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JournalISSN: 0884-1233

Journal of Teaching in Social Work 

Taylor & Francis
About: Journal of Teaching in Social Work is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Social work & Curriculum. It has an ISSN identifier of 0884-1233. Over the lifetime, 1050 publications have been published receiving 13157 citations.


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Journal ArticleDOI
TL;DR: A brief overview of Burchum's (2002) Evolutionary Perspectives that will help to assist readers in obtaining a clear understanding of cultural competence can be found in this paper.
Abstract: Migration across national borders has resulted in demographic changes in the United States, causing the country to become more multi-ethnic. This presents considerable challenges for graduate level educators who need to be responsive to the unique academic needs of diverse populations by considering students' previous experiences, values, and beliefs. This change requires educators to incorporate various teaching styles and to create a classroom atmosphere where security, trust, and openness can be achieved. Developing cultural competence and creating a transformative learning environment is essential for social work educators teaching in multicultural environments in the 21st century. This article provides a brief overview of Burchum's (2002) Evolutionary Perspectives that will help to assist readers in obtaining a clear understanding of cultural competence. It also presents Blunt's Model of Cultural Competence for Transformative Education, which can promote both transformative learning and assi...

454 citations

Journal ArticleDOI
TL;DR: In this article, a review of course titles and descriptions within MSW programs and law programs was conducted for identification of human rights content, and the results suggest a dearth of human-rights content in social work curricula and a great disparity between schools of social work and schools of law in the integration of human right in graduate level education.
Abstract: This article presents a descriptive assessment of human rights education within schools of social work and law. A review of course titles and descriptions within MSW programs and law programs was conducted for identification of human rights content. The results suggest a dearth of human rights content in social work curricula and a great disparity between schools of social work and schools of law in the integration of human rights in graduate level education. Recommendations for further development of human rights education are provided.

177 citations

Journal ArticleDOI
TL;DR: In this article, the authors present the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call traumainformed educational practice.
Abstract: This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors’ initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and retraumatization among students in clinical training, followed by a discussion of the TIC framework and past efforts to be trauma sensitive in social work education. The authors then describe what drew them to this perspective and inspired them to apply it to educational practice. They then present guidelines for implementing the trauma-informed principle of safety in the classroom in several domains.

147 citations

Journal ArticleDOI
TL;DR: In this article, a facilitated dialogue process between consumers and master's level social work students that had a goal of positively shifting students' attitudes towards consumers was described. And the dialogue was effective in improving student attitudes toward consumers.
Abstract: To facilitate the recovery of people with mental illness (consumers of mental health services), social workers must be strengths-focused and believe in the potential for consumer growth and improvement. Unfortunately, social workers often share the negative, stigmatizing view of mental illness held by much of the general population. In this article, the authors describe a facilitated dialogue process between consumers and master's level social work students that had a goal of positively shifting students' attitudes towards consumers. Pre/post-tests using standardised instruments, as well as post-dialogue semi-structured interviews, showed that the dialogue was effective in improving student attitudes towards consumers.

110 citations

Journal ArticleDOI
Irwin Epstein1
TL;DR: The authors describes some pedagogical principles that are believed to be associated with effective research teaching and survival techniques for research faculty are discussed, emphasizing the importance of humor in student learning and faculty surival.
Abstract: At all educational levels, social work students resist taking research courses and struggle with their contents. This paper describes some pedagogical principles that are believed to be associated with effective research teaching. Survival techniques for research faculty are discussed as well. The importance of humor in student learning and faculty surival is stressed.

86 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202324
202236
202132
202034
201940
201842