Safety Training in Social Work Education

Abstract

Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.     

Developing and Supporting Faculty Training for Online Social Work Education: The Columbia University School of Social Work Online Pedagogy Institute

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.     

Military Sexual Trauma: Considerations for Social Work Education

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.     

试论社会工作专业价值理念的培育

社会工作专业价值理念是社会工作的核心和灵魂,对社会工作实践起着重要的指导作用。培育学生的社会工作专业价值理念,必须提高思想认识,高度重视这项3-作;加强理论研究,构建完善的社会工作专业价值体系;制定专业守则,把专业价值理念付诸社会工作实践。     

Social Work Education

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 assist social work educators in fostering a transformative learning environment.     

Occupational Social Work Education for Employee Assistance Practice

ABSTRACT

This article explores the current state of Occupational Social Work/Employee Assistance (OSW/EA) education. It examines the relationship between social work curricula, field placement experiences, and entry-level employment opportunities in the OSW/EA field. It is based on an educational initiative called the Partnership for Employee Assistance Education. Drawing on the OSW/EA literature, surveys, and focus group materials, the article concludes that the nature of OSW/EA is being reshaped by information technology, shifting demographics, globalization, and evolving terms and conditions of employment. The authors discuss how the graduate-level OSW/EA curriculum and field placements are being transformed to reflect these trends. Concepts such as Organizational Social Work and organizational intelligence are discussed. Innovative educational strategies are recommended. Finally, the authors argue that the contemporary workplace offers potential opportunity for innovative social work practice and education.     

改革三十年中国社会工作专业教育发展浅析

改革30年来,社会工作专业教育在中国大陆获得了快速发展。在简单回顾社会工作教育在中国的发展历程、现状和特点的基础上,从专业教育的目标、专业人才的培养、专业教育的本土化等方面反思了社会工作教育在过去30年中存在的主要问题,最后从深化社会体制改革,实现社会工作的职业化;探索本土化的教育模式、建立多层次的人才培养体系;完善人才培养结构、规范课程教育等方面进一步探讨了我国社会工作教育未来的发展的方向与出路。     

Digital Ethics in Social Work Education

ABSTRACT

Attention has been given to the revised National Association of Social Workers (NASW) Code of Ethics that guides social worker use of technology. The revision of the NASW Code of Ethics has signaled a transition in the profession toward ethical online practice using modern techniques and contemporary tools. Practicing social workers are applying these new ethical standards, and many social work educators are doing so when using information and communication technologies with students. However, little research focuses on teaching social work students about digital ethics and professional online conduct. This paper explores the importance of preparing social work students for ethical online behavior.     

Queering the Social Work Classroom: Strategies for Increasing the Inclusion of LGBTQ Persons and Experiences

ABSTRACT

The inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice.     

A Call for Self-Compassion in Social Work Education

Many social work students approach the end of their formal training unprepared to utilize self-care approaches to prevent burnout. Providing students more comprehensive self-care training can help address this issue. One approach to fostering self-care and addressing stress and burnout in social work students is the attitude and practice of self-compassion (SC; i.e., compassion directed inward). Training in SC can be helpful, as it has been shown to be effective in addressing stress and burnout, as well as enhancing practice. This article explores the benefits of integrating an SC approach within professional social work education. A definition, review of the SC literature, and a conceptual sketch for integrating SC approaches in social work education are presented.     

Socialization of Doctoral Students: Implications for Social Work Education

Recent discussions on social work education increasingly have drawn attention to doctoral education. The purpose of this article is to consider these discussions that debated some of the ways of improving doctoral student education and professional development, using professional socialization as a conceptual framework. Issues such as research, teaching, and research assistantship, and conferences are considered as key components of the process of preparing doctoral students for knowledge building through teaching and research. Finally, the paper discusses some implications for social work education.     

加强高校社会工作人才培养的对策浅析

通过对珠江三角洲社会工作机构的调查,发现广东高校社会工作专业毕业生在技术教育、价值教育、个人素养等方面存在一些问题;为了更好地回应社会需求,推动整个广东社会工作教育,作为高校应该以技术教育为本位,加强实践教学;以价值教育为核心,彰显专业特色;以课程改革为突破口,增强师资力量。     

Establishing a Community of Inquiry through Hybrid Courses in Clinical Social Work Education

Utilizing the conceptual framework of Garrison, Anderson, and Archer for critical inquiry, this paper outlines the importance of the community of inquiry (COI) model and how it may inform online social work education. Integrating the COI model, we discuss how online learning in the classroom with a hybrid approach has been used to facilitate critical reflection and discourse. To illustrate this approach, we provide two case examples from clinical courses taught in an MSW program.     

Partnerships in Social Work Education

Historically, society has associated a visit from a child protection worker with the removal of children. In Canada in the 1960s, Aboriginal children were removed from their communities in alarming numbers and were referred to as the “sixties scoop.” This may in part explain the difficulty in recruiting Aboriginal social workers into child welfare practice. This reality prompted the development of a post–bachelor degree certificate aimed at increasing the number of Aboriginal child welfare social workers in northern British Columbia. The results discussed in this article stem from three certificate cohorts and highlight the development of new partnerships and students’ experiences. Two years following the completion of the third cohort, nearly 80% of the students recruited were still employed in the North.     

中国社会工作教育发展面临的若干问题及其解决对策

当前，中国社会工作教育的发展正面临着若干突出的问题，这些问题有着一定的成因，并会造成很大的危害。因此，必须在遵循解决问题的原则、明确解决问题的思路基础上，采取具体的对策措施来寻求实际问题的有效解决。     

我国社会工作教育的困境与出路

社会工作专业教育自20世纪80年代中期在我国恢复设立,在近几年进入了一个迅速扩张的时期。目前,我国各类高等院校大都已纷纷开设社会工作专业,招生数量也急剧增加,我国社会工作教育因而也面临新的任务与挑战。文章以我国转型期间的社会现代化为背景,分析了我国社会工作教育在专业化、职业化、社会化三个方面的困境,并进一步探讨我国社会工作教育健康发展的方向与出路。     

The Use of Emotions in Social Work Education

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.     

Early Childhood Education and Care Content for the Social Work Curriculum

Social workers are poised to play an important role in early childhood education and care (ECEC) settings; however, they need the knowledge and skills necessary to make a meaningful contribution. This article presents learning activities that infuse ECEC content, centered on the following four areas for social work education: (1) history of the profession, (2) observation of current practice, (3) culturally competent service delivery, and (4) advocacy to enhance social justice. Through this infusion of content, social work educators can better prepare their students for the growing field of ECEC practice and for social work practice more broadly.     

An Introduction: Reimagining Social Work Education for the Digital Age

ABSTRACT

Despite the recent publication of a number of articles, along with current presentations at professional conferences, and a scholarly text all on the topic of distance learning and online social work education, many believe that the subject has not received the level of recognition among academics in our profession that it needs and deserves. This Introduction to a special double issue of a prominent peer-reviewed journal serves to welcome the reader to the contents of the seventeen articles that follow, and to provide both an overview and conceptual framework for the special issue as a whole. Underscoring both the opportunities and quandaries, support and resistance, most of the authors would appear to conclude that social work educators must rapidly become more agile in embracing the unique opportunities presented by the technology that we now have at hand.     

An Exploratory Study Evaluating the Effectiveness of an Innovative Model for Teaching Multicultural Social Work Education

Abstract

Effective social work practice with diverse populations requires the successful incorporation of multicultural knowledge, awareness, and skills.As a result, there is a pressing need for innovative and evidencebased teaching strategies and methods that provide social work students with these key multicultural tools. This paper describes one such teachingmodel and presents the findings of an exploratory study to empirically evaluate its effectiveness with undergraduate social work students (N =23) enrolled in a multicultural social work course. Based on pre-and post-test composite scores, the findings suggest that this new model of multicultural instruction and assignments increases students' multicultural awareness andknowledge.