scholarly journals Sankofa

2013 ◽  
Vol 8 (1) ◽  
pp. 112-130
Author(s):  
Vyda Mamley Hervie
Keyword(s):  
Social Work ◽  
Best Practices ◽  
Social Relations ◽  
Critical Reflection ◽  
Social Work Students ◽  
Power Functions ◽  
Knowledge Gaps ◽  
Theoretical Frameworks ◽  
Culture Of Learning ◽  
Ways Of Thinking

Social work students are trained to develop and maintain a professional sense of integrity, particularly when working in environments beyond their control. Using critical reflection as an example, students are encouraged to pause and reflect during practice encounters, which entails a reassessment of the situation. The aim is to help transform taken for granted ways of thinking and doing things into best practices. In this sense, students are provided with perspectives on theoretical frameworks and encouraged to appreciate the essence of maximizing practice through a culture of learning and reflection. Through the approach of critical reflection, students are also encouraged to understand how power functions in society, especially through ways in which an individual attempts to maintain unequal social relations. Critical reflection therefore helps students to fill knowledge gaps on how to discover and address inequalities in practice situations.

scholarly journals Supporting Child Welfare Traineeship Students through an Online Peer Network

2015 ◽  
Vol 16 (1) ◽  
pp. 170-183 ◽  
Author(s):  
Stephanie Bosco-Ruggiero ◽  
Virginia C. Strand ◽  
Sharon Kollar ◽  
Robin Leake
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Best Practices ◽  
Online Community ◽  
Community Building ◽  
Social Work Students ◽  
Evaluation Data ◽  
Peer Network ◽  
Initial Program ◽  
Successes And Challenges

This article describes the implementation of a peer network for social work traineeship students pursuing or continuing careers in child welfare. Literature on the best principles and practices for online community building reviewed and an explanation of how these best practices were utilized to build the online community is provided. Initial program design is described as well as program developments that occurred over four years of the program. The article then examines how the program’s evaluation was carried out and reviews some of the evaluation data. The article concludes with a discussion about the successes and challenges experienced in building the peer network and how other social work or traineeship programs, or agencies, might use an online peer network to support social work students and professionals.

The role of the practice educator in helping students develop critical reflection

2018 ◽  
Vol 15 (2) ◽  
pp. 38-55
Author(s):  
Hilary Lawson
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Social Work Students ◽  
Teaching Tools ◽  
Socially Constructed ◽  
Critically Reflective Practice

This article offers advice to practice educators about the teaching of reflective and critically reflective practice to social work students on placement. It explains what is meant by critical reflection, it offers different tools and ways of teaching critical reflection to students, and it  also strives to problematise the teaching of critical reflection- the meaning of which is itself contested and evolving- and to emphasise the need to subject all teaching  tools to theoretical scrutiny and awareness of socially constructed context and assumptions.  A critically reflective practice educator will interrogate the knowledge underpinning the skills and encourage the student to do the same. The article argues that students have different capacity to be reflective. It explores why many students find it difficult, and suggests that effective critical reflection develops only with time and experience.

scholarly journals We all love playing in the sand! Using sand play therapy in critical reflection with students in practice placement

2012 ◽  
Vol 7 (2) ◽  
pp. 6-24
Author(s):  
Debbie Amas
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Play Therapy ◽  
Critical Reflection ◽  
Social Work Students ◽  
Therapeutic Technique ◽  
Sand Tray

This paper introduces a creative therapeutic technique used in Projective Play Therapy called sand play therapy that I evolved in my work with students on placement to help them reflect on practice. In this paper I describe my experience of facilitating a sand tray exercise I devised as part of a group seminar programme for BA Social Work students to help them both explore their practice in placement and examine Learning Outcomes linked with knowledge from their module learning. Finally I discuss the evaluation undertaken with participating students about the usefulness of the exercise as an intuitive reflective tool.

Beyond practical preparation: A critical approach to preparing social work students for international study experiences

2017 ◽  
Vol 61 (6) ◽  
pp. 1083-1094 ◽  
Author(s):  
Peter Jones ◽  
Simone Rowe ◽  
Debra Miles
Keyword(s):  
Social Work ◽  
Critical Reflection ◽  
International Study ◽  
Social Work Students ◽  
Preparation Process ◽  
Critical Approach ◽  
Intercultural Learning ◽  
Learning Module ◽  
Student Reflections ◽  
Practice Skills

As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online ‘Intercultural Learning Module’ is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented.

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