Showing papers in "Journal of Teaching in Social Work in 2014"
TL;DR: Research anxiety significantly declined in a diverse sample of 59 MSW students in their first-year hybrid online research course in which the instructor used an array of innovative educational techniques empirically proven to reduce this phenomenon.
Abstract: Research anxiety significantly declined in a diverse sample of 59 MSW students in their first-year hybrid online research course in which the instructor used an array of innovative educational techniques empirically proven to reduce this phenomenon. The pretest/posttest study, the standardized survey instruments used, and a summary of these techniques are described. This approach offers a way to help students overcome their fears, develop confidence in their abilities, and master basic components of research methodology, which, in turn, may increase the likelihood that they will participate in evidence-based practices and other research-related activities after they graduate.
29 citations
TL;DR: The authors found that students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easily emotionally dysregulated by intense client emotions; and they benefit from active learning to prepare for practicum.
Abstract: Pre-practicum student reflections were studied using an Objective Standard Clinical Examination adapted for social work. One hundred and nine students conducted simulated interviews and immediately wrote answers to reflective questions. Reflections were studied using descriptive qualitative methodology. Three patterns emerged: students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easily emotionally dysregulated by intense client emotions; and they benefit from active learning to prepare for practicum. Implications for social work education include greater emphasis on simulated interview practice, explicit attention to assisting students in regulating their affective responses, and actively gauging student readiness for practicum.
28 citations
TL;DR: In this article, the Ally Model of social justice and its alignment with social work values and goals is presented and recommended to social work educators as a pedagogical tool to use when teaching about oppression, differentness, and privilege.
Abstract: Social work students, regardless of their multiple social identities in oppressed and oppressor groups, are called upon to take action against social injustice. This conceptual article introduces the Ally Model of social justice and its alignment with social work values and goals and recommends it to social work educators as a pedagogical tool to use when teaching about oppression, differentness, and privilege. It presents the literature on the model and its characteristics through the social work lens of awareness/knowledge, attitudes/beliefs/feelings, and actions/skills. It also provides limitations of the model and observations of students’ responses, based on their identities, that may act as barriers when learning about oppression and privilege. Finally, recommendations for the implementation of the model across the curriculum are offered.
27 citations
TL;DR: In this article, the authors present a model of a faculty development seminar that offers a facilitated space for instructors to discuss how issues of diversity, social identity, and oppression influence their teaching, the classroom environment, student interactions, and the overall campus climate.
Abstract: The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues effectively. In this article, we present a model of a faculty development seminar that offers a facilitated space for instructors to discuss how issues of diversity, social identity, and oppression influence their teaching, the classroom environment, student interactions, and the overall campus climate.
24 citations
TL;DR: In this paper, qualitative results from a national survey examining service-learning in Council on Social Work Education-accredited baccalaureate programs were discussed. And they reported that benefits of incorporating service learning in the BSW curriculum include assisting students in building community connections, applying theory and skills, socializing to the social work profession, and increasing self-awareness and exposure to diverse populations.
Abstract: Service-learning is a pedagogical approach that integrates students’ classroom instruction with community experience. This article discusses qualitative results from a national survey examining service-learning in Council on Social Work Education–accredited baccalaureate programs. Almost 80% of the 202 program respondents required service-learning. They reported that benefits of incorporating service-learning in the BSW curriculum include assisting students in building community connections, applying theory and skills, socializing to the social work profession, and increasing self-awareness and exposure to diverse populations. Cited challenges include securing agency sites, time, and logistics. Findings support existing research suggesting that service-learning may benefit social work undergraduate education.
23 citations
TL;DR: In this paper, the role of optimal emotional arousal in the learning and retention of social work curriculum and its concurrent relational implications for practice is explored, focusing on evolutionary and developmental perspectives, emotional regulation, and the current treatment of emotions in the educational context.
Abstract: The role of emotions, although central to social work practice, has been relatively neglected in the process of teaching and learning social work. This article explores how social work educators can incorporate an understanding of the role of emotions in both the teaching and practice of social work. Attention is drawn toward evolutionary and developmental perspectives, emotional regulation, and the current treatment of emotions in the educational context. Further, the article explores the role of optimal emotional arousal in the learning and retention of social work curriculum and its concurrent relational implications for practice.
22 citations
TL;DR: The acceptance and integration of ICT into social work field education are examined in this paper using the technological acceptance model, and potential challenges regarding the adoption of new information and computer technology (ICT) are explored.
Abstract: The exponential growth and sophistication of new information and computer technology (ICT) have greatly influenced human interactions and provided new metaphors for understanding the world. The acceptance and integration of ICT into social work field education are examined here using the technological acceptance model. This article also explores potential challenges regarding the adoption of ICT into social work field practica. The article concludes with implications for adopting and integrating ICTs in social work field education.
22 citations
TL;DR: In this paper, an approach to teaching research based on five adult learning principles and the use of small ongoing groups is presented, which, when blended as the signature pedagogy, enable students to successfully actualize the Council on Social Work Education Educational Policy and Accreditation Standards required for professional practice.
Abstract: The research classroom is a prime venue for socializing master’s-level students as evidence-based practitioners. This article identifies an innovative approach to teaching research based on five adult-learning principles and the use of small ongoing groups that, when blended as the signature pedagogy, enable students to successfully actualize the Council on Social Work Education Educational Policy and Accreditation Standards required for professional practice. The article describes and discusses the five adult-learning principles that form the basis of this approach and four types of small-group activities that are used over the yearlong course, concluding with implications for reorganizing the traditional research classroom.
21 citations
TL;DR: Findings suggest social work must renew its commitment to preparing all students for this practice modality, as a majority of all students did not feel classes prepared them for group practice.
Abstract: For decades, group work scholars have described a discrepancy between student preparation for group work practice and opportunities to work with groups in the field practicum and professional practice. Educators in related disciplines such as counseling and psychology have expressed similar concerns. This article reports findings of a study of MSW students in a program that includes a practice methods specialization in group work. The purpose was to determine the prevalence of group assignments among all students regardless of their method specialization. A majority of all respondents reported substantial opportunities to practice group work and receive appropriate supervision. Opportunities for majors in group work were significantly greater than for their non-group work counterparts. However, a majority of all students did not feel classes prepared them for group practice. Findings suggest social work must renew its commitment to preparing all students for this practice modality.
21 citations
TL;DR: In this paper, the authors address the challenging task of preparing baccalaureate social work students to master proficiency as first responders in stress and trauma situations, and compare the development of resilience and general and specific self-efficacy among STS students and graduates, with parallel developments among non-STS students in the BSW program.
Abstract: This article addresses the challenging task of preparing baccalaureate social work students to master proficiency as first responders in stress and trauma situations. We begin with a brief description of the context, goals, admission procedure, structure, and process of a stress and trauma studies (STS) program. We then compare the development of resilience and general and specific self-efficacy among STS students and graduates, with parallel developments among non-STS students in the BSW program. The evaluation of the program by the participating students should further an understanding of the significance of their learning experience.
21 citations
TL;DR: In this article, the authors discuss the importance of developing critical thinking skills in social work students and explore the use of case-based instruction as a means of fostering those skills, and the challenges inherent in the teaching and assessment of critical thinking are addressed.
Abstract: This article discusses the vital importance of developing critical thinking skills in social work students and explores the use of case-based instruction as a means of fostering those skills. The challenges inherent in the teaching and assessment of critical thinking are addressed. The history and theoretical underpinnings for the use of decision cases as a valid and efficacious teaching tool are presented. Literature evaluating the outcomes of the case method and related strategies is reviewed.
TL;DR: In this article, the authors explore conceptual elements and assumptions underlying lifelong learning, propose social work specific approaches to lifelong learning and present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior.
Abstract: Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources. To address these challenges, social workers need to engage in lifelong learning. The purpose of this article is to explore conceptual elements and assumptions underlying lifelong learning; propose social work specific approaches to lifelong learning; present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior; and offer a research agenda for practice.
Abstract: The pink triangle exercise is an example of an experiential learning exercise that creates cognitive dissonance and deep learning of unrealized internalized biases among social work students. Students wear a button with a pink triangle on it for 1 day and write a reflection paper. The exercise increases self-awareness, cultural competence, and the understanding of abstract concepts. An analysis of reflection papers over three annual courses revealed consistent themes, which were presented back to students. The thematic analyses, an application of the process of experiential learning, and the implications this exercise and type of learning are presented.
TL;DR: In this paper, an example of this process from an undergraduate course is presented to demonstrate course construction, experiential learning strategies, and initial outcomes, as well as the potential for cognitive dissonance.
Abstract: Teaching for diversity and social justice is the teaching of complex abstract ideas about privilege and oppression, such as the social construction of social groups and identity. An effective way to teach this material is with experiential learning, but this approach requires much more than exercises and activities. Courses must be consciously structured to emphasize both the elements and cycle of experiential learning, as well as attending to critical thinking and the potential for cognitive dissonance. An example of this process from an undergraduate course is presented to demonstrate course construction, experiential learning strategies, and initial outcomes.
TL;DR: This paper used latent profile analysis to identify groups of students based on their experiences with the implicit curriculum in school and field contexts, and examined differences between profile groups on measures of professional empowerment.
Abstract: The implicit curriculum, which refers to a student’s learning environment, has been described as an essential feature of an integrated professional social work curriculum. Very little is known, however, about the heterogeneity of students’ experiences with the implicit curriculum, how this heterogeneity may be distributed across groups of students, and how it may impact students’ professional empowerment. This study used latent profile analysis to identify groups of students based on their experiences with the implicit curriculum in school and field contexts, and it examined differences between profile groups on measures of professional empowerment. Study participants (n = 534) were undergraduate and graduate students of a large school of social work in the northeast. Results revealed that four groups of students could be identified based on their experiences with the implicit curriculum: students who experienced (a) positive school and field environments, (b) positive school but negative field environmen...
TL;DR: In this article, the authors propose that social work education add meta-practice to traditional micro-, mezzo-, and macro-practice curriculum areas to address interdependent global concerns, particularly in the framework of sustainability.
Abstract: In response to increasing global changes, this article proposes that social work education add meta-practice to traditional micro-, mezzo-, and macro-practice curriculum areas. Drawing on pertinent literature, the authors conceptualize meta-practice as a necessary paradigm shift for competent and relevant social work practice. Further, the authors offer an initial articulation of how meta-practice uniquely addresses interdependent global concerns, particularly in the framework of sustainability. The article provides an example of how this integrative practice dimension is implemented in a MSW curriculum and concludes with critical consideration of the Council on Social Work Education Educational Policy and Accreditation Standards competencies.
TL;DR: This paper developed a new graduate elective in the MSW degree program called Evaluacion e Intervencion en Espanol (Assessment and Intervention in Spanish), which is designed to train Spanish-speaking MSW students in culturally and linguistically competent clinical practice with Hispanic clients.
Abstract: We have developed a new graduate elective in the MSW degree program called Evaluacion e Intervencion en Espanol (Assessment and Intervention in Spanish). This class, taught entirely in Spanish, is designed to train Spanish-speaking MSW students in culturally and linguistically competent clinical practice with Hispanic clients. In this case study, we summarize the course.
TL;DR: In this article, the normative and prescriptive constructs of classroom "safety" are challenged, and social work educators are encouraged to reexamine its meaning and the potential differential experience of safety for students from marginalized groups and less privileged social locations.
Abstract: This article challenges the normative and prescriptive constructs of classroom “safety.” It urges social work educators to reexamine its meaning and the potential differential experience of safety for students from marginalized groups and less privileged social locations. Shifting our conceptual awareness in this sense provides instructors with a more realistic framework to respond proactively, and at times, in the moment, to classroom dynamics.
TL;DR: This article explored service learning utilization in social work education by examining the influence of personal and institutional characteristics, perceived barriers, and beliefs about service-learning outcomes, and found that neither personal nor institutional characteristics influenced service learning use.
Abstract: The current study (N = 209) explored service-learning utilization in social work education by examining the influence of personal and institutional characteristics, perceived barriers, and beliefs about service-learning outcomes. Results of an online survey of social work educators showed that neither personal nor institutional characteristics influenced service-learning use. Rather, the use of service learning was driven primarily by social work educators’ beliefs about the effect of service learning on student outcomes and perceived barriers to implementation. Additionally, questions regarding service-learning implementation (such as hours required) suggest that not all social work educators using service learning correctly distinguish it from field practica.
TL;DR: In this paper, the authors describe how to develop a comprehensive teaching philosophy from articulation through implementation to evaluation, and discuss pragmatic steps for using a teaching philosophy to inform, engage, and evaluate teaching-learning.
Abstract: This article describes how to develop a comprehensive teaching philosophy from articulation through implementation to evaluation. Using literature and teaching-learning experiences, we discuss pragmatic steps for using a teaching philosophy to inform, engage, and evaluate teaching-learning. We promote an integrated teaching philosophy to ensure competent practice in social work education.
TL;DR: This paper examined three constructs that inform students' relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students' interest in research, and (c) anticipated outcomes from future involvement in research activities.
Abstract: The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills.
TL;DR: Mentoring has received little attention in the social work literature as discussed by the authors, and the career advancement needs, and the importance of mentoring faculty members of color, have not been adequately addressed, nor have mentoring strategies.
Abstract: Mentoring has received little attention in the social work literature. The career advancement needs, and the importance of mentoring faculty members of color, have not been adequately addressed, nor have mentoring strategies. This article includes a review of the literature, a definition of mentoring, benefits of mentoring for mentors and mentees, and discussion of the need and importance of mentoring junior faculty members of color in schools and departments of social work, along with strategies to achieve this goal.
TL;DR: In this paper, the authors examined how to prepare professional social workers for real-world nonprofit leadership roles using a virtual asynchronous classroom experience, and found that MSW administration students studying advanced generalist practice are an under-recognized potential source of nonprofit leadership.
Abstract: This article examines how to prepare professional social workers for real-world nonprofit leadership roles. A pilot course assignment that incorporates a quasi-organization fieldwork simulation developed by the author is described. Development and application of critical thinking skills are reviewed, the course objective is explained, and methods and content that evolved during a three-semester trial are outlined. Student assignments and evaluation results indicate that a virtual asynchronous classroom experience is beneficial for students and faculty and that MSW administration students studying advanced generalist practice are an under-recognized potential source of nonprofit leadership.
TL;DR: For instance, this paper found that students were motivated primarily as a result of prior international experience, or the desire for such, as well as a wish to understand the phenomena of globalization.
Abstract: This article presents motivating factors for taking an international social work course for a sample of graduate students in the United States. Literature on international education, including courses and international field placements, provides a framework for the study. Qualitative themes showed that students were motivated primarily as a result of prior international experience, or the desire for such, as well as a wish to understand the phenomena of globalization. Findings point to the need for offering more courses in international social work and globalization.
TL;DR: In this paper, a review of the literature on personal epistemology and the reflective judgment model is presented to undergraduate students who engage in service-learning projects, including traditional, modern, and expressive teaching activities that were designed to enhance students' epistemological reflection and aid them in preparing for and completing service learning projects.
Abstract: This article includes a review of the literature on personal epistemology and the reflective judgment model and applies these theoretical concepts to undergraduate students who engage in service-learning projects. The application will provide instructors with greater understanding of students’ abilities and limitations in their service-learning experiences. Included are traditional, modern, and expressive teaching activities that were designed, with literature support, to enhance students’ epistemological reflection and aid them in preparing for and completing service-learning projects.
TL;DR: In this paper, a professional development initiative organized by two junior university social work teachers was described, along with three experienced colleagues, who experimented with a professional co-development group, which has much in common with peer supervision, to reflect on professional teaching practice with a view to improving it.
Abstract: This article reports on a professional development initiative organized by two junior university social work teachers. Along with three experienced colleagues, the two teachers experimented with a professional co-development group. The purpose of this group modality, which has much in common with peer supervision, is to reflect on professional teaching practice with a view to improving it. The co-development group approach is outlined here, and then two case examples are presented. The benefits and pitfalls of the group initiative for the teachers are examined, and the degree to which the approach meets the continuing professional development and support needs of university social work teachers is discussed.
TL;DR: This paper examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking, and found that education experience may play a more important role in social work student cognitive complexity than age or practice experience.
Abstract: This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When age and direct practice experience were controlled for, education accounted for 6% of the variance in cognitive complexity. Results suggest that education experience may play a more important role in social work student cognitive complexity than age or practice experience. Implications for social work education and assessing student cognitive development are discussed.
TL;DR: Malkin, E. and Mullainathan, S. (2013, November 10).
Abstract: Although the profession of social work is undeniably committed to honoring diversity, even today the variable of “race” remains undervalued in public child welfare. The sociocultural context of Afr...
TL;DR: In this article, the authors describe an in-class mask-making activity, used by three human services instructors at an undergraduate university in western Canada, as a means of engaging students to grow in individual and collaborative awareness and skills.
Abstract: This article is an examination of strategies for engaging students in programs of human services education. We describe an in class mask-making activity, used by three human services instructors at an undergraduate university in western Canada, as a means of engaging students to grow in individual and collaborative awareness and skills. We present a survey study, conducted with students who have taken part in mask making, to examine their perspectives on the impact of the activity on their learning. We conclude with a discussion of applicability of mask making, particularly for students learning and working as part of diverse groups.
TL;DR: In this paper, the authors make the case for graduate social work education programs to consider infusing criminal justice content into their social work curriculum and describe an infusion approach and pedagogical strategies for delivering criminal justice contents to students.
Abstract: Despite the intersection of social work and criminal justice, criminal justice content is only marginally present in social work education. Given that most social work students will at some point in their career work with clients who are directly or collaterally affected by the criminal justice system, this marginal presence is problematic and needs reversing. This article makes the case for graduate social work education programs to consider infusing criminal justice content into their social work curriculum. Supporting this case is a description of an infusion approach and pedagogical strategies for delivering criminal justice content to students.