scholarly journals ‘You Can’t Say That!’: Critical Thinking, Identity Politics, and the Social Work Academy

Societies ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 71
Author(s):  
Jane Fenton ◽  
Mark Smith
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Interpersonal Relationships ◽  
Identity Politics ◽  
Cultural Context ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills

Recent years have witnessed an eruption of what have been termed culture wars, often converging around the messier aspects of interpersonal relationships and corresponding identity issues that are complex, sensitive, and contested. These are emotive topics that are often colonised by activist groups, and consequently have become enveloped in particular regimes of truth and assertive identity politics. They are often also, by their nature, the kind of issues that are central to social work practice. This can lead to pressure on social workers and social work students to think that these orthodoxies ought to underpin and define the profession, which in turn can lead to the silencing of alternative opinions and the closing down of dissent. This article seeks to locate identity politics in a political and cultural context. It goes on to set out classic arguments for free speech, viewpoint diversity, and for the need for social work to embrace and engage with such. It explores the notion that the closing down of debate about contentious issues, the disincentives that exist to expressing controversial opinions, and the uncritical adoption of ideological orthodoxies work against the development of the critical thinking skills that are essential for social work practice.

Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses

2019 ◽  
Vol 1 (3) ◽  
pp. 192-210
Author(s):  
Madhavappallil Thomas
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Critical Thinking Skills ◽  
Community Study ◽  
Community Practice ◽  
Macro Practice ◽  
The Usa

This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.

A Comparison of the Critical Thinking Skills of BSW and MSW Students

2002 ◽  
Vol 7 (2) ◽  
pp. 63-75 ◽  
Author(s):  
Hugh G. Clark
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
Msw Students ◽  
Work Education

The Council on Social Work Education's standards requires the teaching and measurement of critical thinking skills at both the baccalaureate and masters level of social work education. How to measure those skills is a difficult question for educators. Equally difficult is determining whether the skills are being taught to social work students. This research is the result of a study begun in 1998 that compared scores on the California Critical Thinking Skills Test (CCTST) of recently graduated BSW students and MSW students who had completed their degree or were in their last semester. Surprisingly, little difference seems to exist between the critical thinking skill levels of BSW and MSW students.

Bridging the Explicit and Implicit Curricula: Critically Thoughtful Critical Thinking

2011 ◽  
Vol 16 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Shari Miller ◽  
Carolyn Tice ◽  
Diane Harnek Hall
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Service Learning ◽  
Critical Theory ◽  
Social Work Education ◽  
Curriculum Design ◽  
Work Practice ◽  
Thinking Skills ◽  
Social Work Practice ◽  
Work Education

Critical thinking lies at the core of social work practice given that decision making often is swift and occurs in a climate of uncertainty. The recent changes to the Educational Policy and Accreditation Standards developed by the Council on Social Work Education emphasize critical thinking by promoting an integrative curriculum design that distinguishes between explicit and implicit elements. This article presents critical thinking, embedded in critical theory, as a discipline-specific construct central to effective social work education and practice that links the explicit and implicit curricula. Definitions of critical thinking and their relationship to critical theory are discussed. The article argues that a critical theory framework can be applied to social work education via service learning to enhance critical thinking skills among undergraduates.

scholarly journals Examining Predictors of Social Work Students’ Critical Thinking Skills

10.18060/197 ◽  
2009 ◽  
Vol 10 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Kathleen Holtz Deal ◽  
Joan Pittman
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Personality Inventory ◽  
Critical Thinking Skills ◽  
College Degree

This study examined BSW, MSW and PhD social work students’ (N=72) critical thinking skills using the California Critical Thinking Skills Test (CCTST). Social work students who tested as more open to experience on a personality inventory, took chemistry in college, and reported having both parents with a college degree had higher critical thinking skills. There was a trend toward higher levels of critical thinking as academic levels increased. Implications and recommendations are discussed for social work classrooms, field practica, and admissions.

scholarly journals Reflektavimo kompetencijos struktūra socialinio darbo studentams atliekant praktikas

2014 ◽  
Vol 9 ◽  
pp. 50-63 ◽  
Author(s):  
Remigijus Bubnys
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Professional Practice ◽  
Social Work Students ◽  
Work Practice ◽  
Education Institution ◽  
Social Work Practice ◽  
Learning From Experience ◽  
Self Reflection ◽  
Experiential Analysis

Šiaulių valstybinės kolegijosSveikatos priežiūros fakultetoSocialinio darbo katedraM. K. Čiurlionio g. 16a, LT-76228 ŠiauliaiTel. (8 41) 52 41 66El. paštas:[email protected] Straipsnyje atskleidžiami reflektavimo kompetencijos komponentai, išryškėję socialinio darbo studentų profesinėje praktikoje. Faktorinės analizės rezultatai leidžia teigti, kad socialinio darbo studentų reflektavimo kompetenciją sudaro refleksijos apie mokymąsi ir mokymuisi, savirefleksijos ir refleksijos mokantis bei kritinio mąstymo ir problemų sprendimo, patirties analizės ir mokymosi iš patirties gebėjimai. Tyrimo metu išryškėjo, kad socialinio darbo studentai praktikose sėkmingai taiko tris patirties reflektavimo kompetencijos gebėjimus – reflektavimą mokantis (ko?), apie mokymąsi (ką?) ir mokymuisi (kam?). Menkiausiai studentų įgyti savirefleksijos gebėjimą sudarantys įgūdžiai yra išgyvenamų emocijų atpažinimas ir valdymas bei kritinis mąstymas ir problemų sprendimas.Pagrindiniai žodžiai: aukštoji mokykla, reflektavimo gebėjimai, reflektavimo įgūdžiai, reflektavimo kompetencija, socialinio darbo praktika, studentas. THE STRUCTURE OF REFLECTION COMPETENCY DURING SOCIAL WORK STUDENTS’ PRACTICESRemigijus Bubnys SummaryThe article discloses structural components of reflection competency, which distinguished themselves during social work students’ professional practice. The results of factor analysis allow stating that the structure of social work students’ reflection competency encompasses reflection on learning and for learning, self-reflection and reflection in learning as well as abilities of critical thinking and problem solving, experiential analysis and learning from experience. It was found during the research that during the practice social work students successfully applied three abilities of reflection on experience competency: reflection in learning, on learning and for learning. Students’ least mastered skills making up the self-reflection ability are recognition and management of lived emotions, critical thinking and problem solving.Key words: social work practice, reflection competency, reflection abilities, student, higher education institution

Using a Strengths-Based Perspective to Change Perceptions: An Exploratory Study

2010 ◽  
Vol 15 (2) ◽  
pp. 1-16
Author(s):  
Karen Rice ◽  
Heather Girvin
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Undergraduate Students ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Positive Influence ◽  
Change Perceptions ◽  
Post Test ◽  
Negative Perceptions

Child welfare is a field plagued with negative perceptions, which have the potential to influence how caseworkers approach their practice with families. As a result, a child welfare course emphasizing the strengths-based approach to practice with families was developed to better prepare students for engaging families and building a helping alliance. The researchers sought to examine whether this new course exerted a positive influence on undergraduate social work students' perception of the parent/caseworker relationship. Compared to undergraduate students not enrolled in this course, at post-test students enrolled in the Child Welfare course more positively perceived the parent/caseworker relationship than they did at pretest. Implications for social work practice and pedagogy are discussed.

scholarly journals Roles of Positive Psychology for Mental Health in UK Social Work Students: Self-Compassion as a Predictor of Better Mental Health

2019 ◽  
Vol 50 (7) ◽  
pp. 2002-2021 ◽  
Author(s):  
Y Kotera ◽  
P Green ◽  
D Sheffield
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Cross Sectional Study ◽  
Mental Health Symptoms ◽  
Cross Sectional ◽  
Health Symptoms ◽  
Self Compassion

Abstract Despite high shame about mental health symptoms among UK social work students, positive psychological approaches to their mental health have not been investigated in depth. Emotional resilience has been a core skill in social work practice; however, its relationship with mental health is still unclear. Therefore, the primary purposes of this cross-sectional study were to (i) examine the relationships between mental health and positive psychological constructs, namely resilience, self-compassion, motivation and engagement and (ii) determine predictors of mental health in UK social work students. An opportunity sampling of 116 UK social work students (102 females, 14 males; 96 undergraduates, 20 postgraduates) completed 5 measures about these constructs. Correlation and regression analyses were conducted. Mental health was associated with resilience, self-compassion and engagement. Self-compassion was a negative predictor, and intrinsic motivation was a positive predictor of mental health symptoms. Resilience did not predict mental health symptoms. The findings highlight the importance of self-compassion to the challenging mental health of UK social work students; they caution against the overuse and misunderstanding of resilience in the social work field.

Recruiting and Engaging Men as Fathers in Social Work Practice

2014 ◽  
pp. 235-260
Author(s):  
Joseph Fleming ◽  
Andrew King ◽  
Tara Hunt
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Child Protection ◽  
Current Knowledge ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Literature ◽  
Engaging Men ◽  
Current Knowledge Base

Evidence in the research literature suggests that men are usually not engaged by social workers, particularly in child welfare and child protection settings. Mothers also tend to become the focus of intervention, even when there is growing evidence that men can take an active and important role in a child's development in addition to providing support to the mother and family. Whilst there have been some promising developments in including men in social work practice internationally, there remains a gap in the research regarding the engagement of men as fathers in Australia. Given the growing relevance of the topic of fathers, the purpose of this chapter is to add to the current knowledge base, to support social work students and practitioners to engage with men in their role as fathers, and to offer an evidence-based practice model that may assist social workers in their work with men as fathers.

Positioning Social Justice: Reclaiming Social Work’s Organising Value

2019 ◽  
Vol 50 (6) ◽  
pp. 1652-1668
Author(s):  
Dassi Postan-Aizik ◽  
Corey S Shdaimah ◽  
Roni Strier
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Visual Analysis ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Power Dynamics ◽  
Positive Contribution ◽  
Core Value

Abstract This article explores the value of social justice as a shared ethical ground for social workers worldwide. Constructions and interpretations of social justice are deeply affected by different perspectives, contested positions and unequal power dynamics. As societies become ever more diversified, these may hinder the centrality of social justice as a core value. Drawing on data collected from participants in a binational interprofessional seminar on social justice in multi-cultural societies, this qualitative study is based on interviews and visual analysis with 16 American and 15 Israeli social workers and social work students. Findings suggest that social justice remains a core value although it is both an organising and disorganising, unifying and dividing concept. The study explores the positive contribution of positionality to help gain a broader understanding of social justice and navigate challenges in implementation, practice and education in diverse and conflicted settings. Practical implications for social work practice and education are discussed.

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.

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