Journal of Social Work Education最新文献

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A Collaborative Approach to Dementia Inclusion in Social Work Education: The Dementia Intensive. 将痴呆症纳入社会工作教育的合作方法：痴呆症强化课程。

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2023-01-01 Epub Date: 2022-05-05 DOI: 10.1080/10437797.2022.2039820

Michelle Niedens, Amy Yeager, Eric D Vidoni, Kelli Barton, Jaime Perales-Puchalt, Rhonda Peterson Dealey, Dory Quinn, L Ashley Gage

There are 5.8 million Americans with Alzheimer's disease and this number is rising. Social Work can play a key role. Yet, like other disciplines, the field is ill prepared for the growing number of individuals and family members who are impacted physically, emotionally and financially. Compounding the challenge, the number of social work students identifying interest in the field is low. This mixed methods concurrent study assessed the preliminary efficacy of a day-long education event among social work students from eight social work programs. Pre- post-training survey included: 1) dementia knowledge, assessed with the Dementia Knowledge Assessment Scale, and 2) negative attitudes towards dementia, assessed by asking students to identify three words that reflected their thoughts on dementia, which were later rated as positive, negative or neutral by three external raters. Bivariate analyses showed that dementia knowledge (mean difference= 9.9) and attitudes (10% lower) improved from pre- to post-training (p<0.05). Collaboration between social work programs can increase student access to strength-based dementia education. Such programs hold the potential of improving dementia capability within the field of Social Work.

美国有 580 万阿尔茨海默氏症患者，而且这一数字还在不断上升。社会工作可以发挥关键作用。然而，与其他学科一样，面对越来越多的个人和家庭成员在身体、情感和经济上受到的影响，社会工作领域准备不足。使这一挑战更加严峻的是，对这一领域感兴趣的社会工作专业学生人数很少。这项混合方法并行研究评估了为期一天的教育活动对来自八个社会工作专业的社会工作学生的初步效果。培训前后的调查包括1）痴呆症知识，通过痴呆症知识评估量表进行评估；2）对痴呆症的消极态度，通过让学生找出三个反映他们对痴呆症看法的词进行评估，随后由三名外部评定者将这些词评定为积极、消极或中性。双变量分析表明，从培训前到培训后，痴呆症知识（平均差异= 9.9）和态度（低 10%）均有所改善（P＜0.05）。

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引用次数: 0

Teaching Note-#BlackGirlsMatter and the Social Work Curriculum: Integrating Intersectionality Within Social Work Education. 教学说明--#BlackGirlsMatter 与社会工作课程：将交叉性纳入社会工作教育。

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2023-01-01 Epub Date: 2021-10-29 DOI: 10.1080/10437797.2021.1985026

Ijeoma Opara, Tiffany L Brown

Black girls in the United States face a double or triple jeopardy that places them at risk compared to White girls and other ethnic minority girls. Furthermore, their voices and experiences are often ignored and not discussed fully within the social work classrooms. Since the social work profession is founded on social justice and equity, we urge educators to center the experiences of Black girls within their curriculum by recognizing their experiences within the context of power, privilege and oppression. This teaching note presents intersectionality as a framework for teaching social work students about working effectively with Black girls by focusing on their unique social location. Specifically, we provide strategies that engage social work students through case studies using qualitative research, student reflections, educational videos, and guest speakers. By using an intersectionality lens, social work curriculums can provide an important foundation for students to understand the nuanced ways that Black girls develop and experience the world.

与白人女孩和其他少数民族女孩相比，美国黑人女孩面临着双重或三重危险。此外，在社会工作课堂上，她们的声音和经历往往被忽视，没有得到充分讨论。由于社会工作专业建立在社会正义和公平的基础上，我们敦促教育工作者将黑人女孩的经历放在课程的中心位置，在权力、特权和压迫的背景下认识她们的经历。本教学说明将交叉性作为一个框架，通过关注黑人女孩独特的社会位置，教导社会工作专业的学生如何有效地与她们合作。具体来说，我们通过定性研究的案例研究、学生反思、教育视频和特邀嘉宾演讲，为社会工作专业的学生提供了参与策略。通过使用交叉性视角，社会工作课程可以为学生理解黑人女孩发展和体验世界的细微方式奠定重要基础。

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引用次数: 0

Ethics and LGBTQIA+ Student Rights in Religious Institutions: Navigating Tensions in Implicit Curriculum 宗教院校中的伦理与LGBTQIA+学生权利:在隐性课程中导航紧张关系

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-12-13 DOI: 10.1080/10437797.2022.2119356

Veronica L. Timbers

ABSTRACT On March 29, 2021, the Religious Exemption Accountability Project filed a class-action lawsuit against the U.S. Department of Education on behalf of 33 sexual and gender minority students who reported discrimination at institutions that have a Title IX religious’ exemption. Of the 25 institutions named in the suit, 14 have accredited social work programs. This litigation highlights the importance of a professional discussion about implicit curriculum, regarding diversity, equity, and inclusion of LGBTQ+ students in programs at institutions with Title IX exemptions. Utilizing the Code of Ethics and the ethical principles of the International Federation of Social Workers, the author provides recommendations for accountability and support for social work programs based in these exempt schools.

2021年3月29日，“宗教豁免问责项目”代表33名性和性别少数群体学生对美国教育部提起集体诉讼，这些学生报告了第九条宗教豁免机构的歧视。在诉讼中被点名的25家机构中，有14家拥有经过认证的社会工作项目。这一诉讼强调了对隐性课程进行专业讨论的重要性，涉及多样性、公平性和LGBTQ+学生在第九条豁免机构的课程中的包容性。利用道德准则和国际社会工作者联合会的道德原则，作者为这些豁免学校的社会工作项目提供了问责制和支持建议。

引用次数: 0

Mentoring International Students in Social Work Doctoral Programs 指导国际学生攻读社会工作博士学位

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-12-13 DOI: 10.1080/10437797.2022.2119355

M. Lee, Xiafei Wang, Jaclyn Kirsch, R. Eads

ABSTRACT Objective This study aims to fill the research gap pertaining to the unique mentoring needs of international doctoral students. Method Based on data from a survey conducted by GADE, this study examined doctoral students’ perspectives on academic and non-academic needs and stress as well as diversity and inclusion issues. Findings International students have specific mentoring needs and higher levels of stress related to coursework, deciding on research area, scholarly writing, epistemology/theory, and teaching skills while reported less stress related to candidacy and dissertation with higher overall satisfaction with their mentoring experience. Conclusions Findings from this study highlight specific academic and non-academic mentoring needs of international doctoral students, the importance of relational-based mentoring, and areas needing additional attention in future research.

摘要目的本研究旨在填补国际博士生独特辅导需求的研究空白。方法基于GADE的一项调查数据，本研究考察了博士生对学术和非学术需求、压力以及多样性和包容性问题的看法。研究结果国际学生有特定的辅导需求，与课程、决定研究领域、学术写作、认识论/理论和教学技能相关的压力更高，而与候选人资格和论文相关的压力较小，对辅导经验的总体满意度更高。结论本研究的结果突出了国际博士生的特定学术和非学术指导需求，基于关系的指导的重要性，以及未来研究中需要额外关注的领域。

引用次数: 1

Reimagining Social Work Education: A Systems-Thinking Approach to a BSW/MSW Program for Community College Students 重新构想社会工作教育:社区大学生BSW/MSW计划的系统思考方法

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-12-13 DOI: 10.1080/10437797.2022.2144977

Lissette M. Piedra, Christine Escobar-Sawicki, Carol Wilson Smith

引用次数: 0

Teaching Note—Self-Care in Social Work Education: An Experiential Learning Exercise 教学笔记——社会工作教育中的自我关怀：一种体验式的学习实践

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-12-12 DOI: 10.1080/10437797.2022.2119051

Rebecca G. Mirick

ABSTRACT Self-care is an essential social work practice skill that should be taught in social work courses. This teaching note describes the evaluation of an assignment for BSW students (N=48) designed to teach self-care skills. The purpose of this project was to 1) understand students’ conceptualization of self-care and 2) determine if this assignment expanded the breadth and depth of students’ understanding and practice of self-care. These goals were accomplished through an analysis of students’ self-care strategies, using a priori self-care domains, and a thematic analysis of responses to open-ended questions about learning. The most common self-care strategies focused on emotional (43.3%), relational (34.9%), and physical (22.5%) well-being. Learning themes included understanding self-care, awareness of personal self-care, and strategies to use learning in the future. Implications for social work programs include emphasizing the intentionality of self-care, clarifying the scope of self-care, considering negative coping, and facilitating the development of self-care practices.

引用次数: 0

Preparing Social Workers for Anti-Oppressive Practice: Evaluating the Role of Critical Social Work Education 准备社会工作者的反压迫实践:评价批判性社会工作教育的作用

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-12-12 DOI: 10.1080/10437797.2022.2119060

Christopher T. Thyberg

ABSTRACT Although critical social work (CSW) is an important framework for addressing racism and oppression within social work, few studies have examined CSW education. This study assessed CSW educational opportunities, student attitudes, and the effect of CSW exposure on student learning via a survey administered to undergraduate and graduate social work students (N=191). Findings suggest that students have a strong interest in CSW, but that classroom and field placement opportunities are inconsistent. Linear regression model results demonstrate that student knowledge of and interest in CSW are significant predictors of higher scores on the Diversity and Oppression Scale (Windsor et al., 2015). Based on the study findings, recommendations regarding curriculum development and field placement policies for social work educators are discussed.

摘要尽管批判性社会工作是解决社会工作中种族主义和压迫问题的重要框架，但很少有研究对批判性社会工作的教育进行研究。本研究通过对本科生和研究生社会工作学生的调查，评估了CSW的教育机会、学生态度以及接触CSW对学生学习的影响（N=191）。研究结果表明，学生对CSW有强烈的兴趣，但课堂和现场安置的机会不一致。线性回归模型结果表明，学生对CSW的了解和兴趣是多样性和压迫量表得分较高的重要预测因素（Windsor等人，2015）。根据研究结果，讨论了关于社会工作教育工作者的课程开发和实地安置政策的建议。

引用次数: 0

Centering Racial Equity in a BSW Program: What We’ve Learned in Five Years 以种族平等为中心的BSW项目:五年来的经验教训

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-12-12 DOI: 10.1080/10437797.2022.2119354

Stephanie A. Bryson, Gita R. Mehrotra, Jessica Rodriguez-JenKins, Passion Ilea

In response to the 2016 election of Donald J. Trump and calls for antiracist action from activists and communities of color, our Bachelor of Social Work (BSW) program embarked on a process of curriculum revision. In this article, we describe our efforts to center critical and Black, Indigenous, and people of color (BIPOC) scholarship and to better align our curriculum with the experiences of students of color. While we have drawn from feminist and critical race theories, we have also borrowed concepts from literatures not typically associated with antiracism work, such as policy implementation and leadership/management. We present our ongoing work as a case study of, and methodology for, systematic social work curriculum change to promote racial equity and justice.

引用次数: 0

Solidarity in Time of a Pandemic: A Qualitative Study of Student Experiences of Power-Sharing and Collaboration During COVID-19 大流行时期的团结:COVID-19期间学生权力分享与协作体验的定性研究

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-11-28 DOI: 10.1080/10437797.2022.2119061

Liza Barros-Lane, Dana S. Smith, Dawn McCarty, Sandra Perez, Leslie Sirrianni

ABSTRACT Using an anti-oppressive lens, this Bachelor of Social Work (BSW) program intentionally introduced power sharing between students and faculty during the first semester of the COVID-19 pandemic. This study qualitatively examined the students’ response to this interpersonal intervention and found: (1) This experience helped all participants appreciate each person’s unique contribution, which was helpful in building their confidence in themselves and each other as developing social work professionals, (2) Students experienced a greater sense of closeness with all members of the group, and (3) Working together as equals helped students feel supported as they faced difficulties in their personal lives. Anti-oppressive pedagogical strategies focusing on the nature of the relationship may provide high levels of support and empowerment for students.

引用次数: 0

Field Note—The Practicum Learning Portal: Building Resilience in Social Work Field Education During and Post-COVID-19 实地笔记-实习学习门户:在covid -19期间和之后建立社会工作实地教育的弹性

IF 1.3 4区社会学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Social Work Education

Pub Date : 2022-11-23 DOI: 10.1080/10437797.2022.2119069

Brenda L. Morris, Allison Everett

引用次数: 0

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