PART III. WHAT KNOWLEDGE DO SOCIAL WORKERS RECEIVE? AN ANALYSIS OF ADMISSION REQUIREMENTS AND CURRICULA OF SCHOOLS OF SOCIAL WORK

1931 ◽  
pp. 299-346
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Admission Requirements ◽  
Schools Of Social Work

Youngdahl, Benjamin Emanuel

2013 ◽  
Author(s):  
Jean K. Quam
Keyword(s):  
Social Work ◽  
Social Welfare ◽  
Social Workers ◽  
American Association ◽  
Public Welfare ◽  
National Conference ◽  
The Social ◽  
Schools Of Social Work

Benjamin Emanuel Youngdahl (1897–1970) was a public welfare administrator, educator, and lecturer. He influenced the social work profession during his career as president of the American Association of Schools of Social Work, the American Association of Social Workers, and the National Conference on Social Welfare.

scholarly journals Discurso de trabajadores sociales acerca de la desigualdad social: una lectura ética

2015 ◽  
Author(s):  
Ruth Lizana Ibaceta
Keyword(s):  
Social Work ◽  
Social Inequality ◽  
Social Workers ◽  
Ethical Considerations ◽  
World Congress ◽  
Ethical Discourse ◽  
The Social ◽  
Social Work Ethics ◽  
Trabajo Social ◽  
Schools Of Social Work

RESUMENEl presente artículo presenta las principales conclusiones a las que se llega luego de realizar una investigación documental, cuyo objetivo fue comprender los planteamientos éticos de los trabajadores sociales, a través de la revisión de las ponencias presentadas en el 33º Congreso Mundial de Escuelas de Trabajo Social, respecto de la desigualdad social. Para acercarse a este discurso ético, se transforma matriz de análisis ético: ver – juzgar – actuar, en matriz de análisis de contenidos, construyendo un plan de análisis a partir de categorías pre definidas.Palabras clave: Trabajo Social – ética - desigualdad social Declaração de trabalhadores social na desigualdade social: Uma leitura éticaRESUMOO artigo apresenta as principais conclusões após a realização de pesquisa documental, cujo objetivo foi compreender as considerações éticas dos assistentes sociais através da revisão dos trabalhos apresentados no 33 º Congresso Mundial de Escolas de Serviço Social com relação à desigualdade social. Para abordar esse discurso ético, torna-se uma matriz de análise ética: ver - julgar - agir, matriz de análise de conteúdo, construindo um plano de teste a partir de categorias pré-definidas.Palabras chave: Trabalho social - a ética - desigualdade social Social workers statement on the social inequality: An ethical readingABSTRACTThis article presents the main conclusions reached after conducting documentary research, whose aim was to understand the ethical considerations of social workers through the revision of the papers presented at the 33 th World Congress of Schools of Social Work with respect to socialinequality. To approach this ethical discourse, it becomes an ethical analysismatrix: see - judge - act, content analysis matrix, constructing a test planfrom pre-defined categories.Key words: Social Work - ethics - social inequality

scholarly journals Progressive change-makers or agents of Colonialism? Taking another look at the CASWE’s Standards for curriculum accreditation

2021 ◽  
Author(s):  
Ameena Ashley Ali
Keyword(s):  
Social Work ◽  
Critical Discourse Analysis ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Critical Discourse ◽  
Progressive Change ◽  
Canadian Association ◽  
Work Education ◽  
Schools Of Social Work

This major research paper (MRP) examines how Schools of Social Work (SSW) in Canada reproduce social workers who participate in and perpetuate existing systems of oppression. Social workers either end up continuing to contribute to existing oppressive structures in society or working towards breaking down those structures; and an integral part in making that distinction is the education that they receive. This MRP focuses on critically analyzing the Canadian Association of Social Work Education (CASWE) standards for Masters of Social Work (MSW) curriculum accreditation through an anti-colonial and post colonialism framework with an understanding of the effects of neoliberalism. This critical analysis was conducted through critical discourse analysis to reveal how colonialism and neoliberalism permeate curriculum standards which ultimately shape social work practice today. Main findings indicate that the curriculum accreditation standards have underlying discourses related to professionalism, social justice, surveillance, institutionalization and the absence of race.

scholarly journals The Integration of Disability Content into Social Work Education: An Examination of Infused and Dedicated Models

10.18060/2131 ◽  
2012 ◽  
Vol 13 (3) ◽  
pp. 633-647 ◽  
Author(s):  
Kristen Faye Bean ◽  
Taylor E. Krcek
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Social Work Education ◽  
People With Disabilities ◽  
Accreditation Standards ◽  
Work Education ◽  
Schools Of Social Work

Disability content has been slowly integrated into social work curricula despite the large proportion of social workers supporting people with disabilities and its requirement in social work education by the Council on Social Work Education Educational Policy and Accreditation Standards. Schools of social work offer disability content to their students in three ways: infused, dedicated (specialization), or a combination of both. A content analysis of 1620 course titles and descriptions from the top schools of social work was conducted to assess the integration of disability content into social work curricula. Eighty percent of the schools included disability content in their curriculum. Disability content was more likely to be integrated using the infused rather than the dedicated model.

Students' Understanding of Bullying: Implications for Social Work Education and Practice

2019 ◽  
Vol 24 (1) ◽  
pp. 105-122
Author(s):  
Anne Williford ◽  
Kathryn J. Depaolis
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Self Efficacy ◽  
Intervention Strategies ◽  
Adverse Experience ◽  
Traumatic Experiences ◽  
General Knowledge ◽  
Work Education ◽  
Schools Of Social Work

Social workers are expected to address a range of adverse and traumatic experiences among youths. One common, adverse experience is exposure to bullying. However, the degree to which schools of social work address bullying and thus prepare students to effectively intervene has yet to be investigated. Using a sample of 146 BSW students, the purpose of the present study was to describe students' exposure to content specific to traditional and cyberbullying and their general knowledge and perceptions of these issues and to explore students' reported self-efficacy to intervene and their preparedness to address bullying in their practice with youths and their families. Results revealed several notable trends. Overall, students reported little exposure to bullying-related content and only moderate levels of self-efficacy and preparedness to intervene. Implications for baccalaureate social work education are discussed in the context of enhancing bullying-related content, including exposure to efficacious prevention and intervention strategies.

Demands for the material “Hospital Social Work” among social workers and health workers in hospital in Vietnam

2020 ◽  
Vol 65 (8) ◽  
pp. 196-203
Author(s):  
Nam Pham Tien
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Health Workers ◽  
Health Assessment ◽  
Assessment Instruments ◽  
Work Skills ◽  
Work Process ◽  
Mental Health Assessment ◽  
Hospital Social Work ◽  
Schools Of Social Work

The material “Hospital Social Work” is essential in the process of professionalization of social work in Vietnam today. This study aimed to describe the demands for the material “Hospital Social Work” among social workers and health workers in hospital in Vietnam. On that basis, we recommended the content of this material. The study was conducted on 175 participants including 103 social workers and 72 health workers from seven hospitals at central levels. Our study showed that health workers had a higher demand for the content of “Basic information about hospital social work” (p = 0.018), while social workers had a higher demand for the content of “Intervention methods of hospital social work” (p = 0.004); “Social work skills in hospitals” (p = 0.028); “Mental health assessment instruments” (p = 0.007) and “Social work process in hospital” (p = 0.005). The study also made recommendations to the Ministry of Health and schools of social work in Vietnam to compile this material effectively and in accordance with reality.

The Black Power influence on American schools of social work

2015 ◽  
Vol 3 (2) ◽  
pp. 295-304
Author(s):  
Joyce M. Bell
Keyword(s):  
United States ◽  
Social Work ◽  
Social Workers ◽  
Black Power ◽  
The United States ◽  
Black Power Movement ◽  
Curriculum Standards ◽  
Black Social Workers ◽  
American Schools ◽  
Schools Of Social Work

This paper examines the influence of the Black Power movement on American schools of social work. It discusses the movement that black social workers in the United States carried out within the profession and explains how changes to curriculum standards during the 1970s were an outcome of that movement. A primary goal, then, of the paper is to raise the idea that Black Power as a movement was a pioneer in the radical social work tradition.

Establishing international cooperation in social work education

2008 ◽  
Vol 51 (6) ◽  
pp. 790-812 ◽  
Author(s):  
Anette Kniephoff-Knebel ◽  
Friedrich W. Seibel
Keyword(s):  
Social Work ◽  
Social Workers ◽  
International Cooperation ◽  
Social Work Education ◽  
International Association ◽  
Early Stages ◽  
Travail Social ◽  
Trabajo Social ◽  
Work Education ◽  
Schools Of Social Work

English This article draws on records from the period to illustrate some of the themes and concerns of social workers present at international welfare conferences from 1928. In doing so it identifies some of the significant actors engaged in the early stages of establishing an international association for schools of social work. French Cet article tire les enseignements de la période pour illustrer certains des thèmes et préoccupations des travailleurs sociaux présents aux conférences internationales de travail social et de sécurité sociale depuis 1928. Ce faisant il identifie quelques acteurs significatifs engagés dès les premiers instants dans l'établissement d'une association internationale des écoles de travail social. Spanish Este ensayo analiza los registros del período para ilustrar algunos de los temas y preocupaciones de los trabajadores sociales que asistieron a conferencias internacionales de bienestar social desde 1928. Esto permite identificar a algunos de los actores más significativos que participaron en las primeras fases del establecimiento de una asociación internacional de escuelas de trabajo social.

scholarly journals Lawyers are counselors, too: Social workers can train lawyers to more effectively counsel clients

10.18060/1885 ◽  
2011 ◽  
Vol 12 (2) ◽  
pp. 241-254 ◽  
Author(s):  
Stephanie K. Boys ◽  
Carrie A. Hagan ◽  
Valerie Voland
Keyword(s):  
Social Work ◽  
Cultural Competence ◽  
Social Workers ◽  
Law School ◽  
Legal Services ◽  
Law Schools ◽  
Social Work Educators ◽  
Transdisciplinary Education ◽  
Schools Of Social Work ◽  
School Curricula

Attorneys new to practice often find themselves completely unprepared to assist emotionally distraught clients. Traditional law school curricula do not mandate coursework on how to interview clients or how to involve clients in the representation plan. The knowledge, values, and skills taught in schools of social work can be useful tools to address many common challenges faced by lawyers. The authors argue for transdisciplinary education in which social work educators teach courses in law schools. Systems theory, cultural competence, and the strengths perspective are used as examples of practice approaches that could greatly enhance the services provided to clients seeking legal services.

scholarly journals What works and what doesn’t: Gerontology focused PhD/ DSW graduates speak out

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 964-965
Author(s):  
Matthew Myrick ◽  
Lauren Snedeker
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Workers ◽  
The United States ◽  
Academic Experience ◽  
Doctoral Graduates ◽  
Social Work Faculty ◽  
Future Goals ◽  
The Impact ◽  
Schools Of Social Work

Abstract Lin et al. (2015) projected there would be a shortage of approximately 195,000 social workers in the United States by 2030. In the next twenty years, it is estimated that Americans over the age of 65 will actually outnumber children under the age of 18 (US Census, 2018). With a longstanding reputation for being less “glamorous”, social work with older adults will continue to experience deficits in the amount of those who commit to this field of practice unless more lasting change occurs (Cummings et al., p. 645, 2005). We must take a closer look at what takes place in the classroom at schools of social work to understand why social workers are not interested in working with older adults (Scharlach et al., 2000). Berkman et al. (2016) described in their work that a critical shortage of gerontology-focused social work faculty exists in schools of social work. Thus, we cannot expect more social workers to work with older adults unless they are exposed to this work in their educational programs. The purpose of this study is to report on the academic experience, research agenda, professional experiences (practice and teaching), and future goals of social work PhD/ DSW graduates. Ten social work doctoral graduates were interviewed in order to understand the impact their academic programs had on their commitment to older adults in their field and to learn their recommendations for schools of social work in an effort to sustain and grow the gerontological workforce.

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