scholarly journals Social Work, Gerontology, and the Arts: A Creative Approach to Teaching Undergraduate Social Work Students

2016 ◽  
Vol 10 (1) ◽  
pp. 271-287
Author(s):  
Kathleen C. Sitter ◽  
Gail Wideman ◽  
Jessica Furey ◽  
Kandice Gosine ◽  
Chelsea Skanes
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Critical Pedagogy ◽  
Social Work Students ◽  
Teaching Model ◽  
Creative Teaching ◽  
Gerontological Social Work ◽  
The Arts ◽  
Approach To Teaching

In this article, we explore how social work students cultivated a deeper understanding and community connection with older adults through personal engagement with artistic practices. We begin with an exploration of gerontological social work, noting the trends and challenges in this specialization. Guided by extended epistemology as a conceptual framework, we consider the role of the arts within critical pedagogy and describe an undergraduate course taken concurrently during student eld-placements. As part of the curriculum, students designed artifacts about their experience working with older adults, which supported critical re ection and student-led learning. As an exemplar of a creative teaching model, further considerations for implementation are also discussed.

Preparing BSW Students for Competency With Older Adults

2014 ◽  
Vol 19 (1) ◽  
pp. S-73-S-91
Author(s):  
Susan Allen ◽  
Michele Kelly ◽  
Latoya Brooks ◽  
Marie Barnard
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Workers ◽  
Social Work Students ◽  
The United States ◽  
Matched Pairs ◽  
State University ◽  
Rank Tests ◽  
Gerontological Social Work ◽  
Signed Rank

As the population of older adults in the United States grows, there is an increasing need for social workers to serve this group. This study examines the effects of a gerontological social work curriculum infusion project for baccalaureate social work students at a southeastern state university that was funded by the John A. Hartford Foundation. Attitudes regarding interest in gerontology and perceived competency in gerontology- related skills were assessed pre- and postintervention. Nonparametric Wilcoxon matched- pairs signed rank tests revealed significant increases in interest in pursuing further gerontology- related experience and related competencies. Open- ended reflection comments were analyzed to further understand the students’ experience with the program. Results indicate that infusion of gerontological concepts into the curriculum increased the number of students interested in pursuing careers in gerontology, increased students’ competency with this population, and enhanced their understanding of the unique needs of older adults.

Secondary Traumatization Among Social Work Students—The Contribution of Personal, Professional, and Environmental Factors

2020 ◽  
Author(s):  
Anat Ben-Porat ◽  
Shahar Shemesh ◽  
Ronit Reuven Even Zahav ◽  
Shelly Gottlieb ◽  
Tehila Refaeli
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Positive Contribution ◽  
Unique Contribution ◽  
Raising Awareness ◽  
The Mean ◽  
Explained Variance ◽  
Second Year ◽  
Self Differentiation

Abstract This study examined the rate of secondary traumatic stress (STS) among social work students and the contribution of background variables, personal resources (mastery and self-differentiation) and environmental resources (supervision satisfaction and peer support) to STS. The sample consisted of 259 social work students at three social work schools in Israel. The findings indicated that the mean level of STS was mild. Of the students, 36 per cent suffered STS to a mild extent, 19 per cent to a moderate extent and 18 per cent reported a ‘high to extreme extent’. A significant contribution was made by the student’s year of study, students in their second year of social work school suffered more severely from STS than did students in their first or third years. A positive contribution was made by the student’s level of exposure and a unique contribution was made by mastery and supervision satisfaction to the explained variance of STS. The findings highlight the importance of raising awareness of STS and its implications for social work students, as well as the necessity of helping students cope with this phenomenon. In addition, the study emphasises the significant role of supervisors in the training agencies and the importance of increasing students’ sense of mastery.

Changing Social Work Students’ Perceptions of the Role of Government in a Policy Class

2018 ◽  
Vol 54 (1) ◽  
pp. 110-121
Author(s):  
Laura Brierton Granruth ◽  
Peter A. Kindle ◽  
Michael L. Burford ◽  
Elena Delavega ◽  
David H. Johnson ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Role Of Government

The Willingness of Social Work Students to Engage in Policy Practice: The Role of Personality Traits and Political Participation Predictors

2020 ◽  
Author(s):  
Talia Meital Schwartz-Tayri
Keyword(s):  
Social Work ◽  
Personality Traits ◽  
Big Five ◽  
Social Work Students ◽  
Political Knowledge ◽  
Big Five Personality ◽  
Comprehensive Understanding ◽  
Political Skills ◽  
Policy Practice

Abstract The current study aimed to expand our knowledge regarding social work students’ willingness to engage in policy practice (EPP). A theoretical model integrating the Big Five personality framework with the ‘Civic Voluntarism Model’ (CVM) was examined, using a sample of 160 social work students in Israel. Findings revealed a moderate level of EPP willingness. Among the CVM predictors, political skills, political knowledge and political interest were significantly positively associated with social work students’ EPP willingness. Among the Big Five traits, extroversion, conscientiousness and openness to experience were significantly associated with EPP willingness. Path analysis showed that political skills were the strongest predictor of EPP willingness and that political skills and extroversion had a direct effect on EPP willingness. The significant mediation paths demonstrated the dynamics by which the study predictors interacted in explaining 49 per cent of the variance in EPP willingness. The study concluded that the examination of a model incorporating the Big Five personality traits and modified CVM predictors provided a comprehensive understanding of EPP willingness and, therefore, should be adopted to explain social workers’ actual engagement in policy practice.

Are Social Work Students Concerned About the Environment?: The Role of Personal Beliefs

2019 ◽  
Vol 56 (4) ◽  
pp. 809-824
Author(s):  
Jill M. Chonody ◽  
Vickey Sultzman ◽  
Jennifer Hippie
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Personal Beliefs
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