strategy

2005 ◽  
Vol 10 (2) ◽  
pp. 53-68 ◽  
Author(s):  
Susan Dennison
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Group Work ◽  
Teaching Strategy ◽  
Social Work Educators ◽  
The Past ◽  
Msw Students ◽  
Approach To Teaching ◽  
Work Education ◽  
Practice Skills

Group work is one of the areas of practice in which social workers have had unique strengths and advanced skills. However, for the past 20 years there has been a steady decline in group-work content at both undergraduate and graduate levels of social work education. At the same time, this treatment modality is gaining popularity and becoming a major method of service delivery in many agency settings. This article addresses the disconnection between social work education and group-practice needs by presenting an innovative five-part approach to teaching group work. A clear step-by-step guide is provided to aid social work educators in effectively integrating group-work theory with practice skills when teaching both BSW and MSW students.

Drowning In Neoliberal Lies: State Responses Towards People Seeking Asylum

2019 ◽  
Vol 50 (3) ◽  
pp. 908-925
Author(s):  
Belinda A Green
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Cultural Logic ◽  
Social Work Educators ◽  
Critical Social Work ◽  
The Social ◽  
Work Education ◽  
State Responses ◽  
Critical Social

Abstract This article argues that further enhancement of critical social work education and practice is needed to counter politicised and restrictive policies towards people seeking asylum in advanced globalised market economies. This means social workers giving more emphasis and prominence to the role of neoliberalism rather than solely focusing on the adverse moral and mental health impacts of state responses. Drawing on current debates and practices within critical social work and seven years’ experience in the Australian refugee sector, this article will demonstrate the punitive and deterrent configurations adopted by states like Australia to respond to people seeking asylum. The article then highlights the importance of social workers critically analysing historicised discourses which normalise such people as ‘dangerous’, ‘illegitimate’, ‘othered’ and a ‘burden’. Further interrogation of the social and cultural logic(s) of neoliberalism which serve to justify the former discourses will also be included. Finally, reflections on a range of strategies and solutions will be presented for critical social work educators and practitioners to resist and subvert neoliberalism and to secure better outcomes for people seeking asylum in Australia and elsewhere.

scholarly journals Approaching uncertainty in social work education, a lesson from COVID-19 pandemic

2021 ◽  
Vol 20 (1-2) ◽  
pp. 561-567
Author(s):  
Rojan Afrouz
Keyword(s):  
Social Work ◽  
Curriculum Development ◽  
Social Workers ◽  
Social Work Education ◽  
Collective Actions ◽  
Social Work Educators ◽  
Vulnerable People ◽  
The Future ◽  
Work Education ◽  
Pedagogical Approaches

COVID-19 pandemic intensified feelings of uncertainty about the future. Although uncertainty is not a new phenomenon for social workers, the uncertainty that has been produced due to COVID-19 pandemic was unprecedented. Hence, there is a further requirement for the integration of uncertainty in social work education and practice. Social work education should play a pivotal part in articulating and developing knowledge to respond to uncertain circumstances. Therefore, social work educators should be prepared to include uncertainty in curriculum development and pedagogical approaches. Also, collective actions should be central in social work efforts to face uncertainty and disruptions that target the most vulnerable people and populations.

Five Years and Count(er)ing: Memoir after Memoir

CounterText ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 26-32
Author(s):  
Norbert Bugeja
Keyword(s):  
Guest Editor ◽  
Arab Countries ◽  
National Museum ◽  
Terror Attack ◽  
Special Issue ◽  
The Past ◽  
Personal Perspectives ◽  
The Moment ◽  
Ongoing Project

In this retrospective piece, the Guest Editor of the first number of CounterText (a special issue titled Postcolonial Springs) looks back at the past five years from various scholarly and personal perspectives. He places particular focus on an event that took place mid-way between the 2011 uprisings across a number of Arab countries and the moment of writing: the March 2015 terror attack on the Bardo National Museum in Tunis, which killed twenty-two people and had a profound effect on Tunisian popular consciousness and that of the post-2011 Arab nations. In this context, the author argues for a renewed perspective on memoir as at once a memorial practice and a political gesture in writing, one that exceeds concerns of genre and form to encompass an ongoing project of political re-cognition following events that continue to remap the agenda for the region. The piece makes a brief final pitch for Europe's need to re-cognise, within those modes of ‘articulacy-in-difficulty’ active on its southern borders, specific answers to its own present quandaries.

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