Pub Date : 2017-12-22DOI: 10.18084/1084-7219.22.1.163
Maha N. Younes, J. Vanlaningham
This descriptive study examines the attitudes and experiences of students at a midwestern public university who attended self-help group meetings to fulfill an undergraduate social work course requirement and to promote professional preparation for social work and other helping professions. Questionnaires were administered in two social work courses, and self-assessment papers submitted by social work students were used to gain insight into their perspectives related to self-help groups and to understand their personal experiences before, during, and after completing the assignment. The outcome revealed the impact that attending self-help group meetings had on students, the personal and professional knowledge they gained, and the vital role human service professionals, especially social workers, play in supporting self-help groups. The experience triggered a powerful and personal journey where students confronted their fears and biases, gained a more compassionate view of addictions and mental health, and...
{"title":"In the Hot Seat: Teaching Students Through Experience With Self-Help Groups","authors":"Maha N. Younes, J. Vanlaningham","doi":"10.18084/1084-7219.22.1.163","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.163","url":null,"abstract":"This descriptive study examines the attitudes and experiences of students at a midwestern public university who attended self-help group meetings to fulfill an undergraduate social work course requirement and to promote professional preparation for social work and other helping professions. Questionnaires were administered in two social work courses, and self-assessment papers submitted by social work students were used to gain insight into their perspectives related to self-help groups and to understand their personal experiences before, during, and after completing the assignment. The outcome revealed the impact that attending self-help group meetings had on students, the personal and professional knowledge they gained, and the vital role human service professionals, especially social workers, play in supporting self-help groups. The experience triggered a powerful and personal journey where students confronted their fears and biases, gained a more compassionate view of addictions and mental health, and...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124515121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-22DOI: 10.18084/1084-7219.22.1.207
K. Dill, W. Shera, Jeanine Webber
Teaching is often a solitary endeavor, but teaching with others can enrich the educational experiences of faculty and social work students alike. This teaching note is a call to action for all social work educators to focus on the underlying tenets of the team-teaching environment as a mechanism for enriching the social work educational environment. Role modeling and educating students about team collaboration is an essential component of readiness for practice. This teaching note provides real world strategies for creating and enhancing the team-teaching environment in social work learning spaces that include the classroom and field placement.
{"title":"Many Hands Make Light Work: Team Teaching in Social Work Education","authors":"K. Dill, W. Shera, Jeanine Webber","doi":"10.18084/1084-7219.22.1.207","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.207","url":null,"abstract":"Teaching is often a solitary endeavor, but teaching with others can enrich the educational experiences of faculty and social work students alike. This teaching note is a call to action for all social work educators to focus on the underlying tenets of the team-teaching environment as a mechanism for enriching the social work educational environment. Role modeling and educating students about team collaboration is an essential component of readiness for practice. This teaching note provides real world strategies for creating and enhancing the team-teaching environment in social work learning spaces that include the classroom and field placement.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131116784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-22DOI: 10.18084/1084-7219.22.1.217
Heather Sloane
{"title":"Reclaiming Empathy and Collaboration: Social Work Standpoint in Health-Care Disparities","authors":"Heather Sloane","doi":"10.18084/1084-7219.22.1.217","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.217","url":null,"abstract":"","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125555160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-18DOI: 10.18084/1084-7219.22.1.159
Vincent J. Venturini
{"title":"Social Work Treatment: Interlocking Theoretical Approaches, 6th edition","authors":"Vincent J. Venturini","doi":"10.18084/1084-7219.22.1.159","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.159","url":null,"abstract":"","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114276982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-18DOI: 10.18084/1084-7219.22.1.143
S. Kubiak, E. Milanović
Across the globe, the United States has the largest number of individuals incarcerated, and these individuals are disproportionately of minority status and economically disadvantaged. The extent of...
在全球范围内，美国被监禁的人数最多，这些人不成比例地属于少数民族和经济弱势群体。的程度……
{"title":"Prison as a Site for Experiential Learning in Social Work: Inside-Out Prison Exchange Program","authors":"S. Kubiak, E. Milanović","doi":"10.18084/1084-7219.22.1.143","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.143","url":null,"abstract":"Across the globe, the United States has the largest number of individuals incarcerated, and these individuals are disproportionately of minority status and economically disadvantaged. The extent of...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128163358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-14DOI: 10.18084/1084-7219.22.1.131
Trevor G. Gates, Camille R. Quinn, Melvina Phillips
Research suggests an encouraging number of social work educators use affirmative practice approaches in the classroom. Although a small number of studies have explored the lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ) climate at historically Black colleges and universities (HBCU), research on baccalaureate social work program directors' understanding of LGBTQ-affirmative climates at HBCUs is virtually nonexistent to date. This study sought to address the gap by exploring baccalaureate program directors' perceptions about the teaching of LGBTQ-affirmative practice at HBCUs. We found that some HBCU social work program directors felt their programs prepare students to support the makeup of LGBTQ families, verbalize respect for LGBTQ people, and challenge misinformation about LGBTQ people. Fewer participants reported their programs prepare students to help LGBTQ clients develop positive identities or reduce shame. We review the results of the exploratory study and make recommendations for ...
{"title":"LGBTQ-Affirmative Teaching at Historically Black Colleges and Universities: Understanding Program Directors' Views","authors":"Trevor G. Gates, Camille R. Quinn, Melvina Phillips","doi":"10.18084/1084-7219.22.1.131","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.131","url":null,"abstract":"Research suggests an encouraging number of social work educators use affirmative practice approaches in the classroom. Although a small number of studies have explored the lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ) climate at historically Black colleges and universities (HBCU), research on baccalaureate social work program directors' understanding of LGBTQ-affirmative climates at HBCUs is virtually nonexistent to date. This study sought to address the gap by exploring baccalaureate program directors' perceptions about the teaching of LGBTQ-affirmative practice at HBCUs. We found that some HBCU social work program directors felt their programs prepare students to support the makeup of LGBTQ families, verbalize respect for LGBTQ people, and challenge misinformation about LGBTQ people. Fewer participants reported their programs prepare students to help LGBTQ clients develop positive identities or reduce shame. We review the results of the exploratory study and make recommendations for ...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130776204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-14DOI: 10.18084/1084-7219.22.1.127
L. Goetsch
{"title":"Invisible Nation: Homeless Families in America","authors":"L. Goetsch","doi":"10.18084/1084-7219.22.1.127","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.127","url":null,"abstract":"","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132049828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-08DOI: 10.18084/1084-7219.22.1.111
Brent A. Satterly
J. K. Rowling's popular Harry Potter series describes a magical world of witches and wizards that exists in the ordinary world. Captivating an entire generation, Harry Potter is a lore that can teach today's undergraduate social work students about the power of advocacy for social change and the pursuit of social justice. Activating Millennial motivation, this cultural phenomenon provides themes, characters, and magical environments exploring identity, human development, trauma, families, oppression, privilege, power structures, groups, and diversity. For instance, how does studying at Hogwarts School of Witchcraft and Wizardry illuminate the intersectionality of identities in our pluralistic society? How does Draco Malfoy's exploration of his pureblood privilege and prejudice reflect White guilt and racism? And most poignantly, what role does Harry Potter play as change agent? This article takes us into the Pensieve to describe the scaffolding development of the course titled The Spell Craft of Social Wo...
{"title":"Teaching Note: The Spell Craft of Social Work: Harry Potter and Social Justice","authors":"Brent A. Satterly","doi":"10.18084/1084-7219.22.1.111","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.111","url":null,"abstract":"J. K. Rowling's popular Harry Potter series describes a magical world of witches and wizards that exists in the ordinary world. Captivating an entire generation, Harry Potter is a lore that can teach today's undergraduate social work students about the power of advocacy for social change and the pursuit of social justice. Activating Millennial motivation, this cultural phenomenon provides themes, characters, and magical environments exploring identity, human development, trauma, families, oppression, privilege, power structures, groups, and diversity. For instance, how does studying at Hogwarts School of Witchcraft and Wizardry illuminate the intersectionality of identities in our pluralistic society? How does Draco Malfoy's exploration of his pureblood privilege and prejudice reflect White guilt and racism? And most poignantly, what role does Harry Potter play as change agent? This article takes us into the Pensieve to describe the scaffolding development of the course titled The Spell Craft of Social Wo...","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126502886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-08DOI: 10.18084/1084-7219.22.1.75
Njeri Kagotho, J. McClendon, S. Lane
University–community partnerships provide key opportunities for schools of social work to establish mutually beneficial collaborations with the communities that host them. This article explores how a student-led philanthropic initiative can expand and strengthen these partnerships. A new student philanthropy model at an undergraduate social work program that has been implemented over the past 4 years is described. Community agencies were surveyed to evaluate this program's impression on the community. Results point to the program's potential for supporting and strengthening university–community partnerships.
{"title":"Student Philanthropy: Connecting BSW Students, Schools of Social Work, and Communities","authors":"Njeri Kagotho, J. McClendon, S. Lane","doi":"10.18084/1084-7219.22.1.75","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.75","url":null,"abstract":"University–community partnerships provide key opportunities for schools of social work to establish mutually beneficial collaborations with the communities that host them. This article explores how a student-led philanthropic initiative can expand and strengthen these partnerships. A new student philanthropy model at an undergraduate social work program that has been implemented over the past 4 years is described. Community agencies were surveyed to evaluate this program's impression on the community. Results point to the program's potential for supporting and strengthening university–community partnerships.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115493936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-08DOI: 10.18084/1084-7219.22.1.93
Lea Tufford, M. Bogo, Ellen Katz
This article examines graduating students' conceptualizations of their generalist social work practice and their views for future skill development. Twenty 4th-year BSW students underwent an objective structured clinical examination that involved interviewing a simulated client and then responding to reflection questions. Reflections were analyzed using thematic analysis. Four patterns surfaced: foundational versus theoretical knowledge, deepening perspectives of diversity, managing client emotional intensity, and openness to learning. Implications for social work education include greater emphasis on teaching advanced social work practice concepts, more attention to complex and nuanced forms of diversity and assisting students with affect regulation for themselves and the client.
{"title":"Examining Metacompetence in Graduating BSW Students","authors":"Lea Tufford, M. Bogo, Ellen Katz","doi":"10.18084/1084-7219.22.1.93","DOIUrl":"https://doi.org/10.18084/1084-7219.22.1.93","url":null,"abstract":"This article examines graduating students' conceptualizations of their generalist social work practice and their views for future skill development. Twenty 4th-year BSW students underwent an objective structured clinical examination that involved interviewing a simulated client and then responding to reflection questions. Reflections were analyzed using thematic analysis. Four patterns surfaced: foundational versus theoretical knowledge, deepening perspectives of diversity, managing client emotional intensity, and openness to learning. Implications for social work education include greater emphasis on teaching advanced social work practice concepts, more attention to complex and nuanced forms of diversity and assisting students with affect regulation for themselves and the client.","PeriodicalId":152526,"journal":{"name":"The Journal of Baccalaureate Social Work","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129286501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：