Journal of Social Work Education最新文献

{"title":"Academic Engagement and Disaffection in Social Work Undergraduates From Spain: The Role of Teaching Styles and Student Motivation","authors":"Xoán Lombardero Posada, Evelia Murcia Álvarez, Francisco X. Aguiar Fernández, Ana B. Méndez Fernández, Antonio González Fernández","doi":"10.1080/10437797.2023.2248225","DOIUrl":"https://doi.org/10.1080/10437797.2023.2248225","url":null,"abstract":"ABSTRACTThis cross-sectional study aims to respond three research questions: (1) Do perceived teaching styles predict students’ motivation, academic engagement, and disaffection? (2) Does students’ motivation predict engagement and disaffection? (3) Does motivation mediate the influence of teaching styles in students’ engagement and disaffection? A convenience sample of 409 social work undergraduates from Spain (80.9% females) completed a questionnaire with these constructs. Structural equation modeling analyses showed that perceived teaching styles directly only predicted students’ autonomous and controlled motivation. These two modalities of motivation predicted engagement and disaffection and mediated the influence of teaching styles on engagement and disaffection. These findings highlight the need for interventions enhancing teachers’ autonomy-support and structure and reducing control. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData used in this study are available on request from the corresponding author.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/10437797.2023.2248225Additional informationFundingThe authors received no financial support for the research, authorship, or publication of this article.Notes on contributorsXoán Lombardero PosadaXoán Lombardero Posada is professor in the faculty of education and social work at the University of Vigo.Evelia Murcia ÁlvarezEvelia Murcia Álvarez is professor in the faculty of education and social work at the University of Vigo.Francisco X. Aguiar FernándezFrancisco X. Aguiar Fernández is vice-dean and professor in the faculty of education and social work at the University of Vigo.Ana B. Méndez FernándezAna B. Méndez Fernández is professor in the faculty of education and social work at the University of Vigo.Antonio González FernándezAntonio González Fernández is professor in the faculty of education and social work at the University of Vigo.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Note—Adapting to Online Live Streamed OSCEs","authors":"Karen M. Sewell, Katherine Occhiuto, Sarah Tarshis, Alicia Kalmanovich, Sarah Todd","doi":"10.1080/10437797.2023.2249051","DOIUrl":"https://doi.org/10.1080/10437797.2023.2249051","url":null,"abstract":"ABSTRACTThis teaching note describes how a school of social work adapted Objective Structured Clinical Examinations (OSCE) during the COVID-19 pandemic to an online live-streamed format, providing students the opportunity to engage in this experiential learning activity despite pandemic-related limitations. A step-by-step process for developing online OSCEs is described, highlighting three key areas—planning, training, and implementation—and the significance of developing a community of practice. Reflections from our team on promising practices for conducting a live-stream OSCE, and insights from the perspectives of simulated clients (n=4), and experienced OSCE raters (n=6) are shared. Implications are described to support future teaching as educators are compelled to continuously prepare social work students for the online realities of practice beyond COVID-19. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsKaren M. SewellKaren M. Sewell is an Assistant Professor at Carleton University’s School of Social Work.Katherine OcchiutoKatherine Occhiuto is a PhD Candidate at Carleton University’s School of Social Work.Sarah TarshisSarah Tarshis is a Post-doctoral Fellow at Carleton University’s School of Social Work.Alicia KalmanovichAlicia Kalmanovich is a PhD Candidate at Carleton University’s School of Social Work.Sarah ToddSarah Todd is the Director of the School of Social Work at Carleton University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Tale of Two Mentees: Conceptualizing Academic Mentorship through Critical Systems Thinking","authors":"Autumn Asher BlackDeer, Braveheart Gillani, Flora Cohen, Mia T. Vogel","doi":"10.1080/10437797.2023.2248221","DOIUrl":"https://doi.org/10.1080/10437797.2023.2248221","url":null,"abstract":"ABSTRACTAcademic mentorship is a vital step in preparing the next generation, yet little information exists on what successful mentorship looks like—particularly the process by which one ascertains a mentor, builds and maintains mentoring relationships, and achieves success in doctoral programs. Systems thinking is applied here to conceptualize academic mentorship within doctoral education as perceived by three doctoral students in social work programs across two institutions. The purpose of this article is to (a) describe the seminal literature on academic mentorship, (b) conceptualize exemplar cases of academic mentorship for doctoral education, (c) center the perspectives of doctoral students and their mentorship experiences, (d) use a systems-thinking lens to map and visualize the important variables related to mentorship processes, and (e) hypothesize potential levers for successful mentorship within doctoral programs. Authors’ contributionsA.A.B. devised the project, the main conceptual ideas, and proof outline. A.A.B. developed the literature review and theory. All authors created initial causal loop diagrams of their mentorship experiences. B.G. and M.V. translated these with system dynamics software. B.G. created the tables and wrote results. F.C. wrote case conceptualizations and the conclusion. All authors provided critical feedback and helped shape the research, analysis, and article.Availability of data and materialsThere were no datasets generated or analyzed in the preparation of this article.Code availabilityThere were no datasets generated or analyzed in the preparation of this article.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approval and consent to participatePreparation of this article did not involve human subjects and no Institutional Review Board approval was required.Additional informationFundingThere was no direct funding supporting the preparation of this article. FC is supported by Grant Number [T32MH019960] from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.Notes on contributorsAutumn Asher BlackDeerAutumn Asher BlackDeer is an Assistant Professor at the University of Denver Graduate School of Social Work.Braveheart GillaniBraveheart Gillani is a doctoral candidate in social work at Case Western Reserve University.Flora CohenFlora Cohen is an Assistant Professor at the University of Illinois Urbana-Champaign.Mia T. VogelMia T. Vogel is a doctoral student at Washington University in St. Louis.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136306526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Work Education Anti-Racism (SWEAR) Scale","authors":"April L. Murphy, Laneshia R. Conner, Austin Weiler, Becky Anthony, Jennifer R. Jewell, Victoria Venable","doi":"10.1080/10437797.2023.2248212","DOIUrl":"https://doi.org/10.1080/10437797.2023.2248212","url":null,"abstract":"ABSTRACTSocial work education programs in the U.S. are accredited by the Council on Social Work Education. Amendments made to the 2022 competencies reflect antiracism language, which requires assessment opportunities in the classroom moving forward. An assessment tool that assesses efficacy across the four domains, specifically related to antiracism, is essential for practice readiness, assessment, and accountability for future professional social workers. This article presents the Social Work Education Anti-Racism Scale to help programs assess their progress toward preparing social work students to become practitioners who embrace antiracism. The final scale included 30 items on five subscales related to antiracism: knowledge, values, skills, cognitive and affective processes, and professional responsibility. Applications for accredited social work programs are discussed. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsApril L. MurphyApril L. Murphy is an Associate Professor at Western Kentucky University.Laneshia R. ConnerLaneshia R. Conner is an Assistant Professor at the University of Kentucky.Austin WeilerAustin Weiler is a Master of Social Work student at Western Kentucky University.Becky AnthonyBecky Anthony is an Associate Professor at Salisbury University.Jennifer R. JewellJennifer R. Jewell is Dean of the School of Arts & Sciences at Columbia College.Victoria VenableVictoria Venable is an Associate Professor at Salisbury University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136313146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Year 1 Lessons Learned in Building and Sustaining Community-Academic Interdisciplinary Partnerships to Improve Maternal Health","authors":"Kristin Trainor, Natalie Kruzliakova, Jayanthi Kandiah, Glenn Stone","doi":"10.1080/10437797.2023.2247468","DOIUrl":"https://doi.org/10.1080/10437797.2023.2247468","url":null,"abstract":"ABSTRACTTo understand current maternal health outcomes and growing health disparities, this interdisciplinary project investigates the development of a community advisory board (CAB), guided by the principles of community-based participatory research (CBPR), which explores the perspectives of providers, community stakeholders, and students. This step-by-step process analysis allows for greater clarity and recognition of areas to consider in future CAB initiatives and use of interprofessional education. Both quantitative and qualitative principles were used to assess and evaluate the process, including survey, observation, and content analysis. While this project remains in the early stages, promising results have emerged supporting strong group dynamics and commitment toward change in the local community while identifying improvements to the overall delivery of the CAB and CBPR process. AcknowledgmentsThe research team would like to acknowledge the work and collaboration by Ms. WaTasha Barnes-Griffin, Chief Executive Office of the YWCA-Muncie; Ms. Jacqueline Hanoman, Executive Director of the Ross Community Center; and the entire CAB team. Without their insight, commitment, and advocacy, this initiative would not be possible.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the Indiana Minority Health Health Coalition [A22-0018-001].Notes on contributorsKristin TrainorKristin Trainor, PhD, LCSW, MSW, is an Assistant Professor of Health Sciences with the College of Pharmacy and Health Sciences at Butler University.Natalie KruzliakovaNatalie Kruzliakova, PhD, is an Assistant Professor of Nutrition and Dietetics with the Department of Nutrition and Health Science at Ball State University.Jayanthi KandiahJayanthi Kandiah, PhD, RDN, LD, is a Professor of Nutrition and Dietetics with the Department of Nutrition and Health Science and the Associate Dean of Academic Affairs with the College of Health at Ball State University.Glenn StoneGlenn Stone, PhD, MSW, is a Professor of Social Work and the Associate Dean for Scholarship and Faculty Development with the College of Health at Ball State University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Social Workers for Emerging Roles in Police Social Work","authors":"Isabel Logan, Robert Madden, Matthew Solak","doi":"10.1080/10437797.2023.2244999","DOIUrl":"https://doi.org/10.1080/10437797.2023.2244999","url":null,"abstract":"Schools of social work must prepare social workers to meet the demands of the rapidly emerging field of police social work. This article reports on the experiences of a social work program’s partnership with a police department. The authors identify an integrative practice model of police social work, specifying social work roles at the baccalaureate and graduate levels, as well as ethical issues. The model is based on the social work competencies and law enforcement best practices. The authors analyze the experiences of placing students directly into law enforcement settings and make recommendations to create successful experiences for students, social workers, and police. The importance of strategic partnerships, communication, trust, and support in building strong relationships is also highlighted.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134989626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Systematic Review and Meta-Analysis of Simulated Learning’s Effects in Social Work Education","authors":"Saijun Zhang, Desiree Stepteau-Watson","doi":"10.1080/10437797.2023.2236675","DOIUrl":"https://doi.org/10.1080/10437797.2023.2236675","url":null,"abstract":"ABSTRACTSocial work education has increasingly integrated simulated learning, yet there is a scarcity of quantitative syntheses on its effects. This systematic review and meta-analysis examines the effectiveness of simulated learning in social work education based on outcomes from using either live standardized clients (SCs) or virtual clients (VCs). The study indicates a significant positive effect of simulated learning, regardless of client type (SMD = 0.95; 95% CI = 0.61 to 1.29). Subgroup analyses suggest that such learning is more effective with Masters of Social Work students, when utilizing VCs, for mental health assessment learning, in smaller classes, and in recent studies. These findings enhance the evidence base supporting the use of simulated learning in social work education. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsSaijun ZhangSaijun Zhang is an Associate Professor at the University of Mississippi.Desiree Stepteau-WatsonDesiree Stepteau-Watson is an Associate Professor at the University of Mississippi.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136214633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction","authors":"","doi":"10.1080/10437797.2023.2247316","DOIUrl":"https://doi.org/10.1080/10437797.2023.2247316","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44495889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Immigration in Social Work Education: Student Knowledge and Perception of Risk of Detention and Deportation","authors":"Laurie Cook Heffron, M. Held, Melody Huslage","doi":"10.1080/10437797.2023.2228855","DOIUrl":"https://doi.org/10.1080/10437797.2023.2228855","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Note—Training MSW Students in Sector-Specific Macro Content: An Innovative Behavioral Health Leadership Initiative","authors":"Sonyia C. Richardson, A. Brady, Margaret Phipps, B. Ussery, Chandradai Chandler, Nathallie Chavez","doi":"10.1080/10437797.2023.2228852","DOIUrl":"https://doi.org/10.1080/10437797.2023.2228852","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45349736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}