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Becoming a Critically Reflective Teacher

This study examined whether several aspects of the timing and duration of parental deployment are detrimental to child developmental, emotional, and behavioral health in a random, national probability sample of Army, Navy, Air Force, and Marine Corps families with a child between the ages of birth and 10 years. The study included a telephone interview of 680 families followed by a web-based survey. Results showed that children were exposed to deployment between 1/6 and 1/5 of their lives across all ages studied. We found no association between deployment and problematic social and emotional development in children between the ages of 0 and 5 years. Experiencing a recent long deployment was associated with higher levels of generalized anxiety in children aged 3 to 5 years, and total percentage of life exposed to deployment was associated with elevated social anxiety in the same age group. For older children (6–10 years), having a parent deployed at birth was associated with more total and peer problems, an...

Parental Deployment and Well-Being in Children: Results From a New Study of Military Families

Teacher identity has emerged as a topic amongst contemporary researchers to inform, impact, and reform professional practice in light of the unique challenges presented within education in the United States. A homogeneous teaching population, which remains overwhelmingly White and middle class, must address a demographic and cultural divide amongst students, teachers, families, as well as in curriculum and instruction. Bartolome (2004, 2008) argues that teachers must have an understanding of how their ideological orientation shapes their views of students and influences their teaching. Through this praxis, I critically explored the historically constituted subjectivities, cultural meanings, social dynamics, and discourses that shaped my teaching identity as a haole (White) transplant (cultural outsider) teacher who moved to Hawai‘i. I used autoethnographic methodology as a form of narrative writing to invite readers into my cultural experiences. This opened up a space to explore the impact of the social, cultural, historical, and political forces in Hawai‘i on my personal, professional, and situational dimensions, which constituted my teacher identity. The results indicated that I am affected by the multiple identities that I have employed to navigate educational and personal spaces. The findings revealed six major themes: (i) understanding the complexities of identity are a prerequisite for critical consciousness; (ii) being a critically conscious teacher is a habit of mind, whereas being a culturally responsive teacher is the action resulting from that mindset; (iii) lived experience plays a role in enabling an understanding of one’s cultural position; (iv) critical consciousness is an iterative, ongoing process; (v) teaching for social justice needs to be approached both theoretically and practically; and (vi) autoethnography is a relevant tool to excavate one’s identity and can reframe educators’ thinking and subsequent actions in the classroom. The study provides a framework to address the need for theoretical and methodological transparency that is vital for exploring teacher identity.

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Identity and Intersectionality: The Critical Autoethnography of a "Transplant" Teacher in Hawai'i.

Social work educators concur that writing and critical thinking are basic components of effective practice, yet students are often deficient in these skills. Although there is agreement among educators about the need to enhance students’ writing skills, there is little understanding of the nature of students’ problems—a necessary step in the development of effective educational approaches. This article reports on a qualitative study that sought to understand which factors contributed to the weak writing skills of a group of social work undergraduates. Based on its findings and analysis of previous literature, the authors suggest a set of interrelated components that influence students’ writing. The study’s findings may contribute to the development of potential solutions to this persistent problem.

Beyond “Writing to Learn”: Factors Influencing Students’ Writing Outcomes

A self-supported long-distance bicycle tour in Hawai'i is the context for theoretical musings about the role of the sensuous in leisure and tourism scholarship Autoethnography and narrative inquiry was chosen to underscore the experiences and critical insights from self-supported long-distance bicycle touring leisure research for three leisure scholars Sensuous scholarship complements Lefebvre's spacetime that placed the human body and everyday life at the center of his theorizing Ka-naka Oiwi's scholarship and critique of Eurocentric leisure supports the value of sensuous scholarship as enhancing Eurocentric leisure practices as well as supporting decolonizing processes relevant to leisure/ tourism research Taking the body'mind'spirit and "body-on-a-cycle motion" seriously highlights the power of sensuous scholarship, interrogates dominant narratives of leisure, and demonstrates the power of paying attention to the everyday features and the production of leisure spacetimes

Cycling into sensoria: embodiment, leisure, and tourism.

Critical reflection is important to vital process issues within social work practice; thus, it warrants attention in teaching and supervisory contexts. Autoethnography is a newer qualitative research methodology that uses the experiences of the author/researcher to extend social science understanding (Sparkes, 2000). In this article, the authors use autoethnography to frame critical reflection as a process of exploring social work knowledge and its potential implications, given that such knowledge is situated within fragmented and diverse selves and identities. Thus, good autoethnography is a unique way of accessing knowledge within intersubjective realities, which simultaneously generates a form of critical reflection (the comparison and assessment of emergent knowledge situated within selves and identities). Purposely incorporating an autoethnographic strategy, the authors draw from their experiences to show how personal narratives, the core of autoethnography, might be used to infuse critical reflectio...

Blending Voices: Autoethnography as a Vehicle for Critical Reflection in Social Work

Concerns about social work students' writing are well documented, but the cost of specialized writing programs leaves budget-stressed programs confronting a problem they may feel they have few means to address. However, a valuable resource is already available: faculty expertise in social work writing. The challenge is helping faculty realize their knowledge is not transparent to students; it must be taught, intentionally and explicitly, in undergraduate social work classrooms. Engaging faculty in a process of articulating their expectations will help them elicit more effective student writing and change their attitudes toward student writing from frustrated to excited and optimistic.

Small Change, Big Difference: Heightening BSW Faculty Awareness to Elicit More Effective Student Writing

Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.

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Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families

Dialogue journaling is a supervision tool which has potential to transform learning within field and employment settings. Dialogue journals enhance reflective practice, critical thinking, and integration of faith in practice. The impact of dialogue journaling within a field setting will be explored through perspectives of student, field supervisor, and field director.

https://www.nacsw.org/Publications/Proceedings2013/JensenHartSDialogueFINAL.pdf

Dialogue journals: a supervision tool to enhance reflective practice and faith integration

Dementia is a destructive, debilitating, and progressive terminal disease. Palliative care has potential to ameliorate some of the devastating effects for both client and family. In consideration o...

Staci Jensen-Hart

Papers

Blending Voices: Autoethnography as a Vehicle for Critical Reflection in Social Work

Small Change, Big Difference: Heightening BSW Faculty Awareness to Elicit More Effective Student Writing

Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families

Dialogue journals: a supervision tool to enhance reflective practice and faith integration

Practical Support for Caregivers in Navigating Financial Issues Associated With Dementia