首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACT

Recent advances made by medicine and psychiatry in the development of practice guidelines and evidence-based interventions are spreading to social work and other helping professions. As the movement toward evidence-based practice grows, more demands for the use of tested interventions will be placed on practitioners. In this paper, we argue that social work practice education must change to respond to this demand. Specifically, evidence-based interventions must be incorporated into the teaching of the middle phase of social work practice more than it is now. Social work training has traditionally relied on untested interventions that have come from the tacit knowledge of accumulated practice wisdom. Although tacit knowledge has an important place in social work practice, instructing students about evidence-based, empirically derived interventions provides them with critical knowledge and skills they will need to enter the competitive world of social work practice. Moreover, this approach amplifies the importance of launching practitioners with skills of evidence-based thinking; that is, the identification, evaluation, and selection of interventions with demonstrated effectiveness.  相似文献   

2.
Abstract

This paper discusses clinical record keeping knowledge and skills for social work students and all practitioners in the context of managed care. Specifically we review managed care's documentation demands; prerogatives of utilization review; the tensions between man aged care and social work values; and social work education implications of evolving record-keeping standards and services delivery in managed care.  相似文献   

3.
ABSTRACT

This article examines the challenges faced by social work field instructors in two Canadian provinces. The results are based on the responses from 239 field instructors to a questionnaire survey. Findings highlight student difficulties, administrative issues with the social work schools, and practicum setting challenges. These demands hinder the optimal implementation of social work field education, reveal the concerning gatekeeping role of schools of social work, and discourage some social workers from taking on (or continuing) as field instructors. Implications for social work student placements, supervision of students, academic programs, and directions for future research are presented.  相似文献   

4.
Abstract

This narrative describes, from a personal perspective, the aging and dying processes of a social worker's parents, and the impact that this process had on her teaching in the area of social work practice and gerontology. The impact of a personal crisis on one's professional role is dramatic. Issues related to social support, the conflict inherent in multiple roles, and the burdens and joys of caretaking are explored in an effort to offer readers the opportunity to understand the complexities of the aging process. Furthermore, the dilemmas inherent in teaching about a topic that has such important and personal implications for teachers and learners are examined.  相似文献   

5.
Abstract

The increase in violence in our society has been well documented in the media as well as in professional journals. Social workers experience a particularly high incidence of physical and verbal violence. This article presents a current review of the literature on violence, describes a Risk Reduction Model for social work practicum education, and discusses implications for further study. The literature review includes reported incidence, the professional response, and the impact on social work education. The Risk Reduction Model addresses school policy and procedures, a school based teaching module, training for field work instructors, and consultation to agencies regarding their safety policies, procedures and training.  相似文献   

6.
Abstract

Many social workers consider praxis central to their practice. The concept, developed by Paulo Freire to capture the interaction between action and reflection, can be challenging to apply. PRACSIS is a framework represented in grid form that can help social work students understand and use the concept of praxis in a thoughtful and explicit way. This paper describes the rationale for and application of PRACSIS: Practitioner Reflection on Actions, Characteristics and Situation, by Impact and Strategies. Results indicate that use of PRACSIS can help develop critical consciousness, including implications for practice, and can thus benefit social work educators, students, practitioners, and-ultimately-consumers.  相似文献   

7.
Abstract

Decency and good manners are not optional but essential ingredients of good lives in a democracy. Decency in a democratic society, it is claimed, is a matter of having an attitude of goodwill towards non‐intimates (though there will be overlaps with the treatment of friends and intimates), which will be expressed in different ways in different groups. It will often involve not insisting on one's rights and giving other people more than is due to them. It is argued that the fact that expressions of decency vary between social groups may cause misunderstandings. Objections to ideals of decency and good manners are then tackled. Finally, it is claimed that there is a role for the school in implicitly and explicitly teaching decency as part of its education for citizenship in a democracy.  相似文献   

8.
Abstract

The importance of computer training in social work education will continue to increase as the profession becomes more globalized and technological. It is the authors' premise that social work education must include the integration of training in computer technology. One resource available to educators is the Internet. The world wide web contains a vast amount of information on policy and social issues. This article discusses the use of web based learning exercises to simultaneously teach social policy and enhance student computer skills. Two learning exercises are presented which are designed for use in social work policy courses. The authors present their teaching experiences and provide suggestions on using this approach in the classroom environment. Information on resources and useful URL's for policy research is included in the discussion.  相似文献   

9.
ABSTRACT

Military sexual trauma (MST) is an experience unique to veterans, and it is essential that social workers receive military-specific education in preparing for work with this population. This article discusses the impact of MST on veterans, cultural considerations for social workers working with this population, and the Veterans Administration’s efforts to address MST. In addition, the need to emphasize the utilization of evidence-based practice in social work education and the importance of incorporating military specific curricula material is discussed.  相似文献   

10.
ABSTRACT

Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student. This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors. Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice.’ Each of these subscales have demonstrated internal consistency. By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced.  相似文献   

11.
Abstract

This article presents an evaluation of an innovative, three-year graduate program to prepare workers from educationally disadvan-taged backgrounds for professional careers in social work in an urban health care system. It analyzes the contributions to the Social Work Health Careers Opportunity Program (SWHCOP) of a course designed to provide: an overview of health care issues and policies; beginning knowledge, values and skills for social work practice in health care; and an opportunity to acquire or strengthen skills for graduate education, including oral and written communications, problem-solving, and critical thinking. This article considers the practice, policy and teaching implications of such an educational program for increasing access to professional careers in social work for members of educationally disadvantaged communities.  相似文献   

12.
ABSTRACT

During the coming years the need for professionals to work with the nation's elders will increase several fold. This will place a great responsibility on university educational programs to prepare enough qualified future professionals to work in the greatly expanding field of gerontology. Prior research has identified several nonacademic and academic experiences that influence a student's decision to become gerontological professionals. One area that has been omitted from this work concerns focus groups. This article reports on the impact that observing a relatively simple and inexpensive focus group of professional geriatric practitioners can have on field practicum preferences among advanced undergraduate social work students at a large Texas state university. Findings indicate that observing a focus group significantly influences students' practicum preferences for working with elders, thereby setting them on a trajectory for a career in geriatrics.  相似文献   

13.
ABSTRACT

With the growth of online and distance education in social work, faculty training and support need to be provided to ensure high-quality online social work education. A model for training social work educators in online teaching is outlined that focuses on pedagogy, technology, and social work values. Columbia University School of Social Work’s Online Campus provides a five-week Institute on Pedagogy and Technology for Online Courses for prospective social work instructors. The Institute provides a faculty training model that can be adopted in other social work programs, and seeks to model best practices in online education.  相似文献   

14.
ABSTRACT

The Council on Social Work Education's Handbook on Accreditation and Procedures (1991) reiterates the council's previous mandate for incorporation of knowledge of racial, ethnic, and cultural diversity throughout both the undergraduate and graduate social work curriculum. This article presents an integrative cognitive and affective learning framework for multicultural social work education. The model encourages students' addressing the significance of their racial, ethnic, and cultural heritage and emphasizes the effects of this education and enrichment in developing an ethnic-sensitive social work practice.  相似文献   

15.
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   

16.
Abstract

Alternative curriculum models for implementing social administration concentrations are useful in Schools of Social Work for selecting options from an array of alternatives. This article presents the conceptual design and framework for developing a concentration in social administration based on a curriculum model that pools knowledge between macro disciplines. Educational outcomes based on this curriculum model focus on training and educating social workers to become incisive, analytical thinkers, as well as skilled practitioners, who can lead, manage, collaborate, and create change in both organizational and community settings. Today's social administrators need to be prepared to assume strong leadership roles in communities and to advocate for social change.  相似文献   

17.
ABSTRACT

In light of a rapidly changing educational landscape, this paper will discuss the implications of online education for the teacher–learner relationship, which is a critical aspect of academic and professional development for the social work student. As technology revolutionizes relationships, how will we ensure the intra-and interpersonal nature of social work education? The pursuit of accessible and flexible educational opportunities presently driving social work education threatens to undermine this important alliance. The centrality of relationship is discussed here in the context of current trends in distance learning. Relational-Cultural Theory and Transactional Distance Theory are posited to provide evidence for the significance of relationship in learning.  相似文献   

18.
Abstract

Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.  相似文献   

19.

The purpose of this paper is to explore the pedagogical implications of Ronald Barnett's claim that teaching in higher education must confront, celebrate and augment a world of radical unknowability. In examining Barnett's body of work, significant reference is made to the insights of Martin Buber and Paulo Freire in relation to Barnett's conceptualisation of potentiality and dialogue. It is argued that a consideration of these ideas in the former philosophers' work extends and clarifies the challenges inherent for tertiary teachers who are dedicated to transform students' understanding of and capacity to change their relationships within the world. The fusion of these theorists elicits a powerful and motivating challenge for those working in higher learning to engage with diverse forms of thought, action and reflection in a rigorous and dialogical process, a process necessarily underpinned by the qualities of risk, strength and courage.  相似文献   

20.

Social justice education, it is argued, is a form of and essential to moral education, especially for dominant group affiliated students. Under this condition, one of the essential goals of social justice education must be raising an awareness of dominance. The meaning of dominance is discussed and it is argued that overly simplistic conceptions of what dominance means may lead to the mistaken assumption that in order to recognise one's own dominance, one has to reject the values of the dominant group. The distinction between the "dominance of values" and the "values of the dominant group" is suggested but found inadequate. What is required is a critical analysis of the complexity, subtlety and systemic interrelatedness and embeddedness of dominant beliefs, values and standards in western, democratic societies. Without a serious approach to the complexities of dominance, future teachers will not be able to tend successfully to all their students, will not be able to contribute to social justice and will be able to hide all this behind good intentions.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号