scholarly journals Applying a Preparatory Program for Developing the Professional Competencies of Field Practicum Female Students Within the Framework of the Generalist Practice of Social Work

2020 ◽  
Vol 21 (3) ◽  
pp. 55-86
Author(s):  
Gehan Abdelhamed Ramadan Mohamed
Keyword(s):  
Social Work ◽  
Female Students ◽  
Professional Competencies ◽  
Preparatory Program ◽  
Field Practicum ◽  
Generalist Practice

Generalist and Advanced Generalist Practice

2013 ◽  
Author(s):  
Virginia Rondero Hernandez
Keyword(s):  
Social Work ◽  
Social Worker ◽  
Work Practice ◽  
Social Work Practice ◽  
Complex Environments ◽  
Skill Sets ◽  
National Debate ◽  
Basic Competencies ◽  
Generalist Practice ◽  
Work Education

Generalist and advanced generalist practice evolved out of a century-long debate about what constitutes social work practice. Generalist practice currently refers to the practice of a bachelor level social worker who demonstrates basic competencies in multilevel, multimethod approaches. Advanced generalist practice refers to the practice of a master social worker who possesses advanced competencies in multilevel, multimethod approaches and is equipped to work independently in complex environments that may require specialized skill sets. The definition and educational content of generalist and advanced generalist practice are poised to be influenced by national debate once again, as the profession examines the merits of evidence-based practice and implementation science and their implications for social work education.

Incorporating Principles of Solution-Focused Intervention into the Generalist Practice Curriculum

2003 ◽  
Vol 8 (2) ◽  
pp. 69-84
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Practice Model ◽  
Generalist Practice ◽  
Solution Focused

Brief, solution-focused intervention embodies some of the more important and distinguishing assumptions of social work practice, most notably the strengths and resilience orientations. This practice model provides a much-needed link between the abstract arena of the classroom and contemporary social work practice. In this article, the author presents the key assumptions of this model. Through the use of a case example, the author also discusses how this model may be incorporated into the generalist social work practice curriculum.

Including Adverse Childhood Experiences Content in the HBSE Course for BSW Students

2019 ◽  
Vol 24 (1) ◽  
pp. 153-166
Author(s):  
Lisa S. Panisch ◽  
Karen A. Randolph ◽  
Shamra Boel-Studt
Keyword(s):  
Social Work ◽  
Adverse Childhood Experiences ◽  
Childhood Adversity ◽  
Social Work Students ◽  
Childhood Experiences ◽  
Standard Requirement ◽  
Adverse Childhood ◽  
History Of ◽  
Generalist Practice ◽  
Work Education

Adverse childhood experiences (ACEs) negatively affect biopsychosocial development and functioning across the lifespan. Social workers in generalist practice are likely to serve individuals with a history of childhood adversity. Currently, there is no standard requirement for the topic of ACEs to be addressed in baccalaureate social work education. Our teaching note addresses this gap in the curriculum by establishing a need for baccalaureate social work students to receive trauma-specific education early in their academic careers. Human Behavior in the Social Environment is proposed as a course in which this content can be easily incorporated. Recommendations for future directions are provided.

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