FROM THE EDITOR: POLITICAL TOLERANCE, SOCIAL WORK VALUES, AND SOCIAL WORK EDUCATION

2009 ◽  
Vol 45 (3) ◽  
pp. 343-348 ◽  
Author(s):  
Colleen Galambos
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Values ◽  
Political Tolerance ◽  
Social Work Values ◽  
Work Education

Lewis, Harold

2013 ◽  
Author(s):  
Michael Reisch
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Worker ◽  
Social Work Education ◽  
Work Values ◽  
Hunter College ◽  
Social Work Values ◽  
School Of Social Work ◽  
Work Education

Harold Lewis (1920–2003), social worker and activist, was Dean of Hunter College School of Social Work for twenty years. He published widely on social work values and ethics, epistemology of practice, child welfare, social welfare administration, and social work education.

Against social work values: their origins, nature and problems

2021 ◽  
Author(s):  
John Harris
Keyword(s):  
Social Work ◽  
Welfare State ◽  
Social Work Education ◽  
Work Values ◽  
Social Democratic ◽  
Social Work Values ◽  
The Social ◽  
Work Education ◽  
Historical Origins ◽  
Over Time

‘Social work values’ are a feature of contemporary English social work and social work education that, over time, have become so established that they are now accepted with little questioning. This lack of reflection about social work values is probed, beginning with a historical excavation to reveal the background to their emergence from the social democratic welfare state, via critical and radical perspectives, and the process that led to their official embrace. After completing the historical excavation, the enduring influence of their historical origins is noted, their nature is interrogated and the problems they pose are explored.

scholarly journals Fifty years of social work education: Analysis of motivations and outcomes

2020 ◽  
pp. 146801732091160
Author(s):  
Alice Butler-Warke ◽  
Janine Bolger
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Personal Development ◽  
Work Values ◽  
50Th Anniversary ◽  
Social Work Values ◽  
North East ◽  
Preparedness For Practice ◽  
Big Picture ◽  
Work Education

Summary This article uses the 50th anniversary of social work education provision at one of north-east Scotland’s universities as an opportunity to reflect on social work education outcomes and motivations for undertaking training. This empirical assessment is based on the detailed responses to questionnaires and interviews with social work graduates who studied between 1968 and 2012 to evaluate social work training and education among graduates. We use the Kirkpatrick model to evaluate social work education. Findings We highlight the combination of prior experience with social work and a sense of altruism that served to motivate students to engage in training. We discuss the levels of preparedness for practice based on training and note that it is the combination of teaching and placements that benefits students most. We reflect on the centrality of a common set of social work values that arise from a period of introspection during education, and we show that these values are incorporated into both professional and personal life. Applications We show that ‘big picture’ and evaluations of social work education are important in order to orient social work education in line with political and social change. We also suggest that educators should be cognisant of the importance of personal development and growth that are central to the training of social workers. Rather than seeing personal development as a by-product of social work education, we argue that training that strengthens social work values of justice and empathy is imperative.

Values: Passing on the Torch without Burning the Runner

1981 ◽  
Vol 62 (10) ◽  
pp. 579-584 ◽  
Author(s):  
Dorinda N. Noble ◽  
John E. King
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Values ◽  
Field Placement ◽  
Social Work Values ◽  
Work Education

Viewing social work values and ethics as a torch held high to unify the profession increases the importance of transmitting them to students. One of the major organizing factors of social work education should be the teaching of values and ethics, and this effort should be intensified in field placement programs.

Teaching Social Work Values within their Historical Context

2002 ◽  
Vol 7 (2) ◽  
pp. 33-47
Author(s):  
Wade M. Tyler
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Values ◽  
Historical Context ◽  
Content Area ◽  
Policy Statement ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
Social Work Values ◽  
Work Education

Social work values have long been recognized as central to the practice of the profession, and their transmission to succeeding generations of practitioners is a standing task of social work education. Yet, in spite of their being included along with ethics as one content area in the current Council on Social Work Education Curriculum Policy Statement, social work values often receive only passing treatment in social work texts, and instructors may fail to adequately flesh them out for students. This article proposes that social work values be presented in their historical context, giving students examples from the writings of the profession's pioneers. It then provides the reader a number of historical exemplars for some of the more commonly espoused social work values, and shows how a constellation of professional values began to emerge about the mid-point of the 20th century.

Social Work Education and Service Learning

2003 ◽  
Vol 8 (2) ◽  
pp. 37-48 ◽  
Author(s):  
Michael E. King
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Service ◽  
Social Work Education ◽  
Theory And Practice ◽  
Master's Level ◽  
Social Work Values ◽  
Student Skill ◽  
Work Education ◽  
Schools Of Social Work

In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determination, collaboration, social justice, a person-in-environment focus, and accountability. Drawing on recent examples from baccalaureate and master's-level programs, empirical evidence supporting the efficacy of service learning in the field of social work is offered.

scholarly journals Developing the relationship between reflective practice and social work values

2012 ◽  
Vol 5 (1) ◽  
pp. 7-22
Author(s):  
Graham Ixer
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Work Values ◽  
Small Scale ◽  
Complex Nature ◽  
Social Work Values ◽  
Key Characteristics ◽  
The Social ◽  
Work Education ◽  
The Relationship

There has been considerable literature published on reflection yet despite this, very little research on reflection and more importantly, understanding on what is reflection. This article looks at the context of reflection in the way it came into the social work education language and how it is now part of established training in both social work and other professions. Yet despite this we are still no further on in understanding the complex nature of reflection. However, in a small-scale research project the key characteristics of moral judgement were identified as essential to the process of reflection. The author looks at the relationship between reflective practice and social work values and concludes with key guidelines for the practice teacher and student. The concept of reflection and in particular, its application to practice, applies across health professions as well as social work.

Navigating the Social Jungle: Using Computer-Mediated Mentoring to Enhance Undergraduates' Professional Identity

2002 ◽  
Vol 7 (2) ◽  
pp. 127-142 ◽  
Author(s):  
Toni Cascio ◽  
Janice Gasker
Keyword(s):  
Social Work ◽  
Professional Identity ◽  
Identity Formation ◽  
Work Values ◽  
Traditional Teaching ◽  
Social Work Values ◽  
Computer Mediated ◽  
The Social ◽  
Comparison Groups ◽  
Work Education

One of the greatest challenges to undergraduate social work education is helping students embrace social work values and develop professional identity. As undergraduates, students are at a developmental stage where the process of identity formation is crucial. This study explores the possibility of enhancing traditional teaching methods with computer-mediated mentoring. A section of graduate students in a second-year practice class mentored a section of undergraduates in a beginning practice class in a semester-long e-mail communication. Following the mentoring experience, the undergraduates demonstrated a measurably greater identification with social work values, marking a significant change in professional identity that was not matched by comparison groups. Those aspects of the mentoring experience that seemed most important to the undergraduates are reported and suggestions for replicating such a project are provided.

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