Exploring Baccalaureate Social Work Students' Self-Efficacy: Did it Change over Time?

This study explored baccalaureate social work students' self-efficacy at a rural southern university. Bandura's concept of self-efficacy is used as a theoretical base for the study. Students (N = 43) in introductory social work courses and in the field practicum course completed the Foundation Practice Self Efficacy Scale. Following The Council on Social Work Educations 2008 Council on Social Work Education. (2008). Educational policy and accreditation standards handbook. http//www.cswe.org/Accreditation/Handbook/Ovierview14745.aspx#chaper14753 (http://http//www.cswe.org/Accreditation/Handbook/Ovierview14745.aspx#chaper14753)  [Google Scholar] Educational Policy and Accreditation Standards, which recognizes field education as the signature pedagogy of social work education, field students were hypothesized to have higher levels of self-reported self-efficacy than entry-level students. Results suggest that senior level students were more confident in their abilities to practice social work than those students enrolled in an introductory social work course. Implications of this research for social work education are discussed, including the value of using self-efficacy scales in evaluating social work educational program outcomes.     

Development of a Model for Evaluating Social Work Curriculum

Abstract

This paper describes an internal evaluation performed on the BSW curriculum of the School of Social Work of Tel Aviv University, Israel. It focuses on the inductive, participatory method by which the evaluation was designed, and on the measure that was developed. The aim of the paper is to encourage internal evaluation of social work curricula and to provide a model for doing so that others can adopt.     

Framework for Developing a Social Administration Concentration

Abstract

Alternative curriculum models for implementing social administration concentrations are useful in Schools of Social Work for selecting options from an array of alternatives. This article presents the conceptual design and framework for developing a concentration in social administration based on a curriculum model that pools knowledge between macro disciplines. Educational outcomes based on this curriculum model focus on training and educating social workers to become incisive, analytical thinkers, as well as skilled practitioners, who can lead, manage, collaborate, and create change in both organizational and community settings. Today's social administrators need to be prepared to assume strong leadership roles in communities and to advocate for social change.     

Improving the Research Climate in Social Work Curricula

Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.     

Our Social Work Imagination

Abstract

The aim of this article is to present the case for social work, the case that the old truths and fighting spirit of an earlier day-our social work imagination-live on, even in the face of uncaring economic forces and resurrected punitiveness. Sustained by an idealism as old as humankind, members of the profession continue to advocate for the poor, the sick, and the oppressed.     

Adverse Childhood Experiences Among MSW Students

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.     

An Educator's Guide to the Development of Advanced Practice Competencies in Clinical Social Work

The 2008 Educational Policy and Accreditation Standards identified 10 core competencies that all social work graduates should master. MSW programs found themselves with a need to identify knowledge, values, and skill statements that reflected what concentration-year students were expected to know and be able to do. In 2009 a group of educators convened at the Council on Social Work Education in Alexandria, VA to develop a model of advanced practice in clinical social work. This article describes the work group's process; identifies and describes the resulting advanced clinical knowledge, values, and skills statements; discusses the key debates and issues that arose during the development of the statements; and concludes with the implications for social work education and practice.     

青少年社会化阅读动机研究:以上海初高中生微信阅读为例

结合未成年读者传统阅读动机量表、数字阅读动机的新特点以及社会化阅读的主题特性,本文以上海初高中生微信阅读为例,考察青少年的社会化阅读动机问题。问卷调查分析表明:①青少年社会化阅读具有多维性特征,涉及三大类别六个维度,分别为内在性动机、社交性动机和成就性动机;②社交性动机是青少年开展社会化阅读活动最为主要的动机,其“社会交往”维度包含“阅读对现实社交的促进作用”和“基于虚拟阅读社区本身的社交”两个层面;③不同青少年群体在不同动机维度或维度组合上的表现强度有所差异,同时年级和所在区县这两个人口统计学变量对青少年的总体动机和部分动机维度具有显著影响。表4。参考文献82。     

“雪中送炭”还是“锦上添花”——社会网络对消减数字化贫困的价值探究

本文研究问题包括:多种数字化贫困现象如何在现实社会个体身上组合起来,社会网络对哪些数字化贫困者来说是雪中送炭,对哪些数字化贫困者来说是锦上添花。论文深入挖掘中国六个省市乡村田野研究搜集的117位数字化贫困者和47位非数字化贫困者的个案数据,客观评估其数字化贫困特征值,精确描述所涉个案的数字化贫困程度及类型;发现强关系和弱关系与现实中不同数字化贫困类型叠加后的个体的数字化求助行为之间的关联。研究发现:社会网络对消减数字化赤贫者的数字化贫困程度没有明显影响;个体数字化贫困类型叠加越多,他们获得社会网络的有效支持程度越小;个体数字化贫困类型叠加越少,他们获得社会网络有效支持的可能性就越大;强关系对脆弱的数字化贫困者、数字文盲、懒惰的数字化贫困者、孤独的数字化贫困者和徒劳无益者有价值;弱关系则仅对孤独的数字化贫困者有价值。图1。表3。参考文献20。     

从五部《顺宁府志·艺文》看清代临沧地区的社会生活

诗歌不单是可以用于表达个人的思想和抒发情感,也可以描述复杂的社会生活。临沧历史上因开发较晚,文化兴起也较晚。不过,从清代民国的五部《顺宁府志》的诗文中,我们依然能够窥见清代这一地区的一些社会生活剪影。