Showing papers in "Journal of Teaching in Social Work in 2008"

An International Experience for Social Work Students: Self-Reflection Through Poetry and Journal Writing Exercises

Abstract: This descriptive article explores the uses of poetry and journaling exercises as means of helping students develop their self-reflective capacities within the context of international social work. First, self-reflection and its importance to social work practice and education is discussed. Second, the importance of self-reflection in international and cross-cultural work is highlighted. Third, the application of poetry and other journal writing exercises as a means of facilitating self-reflection is explored. Poems written in response to structured exercises by students who took part in an international experience in social work education in Leon, Nicaragua, are presented as examples. The exercises presented can be used by educators in various helping professions who seek to help their students expand their self-reflective skills and engage in cross-cultural and international practice.

Trauma Response and Recovery Certificate Program: Preparing Students for Effective Practice

Abstract: This paper describes an innovative approach to preparing MSW students for work with traumatized clients via a trauma certificate program. It explores conceptual and ethical principles of the program and presents results of the formative evaluation done with faculty, field instructors and students from the program's pilot year. Students reported gains in self-ratings of their efficacy in working with trauma in children, adults and communities, as well as articulating what parts of trauma theory were most useful to them in post-graduation. Field instructors were enthusiastic about the knowledge and skills students were building, and suggested further refinements to the program, including increased communication and networking on the topic of trauma.

Teaching Research Methodology Through Active Learning

Abstract: To complement traditional learning activities in a masters-level research methodology course, social work students worked on a formal research project which involved: designing the study, constructing measures, selecting a sampling strategy, collecting data, reducing and analyzing data, and finally interpreting and communicating the results. The final product was accepted in a respected, peer-reviewed journal. In the hopes of motivating social work educators to use active learning strategies when teaching research methods and to provide some pragmatic advice on how to do so, this article presents students' perceptions of involvement and lessons learned by the instructor. Through open- and closed-ended questions, students reported that involvement was meaningful, promoted understanding of research, strengthened relations among students, and made learning more exciting. Additionally, 41% of students reported that work on the project increased their interest in pursuing doctoral level work. Students...

Preparing for the Inevitable: Training Social Workers to Cope with Client Suicide

Abstract: Little attention has been given to educating and training social work students and professionals about working with suicidal clients. This article summarizes the literature on client suicide and the professional social worker, as well as presents results from a mixed methods study, which utilized both qualitative and quantitative data collected from a national study on client suicide among social workers. The results indicate that 55% of social workers will experience at least one client suicide attempt and 31% will experience a client suicide completion during the course of their career. Additionally, less than 50% of the social workers surveyed received previous training or education about client suicide in their MSW programs. Suggestions from social workers for the content of training classes on client suicide are included. Implications for practice and research are also discussed.

A Fine Balance: Instructor Self-Disclosure in the Classroom

Abstract: This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the literature from the clinical and supervisory domains for relevant ideas. We recommend that instructors judiciously and reflectively self-disclose in the classroom. Conscious awareness of the dynamics of self-disclosure helps to monitor the effectiveness of this activity. A fine balance between thoughtful restraint and genuine openness helps to facilitate this goal.

The Collision of the Adoption and Safe Families Act and Substance Abuse: Research-Based Education and Training Priorities for Child Welfare Professionals.

Abstract: A large body of descriptive literature demonstrates the problem of substance abuse in child welfare. The 1997 Adoption and Safe Families Act (ASFA) established time frames that make children's need for permanency the overriding priority in families involved with the child welfare system. Child welfare workers often lack proper knowledge and skill in assessing substance abuse issues that may underlie or obscure related psychosocial problems and how these issues affect the safety of children living in the home. Such training increases the prospects of immediate intervention and appropriate referral when a caretaker's substance abuse problem is identified. Research on substance abuse training of both child welfare professionals and social work students has received little empirical attention, and it predates the implementation of ASFA. Empirical evidence suggests that substance abuse training is related to positive changes in participants' knowledge, skills, and self-reported practice habits. An imp...

Towards Cultural Competency with a Latino Community: A Cross-Cultural Teaching Model.

Abstract: Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate the development of cultural competence. Equipping students in the necessary affective, cognitive, and behavioral areas for cross-cultural learning and competent practice call for teaching approaches that capitalize on the adult learning process; and where meaningful learning can be transformed to a learning process beyond the academic experience. This paper presents a cross-cultural teaching model designed to facilitate a culturally transformative learning process within the classroom and with the Hartford Latino Community in Connecticut.

The Real World of the Ivory Tower: Linking Classroom and Practice via Pedagogical Modeling

Abstract: The authors explore the pedagogical principles of congruency, modeling, and transfer of learning through the description and analysis of a course entitled “The Theory and Practice of Anti-oppressive Social Work.” Initially reviewing the literature related to the above concepts, they describe an instructor's attempt to explicitly model, via a range of pedagogical practices, the principles of social justice social work practice. Research was undertaken to analyze the effectiveness of this pedagogical modeling and to forefront the voices of the students in the course. The results challenge some of the accepted knowledge concerning modeling and transfer of learning.

Advanced Standing Revisited: Current Status, Structure, and Issues.

Abstract: A 2004 national survey of CSWE-accredited MSW programs addresses three major questions. (1) Do advanced standing students perform as well as (or better than) traditional social work graduate students? (2) What should be the educational continuum between undergraduate and graduate programs? (3) What is the current status and structure of advanced standing programs? The results of studies which examined the performance of advanced standing versus traditional social work graduates are summarized. The word “continuum” incorrectly suggests there is one right connection between associate degree → BSW degree → MSW degree → doctorate; there are actually many models of connection. Findings from 70% (117) of MSW programs reveal the current status and structure of advanced standing programs. Given the current philosophy of the CSWE's Commission on Accreditation that emphasizes outcomes and reduced requirements, it is unlikely that any national guidelines on advanced standing will emerge.

Teaching Social Work with Multicultural Populations: A Holistic Approach to Learning

Abstract: Describes teaching an undergraduate social work course on work with multicultural populations; uses a particular pedagogical approach which structures learning‐teaching as a holistic process, viewing both intellectual and emotional sources of knowledge. Integrates the intellectual and emotional with a variety of educational devices including experiences within and beyond the classroom. Includes philosophy and aims, overview of content, structure and methods of instruction, and content. Assignments are discussed in terms of past implementation. Concludes with a summary of the impact on students.

Introducing Work-Family Scholarship to Social Work Students: The Development and Assessment of an Online Reading Seminar

Abstract: This three-part article first presents an overview of a Web-based reading-intensive course that introduces work-family scholarship to social work students so that they can integrate the historical, theoretical, and empirical perspectives of this rich body of knowledge into their practice. Second, the authors explore the compatibility of work-family scholarship, collaborative learning, and online course delivery. And third, a continual course assessment based on specific criteria associated with effective electronic discussion is used to illustrate how the teaching environment of this work-family online course is being modified and improved.

Research Supervision: An Important Site of Teaching

Abstract: Supervision of students engaged in research projects and theses is an important site of teaching. Schon's (1987) well-known framework–educating for reflective practice–proves aptly suited for this teaching forum, offering insights for research supervision at multiple university levels. Conceptually, a research and writing studio where a practicum takes place is substituted for Schon's illustrative architectural design studio. The framework is mined for its fine-grained analysis of student-coach interaction and its emphasis on bringing self-reflection, a practice consistent with social work ideals, to three levels: research and writing, the student-coach dialogue and the relationship in which it is embedded.

A Virtual Learning Environment for Part-Time MASW Students: An Evaluation of the WebCT

Abstract: This study aims to evaluate the perception of a cohort of social workers studying for a part-time master's program in social work in using the popular Web-based learning platform-World Wide Web Course Tools (WebCT) as a complimentary method of teaching and learning It was noted that social work profession began incorporating computer technology in its practice long after other professions Its incorporation into social work teaching came even later Questionnaires were used to collect views on computer-assisted learning (CAL) and the WebCT Follow-up, individual in-depth interviews were conducted to obtain further qualitative data to understand the specific conditions under which a virtual learning environment becomes facilitative It was found that in general students have a positive towards CAL and the WebCT, but they do not think that their education should be entirely Web-based Teacher-student interactions were still essential to achieve the educational objectives Nonetheless, the compleme

Shaking the “Magic 8 Ball”: Reflections of a First-Time Teacher

Abstract: Social work doctoral candidates and others without much or any formal teaching experience or training are frequently invited to teach a variety of graduate-level social work courses. This beginning teaching experience can be quite challenging both personally and professionally. Yet, it is seldom discussed in the literature, especially from a personal perspective. This paper seeks to address that gap by providing a narrative account of the author's first-time experience teaching an Advanced Clinical Practice course to fifteen second year social work masters students. Included is an examination of influences on the experience of teaching, with particular attention to the importance of attending to student needs, teaching techniques, and to who the “self” is that one brings to teaching. Implications of the author's experience, including an appended “list” of what might have been done differently is presented as a general guide for other new social work educators as well as for those who mentor them.

Community Social Work and the Learning Circle

Abstract: Outlines an approach for introducing students to Community Social Work by use of clear, engaging stated objectives. Approach is called the Learning Circle and was devised as a tool to enhance student participation and to stimulate networking, dialogue and conversation about social work commitment to community intervention and community‐based services in the light of social work history, international issues, and local statutory and policy contexts.

Innovations Applied to the Classroom for Involuntary Groups: Implications for Social Work Education.

Abstract: There is an increasing demand for social work students to be prepared to work with a wide range of involuntary groups including the more traditional court-ordered programs in domestic abuse and chemical dependency, as well as groups in mental health and schools that provide outreach to high-risk client populations This paper introduces three innovative frameworks including Reactance theory, Stages of Change model and Motivational Interviewing Classroom guidelines and exercises are presented that help students integrate these interventions as they develop their group work skills Strategies for involving students in moving these innovations towards best practices with involuntary groups are discussed

Analogical Instruction in Statistics: Implications for Social Work Educators

Abstract: This paper examines the use of analogies in statistics instruction. Much has been written about the difficulty social work students have with statistics. To address this concern, Glisson and Fischer (1987) called for the use of analogies. Understanding of analogical problem solving has surged in the last few decades with the integration of psychology and artificial intelligence. However, the application of analogies has not been examined further in social work literature. This work uses cognitive science to discuss the five steps of analogical problem solving. Implications for statistics instruction in social work are discussed with examples.

Building the Capacity of First Year Social Work Students: Experiences from a South African Tertiary Education Institution

Abstract: While futures are indeed created, they are not typically created on a clean slate. It is hard for nations to leave their pasts behind (Varshney cited by Mangcu, 2004:3). The authors extend a special thank you to Ms. Tessa Hochfeld, Lecturer; Social Work, University of the Witwatersrand, Johannesburg, whose creativity, enthusiasm and commitment made it possible to offer and sustain the Building Capacity Program over a two year period; and who continues to champion the cause of academic redress in the classroom. ABSTRACT. A three part Building Capacity Program developed for social work students in a South African tertiary education institution is described. The primary purpose of the Program was to build the capacity of social work students considered to be at risk of not completing their studies. The Program is located within the socio‐political context of South Africa, and the interplay between education and social welfare in meeting the goals of national development. The content and structure of the Prog...

Teaching Strategies and Techniques: Philippine Experience

Abstract: … reality is life as a whole. Social Work is supposed to look at life as a whole. But to see and deal with life as a whole, two things are necessary, the culture of art, especially as perceived in creative literature, and the order of science (Frances Yasas). ABSTRACT. Demonstrates the intersection of art and cognitive science in a complementary approach of mutual support in teaching. Describes the technique of using short stories and plays in teaching social work to expand and complement familiar didactic methods using creative literature in the examination of poverty and showing the applications of the approach across the entire social work curriculum (i.e., policy, practice, behavior, etc.).

Transferability of US Education Techniques to Japan: Do They Cross Cultural Lines?.

Abstract: Examines the traditional Japanese model of university teaching and compares it with the traditional model found in American universities. After a comparative analysis of both approaches, he discusses and raises questions about the feasibility of developing a truly universal methodology, given deep cultural differences and expectations. Describes inroads made by American teaching methodology into Japanese university education, using numerous illustrations and anecdotes as examples.

Twenty-Two Years of Training Social Work Practitioners in Africa: Reflections on Strategies and Techniques.

Abstract: Reminisces on teaching social work from the baccalaureate through the doctoral level for more than two decades, with special attention to comparing classroom teaching and field work supervision; provides an overview of strategies of the lecture methods which have been found to be successful; also discusses methods such as small group interaction, role play, use of teaching technologies, and incorporation of indigenous music.

Teaching Critical Social Policy in Canada: Some Personal Reflections

Abstract: Discusses problems in teaching social policy courses which students often view as not necessary for practice. Documents teaching of critical social policy to Canadian students and identifies a number of problems in making it interesting, such as the abstract nature of the content, general lack of understanding of the importance of policy analysis, and fear of an unknown subject. Highlights key teaching strategies and assessment methods and notes constraints, successes and failures in teaching the subject.