scholarly journals Using Simulated Instruction to Prepare Students to Engage in Culturally Competent Practice

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Alex D. Colvin ◽  
Mahasin Saleh ◽  
Nila Ricks ◽  
Emarely Rosa-Davila
Keyword(s):  
Social Work ◽  
Diverse Populations ◽  
Culturally Competent ◽  
Practice Model ◽  
Work Identity ◽  
Simulated Learning ◽  
Effective Pedagogy ◽  
Work Education ◽  
Schools Of Social Work ◽  
Culturally Competent Practice

Developing and training students to understand issues of diversity, including the development of a culturally competent social work identity, has long been a challenge for schools of social work. Nevertheless, preparing students to engage with diverse populations is paramount. Simulated learning is an effective pedagogy to enhance and broaden students’ understanding in regard to engaging with diverse populations. This article examines the use of human simulation instruction activities to prepare students to engage in culturally competent practice. More specifically, in this article, the constructs of the cultural competence practice model of Campinha–Bacote (2002) will be examined for practical application in social work education.

Global Standards and the realities of multiculturalism in social work curricula

2016 ◽  
Vol 61 (3) ◽  
pp. 395-409 ◽  
Author(s):  
Thomas Akintayo ◽  
Juha Hämäläinen ◽  
Sari Rissanen
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
International Association ◽  
International Social Work ◽  
Practice Model ◽  
Global Standards ◽  
Analysis Technique ◽  
Work Education ◽  
Schools Of Social Work ◽  
International Social

This study highlights social work’s response to socio-cultural diversity by investigating the reality of multiculturalism in social work curricula vis-a-vis the Global Standards debates. Content analysis technique is used from a transcendental perspective to explore the attributes of multiculturalism in social work curricula via the online directory of the International Association of Schools of Social Work. Each curriculum reflects relative attributes of multiculturalism, identifiable as tenets of the Global Standards – a tool for modeling social work education across cultures. A new theory and a practice model for international social work also emerged from the study, and are proposed for testing.

Serving the state or serving the people? The dilemma of social work graduates in Mainland China

2021 ◽  
Author(s):  
Rajendra Baikady ◽  
Cheng Shengli ◽  
Gao Jianguo
Keyword(s):  
Social Work ◽  
Mainland China ◽  
The State ◽  
Postgraduate Students ◽  
The People ◽  
The Government ◽  
And Function ◽  
Work Education ◽  
Schools Of Social Work ◽  
Depth Interviews

This article reports on the result of an exploratory qualitative study with in-depth interviews conducted with postgraduate students in Chinese universities. The data were collected from five schools of social work, covering three provincial-level administrative regions of Beijing, Shanghai and Shandong. The principal aim of this article is to understand the development of social work and student perspectives on the government’s role in social work development and the function of social work in China. The study shows that Chinese social work is still developing, and the expansion and function of social work education and practice is mandated by the state. Despite a robust authoritarian hold by the government, the study finds hope among the graduate students about the mission and future of social work in China.

The changing contexts for international social work education

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Development ◽  
Social Work Education ◽  
International Association ◽  
International Social Work Education ◽  
Alice Salomon ◽  
The Cold War ◽  
Work Education ◽  
Schools Of Social Work ◽  
Establishment Phase

This chapter identifies three phases of internationalization in social work education. It documents foundation dates of social work courses in a representative range of countries. The foundation phase from the 1920s to 1945 brought together early social work schools in a committee under the leadership of Alice Salomon, the German feminist and social worker. From 1945 to 2000, the establishment phase achieved the adoption of social work education virtually universally, with Katherine Kendall playing an important executive role promoting coordination through the International Association of Schools of Social Work. The end of the Cold War in the 1990s led to the consolidation of the policy and social development work in these earlier phases into an issues-based phase when the Association sought to develop influence on global policy issues of social justice, social conflict and social development. Debates about the nature of international or global social work are explored.

International Association of Schools of Social Work (IASSW)

2013 ◽  
Author(s):  
Abye Tasse
Keyword(s):  
Social Work ◽  
United Nations ◽  
Social Work Education ◽  
International Association ◽  
International Exchange ◽  
Leadership Challenges ◽  
The United Nations ◽  
Work Education ◽  
Schools Of Social Work

This entry describes the International Association of Schools of Social Work (IASSW) and explores challenges facing the organization. Founded in 1928, the IASSW is the worldwide organization representing social work education. Comprising member schools and individuals across six continents, it works, in spite of funding and voluntary leadership challenges, to create a globally inclusive organization, promote international exchange, and extend the influence of social work education at the United Nations and with other regional and international bodies.

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.

Are We Preparing Our Social Work Students for Culturally Competent Practice

2013 ◽  
Vol 13 (1) ◽  
pp. 21-30
Author(s):  
Elvia R. Krajewski-Jaime ◽  
Jennifer Kellman-Fritz ◽  
Claudette Braxton ◽  
Barbara Walters ◽  
Michael Lang-Enright II
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Culturally Competent ◽  
Culturally Competent Practice
Sign in / Sign up

Export Citation Format

Share Document