scholarly journals Teaching cultural diversity in first year human services and social work: The impetus for embedding a cultural safety framework. A Practice Report

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Caroline Lenette
Keyword(s):  
Social Work ◽  
Cultural Diversity ◽  
Human Services ◽  
Cultural Safety ◽  
First Year

INNOVATIVE USE OF MUSIC IN SOCIAL WORK: LYRICS REWRITING IN FIELDWORK PLACEMENT WORKSHOPS

2020 ◽  
Vol 54 (01n02) ◽  
pp. 85-95
Author(s):  
LAWRENCE TAK HONG WONG
Keyword(s):  
Hong Kong ◽  
Social Work ◽  
Cultural Diversity ◽  
Social Work Education ◽  
Human Services ◽  
Musical Training ◽  
Social Work Students ◽  
Creative Arts ◽  
Degree Programme ◽  
Work Education

Cultivating the creativity of social work students is becoming essential in contemporary social work education due to the variability and cultural diversity of human services in Hong Kong. Music, as a form of creative arts, can foster students' creativity. Lyrics rewriting can be an initiative in integrating music into social work education in practice so as to nurture students' creativity. Experiences of facilitating two different fieldwork placement workshops in a social work sub-degree programme using individual and collective lyrics rewriting activities are described. The students, most of whom had no formal musical training, rewrote the lyrics of Cantopop songs; various themes, scenarios and messages were expressed as a result. The practice wisdom of encouraging the creativity of students in the classroom is discussed.

Curtain Down on Act One: Practice Learning in the First Year of the New Social Work Award

2007 ◽  
Vol 26 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Mark Doel ◽  
Lynda Deacon ◽  
Catherine Sawdon
Keyword(s):  
Social Work ◽  
First Year ◽  
Act One

scholarly journals A Reflective View of the Introduction of Technologies in Social Work Fieldwork Modules within the South African Context

2021 ◽  
Vol 16 (1) ◽  
pp. 54-73
Author(s):  
Marichen van der Westhuizen ◽  
◽  
Sibulelo Gawulayo ◽  
Nomvuyo Lukelelo ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Activity Theory ◽  
Direct Interaction ◽  
First Year ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Role Players ◽  
African Context ◽  
Teaching In Higher Education

The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings.

Elisabeth Kübler-Ross and the Five Stages Model In Selected Social Work Textbooks

2020 ◽  
pp. 105413732093230
Author(s):  
Charles A. Corr
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Social Workers ◽  
Critical Analysis ◽  
Human Services ◽  
Social Work Students ◽  
Educational Programs ◽  
The Social ◽  
Provision Of Care ◽  
Hospice Palliative Care

Professional social work is a discipline in which practitioners often find themselves engaged in addressing issues related to illness, crises, and loss. Professional social work is also a discipline with links to many associated disciplines, especially those in the social sciences such as psychology, sociology, and gerontology, as well as provision of care in such fields as hospice/palliative care, bereavement support, and counseling. Exploring some aspects of educational programs for professional social workers may help illuminate how professionals are prepared to function in many of these disciplines and areas of human services. This article offers a critical analysis of one limited but important aspect of the education offered to social work students, namely how the work of Elisabeth Kübler-Ross and her five stages model are presented in five recent social work textbooks. In each case, there is a description and critical analysis of what authors of these five books write about these subjects. These analyses lead to suggestions concerning how these subjects should or should not be presented in educational programs for students and as guidelines for practice in social work, associated disciplines, and related areas of human services.

Working with Restrictions: A Scoping Review of Social Work and Human Service Practice with People Seeking Asylum in the Global North

2020 ◽  
Author(s):  
Rebecca Soraya Field ◽  
Donna Chung ◽  
Caroline Fleay
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Scoping Review ◽  
Human Service ◽  
Human Services ◽  
Future Research ◽  
Refugee Status ◽  
Strength Based ◽  
Global North ◽  
Restrictive Policy

Abstract With a record number of people reported to be forcibly displaced worldwide and an increasingly anti-asylum policy environment in Global North host nations, it is critical to examine social work and human services with people seeking asylum and people with refugee status. This scoping review sought to identify and review the existing qualitative research on such practice from the perspectives of social work and human service practitioners, people seeking asylum and people with refugee status and clients in Global North host nations. The review presents the key findings and trends emerging from twenty publications and identifies areas for future research to further develop knowledge of this field of practice as there is a dearth of research on this topic. Through thematic analysis of very different publications, it was found that Global North host nations have varying forms of restrictive policy and dominant anti-asylum discourses. This and other factors result in many potential areas for improvement of social work and human services. The findings include recommendations for more inclusive and compassionate policy, person-centred and strength-based practice approaches, and further qualitative research with people seeking asylum.

Sign in / Sign up

Export Citation Format

Share Document