scholarly journals La formación de los trabajadores sociales en Colombia: un dilema de competencias o mercado

2019 ◽  
pp. 121
Author(s):  
Mónica Liset Valbuena Porras ◽  
Lina María Pinzón Rocha
Keyword(s):  
Social Work ◽  
Professional Identity ◽  
Social Worker ◽  
Social Work Education ◽  
Review Article ◽  
The Other ◽  
National Council ◽  
The Social ◽  
Competencias Profesionales ◽  
Work Education

El presente artículo de reflexión busca analizar las competencias profesionales que adquiere el trabajador social en Colombia, acorde a las exigencias, necesidades e intereses que se encuentran inmersas en las comunidades con el fin de valorar la identidad profesional que se tiene con su profesión tomando como referente las competencias específicas establecidas por el Consejo Nacional para la Educación en Trabajo Social (CONETS) (2011) y por otro lado las nuevas exigencias del mercado que ha reducido la profesión a una práctica inmediata.This review article aims to analyze the professional skills acquired by the social worker in Colombia, according to the demands, needs and interests that are embedded in communities in order to assess the professional identity that is his profession taking as reference specific competencies established by the National Council on Social Work Education (CONETS) (2011) and on the other hand the new demands of the market which has reduced the immediate practical profession.

Degree or examination: What is the foundation of the social work workforce in China?

2017 ◽  
Vol 62 (1) ◽  
pp. 447-460 ◽  
Author(s):  
Xiao Li ◽  
Xiao Yu ◽  
ShouChui Zeng ◽  
XueSong He
Keyword(s):  
Social Work ◽  
Professional Identity ◽  
Social Workers ◽  
Social Work Education ◽  
Turnover Intention ◽  
Social Education ◽  
The Social ◽  
Social Work Licensure ◽  
Work Education

The current Chinese social work licensure program does not mandatorily require formal social work education. This compromised policy is contradictory to the mission of formal social work education and the trajectory of professionalization in other Western countries. This study examined whether social work graduates differ from those who do not have formal social work education in terms of competency, commitment, and turnover intention. Results described the struggles of social work graduates in their experiences in the field. The diminishing role of formal social education may affect the professional identity of social workers in social work development in China.

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

scholarly journals IMAGINAÇÃO, CRIATIVIDADE E LIBERDADE: PENSAR A ÉTICA RELACIONAL EM SERVIÇO SOCIAL

2014 ◽  
Vol 4 (7) ◽  
pp. 58-74
Author(s):  
Raquel Marta
Keyword(s):  
Social Work ◽  
Social Worker ◽  
Social Ethics ◽  
The Other ◽  
Starting Point ◽  
The Social ◽  
Work Intervention ◽  
German Philosopher ◽  
Ethical Thinking ◽  
The Moment

Sublinhando as formas fundamentais da subjectividade subjacentes à intervenção do assistente social, o presente artigo explora diferentes contributos para a ética no serviço social contemporâneo. O trabalho do filósofo alemão Fichte fornece-nos o ponto de partida para a incorporação da imaginação e da liberdade no pensar ético. O acto da invenção criativa não é um acto solitário, mas antes um acto animado na e pela relação com o Outro. Nesta relação, a atenção ao contexto, ao instante, ao acontecimento e à singularidade que contribuem para o pensar e o agir ético do assistente social são ainda considerados sob diferentes perspectivas. Underlining the fundamental forms of subjectivity implicit on the of social work intervention, this article explores different contributions to contemporary social ethics. The work of the German philosopher Fichte provides a starting point from which to incorporate imagination and freedom in ethical thinking. The act of creative invention is not a solitary act, but developed in and through the relation with the Other. In this relation, attention to the context, to the moment and uniqueness of the ethical event are also considered as contributes to the social worker ethical thinking and action.

Social work education and the Bologna Process

2012 ◽  
Vol 57 (6) ◽  
pp. 566-575 ◽  
Author(s):  
Chaime Marcuello-Servós
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Systems Thinking ◽  
Social Work Education ◽  
Bologna Process ◽  
The Past ◽  
The Social ◽  
Instruments And Techniques ◽  
Work Education ◽  
The Bologna Process

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.

Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

Social work academia and policy in Sweden

2017 ◽  
Author(s):  
Katarina H. Thorén ◽  
Pia Tham
Keyword(s):  
Social Work ◽  
Social Policy ◽  
Welfare State ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement ◽  
The Welfare State

This chapter examines the engagement of social work academics in the policy process in Sweden. It begins by presenting an overview of social policy and the welfare state in Sweden and by discussing the emergence of the social work profession in that country. The development of social work education in Sweden and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of Swedish social work academics are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

Sign in / Sign up

Export Citation Format

Share Document