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.

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.

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.

Recreational Drumming: A Creative Arts Intervention Strategy for Social Work Teaching and Practice

2010 ◽  
Vol 15 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Tina Maschi ◽  
Carolyn Bradley
Keyword(s):  
Social Work ◽  
Intervention Strategy ◽  
Social Work Students ◽  
Well Being ◽  
Creative Arts ◽  
Stress Energy ◽  
Msw Students ◽  
Interpersonal Connectedness ◽  
Diverse Groups ◽  
The Impact

Recreational music-making has been shown to decrease stress and increase feelings of well-being and empowerment among diverse groups. This study examined the impact of recreational drumming among social work students on measures of well-being, empowerment, and connectedness. It used a pretest-posttest design to evaluate outcomes among a sample of 31 participants in the 2-hour I–We Rhythm Program for recreational drumming. Results of paired t-test analyses revealed significant differences in levels of stress, energy, and feelings of empowerment and community. Using this creative-arts intervention can be an effective self-care strategy for BSW and MSW students, practitioners, and/or clients in educational or agency-based settings to increase feelings of well-being and interpersonal connectedness, which, in turn, may help to increase effectiveness in practice.

Australian social work students: Balancing tertiary studies, paid work and poverty

2018 ◽  
Vol 19 (2) ◽  
pp. 276-295 ◽  
Author(s):  
Len Baglow ◽  
Susan Gair
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Adverse Outcomes ◽  
Financial Strain ◽  
Policy And Practice ◽  
Life Study ◽  
Field Placements ◽  
Study Experience ◽  
Social Work Programs ◽  
The Impact

Summary It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications The purpose of this study was to illuminate social work students’ complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.

scholarly journals Talkin’ Bout iGeneration: A New Era of Individualistic Social Work Practice?

2019 ◽  
Vol 50 (4) ◽  
pp. 1238-1257 ◽  
Author(s):  
Jane Fenton
Keyword(s):  
Social Work ◽  
Community Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Right Wing ◽  
New Era ◽  
Generational Changes ◽  
Post War ◽  
The Impact

Abstract This article considers the impact of generational changes on the new cohort of social work students most of whom were born post-1995, and therefore belong to ‘iGeneration’ (iGen). This article is especially concerned with the finding that the generation before iGen is more right-wing authoritarian than all post-war generations and what this might mean for the future of social work should that trajectory continue. A study was undertaken to examine the attitudes of 122 iGen students in first-year university course in Scotland. Results show that mean attitudinal measures were right-wing authoritarian in relation to crime and punishment and to unemployed people. Social work students aligned more in their attitudes with their primary education colleagues and less with their less authoritarian community education colleagues, and, overall, the iGen cohort was significantly more right-wing authoritarian than their older colleagues. In essence, there was evidence to suggest that an individualistic, self-sufficiency neoliberal narrative had been quite profoundly internalised by the iGen cohort of students. Implications of a new individualistic practice are considered, and suggestions for social work education programmes are made.

The Use and Evaluation of a Writing Lab for Undergraduate Social Work Students

1997 ◽  
Vol 2 (2) ◽  
pp. 103-113
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
The Social ◽  
Experimental Use ◽  
The Impact

This paper describes one program's experimental use of a writing lab for junior social work majors enrolled in a practice course. In addition to the three-hour social work course, students were required to take a one-hour writing lab each week. In the lab, students received guidelines for and assistance with each of the papers required in the social work course. The impact of the lab on students' writing abilities was evaluated. In general, the findings indicated that the lab had only a limited influence on students' writing abilities. The implications of these results are discussed, as are suggestions for future efforts in this area.

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