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1.
The aging of the U.S. population is creating a growing need for well-trained social workers to serve aging clients and their families. The needs of these clients are often multidimensional, requiring practitioners who are well trained in understanding and applying complex theory, research findings, and practice approaches. Unfortunately, several factors impede best case scenarios in geriatric social work education. These include limited opportunities to study or specialize in aging, a smaller than optimal proportion of social work students seeking such training, and students' frequent fearfulness of research courses and their first practicum field experience. This paper suggests that we can more effectively train social work practitioners (as well as researchers and administrators) by modifying the common practice of teaching research and practice in distinct and separate courses. Specifically, we advocate the addition of an applied research component to the field work portion of students' training. The systematic approach to problem study and explanation, which is the cornerstone of research training, should also be applied to real world practice complexities that students encounter during their field work training and practitioners face in their careers.  相似文献   

2.
Building active learning strategies into courses can be risky, but the benefits to students often outweigh the concerns, as in the case presented here. The process began as an attempt to employ experiential learning, through the use of photovoice, to enhance the teaching of an undergraduate social work research course. In later courses it blossomed into a community-based research project that saw the students interacting directly with people who had experienced homelessness, and with community agencies. This article explains the transformative process that took place in Canada over 3 academic years. It includes an overview of the photovoice research approach, a discussion of the methodologies used, and reflections on student experiences during a process based on principles of co-learning, mutual benefit, capacity building, and long-term commitment to the goal of social change.  相似文献   

3.
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4.
Becoming connected,being caring   总被引：1，自引：1，他引：0  
This paper highlights perspectives on action research in education, health and social care and was originally presented as a keynote at the International Practitioner Research Conference and Collaborative Action Research Conference in 2005. The paper links with the other conference keynote given by Stephen Kemmis, co‐author of Becoming Critical. It reflects on the importance of Being Caring in action research in the context of health and social care; particularly in relation to emotionally supporting practitioners to improve their practice in settings which do not always welcome more emancipatory or critical approaches often used in education. The paper begins by exploring the nature of practitioner research and action research in health and social care and its links with quality. It argues that health and social care professionals have often drawn their methodological understanding from the literature written by colleagues in education. This literature tends to support critical and emancipatory forms of action research, which health and social care professionals have tended to adopt in an uncritical manner. Reflecting on some of the contextual constraints in health and social care, it argues that many of these factors are beyond the control of individual practitioners and suggests a need to focus on the neglected area of emotions, in addition to, contextual issues. To illustrate the usefulness of this approach an example of psychodynamically informed action research is given. The paper concludes that in the quest to be critical, practitioner researchers/action researchers in education, health and social care may be ignoring the emotional contexts in which they work. It suggests that being caring may be the key to being critical.  相似文献   

5.
Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This article describes methodologies of the Point-in-Time Count and Homeless Management Information Systems and proposes strategies for integrating additional content around homelessness into the social work curriculum in research courses and beyond. This integration can meet student needs regarding experiential research, as well as agency and community needs for effective collection and use of data. A case example and proposed best practices describe opportunities for university–community collaborations in homelessness research.  相似文献   

6.
Social work students enter the field of social work for many reasons—from wanting to become clinicians to wanting to advocate for a more socially just world. Social policy classes can be the ideal courses to provide instruction on conducting research on current policy issues. Teaching students about policy advocacy can lead to a class rich with practical application for future legislative action. This article summarizes methods of teaching social policy courses at both the undergraduate and graduate level. It includes details about resources (e.g., newspapers, news programs, blogs, Web sites) that students and instructors can use to track current policy topics.  相似文献   

7.
Abstract

The social work profession has become increasingly concerned about student indifference toward research and the scarcity of practitioner-initiated contributions to the field's present, and potential future knowledge base. Social work educators are seeking innovative teaching methods to promote student interest in, and understanding of research by requiring students to concurrently apply knowledge and skills acquired in the classroom with problems presently encountered by community practitioners. To generate student appreciation and enthusiasm for research, a service learning component was introduced in an undergraduate social work research methods course in collaboration with a local social service organization whose director served as the course's co-instructor. Outcomes from a post-study suggest that the course elements might make research less intimidating and more interesting, while making it more applicable to the real world.  相似文献   

8.
Abstract

Practice domain and needs of a profession should determine development and use of research methodologies. The complexity and broad range of social work interventions require an approach to research that is more far-reaching, with greater depth, than offered by either the positivists or post-modernists. In this article, a model presents research as skills of social work practice, integrating the contentious practice research dichotomy. Acknowledging that differences in language and perceptions of practitioners and researchers create enormous challenges, a basic assumption in the model is that good practitioners conduct research in their implementation of practice. Juxtaposing practice components with research methodologies, case material illustrates the professional helping relationship as a shared conceptualization of reality, social work assessment as theory construction with need for validity and reliability, and use of triangulation to prevent drift and unplanned shifts in the intervention.  相似文献   

9.
Social work introductory textbooks reflect myriad practical interests, pedagogical concerns, and theoretical considerations. However, they also present students with accepted views, dominant perspectives, and main discourses of knowledge. In light of this centrality, the present article examines the representation of the concept of “social class” in introductory textbooks as a way to look at the construction of the concept in social work education. Based on the content analysis study of 50 introductory textbooks, the article suggests that social work education has overlooked or even denied the relevance of social class. Class differences, as part of other categories of power such as race, ethnicity, and gender are crucial factors in explaining diversity and inequality. As social justice is one of the main premises of social work, the question of how to prepare students to deal with class issues as future practitioners seems to be very important, especially in light of increasing social class gaps.  相似文献   

10.
The paper draws on a study aiming to work with practitioners’ perspectives to support involvement through family services. Data were collected from a cluster sample of practitioners conducting father groups in south-west England. The paper focuses upon working with their perspectives. Two issues in their perspectives were associated with ‘masculinity’ and ‘blocks’ preventing father involvement. Using an interventionist-based method known as the ‘change laboratory’, conducted through a series of development work research (DWR) workshops, practitioners reflected on contradictions in their practice. Implications from the study suggest that, first, if practitioners identify contradictions with which they work, they can explore possibilities for developing their work. Second, being an involved father may be played out differently in terms of identity, according to social and cultural contexts. By implication, practitioners can help fathers to express themselves in several identities and support them in their understanding, through being part of a group.  相似文献   

11.
This paper explores the contribution of a physical learning space to student engagement in social work education. Drawing on a constructivist methodology, this paper examines the findings of a survey conducted with students and staff in a social work and human service programme about their experiences of a Social Work Studio learning space. The analysis identified that students and staff who used the Studio reported that students were emotionally, cognitively and behaviourally engaged in the space, which enriched their development as social work and human service practitioners. The researchers concluded that the Social Work Studio is a useful tool for enhancing social work student engagement and increasing their confidence to address the ‘real-life’ challenges they may face as social work practitioners.  相似文献   

12.
Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the earlier time. Skills such as the ability to share power, manage differences, include the constituency and diplomacy are among those discussed. Core curriculum themes, the pedagogy and process, and the attributes and values necessary for training an ICC practitioner are presented.  相似文献   

13.
Given that social work research courses are typically built on modernist principles of teaching and content, it is not surprising that the majority of social work students dread these courses. Few attempts have been made to better align the modernist content of quantitative research with the postmodern philosophy and values inherent in current social work. This article presents a decision-making flow chart in conjunction with a problem-based learning framework so that students can be self-directed in the process of determining which inferential statistic to use when given a case example.  相似文献   

14.
Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.  相似文献   

15.
Social workers from one state chapter of the National Association of Social Workers were surveyed to assess their use of and attitudes toward the peer-reviewed literature and their engagement in evidence-based practice. Results reveal that, in general, the practitioners in this study did not read the peer-reviewed literature, particularly articles describing research. One-half of the social workers reported feeling prepared by their social work education to read and critically evaluate the theoretical and empirical literature. Yet, they typically did not believe that the literature, particularly the empirical literature, was relevant for their practice, nor did they feel they were able to understand the implications of what they read for their practice. Further, the respondents generally did not engage in activities associated with evidence-based practice including using the results of research to guide practice, evaluating their practice, and using practice techniques for which there is empirical support.  相似文献   

16.
Social work students have reported in previous studies that they receive insufficient coursework and training to work effectively with older adults. A critical factor in these deficiencies may be the level of knowledge of social work faculty. This study sought to assess social work faculty's knowledge of aging using the Knowledge of Aging for Social Workers (KASW) quiz. Using systematic random sampling, schools of social work in the United States were selected, and individual faculty members were invited by e-mail to participate in an online survey. Results show that social work faculty's (N = 609) knowledge about aging was found to be either less or comparable to other study populations. Knowledge levels were related to having an interest in policy, educational level, teaching aging courses on a regular basis, and confidence level in covering aging content. This study is the first to investigate social work faculty knowledge about aging and older adults. It may offer insight as to faculty competencies, which can have direct implications for student learning and interest in gerontology.  相似文献   

17.
Abstract

The value of partnership and participation for human empowerment is routinely stressed in today's social work practice literature, in which scholars emphasize the need for consumer participation, co-inquiry, and client collaboration. Because research is recognized to be a crucial element in such collaborations, one would expect that, alongside traditional research topics, the goal of empowerment would likewise be recommended in current social work research literature and curricula. One might further expect that the curricula, as part of the menu of research methods, would espouse specific kinds of participative inquiry available in the social work and social science literature.

The purpose of this study is to explore to what extent social work research methodology courses offered through social work MSW graduate programs in the USA include content that encourages active involvement in the process of research by the people whose lives are being studied. In other words, the question put to test has been how much emphasis (or how little) is placed on a relationship of partnership between “inside” and “outside” participants in the design, implementation, and analysis of the research activity? Utilizing a content analysis research design, the study posed and addressed three exploratory hypotheses in an attempt to answer this question.  相似文献   

18.
Human Behavior in the Social Environment (HBSE) is an ideal location in which graduate social work students can enhance their critical reflection and writing skills while integrating social work theories with practice, research, and policy. A writing-intensive, learner-centered model using specific strategies is described via a framework of critical pedagogy. In addition to its application within HBSE, this model can be adapted across the social work curriculum. The article is situated within ongoing debates concerning the relevance of social constructionism and postmodernism to social work.  相似文献   

19.
社会科学研究有着自身的本质和规律。在社会科学研究中基础理论研究与应用研究不可偏废 ,但地方社会科学研究还应该立足地方 ,以应用为主 ,努力为地方党和政府的决策服务 ,为两个文明建设服务。同时 ,文章对新世纪社会科学研究的发展趋势进行了预测 ,提出了未来社会科学研究的发展方向  相似文献   

20.
社交网络具有真实性、平等性和开放性等特征,这些特征使得以社交网络为载体的思想政治教育工作有助于培育大学生的责任意识,促进思政工作向"主体—主体"结构转型,弱化大学生交往行为中的功利思想;但同时也容易引起大学生的交际障碍、网络成瘾以及信息封闭等问题。高校思政工作者要做到积极深入社交网络,在社交网络中培养意见领袖,掌握社交网络话语权,从而主导社交网络中的大学生交往行为向着健康、正确的方向发展。  相似文献   

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