Students’ Reflections on Their Field Practicum: An Analysis of BSW Student Narratives

This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning.     

Testing a Curriculum to Teach Cultural Competence to Non-Mainstream College Students Interning in Mainstream Agencies

ABSTRACT

Cultural competence, from the perspective of students of color interning in mainstream agencies, was emphasized in a curriculum piloted in an undergraduate practicum seminar. Student interns who read a chapter on cultural competence in a standard textbook in lieu of receiving the curriculum served as the comparison group. Results indicated that student interns who took the curriculum were more prone to see problems in intercultural communication as systemic and more likely to feel competent handling possible racial discrimination in their field placement than were students in the comparison group.     

Teaching Community Organizing in a BSW Curriculum

The article describes a community organizing course that was as dynamic as community organizing itself. By employing a combination of teaching approaches, community organizing philosophy, and pedagogical and andragogical techniques for student training, the course challenged students to discover their beliefs and the role of the community and the community organizer in promoting social change. Though focused on the community organizing course, the article offers insight into the broader potential of the teaching approach for social work educators.     

A Process Evaluation of an Online BSW Program: Getting the Student Perspective

This paper reviews the student perspectives of an online BSW program. The structure of this program is presented, along with findings from a mixed-method evaluation of four matched BSW courses where each instructor taught both the online and face-to-face sections. Although there are no identified differences in performance, grades, or retention, students report differences in developing instructor and classmate relationships and in overall course satisfaction. Qualitative findings highlight the advantages of the flexibility of online education, tempered by challenges in making connections and fewer spontaneous interactions. Implications for online course development are discussed.     

Evaluation of a BSW Research Experience: Improving Student Research Competency

This article examines the experience of 24 BSW students in a faculty-mentored undergraduate research experience (URE) over the course of 1 academic year. In particular, we sought to better understand students’ self-perceived sense of competency across 15 specific research skills. In addition, we examined the URE’s impact on students’ knowledge about and attitudes toward research, as well as anxiety levels about research. A cross-sectional pre- and posttest design utilized both quantitative (survey) and qualitative (focus group) methodologies. All of the students’ ratings of their 15 research skills improved over time; 3 were statistically significant. Students demonstrated the most gain in evidence-based practice, ability to use statistical software, and data entry and analysis. Both knowledge about and attitude toward research improved significantly. Anxiety levels were surprisingly low. The importance of faculty mentoring is discussed, and suggestions for future research are provided.     

A Model for Social Work Field Practicums in African American Churches

Abstract

In this paper the authors will give an overview of the history of the African American church, discuss the reciprocal benefits of social work educational practicums in this institution for both students and the church, and give a model for practicum learning that can be met through this arrangement.     

The Field System Eco-Map

Abstract

Rapid changes in social services have altered the organizational context of student practicum experiences. Field experiences have become increasingly complex, requiring that students demonstrate independent practice skills earlier in practicum than was required previously. As a result students need a tool to assist them in understanding the complexities of agency-based practice. The Field System Eco-map, an extension of the traditional eco-map, was developed to help students create a schema for organizing practicum experiences. Additionally the Eco-map can be used to assist students in developing strategies for independent, constructive problem solving in the face of baffling organizational systems and practicum dilemmas.     

A Longitudinal Study of Assessing APA Writing Competence at a BSW Program

Presented is a longitudinal study evaluating a Bachelor of Social Work writing program. The independent variable is a BSW curriculum in which social work courses include American Psychological Association 5th edition writing modules. In 2005, a baseline was established. From 2006 to 2010, a writing program was implemented. Using a brief rating scale, the authors evaluated 86 senior capstone research papers between 2005–2010. A statistically significant difference was found (F = 13.735, df = 5, 80, p < .05) in the quality of students' writing in 2008, 2009, and 2010 as compared to the baseline in 2005. Implications for social work education are discussed.     

Technology Acceptance in Social Work Education: Implications for the Field Practicum

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.     

社会工作介入社区流动儿童教育研究--以温州部分社区为例

流动儿童群体比较庞大,对流动儿童的教育是一个重要课题。本文回顾了流动儿童的基本现状以及社会工作介入流动儿童教育的途径,以高职院校志愿者介入社区流动儿童教育为例,探讨了社会工作介入社区流动儿童教育的形式,凝练了社会工作介入流动儿童教育的理论模型,提出了相应的建议对策。     

Engaging the Student in the Field Instruction Relationship

Abstract

BSW and MSW students' evaluations of their field instructors and these individuals' use of various supervisory skills and assignments were assessed early in the field placement. Skills that directly enhanced students' learning in the field were most influential. Supervisory activities that introduced students to the agency and what would be expected of them were particularly helpful. Differences in first-time and second-year students' reactions suggest that students' learning needs vary, based on their prior experience with and understanding of the field. The findings also suggest the need for training to help field instructors make the transition from social work practitioner to social work educator.     

Taking the Show on the Road in Holding Academic Classes in Community Agencies: Exploratory Study Findings

Social work educators often teach students clinical knowledge within a university classroom, whereas students tend to learn clinical practice through their practicum experiences. This article describes data from a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to graduate students. In this study, students participated in a newly developed and delivered 3-hour weekly course, over 12 weeks, based around students’ observation of ongoing live family therapy sessions at a children’s mental health organization. Findings suggest that this course design can fill a gap between the classroom and practicum experiences for students.     

社会分层对思想政治教育工作的冲击

社会重新分层的现象日益明显,究其原因,改革开放是社会分层的原动力,经济全球化是社会分层的催化剂。社会分层影响思想政治教育工作,因此思想政治工作者既要了解社会发展的需求,又要了解社会多阶层在思想领域的需求,重新定位思想政治工作的地位,完善思想工作的理论体系,以“文化生产力”的提出为载体,拓宽思想政治工作的渠道,创新思想政治教育工作的方法。     

The Impact of a Death Row Exoneration Testimonial on Social Work Students: A Teaching Note

Criminal-justice-involved clients often are a complicated population for students to consider through a lens of oppression. Nevertheless, it is critical that they do so given that many will serve clients with criminal records during their careers. An attempt to challenge students’ prejudice toward criminal-justice-involved people was deployed using a teaching technique derived from intergroup contact theory. The authors invited Juan Melendez to share his story of incarceration on death row for more than 17 years for a crime he did not commit. This article is an examination of the impact of Mr. Melendez’s story and the application of intergroup contact theory.     

论新旧评价系统对体育教学的影响

体育教学评价的最终目的是更好地培养学生体育能力,培养学生对体育的兴趣、爱好,养成体育锻炼的习惯,同时使老师能够更好的进行教学,使学生在体育与健康课程的教与学过程中不断进步和发展。在对比旧的评价体系的同时,探讨体育与健康课程教学评价体系对体育教学以及学生参与体育活动积极性的影响。     

社区教育评价研究述评

在社区教育中,合理地开展社区教育评价活动,是进行科学管理的重要手段,是提高社区教育质量的有效保障。近年来,我国社区教育评价的研究主要是围绕社区教育评价的对象、方法和内容等几方面展开的。本文总结性地回顾了其研究成果,并就如何进一步优化社区教育评价研究提出了建议。     

高校教学评估对体育教育影响的调查分析

运用文献资料、问卷调查、数理统计等方法,就高校教学评估对高校体育教学工作所产生的影响进行分析,研究表明高校教学评估能有效改变评价方法落后、重结果轻过程的局面,保证体育教学必要的资源,促进学校体育科学化、规范化、专业化、制度化的管理。但是不同地区还存在地区差异,高校教学评估在不同地区应区别对待。     

论新旧评价系统对体育教学的影响

体育教学评价的最终目的是更好地培养学生体育能力,培养学生对体育的兴趣、爱好,养成体育锻炼的习惯,同时使老师能够更好的进行教学,使学生在体育与健康课程的教与学过程中不断进步和发展.在对比旧的评价体系的同时,探讨体育与健康课程教学评价体系对体育教学以及学生参与体育活动积极性的影响.     

社区伦理、社区法治与社区社会工作相结合的制度性建设探索——以石家庄市为例

不是理想中的、西方的、中国将来的社区,而是生活中的、中国的、现在的社区,亟需特殊的制度性建设。这种建设包括伦理、法治、社会工作三个方位。生活中的社区伦理、法治与社会工作尚处于模糊性和准制度性状态,尚处于有动力源而动力源不足的状态。社区制度性建设,需要社会工作统合的社区伦理、法治和社区工作的三向合作,需要国家统摄的政府推进和整合、社会支持和培育、社区学习和锻炼的三源合一。