Pub Date : 2021-09-12DOI: 10.1080/17525098.2021.1976240
Chitat Chan, Hoyee Au-Yeung, Chris O. L. Lau
ABSTRACT Based on the results from a story-retelling workshop for social work students in the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China (PRC), this paper suggests that narrative activities can make unique contributions in nurturing students’ openness to diversity, and such potential is under-researched. This research is a pilot randomized controlled trial (RCT). The workshop arranged students to read website materials and had real dialogues with the protagonist, and then randomly assigned for students to participate in the story-retelling group or the analytical writing group. Psychological changes and reading behaviour of the two groups were compared. The findings showed that the story-retelling group was more efficient than the analytical writing group in increasing critical openness and decreasing the need for cognitive closure. Such results open a discussion about the value of narrative approaches in social work education.
{"title":"Using story retelling to enhance social work students’ openness to diversity: a pilot RCT","authors":"Chitat Chan, Hoyee Au-Yeung, Chris O. L. Lau","doi":"10.1080/17525098.2021.1976240","DOIUrl":"https://doi.org/10.1080/17525098.2021.1976240","url":null,"abstract":"ABSTRACT Based on the results from a story-retelling workshop for social work students in the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China (PRC), this paper suggests that narrative activities can make unique contributions in nurturing students’ openness to diversity, and such potential is under-researched. This research is a pilot randomized controlled trial (RCT). The workshop arranged students to read website materials and had real dialogues with the protagonist, and then randomly assigned for students to participate in the story-retelling group or the analytical writing group. Psychological changes and reading behaviour of the two groups were compared. The findings showed that the story-retelling group was more efficient than the analytical writing group in increasing critical openness and decreasing the need for cognitive closure. Such results open a discussion about the value of narrative approaches in social work education.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75475422","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 : 2021-09-02DOI: 10.1080/17525098.2021.2003936
P. Leung
The theme of this special issue is Global Collaboration with China in Social Work Education. The goals of this special issue are (1) to increase our understanding of the expansion of social work education in Chinese contexts; (2) to highlight and showcase current research on the social work profession and multidisciplinary collaboration on social work education issues; (3) to provide a forum to debate and theorise effective social work education practices in Chinese contexts; and (4) to review and evaluate various approaches in social work education concerning curriculum, field placement, teaching and research models. In the first article, Lei et al. (2021) indicate that the number of social work education programmes has increased substantially in the Globe from 1,384 in 114 countries in 2000 to 2,230 in 153 countries by July 2020. China developed its first social work education programme in 1922, but social work as a profession was on hiatus from 1953 until 1987 (Mo and Chan 2020) due to government actions and policies. With this significant expansion comes the need for more well-trained and well-educated social workers to pass on their knowledge to the present and future generations. This juncture is where the supply and demand of qualified social work educators enter. When there is a growing need for social work agencies and social workers to provide training, there should also be a supply of qualified teachers to guide the educational direction (Lei et al. 2021). Still, the Chinese tradition of respecting high academic achievement has yielded well-read scholars and researchers who may not have direct practice experiences in social work. The second article by Xu et al. (2021) further explains the problem of professional identity in social work. The authors indicate that multiple studies have revealed social work education in China lacks the following: a field practicum to place all students, experienced field supervisors, a strong sense of professional identity and students’ desire to become social workers (Lei et al. 2021; Xu et al. 2021). Critical problems students face include a lack of integrative skills to transfer classroom knowledge into field practice. Chinese social work education programmes have partnered with several universities from Europe and North America for knowledge exchange and guidance in competencybased teaching for enhancing social workers’ professional image. The third article focused on working with universities to develop students as future professionals, partnering between social work educators and social service organisations, and helping students exercise their professional identity (Mo and Chan 2020). Researchers found that social work might not be the first programme choice for some students. Nevertheless, those students who stayed for the duration of the programme “expressed that social work values, knowledge and skills have had a positive impact on their personal growth.” Their professional identity grew when th
本期特刊的主题是“国际社会与中国在社会工作教育中的合作”。这期特刊的目的是:(1)增加我们对中国社会工作教育扩张的理解;(2)突出和展示社会工作专业的最新研究，以及在社会工作教育问题上的多学科合作;(3)提供一个论坛，讨论和理论化在中国背景下有效的社会工作教育实践;(4)检讨和评估社会工作教育在课程、实习、教学和研究模式等方面的各种方法。在第一篇文章中，Lei等人(2021)指出，全球社会工作教育项目的数量已从2000年114个国家的1,384个大幅增加到2020年7月153个国家的2,230个。中国在1922年发展了第一个社会工作教育计划，但由于政府的行动和政策，社会工作作为一种职业在1953年至1987年期间处于中断状态(Mo和Chan 2020)。随着这种显著的扩张，需要更多训练有素和受过良好教育的社会工作者将他们的知识传授给现在和未来的几代人。在这个关键时刻，合格的社会工作教育工作者的供应和需求进入了。当社会工作机构和社会工作者越来越需要提供培训时，也应该有合格的教师来指导教育方向(Lei et al. 2021)。尽管如此，中国尊重学术成就的传统造就了一些博览群书的学者和研究人员，他们可能没有直接的社会工作实践经验。Xu et al.(2021)的第二篇文章进一步解释了社会工作中的职业认同问题。作者指出，多项研究表明，中国的社会工作教育缺乏以下几点:实习实习，经验丰富的实习主管，强烈的职业认同感和学生成为社会工作者的愿望(Lei et al. 2021;Xu et al. 2021)。学生面临的关键问题包括缺乏将课堂知识转化为实地实践的综合技能。中国的社会工作教育课程与欧洲和北美的多所大学合作，在能力教学方面进行知识交流和指导，以提高社会工作者的专业形象。第三篇文章侧重于与大学合作，将学生培养成未来的专业人士，社会工作教育者和社会服务机构之间的合作，以及帮助学生锻炼他们的专业身份(Mo和Chan 2020)。研究人员发现，社会工作可能不是一些学生的第一选择。然而，那些在课程期间留在学校的学生“表示社会工作的价值观、知识和技能对他们的个人成长产生了积极的影响。”当他们有了相匹配的实习机会和经验丰富的社会工作者作为他们的导师时，他们的职业身份就增强了。中国社会工作学报2021年第14卷第2期3,189 - 191 https://doi.org/10.1080/17525098.2021.2003936
{"title":"Collaboration with China in social work education: experiences, suggestions and implications","authors":"P. Leung","doi":"10.1080/17525098.2021.2003936","DOIUrl":"https://doi.org/10.1080/17525098.2021.2003936","url":null,"abstract":"The theme of this special issue is Global Collaboration with China in Social Work Education. The goals of this special issue are (1) to increase our understanding of the expansion of social work education in Chinese contexts; (2) to highlight and showcase current research on the social work profession and multidisciplinary collaboration on social work education issues; (3) to provide a forum to debate and theorise effective social work education practices in Chinese contexts; and (4) to review and evaluate various approaches in social work education concerning curriculum, field placement, teaching and research models. In the first article, Lei et al. (2021) indicate that the number of social work education programmes has increased substantially in the Globe from 1,384 in 114 countries in 2000 to 2,230 in 153 countries by July 2020. China developed its first social work education programme in 1922, but social work as a profession was on hiatus from 1953 until 1987 (Mo and Chan 2020) due to government actions and policies. With this significant expansion comes the need for more well-trained and well-educated social workers to pass on their knowledge to the present and future generations. This juncture is where the supply and demand of qualified social work educators enter. When there is a growing need for social work agencies and social workers to provide training, there should also be a supply of qualified teachers to guide the educational direction (Lei et al. 2021). Still, the Chinese tradition of respecting high academic achievement has yielded well-read scholars and researchers who may not have direct practice experiences in social work. The second article by Xu et al. (2021) further explains the problem of professional identity in social work. The authors indicate that multiple studies have revealed social work education in China lacks the following: a field practicum to place all students, experienced field supervisors, a strong sense of professional identity and students’ desire to become social workers (Lei et al. 2021; Xu et al. 2021). Critical problems students face include a lack of integrative skills to transfer classroom knowledge into field practice. Chinese social work education programmes have partnered with several universities from Europe and North America for knowledge exchange and guidance in competencybased teaching for enhancing social workers’ professional image. The third article focused on working with universities to develop students as future professionals, partnering between social work educators and social service organisations, and helping students exercise their professional identity (Mo and Chan 2020). Researchers found that social work might not be the first programme choice for some students. Nevertheless, those students who stayed for the duration of the programme “expressed that social work values, knowledge and skills have had a positive impact on their personal growth.” Their professional identity grew when th","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74057359","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 : 2021-08-23DOI: 10.1080/17525098.2021.1961356
Saijun Zhang, S. Anderson, Yuling Zhi, Meirong Liu, Minli Liao, J. Hong
ABSTRACT This study examines how discrimination intensity is associated with coping schemes and how peer relationships may moderate such an association. Using a sample of Chinese adolescents with vulnerabilities (n = 542), the findings show that about 60% of the adolescents had experienced moderate to high levels of discrimination. Multivariate models show that both discrimination intensity and peer relationships were associated with adolescents’ choices of coping schemes. Also, peer relationships moderated the association between discrimination intensity and coping schemes: for adolescents who experienced low-intensity discrimination, higher levels of peer relationships were positively associated with seeking help or confronting discrimination; but for adolescents who experienced high-intensity discrimination, higher levels of peer relationships were positively associated with passive endurance toward discrimination. The findings suggest using divergent strategies to support vulnerable youth facing different levels of discrimination, including promoting their healthy peer relationships in anti-discrimination efforts.
{"title":"Discrimination intensity and coping schemes among vulnerable adolescents: the moderating role of peer relationships","authors":"Saijun Zhang, S. Anderson, Yuling Zhi, Meirong Liu, Minli Liao, J. Hong","doi":"10.1080/17525098.2021.1961356","DOIUrl":"https://doi.org/10.1080/17525098.2021.1961356","url":null,"abstract":"ABSTRACT This study examines how discrimination intensity is associated with coping schemes and how peer relationships may moderate such an association. Using a sample of Chinese adolescents with vulnerabilities (n = 542), the findings show that about 60% of the adolescents had experienced moderate to high levels of discrimination. Multivariate models show that both discrimination intensity and peer relationships were associated with adolescents’ choices of coping schemes. Also, peer relationships moderated the association between discrimination intensity and coping schemes: for adolescents who experienced low-intensity discrimination, higher levels of peer relationships were positively associated with seeking help or confronting discrimination; but for adolescents who experienced high-intensity discrimination, higher levels of peer relationships were positively associated with passive endurance toward discrimination. The findings suggest using divergent strategies to support vulnerable youth facing different levels of discrimination, including promoting their healthy peer relationships in anti-discrimination efforts.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82214830","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 : 2021-07-27DOI: 10.1080/17525098.2021.1956760
Ju-Yuyoun Kang, Haoyi Guo
ABSTRACT This study aims to examine how the authoritative parenting style influences young adult children’s prosocial behaviour through self-regulation (i.e. cognitive reappraisal and expressive suppression). Using survey data collected from Chinese young adults (N = 307), 19 to 25 years old, we conducted regression and bootstrap analyses. The results revealed that the authoritative parenting style was associated with cognitive reappraisal and prosocial behaviour but not expressive suppression. Also, cognitive reappraisal correlated to prosocial behaviour and had a partial mediation between authoritative parenting and prosocial behaviour. Implications for social work and social policies are also discussed.
{"title":"The effects of authoritative parenting style on young adult children’s prosocial behaviour: the mediating role of emotion-regulation","authors":"Ju-Yuyoun Kang, Haoyi Guo","doi":"10.1080/17525098.2021.1956760","DOIUrl":"https://doi.org/10.1080/17525098.2021.1956760","url":null,"abstract":"ABSTRACT This study aims to examine how the authoritative parenting style influences young adult children’s prosocial behaviour through self-regulation (i.e. cognitive reappraisal and expressive suppression). Using survey data collected from Chinese young adults (N = 307), 19 to 25 years old, we conducted regression and bootstrap analyses. The results revealed that the authoritative parenting style was associated with cognitive reappraisal and prosocial behaviour but not expressive suppression. Also, cognitive reappraisal correlated to prosocial behaviour and had a partial mediation between authoritative parenting and prosocial behaviour. Implications for social work and social policies are also discussed.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86044556","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 : 2021-06-27DOI: 10.1080/17525098.2021.1937249
Xulong Zhi, D. McAuliffe, Jane L. Fowler, P. O’Leary
ABSTRACT The contemporary development of Chinese social work has occurred in the context of strong engagement with international education exchanges and curriculum. Many issues in training students for practice have emerged. This study explored how Chinese students learned social work in two different educational contexts in China and Australia. A qualitative insider researcher approach with thematic analysis was used to explore learning experiences of two cohorts of participants over a two-year period. The first cohort studied social work in China only, while the second cohort studied both in China and in Australia. Five key themes emerged. The first three themes related to learning experiences, and the other two themes related to interactions with teachers and support systems. These five themes suggest that social work is learned in very different forms in China and Australia. Recommendations are made for better understanding of these differences and the resulting impacts for Chinese students.
{"title":"Chinese students’ experiences of learning social work: a Chinese/Australian comparison","authors":"Xulong Zhi, D. McAuliffe, Jane L. Fowler, P. O’Leary","doi":"10.1080/17525098.2021.1937249","DOIUrl":"https://doi.org/10.1080/17525098.2021.1937249","url":null,"abstract":"ABSTRACT The contemporary development of Chinese social work has occurred in the context of strong engagement with international education exchanges and curriculum. Many issues in training students for practice have emerged. This study explored how Chinese students learned social work in two different educational contexts in China and Australia. A qualitative insider researcher approach with thematic analysis was used to explore learning experiences of two cohorts of participants over a two-year period. The first cohort studied social work in China only, while the second cohort studied both in China and in Australia. Five key themes emerged. The first three themes related to learning experiences, and the other two themes related to interactions with teachers and support systems. These five themes suggest that social work is learned in very different forms in China and Australia. Recommendations are made for better understanding of these differences and the resulting impacts for Chinese students.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72999871","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 : 2021-06-17DOI: 10.1080/17525098.2021.1938164
S. Boddie, Ruoshui Jiao, Michael Webster, Qianwei Zhao, D. Hodge
ABSTRACT This article documents a social work education model from an emerging collaboration among scholars in China, Aotearoa New Zealand, and the United States to adapt Western and Indigenous Māori theories and practices to the Chinese context. To advance this model, we map our process by 1) outlining the challenges in China and comparing them to those in Aotearoa New Zealand and the United States; 2) summarising the social work history and culture in each country; 3) outlining universal elements and examples of social work practices; and 4) identifying ways in which these countries can innovate and collaborate to support the development of a new social work education model for China’s rural vitalisation strategy. This model adopts the Māori Whare Tapa Wha (English: “four cornerstones of health”) as a living expression of inter-ethnic health practice applied to social work practice in Aotearoa New Zealand.
本文记录了中国、新西兰和美国学者合作的社会工作教育模式，该模式旨在将西方和本土的Māori理论和实践适应中国的背景。为了推进这一模式，我们通过以下方式描绘了我们的过程:1)概述了中国面临的挑战，并将其与澳大利亚、新西兰和美国的挑战进行比较;2)总结各国社会工作的历史和文化;3)概述社会工作实践的普遍要素和例子;4)确定这些国家创新和合作的方式，以支持中国乡村振兴战略中新的社会工作教育模式的发展。这一模式采用Māori Whare Tapa Wha(英语:"健康的四大基石")作为新西兰奥特阿瓦社会工作实践中族裔间健康实践的生动表现。
{"title":"Establishing a social work model for China’s rural vitalisation strategy","authors":"S. Boddie, Ruoshui Jiao, Michael Webster, Qianwei Zhao, D. Hodge","doi":"10.1080/17525098.2021.1938164","DOIUrl":"https://doi.org/10.1080/17525098.2021.1938164","url":null,"abstract":"ABSTRACT This article documents a social work education model from an emerging collaboration among scholars in China, Aotearoa New Zealand, and the United States to adapt Western and Indigenous Māori theories and practices to the Chinese context. To advance this model, we map our process by 1) outlining the challenges in China and comparing them to those in Aotearoa New Zealand and the United States; 2) summarising the social work history and culture in each country; 3) outlining universal elements and examples of social work practices; and 4) identifying ways in which these countries can innovate and collaborate to support the development of a new social work education model for China’s rural vitalisation strategy. This model adopts the Māori Whare Tapa Wha (English: “four cornerstones of health”) as a living expression of inter-ethnic health practice applied to social work practice in Aotearoa New Zealand.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86321764","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 : 2021-05-24DOI: 10.1080/17525098.2021.1883210
M. Holosko
ABSTRACT Most studies in the published literature on social work faculty and departmental scholarship are from the United States. The present study added an international sample from the Hong Kong SAR to this knowledge-building work. Data are reported on the faculties’ citational impact at five local universities offering social work degrees (N = 149). For social work trained faculty, their h and g scores were M = 11.23 (6.8) and M = 19.6 (11.5), respectively. The top-ranked citational impact university departments of social work were the University of Hong Kong, the Hong Kong Polytechnic University and the City University of Hong Kong. Nine social work authors had ten-year citational count reference hits from 145 to 721. This was a highly productive group of social work scholars. Results and implications are discussed related to the local university culture of research and infrastructures supporting such research.
{"title":"Citation impact factors among social work faculty in Hong Kong","authors":"M. Holosko","doi":"10.1080/17525098.2021.1883210","DOIUrl":"https://doi.org/10.1080/17525098.2021.1883210","url":null,"abstract":"ABSTRACT Most studies in the published literature on social work faculty and departmental scholarship are from the United States. The present study added an international sample from the Hong Kong SAR to this knowledge-building work. Data are reported on the faculties’ citational impact at five local universities offering social work degrees (N = 149). For social work trained faculty, their h and g scores were M = 11.23 (6.8) and M = 19.6 (11.5), respectively. The top-ranked citational impact university departments of social work were the University of Hong Kong, the Hong Kong Polytechnic University and the City University of Hong Kong. Nine social work authors had ten-year citational count reference hits from 145 to 721. This was a highly productive group of social work scholars. Results and implications are discussed related to the local university culture of research and infrastructures supporting such research.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88015824","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}
ABSTRACT As part of the CSWE-China Collaborative, this article reports the outcomes of collaborative effort among two U.S. social work programmes and their partner schools in central China. It examines the challenges in social work field education through an indigenous perspective and offers suggestions through a cross-cultural lens. Using a mixed-method approach, we explored the perspectives of students and faculty members in central China. The survey included 200 students and 72 faculty members, and one focus group was conducted with eight faculty members. The identified challenges included low preparedness among students, lack of supportive resources from schools, unavailability of qualified supervisors and internship agencies and lack of environmental support. The solutions included providing students with orientations and ongoing support, enhancing faculty competencies, strengthen school-agency connections and implementing initiatives to increase the status of social work as a profession through evidence- and valued based social work practice.
{"title":"Enhancing field education of social work in Mainland China: perspectives from students and faculty members","authors":"Meirong Liu, Fei Sun, Zhaoyu Zhang, Guohe Jiang, Flavio F. Marsiglia, Tiahna Pantovich","doi":"10.1080/17525098.2021.1923402","DOIUrl":"https://doi.org/10.1080/17525098.2021.1923402","url":null,"abstract":"ABSTRACT As part of the CSWE-China Collaborative, this article reports the outcomes of collaborative effort among two U.S. social work programmes and their partner schools in central China. It examines the challenges in social work field education through an indigenous perspective and offers suggestions through a cross-cultural lens. Using a mixed-method approach, we explored the perspectives of students and faculty members in central China. The survey included 200 students and 72 faculty members, and one focus group was conducted with eight faculty members. The identified challenges included low preparedness among students, lack of supportive resources from schools, unavailability of qualified supervisors and internship agencies and lack of environmental support. The solutions included providing students with orientations and ongoing support, enhancing faculty competencies, strengthen school-agency connections and implementing initiatives to increase the status of social work as a profession through evidence- and valued based social work practice.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85385202","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 : 2021-05-04DOI: 10.1080/17525098.2021.1923545
S. Hung, K. Fung
ABSTRACT This paper reports on a case study of Hong Kong based on the authors’ participatory observations and analysis of a university delivering qualifying social work programmes during COVID-19. Some background is provided for responses to COVID-19 in Hong Kong, with particular attention paid to the evolving responses of the university under study. The paper then reviews and discusses (i) the strategies deviating from traditional face-to-face meetings that have been adopted during different waves of the pandemic in the local context; (ii) the responses of teachers to using information and communication technology (ICT) in their teaching and their concerns about the new methods; (iii) the opportunities and challenges offered by the use of ICT in social work education; and (iv) the implications of this sudden uptake in ICT for teaching for the future development of social work education in response to social uncertainties.
{"title":"Venturing into the unknown with the use of ICTs in social work education during COVID-19","authors":"S. Hung, K. Fung","doi":"10.1080/17525098.2021.1923545","DOIUrl":"https://doi.org/10.1080/17525098.2021.1923545","url":null,"abstract":"ABSTRACT This paper reports on a case study of Hong Kong based on the authors’ participatory observations and analysis of a university delivering qualifying social work programmes during COVID-19. Some background is provided for responses to COVID-19 in Hong Kong, with particular attention paid to the evolving responses of the university under study. The paper then reviews and discusses (i) the strategies deviating from traditional face-to-face meetings that have been adopted during different waves of the pandemic in the local context; (ii) the responses of teachers to using information and communication technology (ICT) in their teaching and their concerns about the new methods; (iii) the opportunities and challenges offered by the use of ICT in social work education; and (iv) the implications of this sudden uptake in ICT for teaching for the future development of social work education in response to social uncertainties.","PeriodicalId":38938,"journal":{"name":"China Journal of Social Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83790738","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 : 2021-05-04DOI: 10.1080/17525098.2021.1923544
Qianyun Wang, J. Liu, C. Walsh
ABSTRACT The COVID-19 pandemic has profoundly impacted people’s lives globally; this is especially true for the older population. In this exploratory qualitative study 15 in-depth interviews were held to understand the unique experiences of older Chinese adults in Canada in the early stages of the COVID-19 pandemic. Participants’ narratives were shaped by their multiple and intersecting identities as immigrants, older adults, people of Chinese descent and as family members. In the face of challenges related to grief, loneliness, social isolation, ageism and racism, study participants demonstrated considerable resilience and strength, particularly with the adoption of technology in their daily lives. As the pandemic enters the second wave in Canada, study findings reinforce the need for anti-ageism, anti-racism and strength-based social work practice, research, and policies aimed at improving older immigrants’ lives during pandemics.
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