scholarly journals Testing a Model of the Threat of Street Sexual Harassment in Egypt: Implications for Social Work Education

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Hussein Soliman ◽  
Jennifer Koran ◽  
Amal Abdelmordi Abdelmonem
Keyword(s):  
Social Work ◽  
Sexual Harassment ◽  
Social Work Education ◽  
Well Being ◽  
Theoretical Frameworks ◽  
Cultural Variables ◽  
Social Risks ◽  
Religious Perspectives ◽  
Egyptian Women ◽  
Work Education

This study tested a model of Egyptian women’s well-being and perception of the threat of sexual harassment. The model was drawn from multiple theoretical frameworks, including the vulnerability perspective, objectification theory, and religious perspectives. Nine variables in the model reflect societal, interpersonal, and cultural variables that are believed to relate to women’s views about threats and social risks related to sexual harassment. A total of 1,977 Egyptian women aged 19-45 years voluntarily participated in the study. Path analysis showed that exposure to street sexual harassment was the strongest predictor of both perception of the threat of sexual harassment and a sense of vulnerability to sexual harassment. However, more nuanced results from the model had implications for social work education and research. This study fills an important gap in social work education related to sexual harassment by examining a complex web of interpersonal, environmental, and cultural factors relevant to women’s view of the threat of sexual harassment.

Indigenous social work across borders: Expanding social work in the South Pacific

2016 ◽  
Vol 61 (4) ◽  
pp. 537-552 ◽  
Author(s):  
Tracie Mafile’o ◽  
Halaevalu F Ofahengaue Vakalahi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
South Pacific ◽  
Well Being ◽  
Cultural Preservation ◽  
Current Status ◽  
The South ◽  
New Approaches ◽  
Work Education

Pacific indigenous social work has developed across borders reflecting the diaspora of Pacific peoples outside their homelands. It is proposed that the ‘next wave’ of Pacific social work be centred in Pacific homelands to invigorate new approaches that better address well-being for transnational Pacific peoples. The current status of Pacific social work education, professionalization and theory is discussed. It is argued that social justice, locally-led development and cultural preservation will be better realized with an expansion of Pacific social work across borders. The article reflects on decolonization, universalism–relativism, nature of social work, resourcing and collaborations for Pacific social work.

scholarly journals Intersecting Personal Identity and Professional Role: Impact on Social Worker Subjective Well-Being

2014 ◽  
Vol 19 (1) ◽  
pp. 133-150
Author(s):  
John Graham ◽  
Micheal Shier
Keyword(s):  
Social Work ◽  
Occupational Health ◽  
Social Worker ◽  
Social Work Education ◽  
Well Being ◽  
Professional Role ◽  
Role Identity ◽  
Personal Life ◽  
Subjective Well Being ◽  
Work Education

Within undergraduate social work education, personal life characteristics are viewed predominantly in relation to their implications for social worker professional role identity. But personal life factors should also be considered in relation to occupational health and well-being. To better understand this relationship in social work specifically, data from interviews with social workers who reported low to medium levels of overall work and profession satisfaction were analyzed. Respondents noted that personal life factors such as interpersonal relationships and intrapersonal functioning affected their overall subjective well-being, and they highlighted several intersecting factors between their personal lives and professional roles that contribute to overall well-being. The findings have implications for social work education in regard to issues of self-care and the development of inter- and intrapersonal skills to maintain positive occupational health.

Biculturalism in Social Work Practice

2019 ◽  
pp. 375-385
Author(s):  
Elias Paul Martis
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Medical Model ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Social Dimensions ◽  
Knowledge And Practice ◽  
Helping Process ◽  
Work Education

Social work education and practice has primarily been dominated by a medical model worldview. Traditional social work frameworks and medical models have focused on deficits or psychopathology and limited wellness to bio-psycho-social dimensions. In 2005, Te Wānanga o Aotearoa (TWOA) introduced a social work degree that incorporates Māori holistic models of well-being and practice. The degree was further developed into a four-year degree in 2016. This chapter looks at the contribution made by this bicultural social work degree to social work education and practice. This innovative and bold initiative by TWOA accords privilege to Māori and other indigenous bodies of knowledge and practice frameworks equal to those of western theories and frameworks. The bicultural degree argues that an indigenous approach to social work education and practice frameworks are not in competition or antithesis to western frameworks but are complementary and complete the helping process.

scholarly journals Development of a Web-Based GIS Learning Module for Community Asset Mapping to Enhance Service Learning in Social Work Education

2020 ◽  
Vol 5 (1) ◽  
pp. 36-52
Author(s):  
Xue Luo ◽  
Wansoo Park
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Work Education ◽  
Well Being ◽  
Pedagogical Approach ◽  
Asset Mapping ◽  
Web Based ◽  
Learning Module ◽  
Starting Point ◽  
Work Education

In recent years, service learning – a pedagogical approach that integrates learning through service in the community – has gained increasing popularity in higher education as a means to enhance student learning and civic engagement. Service learning is relevant to social work education because of its emphasis on social justice and the amelioration of social problems and field education through practicum sites. The benefits of service learning, however, are dependent on successful integration of this pedagogical approach into the classroom. By developing a web-based learning module, this project aims to explore the possibility of using community asset mapping and geographic information systems (GIS) as an integrated technology tool to promote service learning in social work education. An assessment of this module was conducted by a student survey. The overall positive feedback on the module indicates its contribution to social work study as well as its potential applicability to larger contexts. The project can serve as a starting point for developing best practices for the training of students in mapping and spatial thinking in their community practices that would benefit other disciplines as well. The project supports the university’s mission to improve student-centred, interdisciplinary, and innovative teaching and learning, and its commitment to enhance the economic and social well-being of the local communities.

scholarly journals Interracial Team Teaching in Social Work Education

2021 ◽  
Vol 21 (2/3) ◽  
pp. 730-749
Author(s):  
Luis O. Curiel
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Social Work Education ◽  
Team Teaching ◽  
White Supremacy ◽  
Teaching Method ◽  
Theoretical Frameworks ◽  
Pedagogical Approach ◽  
Systemic Racism ◽  
Work Education

This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align with previous studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.

scholarly journals Disability Competency in Social Work Education: Tools for Practice Teaching

2020 ◽  
Vol 17 (2) ◽  
pp. 61-77
Author(s):  
Ami Goulden
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Practice ◽  
Disabled Persons ◽  
Student Evaluations ◽  
Field Education ◽  
Assessment Tools ◽  
Theoretical Frameworks ◽  
Persons With Disabilities ◽  
Work Education

Social work education has been slow to integrate the intersectionality of disability, even though the prevalence of social work practice with disabled persons is increasing. The profession has historically prescribed to a medical model of disability and struggles with how best to support service users in the disability community. Social workers’ attitudes toward disabled persons is an essential component to the rapport and working relationship with persons with disabilities. As most social work graduates will encounter persons with disabilities in their practice, training and field education must incorporate assessment tools to assist in student evaluations with this population. Evidence suggests that field instructors need additional assessment tools for evaluating students’ preparedness for the field (Vinton & Wilke, 2011). This paper has three objectives: 1) to review disability competence within the social work profession in the North American context, 2) to compare the validity, practicality, and theoretical frameworks of two disability attitudinal scales as potential assessment tools for student evaluations, and 3) to offer recommendations for the implication of social work education and practice.

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