The study on effects of career for undergraduate student studying social work in curricular and extracurricular activities

The article provides a theoretical analysis of the legal framework in the country in terms of the possibilities, regulations and conditions for the implementation of integrated (extracurricular or extracurricular) activities combining formal and non-formal education. A leading method for the qualitative study is the analysis of documents, which in this case covers the fields of educational and social legislation. On this basis, the various forms, and activities for more individualized and differentiated activities are analyzed in parallel as pedagogical but also as a specific type of social work in support of their interests and stakes, as well as for their personal and professional development. the opportunities of non-formal education and social work to support the education system and its institutions in unity. Special attention is also paid to the contribution of non-formal education to the objectives of social work

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STARTING WHERE THE STUDENT IS: ADAPTING SOCIAL JUSTICE CURRICULA TO POVERTY ATTITUDES

Journal of Baccalaureate Social Work ◽

10.18084/1084-7219.9.1.93 ◽

2003 ◽

Vol 9 (1) ◽

pp. 93-112 ◽

Cited By ~ 10

Author(s):

JANICE A. GASKER ◽

JOHN G. VAFEAS

Keyword(s):

Social Justice ◽

Social Work ◽

Pilot Study ◽

Undergraduate Student ◽

Student Attitudes ◽

Social Work Students ◽

Societal Factors ◽

Potential Evaluation ◽

Work Education ◽

Causes Of Poverty

Consistent with the generalist social work perspective and values, many social work students appear to begin their studies believing that the causes of poverty are structural (due to societal factors) and not individual (due to individual defects). There is some evidence that social work curricula serve to confirm this perception. Existing research, however, also suggests that, along with a deepening structural understanding of the causes of poverty, these students may develop fatalistic attitudes about alleviating poverty. In response to this challenge to social work education, this pilot study explores the potential of a course devoted to reinforcing perceptions of the structural causes of poverty without instilling fatalism. Findings suggest that the participants in this introductory level social work course develop significantly stronger structural explanations for poverty without developing a fatalistic attitude towards solutions. Undergraduate student attitudes, implications for social work curriculum developments and potential evaluation methods are discussed.

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All-Day Schools and Social Work: A Swiss Case Study

International Journal for Research on Extended Education ◽

10.3224/ijree.v7i1.05 ◽

2019 ◽

Vol 7 (1-2019) ◽

pp. 60-68

Author(s):

Emanuela Chiapparini ◽

Andrea Scholian ◽

Patricia Schuler ◽

Christa Kappler

Keyword(s):

Social Work ◽

Extracurricular Activities ◽

National Science Foundation ◽

Qualitative Data ◽

Day School ◽

Day Schools ◽

Swiss National Science Foundation ◽

The Social ◽

National Science

All-day schools are becoming more widespread in Switzerland. They enable pupils to participate in lunchtime and extracurricular activities organized and supervised mostly by social workers. Qualitative data were collected for a project on newly implemented area-wide all-day schools in Zurich, Switzerland’s largest city. The research was funded by the Swiss National Science Foundation (SNSF). Findings indicate that the resulting structural, pedagogical, spatial, and staff changes significantly impact the social work setting. The importance and potential of social work needs to be better communicated to the all-day school community.

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Progressive until graduation? Helping BSW students hold onto anti-oppressive and critical social work practices

Critical Social Work ◽

10.22329/csw.v11i2.5820 ◽

2019 ◽

Vol 11 (2) ◽

Cited By ~ 3

Author(s):

Jennifer M. Poole

Keyword(s):

Social Work ◽

Social Workers ◽

Undergraduate Student ◽

Best Practice ◽

Work Practices ◽

Work Organizations ◽

Job Interview ◽

Critical Social Work ◽

Increase Productivity ◽

First Time

Former BSW student: I’m really worried about this job interview. I know they are going to think I am too critical, too passionate, too much. How can I dumb myself down Jennifer? How do I get in the door so I can do the work I want to do? Maybe staying quiet will get me the job I need…maybe I should shut up about AOP? This was part of a conversation I had last week, with a passionate, anti-oppressive and critical former undergraduate student who had been told, on more than one occasion, that she was just “too much” for the ‘mainstream’ social work organizations to which she had been applying for employment. It was not the first time one of my graduates had shared such worries, for many had reported negative workplace reactions to their critical and anti-oppressive stance, nor would it be the last. As the literature reminds us, social workers are now labouring in a post-welfare context where critiques of power, racism, ageism, sexism, heterosexism and ableism will not make ‘best practice’ lists unless they also save money and increase productivity (Baines, 2007; Hugman, 2001). As Donna Baines writes,

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Dysphagia in Hospice Care: The Roles of Social Work and Speech-Language Pathologists

Perspectives on Swallowing and Swallowing Disorders (Dysphagia) ◽

10.1044/sasd23.4.173 ◽

2014 ◽

Vol 23 (4) ◽

pp. 173-186 ◽

Cited By ~ 2

Author(s):

Deborah Hinson ◽

Aaron J. Goldsmith ◽

Joseph Murray

Keyword(s):

Social Work ◽

End Of Life ◽

Case Studies ◽

End Of Life Care ◽

Hospice Care ◽

Patient Communication ◽

Life Care ◽

Speech Language Pathologists ◽

Four Levels

This article addresses the unique roles of social work and speech-language pathologists (SLPs) in end-of-life and hospice care settings. The four levels of hospice care are explained. Suggested social work and SLP interventions for end-of-life nutrition and approaches to patient communication are offered. Case studies are used to illustrate the specialized roles that social work and SLP have in end-of-life care settings.

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