scholarly journals Exploring the Unique Features of a First Nations Graduate-Level Social Work Program

2012 ◽  
Vol 7 (1) ◽  
pp. 51-70
Author(s):  
Ralph C. Bodor ◽  
Carol Melnyk-Poliakiwski
Keyword(s):  
Social Work ◽  
First Nations ◽  
Social Work Students ◽  
Support Network ◽  
Indigenous Research ◽  
Graduate Level ◽  
University Of Calgary ◽  
Indigenous Research Methodology ◽  
Social Work Program ◽  
Work Knowledge

Recently, a one-time cohort of graduate-level social work students completed a unique MSW program. The program was delivered in partnership between the Faculty of Social Work, University of Calgary and Blue Quills First Nations College and, of the twenty four graduates; twenty-one were of First Nations or Me´tis ancestry. The program honored traditional knowledge and ways of learning combined with a critical analysis of Western perspectives of social work knowledge. Strong fiscal resources enabled the program to establish a formal support network for the students and to support the development of Indigenous curriculum and programming that encouraged success for the students. The program was fundamentally different than urban on-campus programs while still maintaining graduate level accreditation requirements. This analysis of the program required the use of Indigenous Research Methodology to collect and create an understanding of the program. Instructors commented on the centered, empowered, balanced, and congruent students. The formal and informal, concrete and invisible supports to the students ensured the success of this program and this cohort of students. As one student commented, the program started in ceremony, ended in ceremony, and could not fail within the context ceremony.

scholarly journals “Storytelling from the Colonial Margins of the Academy: Urban Mixed Ancestry Indigenous experience in and around social work classrooms of T’karonto”

2021 ◽  
Author(s):  
Leah Roberts
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Institutional Factors ◽  
Indigenous Research ◽  
Mixed Ancestry ◽  
Indigenous Identity ◽  
Indigenous Students ◽  
Post Secondary ◽  
Social Work Program ◽  
The Impact

This is an Indigenous research journey. This journey focuses on the stories of the lived experiences of Urban Mixed Ancestry Indigenous students in T’karonto while attending post-secondary social work classrooms where they received Indigenous focused or indigenized curricula. Using a Mohawk approach to research (that includes traditional teachings from an Elder and a storytelling approach), this paper explores the impact this curriculum has on Urban Mixed Ancestry Indigenous social work students as they express their stories of attending university and their social work program in T’karonto - through paintings. It also explores the colonial, societal and institutional factors that cause Urban Mixed Ancestry Indigenous students to question their Indigenous identity within post-secondary social work classrooms. These stories provide knowledge on how to move forward in a good way when implementing Indigenized curricula within non-Indigenous and settler-colonial classrooms. Keywords: Indigenous, Storytelling, T’karonto, Urban, Mixed Ancestry, Social Work, Students

scholarly journals “Storytelling from the Colonial Margins of the Academy: Urban Mixed Ancestry Indigenous experience in and around social work classrooms of T’karonto”

2021 ◽  
Author(s):  
Leah Roberts
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Institutional Factors ◽  
Indigenous Research ◽  
Mixed Ancestry ◽  
Indigenous Identity ◽  
Indigenous Students ◽  
Post Secondary ◽  
Social Work Program ◽  
The Impact

This is an Indigenous research journey. This journey focuses on the stories of the lived experiences of Urban Mixed Ancestry Indigenous students in T’karonto while attending post-secondary social work classrooms where they received Indigenous focused or indigenized curricula. Using a Mohawk approach to research (that includes traditional teachings from an Elder and a storytelling approach), this paper explores the impact this curriculum has on Urban Mixed Ancestry Indigenous social work students as they express their stories of attending university and their social work program in T’karonto - through paintings. It also explores the colonial, societal and institutional factors that cause Urban Mixed Ancestry Indigenous students to question their Indigenous identity within post-secondary social work classrooms. These stories provide knowledge on how to move forward in a good way when implementing Indigenized curricula within non-Indigenous and settler-colonial classrooms. Keywords: Indigenous, Storytelling, T’karonto, Urban, Mixed Ancestry, Social Work, Students

Social Work Students' Perceptions of Field Agency and School Response to the Terrorist Attacks of September 11, 2001

2006 ◽  
Vol 12 (1) ◽  
pp. 143-164 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
September 11 ◽  
School Intervention ◽  
Terrorist Attacks ◽  
Field Placement ◽  
Work Program ◽  
Class Time ◽  
Social Work Program ◽  
The Impact

This article reports on a study of social work students' reactions to the terrorist attacks of September 11, 2001, and their perceptions and evaluations of any initiatives their social work program and field placement agency undertook in the wake of the attacks. A majority of students reported that class time was devoted to a discussion of the attacks and that their school or program provided an opportunity for students to discuss their feelings. Fewer reported that their agency provided assistance to them, staff, or clients. While the participants valued such assistance, findings regarding the impact that this had on students' level of distress indicate that in some instances, agency and school intervention actually increased students' stress.

Evaluating the Impact of a Hartford Gero-Rich Project on a Bachelor of Social Work Program

2005 ◽  
Vol 11 (sp1) ◽  
pp. 13-25 ◽  
Author(s):  
Thomas R. Barton ◽  
Harriet L. Cohen ◽  
Cecilia L. Thomas ◽  
Mark H. Sandel
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Work Students ◽  
State University ◽  
Organizational Changes ◽  
Bachelor Of Social Work ◽  
Work Education ◽  
Social Work Program ◽  
The Impact

In response to the greater need for professionally educated Bachelor of Social Work social workers to work with older adults, a multipronged approach was developed and implemented to infuse gerontology content into the undergraduate social work curriculum at a large state university in Texas. Efforts were made to help ensure that curricular and organizational changes would be sustained for the long term. These initiatives were funded by and were part of the national Hartford Geriatric Enrichment in Social Work Education Program. A quasiexperimental evaluation was conducted involving four cohorts of social work students. Findings demonstrate success in changing students' 1) career aspirations, 2) perceptions of faculty's knowledge of issues concerning older adults, 3) perceptions of their own knowledge of issues concerning older adults, and 4) perceptions of older adults.

scholarly journals Social Work Education Canada’s North

2012 ◽  
Vol 7 (1) ◽  
pp. 7-17
Author(s):  
Douglas Durst ◽  
Nicole Ives
Keyword(s):  
Social Work ◽  
First Nations ◽  
Northwest Territories ◽  
Social Work Education ◽  
Human Service ◽  
Work Program ◽  
Social Work Programs ◽  
Work Education ◽  
The University ◽  
Social Work Program

The Faculty of Social Work program at the University of Regina is a broker for two social work programs north of the 60th parallel reaching the northern residents of both Aboriginal and non-Aboriginal ancestry. In addition, for over 30 years, the University of Regina partners with the First Nations University of Canada where a specialized Bachelor of Indian Social Work is offered and now a Master of Aboriginal Social Work. This paper presents the background to the Northern Human Service/BSW program at Yukon College in Whitehorse, Yukon and the Certificate of Social Work at the Aurora College in Yellowknife, Northwest Territories.

scholarly journals Socialinio darbo studentų savo asmenybės savybių vertinimas ir jų sąsajos su pasirinkimo studijuoti socialinį darbą motyvais ir ketinimu jį dirbti

2012 ◽  
Vol 6 ◽  
pp. 33-44
Author(s):  
Vitalija Lepeškienė ◽  
Justina Žuromskaja
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Worker ◽  
Social Work Students ◽  
Study Program ◽  
Unconditional Positive Regard ◽  
Personal Qualities ◽  
Willingness To Help ◽  
Vilnius University ◽  
Social Work Program

Vilniaus universitetasUniversiteto g. 9/1, LT-01313 VilniusTel. 266 76 10. El. paštas: [email protected] universitetasUniversiteto g. 9/1, LT-01513 VilniusTel. (8 674) 600 93. El. paštas: [email protected]  Straipsnyje nagrinėjamos socialinio darbo studentų studijų programos rinkimosi motyvų ir ketinimo dirbti pagal specialybę sąsajos su studentų sau priskiriamomis asmenybės savybėmis. Straipsnio tikslas – apžvelgti įvairių šalių autorių požiūrius į socialinio darbuotojo asmenybės savybių vaidmenį profesinėje veikloje ir ištirti, kokiomis asmenybės savybėmis pasižymintys studentai (jų pačių požiūriu) ketina dirbti šį darbą ir kokius įvardija studijų programos rinkimosi motyvus. Išanalizavus 118 Vilniaus universiteto studentų atsakymus paaiškėjo, kad dominuojantys studijų programos rinkimosi motyvai – noras bendrauti su žmonėmis ir įsitikinimas, kad profesija atitinka poreikius ir interesus. Norėję įstoti į socialinio darbo studijų programą studentai laiko save empatiškesniais ir humaniškesniais nei nenorėję įstoti, kelis kartus dažniau reiškia pagarbą žmonėms ir teikia jiems nešališką pagalbą. Ketinančiųjų dirbti pagal specialybę elgesyje dažniau reiškiasi empatija, pagarba, užuojauta, šiluma ir nešališka pagalba. Taigi respondentų ir studijų programos rinkimasis, ir ketinimas dirbti socialinį darbą yra susiję su sau priskiriamomis asmenybės savybėmis, įvardijamomis kaip būtinos socialiniams darbuotojams.Pagrindiniai žodžiai: studijų programos rinkimosi motyvai, socialinių darbuotojų asmenybės savybės.The relevance of social work students’ assessmements of their personality traits to the choice to study social work and intention to work in the fieldVitalija Lepeškienė, Justina Žuromskaja SummaryThe article deals with the issue of the relationship between the motives of choosing social work study program, intention to work as social workers, and personal qualities which the students attribute to themselves. 118 students (from first to fourth year) of social work program of the Vilnius University were surveyed using standardized questionnaire. The research proved that dominating motives for choosing the study program are willingness to deal with people and notion that the profession fits needs and interests of the students. Both choosing of the program and intention to work as a social worker are related to possessing personal qualities required for an efficient social worker, such as empathy, unconditional positive regard, warmth, compassion and willingness to help. Those who intend to work as social workers base their decision on believe that the profession will provide possibilities for self-realization, as well as believe that their personal qualities fit demands of the profession, and also their willingness to help people.Key words: motives of choosing of the study program, personal qualities of the social workers.

Teaching Social Work Writing

2001 ◽  
Vol 6 (2) ◽  
pp. 125-141 ◽  
Author(s):  
Diane S. Falk ◽  
Phyllis G. Ross
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Writing Skills ◽  
Social Work Students ◽  
Work Skills ◽  
Teaching Experiences ◽  
The Core ◽  
Work Skill ◽  
Approach To Teaching ◽  
Work Knowledge

This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.

Spanish Language and Cultural Immersion for Social Work Students

2006 ◽  
Vol 11 (2) ◽  
pp. 61-77 ◽  
Author(s):  
Lisa E. Cox ◽  
Diane S. Falk ◽  
Merydawilda Colón
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Language Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Spanish Language ◽  
National Standards ◽  
Cultural Immersion ◽  
Social Work Program

This article describes the pedagogical literature of cross-cultural social work practice, international social work, experiential education, service learning, and study tours, and examines the National Standards for Foreign Language Education. The authors outline the theoretical foundations and program design of one social work undergraduate program's attempt to incorporate traditional didactic classroom-based learning and experiential in-class activities with experiential non-classroom-based learning, in an effort to help students learn Spanish and increase their awareness of and sensitivity to the needs of Hispanic/Latino clients. The article details how one baccalaureate social work program developed and evaluated classes on Spanish language, Spanish culture, and a Spanish immersion study tour to Costa Rica. In addition, the article presents viable objectives, assignments, and reflective, qualitative outcomes evaluations obtained from students who enrolled in the courses and the faculty members who taught the courses.

The impact of a social work study abroad program in Australia on multicultural learning

2006 ◽  
Vol 49 (3) ◽  
pp. 390-401 ◽  
Author(s):  
Sherry R. Fairchild ◽  
Vijayan K. Pillai ◽  
Carolyn Noble
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Focus Groups ◽  
Social Work Students ◽  
Travail Social ◽  
Multicultural Knowledge ◽  
Programs Of Study ◽  
Social Work Program ◽  
Study Abroad Program ◽  
The Impact

English Internationalizing the US social work curriculum with programs of study abroad is an effective method to develop students’ awareness of the importance of global interdependence and increase multicultural knowledge. Results from the Multicultural Awareness/Knowledge/Skill Survey and pre-post focus groups indicate the merits of a US-Australian social work program of study abroad for master’s-level social work students. French Internationaliser le curriculum américain en travail social par le biais de programmes d'études à l'étranger est un moyen efficace pour prendre conscience de l'importance de l'interdépendance globale et pour hausser nos connaissances multiculturelles. Les résultats du sondage sur les degrés de conscience, de connaissances et d'habiletés multiculturelles ainsi que les résultats des entrevues en 'focus groups' pré et post expérience, révèlent les mérites d'un programme d'étude de maítrise à l'étranger en travail social dans un échange entre les Ütats-Unis et l'Australie. Spanish Una manera eficaz de desarrollar el sentido de interdependencia global y aumentar el conocimiento de asuntos multiculturales es a través de planes de estudio que incorporen temas internacionales y con programas en países fuera del propio. Los resultados de la encuesta Conciencia Multicultural/Conocimiento/Destrezas, y los grupos de pre y post focus señalan los méritos que tienen en este sentido los programas internacionales de master's de trabajo social entre EE.UU. y Australia.

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