Looking at field through a structural lens

2017 ◽  
Vol 14 (3) ◽  
pp. 6-26
Author(s):  
Claudia Lahaie ◽  
Martha Wiebe ◽  
Karen Schwartz
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Critical Thinking ◽  
Social Work ◽  
Field Component ◽  
Structural Approach ◽  
Theoretical Approaches ◽  
Canadian Association ◽  
Social Work Programs ◽  
Work Education

Many objectives of the Canadian Association of Social Work Education (CASWE) Accreditation Agreement (CASWE, 2013) relate to the field component of social work programs. Among these objectives are the promotion of human rights and social justice; the support and development of diversity, a consideration of the structural sources of inequalities and the application of critical thinking within the framework of the profession. Many of these objectives are related to a structural approach. As suggested by Drolet et al. (2012) it is crucial that students learn to make links between theoretical approaches studied in the classroom and their experience while in placement. While in placement, students need to understand how theories inform their actions (Drolet et al., 2012).

Inherent Requirements and Social Work Education

2019 ◽  
pp. 57-73
Author(s):  
Steve Boucher
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
Relevant Literature ◽  
Disability Rights ◽  
Policy And Practice ◽  
Access And Equity ◽  
Work Education

The aim of this chapter is to contribute to addressing issues of access and equity in social work education for people with mental health disabilities. The objective is to carefully consider the introduction of inherent requirements in universities, and particularly in relation to social work education, in Australia. A targeted review of relevant literature including legislation, policy, and practice standards frameworks identifies the parameters of inherent requirements and possible areas of discrimination. Consideration of the use of inherent requirements in social work education is from a human rights social justice perspective that acknowledges the strength and resources of people and communities and actively advocates for the protection of disability rights.

Inherent Requirements and Social Work Education

2021 ◽  
pp. 681-697
Author(s):  
Steve Boucher
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
Relevant Literature ◽  
Disability Rights ◽  
Policy And Practice ◽  
Access And Equity ◽  
Work Education

The aim of this chapter is to contribute to addressing issues of access and equity in social work education for people with mental health disabilities. The objective is to carefully consider the introduction of inherent requirements in universities, and particularly in relation to social work education, in Australia. A targeted review of relevant literature including legislation, policy, and practice standards frameworks identifies the parameters of inherent requirements and possible areas of discrimination. Consideration of the use of inherent requirements in social work education is from a human rights social justice perspective that acknowledges the strength and resources of people and communities and actively advocates for the protection of disability rights.

Are We Teaching Critical Thinking in the Classroom?

2001 ◽  
Vol 7 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Robert C. Kersting ◽  
Ann Marie Mumm
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Teaching Methodology ◽  
Social Work Programs ◽  
Generalist Practice ◽  
Work Education

The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.

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 Repositioning Social Work in Mental Health

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Christine Morley ◽  
Selma Macfarlane
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Vital Role ◽  
Health Curriculum ◽  
Theoretical Approaches ◽  
Australian Association ◽  
Health And Illness ◽  
Social Work Programs ◽  
Recent Initiative ◽  
Work Education

This paper emerges in response to the recent initiative by the Australian Association of Social Workers (AASW) to mandate the inclusion of specific, clinically based mental health curriculum into qualifying social work programs across Australia. Whilst the authors affirm the importance of an emphasis of mental health in social work education, we further suggest that the professional repositioning of social work in mental health must be informed by critical/postmodern theoretical approaches. If social work is to engender and maintain its unique and vital role in problematising simplistic, depoliticised and individualising constructions of mental health and illness, we need to promote more contextualised and holistic understandings of people’s experiences. The paper concludes by offering an example of critical mental health curriculum.

scholarly journals Reclaiming international social work in the context of the Global Agenda for Social Work and Social Development: Some critical reflections

2018 ◽  
Vol 62 (3) ◽  
pp. 1043-1054 ◽  
Author(s):  
George Palattiyil ◽  
Dina Sidhva ◽  
Manohar Pawar ◽  
PK Shajahan ◽  
James Cox ◽  
...  
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Social Development ◽  
International Social Work ◽  
Protection Of Human Rights ◽  
Work Education ◽  
Global Agenda ◽  
Local Concern ◽  
International Social

The protection of human rights and the promotion of social justice is a shared spirit manifested within all social work. Islands of local concern are directly affected by global stresses and inequalities, and the Global Agenda for Social Work and Social Development has created a space for repositioning social work globally in addressing these challenges. This article opens up definitions and examples of international social work, arguing the need for integrating an international outlook within social work education and policy in order that the emerging workforce, wherever they may be, are equipped with the knowledge, skills and values for international action.

Sign in / Sign up

Export Citation Format

Share Document