Pub Date : 2023-08-08DOI: 10.1080/08841233.2023.2232708
Anna Haley, Eric Lock
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The COVID-19 pandemic’s impact on people’s professional and personal lives is ongoing. The transition to remote teaching has particularly affected social work education due to its experiential methods incorporating a direct experience whereby students “learn by doing.” This study examined the impact of the global pandemic and the transition to remote teaching on the emotional and cognitive experiences of 144 social work instructors in Israel. The results indicated that they quickly adapted to remote teaching. Furthermore, the instructors reported a mixed effect of the transition to remote teaching on their work – life balance. This study suggests that institutions should provide their instructors with sufficient time and tools to design remote classes in order to better engage their students in the learning process. The findings provide the foundation for understanding the complexity of remote teaching in the social work profession and offer opportunities to learn from experience. This study suggests that institutions should provide their instructors with sufficient time and tools to design their remote classes in order to better engage their students in the learning process.
{"title":"The Impact of the COVID-19 Pandemic on Social Work Instructors: The Case of Israel","authors":"Liat Shklarski, Yaara Paz, Kathleen Ray, Yael Latzer","doi":"10.1080/08841233.2023.2241969","DOIUrl":"https://doi.org/10.1080/08841233.2023.2241969","url":null,"abstract":"The COVID-19 pandemic’s impact on people’s professional and personal lives is ongoing. The transition to remote teaching has particularly affected social work education due to its experiential methods incorporating a direct experience whereby students “learn by doing.” This study examined the impact of the global pandemic and the transition to remote teaching on the emotional and cognitive experiences of 144 social work instructors in Israel. The results indicated that they quickly adapted to remote teaching. Furthermore, the instructors reported a mixed effect of the transition to remote teaching on their work – life balance. This study suggests that institutions should provide their instructors with sufficient time and tools to design remote classes in order to better engage their students in the learning process. The findings provide the foundation for understanding the complexity of remote teaching in the social work profession and offer opportunities to learn from experience. This study suggests that institutions should provide their instructors with sufficient time and tools to design their remote classes in order to better engage their students in the learning process.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840421","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 : 2023-08-08DOI: 10.1080/08841233.2023.2244997
James Simon, Rigaud Joseph
Despite the growing importance of teaching about diversity and its connection to intersectionality, privilege, and oppression in social work education, few studies have examined whether teaching interventions could enhance students’ knowledge of oppression. Thus, this study assessed the extent to which students assimilated content related to intersectionality, privilege, and oppression after an enhanced teaching intervention. Using a one-group pretest/posttest research design, this study measured the effect of an enhanced lecture and modified assignments on knowledge of intersectionality, privilege, and oppression among 30 MSW students enrolled in a generalist social work practice course at a public university in the Southwestern United States. Using the Diversity and Oppression Scale (DOS) and open-ended questions, non-parametric test results revealed a moderate-to-strong effect of the intervention indicating increased knowledge of diversity and oppression (Z = 3.30, p < .001, r = .43). Additionally, results from open-ended questions corroborated quantitative findings, as several students indicated that TED talks and interactive exercises were helpful learning modalities. Despite the limited sample size, findings from this study suggest that combined teaching interventions including pre-lecture activities, interactive lectures, and modified assignments may improve knowledge of diversity and oppression though additional research is needed to replicate these findings.
尽管在社会工作教育中，关于多样性及其与交叉性、特权和压迫的联系的教学越来越重要，但很少有研究调查教学干预是否能提高学生对压迫的认识。因此，本研究评估了在加强教学干预后，学生吸收与交叉性、特权和压迫相关内容的程度。本研究采用单组前测/后测研究设计，对30名参加美国西南部一所公立大学通才社会工作实践课程的MSW学生进行了强化讲座和修改作业对交叉性、特权和压迫知识的影响。使用多样性和压迫量表(DOS)和开放式问题，非参数检验结果显示干预的中强影响表明多样性和压迫的知识增加(Z = 3.30, p < .001, r = .43)。此外，开放式问题的结果证实了定量研究结果，因为一些学生表示TED演讲和互动练习是有益的学习方式。尽管样本量有限，但本研究的结果表明，包括课前活动、互动讲座和修改作业在内的综合教学干预可能会提高对多样性和压迫的认识，尽管需要进一步的研究来复制这些发现。
{"title":"Teaching Intersectionality to Enhance MSW Students’ Understanding of Oppression and Privilege","authors":"James Simon, Rigaud Joseph","doi":"10.1080/08841233.2023.2244997","DOIUrl":"https://doi.org/10.1080/08841233.2023.2244997","url":null,"abstract":"Despite the growing importance of teaching about diversity and its connection to intersectionality, privilege, and oppression in social work education, few studies have examined whether teaching interventions could enhance students’ knowledge of oppression. Thus, this study assessed the extent to which students assimilated content related to intersectionality, privilege, and oppression after an enhanced teaching intervention. Using a one-group pretest/posttest research design, this study measured the effect of an enhanced lecture and modified assignments on knowledge of intersectionality, privilege, and oppression among 30 MSW students enrolled in a generalist social work practice course at a public university in the Southwestern United States. Using the Diversity and Oppression Scale (DOS) and open-ended questions, non-parametric test results revealed a moderate-to-strong effect of the intervention indicating increased knowledge of diversity and oppression (Z = 3.30, p < .001, r = .43). Additionally, results from open-ended questions corroborated quantitative findings, as several students indicated that TED talks and interactive exercises were helpful learning modalities. Despite the limited sample size, findings from this study suggest that combined teaching interventions including pre-lecture activities, interactive lectures, and modified assignments may improve knowledge of diversity and oppression though additional research is needed to replicate these findings.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840418","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 : 2023-08-04DOI: 10.1080/08841233.2023.2243474
Mayra Lopez-Humphreys, Gina R Rosich, B. Teater
ABSTRACT Within social work education, the literature on affective learning processes is, for the most part, poorly conceptualized and minimally researched. Affective processes that engage students’ values, beliefs, and emotions are valuable resources supporting students’ development of self-reflection skills, stamina for discomfort, and curiosity for people who hold identities that differ from their own. Using a nationwide sample of syllabi in the United States, this study measures the extent to which the Krathwohl and colleagues' affective domains are incorporated into MSW diversity-related social justice syllabi. Content analysis of 48 syllabi was used to analyze affective domains at the levels of (A1) Receiving, (A2) Responding, (A3) Valuing, (A4) Organization, and (A5) Characterization. Findings provide a model for differentiating the levels of affective learning and how they can be operationalized throughout the syllabus within diversity-related social justice
{"title":"We Feel, Therefore, We Learn: Assessment of Affective Domains in Diversity and Social Justice Graduate Social Work Syllabi","authors":"Mayra Lopez-Humphreys, Gina R Rosich, B. Teater","doi":"10.1080/08841233.2023.2243474","DOIUrl":"https://doi.org/10.1080/08841233.2023.2243474","url":null,"abstract":"ABSTRACT Within social work education, the literature on affective learning processes is, for the most part, poorly conceptualized and minimally researched. Affective processes that engage students’ values, beliefs, and emotions are valuable resources supporting students’ development of self-reflection skills, stamina for discomfort, and curiosity for people who hold identities that differ from their own. Using a nationwide sample of syllabi in the United States, this study measures the extent to which the Krathwohl and colleagues' affective domains are incorporated into MSW diversity-related social justice syllabi. Content analysis of 48 syllabi was used to analyze affective domains at the levels of (A1) Receiving, (A2) Responding, (A3) Valuing, (A4) Organization, and (A5) Characterization. Findings provide a model for differentiating the levels of affective learning and how they can be operationalized throughout the syllabus within diversity-related social justice","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"475 - 495"},"PeriodicalIF":0.8,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44321671","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 : 2023-05-27DOI: 10.1080/08841233.2023.2214749
Laura Quiros, Karen Bagnini
ABSTRACT The Zeitgeist of our time calls on social workers and the social work profession to reconsider the ways in which we practice, teach, and learn. The COVID-19 pandemic and the 2021 reawakening of the racial and social justice movements profoundly influence how social workers approach the directive from our accrediting body (CSWE) calling on us to intentionally integrate an anti-racist framework in our implicit and explicit curriculum. This paper re-introduces “use of self” as an anti-oppressive pedagogical tool that can build and hold brave spaces of transformation. Orienting ourselves to the use of self as a kind of pedagogy is one way to reengage with our social justice mission. Although we believe that pedagogy and practice are intricately connected, for the purposes of this paper, we focus on pedagogy.
{"title":"Use of Self as an Anti-Oppressive Tool for Pedagogy","authors":"Laura Quiros, Karen Bagnini","doi":"10.1080/08841233.2023.2214749","DOIUrl":"https://doi.org/10.1080/08841233.2023.2214749","url":null,"abstract":"ABSTRACT The Zeitgeist of our time calls on social workers and the social work profession to reconsider the ways in which we practice, teach, and learn. The COVID-19 pandemic and the 2021 reawakening of the racial and social justice movements profoundly influence how social workers approach the directive from our accrediting body (CSWE) calling on us to intentionally integrate an anti-racist framework in our implicit and explicit curriculum. This paper re-introduces “use of self” as an anti-oppressive pedagogical tool that can build and hold brave spaces of transformation. Orienting ourselves to the use of self as a kind of pedagogy is one way to reengage with our social justice mission. Although we believe that pedagogy and practice are intricately connected, for the purposes of this paper, we focus on pedagogy.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"342 - 352"},"PeriodicalIF":0.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028649","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 : 2023-05-27DOI: 10.1080/08841233.2023.2193126
S. Dodd
{"title":"Teaching about sex and sexualities in higher education","authors":"S. Dodd","doi":"10.1080/08841233.2023.2193126","DOIUrl":"https://doi.org/10.1080/08841233.2023.2193126","url":null,"abstract":"","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"378 - 379"},"PeriodicalIF":0.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43771014","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 : 2023-05-27DOI: 10.1080/08841233.2023.2221171
Keith Adamson, Keri J West, C. Sato
ABSTRACT Although social work, as a profession, has increasingly emphasized the importance of evidence-based practice (EBP), social work students do not consistently learn to infuse EBP as a process in their daily practice, contributing to low EBP uptake in the field. Communicating evidence to clients is an ethical imperative for informed consent and a precondition for shared decision-making; however, students are not adequately trained to talk to clients about research evidence as part of intervention planning and contracting. This article describes the development of a competency framework for communicating research evidence within the therapeutic relationship, in support of a teaching and learning innovation aimed at cultivating holistic competence in Master of Social Work students as they learn about and perform EBP. The competency framework draws on models and practices from social work, medicine, nursing, psychology, and related disciplines. The development of competencies in the communicative process within EBP is part of an evolving pedagogical approach that may serve to enhance EBP education in social work.
{"title":"Communicating Research Evidence within the Therapeutic Space: A Competency Framework for Graduate Social Work Education","authors":"Keith Adamson, Keri J West, C. Sato","doi":"10.1080/08841233.2023.2221171","DOIUrl":"https://doi.org/10.1080/08841233.2023.2221171","url":null,"abstract":"ABSTRACT Although social work, as a profession, has increasingly emphasized the importance of evidence-based practice (EBP), social work students do not consistently learn to infuse EBP as a process in their daily practice, contributing to low EBP uptake in the field. Communicating evidence to clients is an ethical imperative for informed consent and a precondition for shared decision-making; however, students are not adequately trained to talk to clients about research evidence as part of intervention planning and contracting. This article describes the development of a competency framework for communicating research evidence within the therapeutic relationship, in support of a teaching and learning innovation aimed at cultivating holistic competence in Master of Social Work students as they learn about and perform EBP. The competency framework draws on models and practices from social work, medicine, nursing, psychology, and related disciplines. The development of competencies in the communicative process within EBP is part of an evolving pedagogical approach that may serve to enhance EBP education in social work.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"253 - 268"},"PeriodicalIF":0.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43942543","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 : 2023-05-27DOI: 10.1080/08841233.2023.2207090
Rebecca G. Mirick
ABSTRACT Suicide is a major public health issue in the United States and schools of social work have an important role to play in educating future social workers in suicide prevention. This article describes the results of a survey of BSW and MSW practice instructors (N = 259) exploring the strategies used to teach suicide content, including resources used to support their teaching and assignments to evaluate student competency with suicide prevention knowledge and skills. Most instructors (74.1%) use written resources such as practice textbooks and journal articles to support their teaching, although there are some differences between the practices of BSW versus MSW instructors. Fewer (34.0%) used an assessment of student competency working with clients with suicidal thoughts and behaviors. Implications for social work practice instructors are described, including the need to stay current on best practices in suicide assessment and intervention, expand the use of written resources for diverse groups, the use of culture in suicide assessment, maintaining up-to-date, current resources for students, and developing assignments which can effectively evaluate student competency and skill working with clients with suicidal thoughts and behaviors.
{"title":"Strategies for Teaching Suicide Content in Social Work Education: A Survey of Social Work Instructors","authors":"Rebecca G. Mirick","doi":"10.1080/08841233.2023.2207090","DOIUrl":"https://doi.org/10.1080/08841233.2023.2207090","url":null,"abstract":"ABSTRACT Suicide is a major public health issue in the United States and schools of social work have an important role to play in educating future social workers in suicide prevention. This article describes the results of a survey of BSW and MSW practice instructors (N = 259) exploring the strategies used to teach suicide content, including resources used to support their teaching and assignments to evaluate student competency with suicide prevention knowledge and skills. Most instructors (74.1%) use written resources such as practice textbooks and journal articles to support their teaching, although there are some differences between the practices of BSW versus MSW instructors. Fewer (34.0%) used an assessment of student competency working with clients with suicidal thoughts and behaviors. Implications for social work practice instructors are described, including the need to stay current on best practices in suicide assessment and intervention, expand the use of written resources for diverse groups, the use of culture in suicide assessment, maintaining up-to-date, current resources for students, and developing assignments which can effectively evaluate student competency and skill working with clients with suicidal thoughts and behaviors.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"305 - 323"},"PeriodicalIF":0.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43551303","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 : 2023-05-27DOI: 10.1080/08841233.2023.2221924
E. Martin, K. Myers, Kirstiana Brickman
ABSTRACT Self-care is receiving increased emphasis in the NASW Code of Ethics, and while social work programs may teach about self-care, it has yet to be embedded in the curriculum. This paper examines the idea of self-care being taught using an embodied framework and integrated throughout social work education programs. Research examining social work educators’ thoughts about self-care within the curriculum and how they educate students about self-care practices is explored and analyzed within the context of the framework, suggesting there is a foundation to build upon but work that still needs to be done to address some misconceptions before embodied self-care is fully recognized and embedded in social work education. To build upon that foundation, the authors introduce an embodied self-care framework and suggest ways for self-care to be infused throughout the curriculum.
{"title":"Teaching Embodied Self-Care as Self-Preservation in Social Work Education","authors":"E. Martin, K. Myers, Kirstiana Brickman","doi":"10.1080/08841233.2023.2221924","DOIUrl":"https://doi.org/10.1080/08841233.2023.2221924","url":null,"abstract":"ABSTRACT Self-care is receiving increased emphasis in the NASW Code of Ethics, and while social work programs may teach about self-care, it has yet to be embedded in the curriculum. This paper examines the idea of self-care being taught using an embodied framework and integrated throughout social work education programs. Research examining social work educators’ thoughts about self-care within the curriculum and how they educate students about self-care practices is explored and analyzed within the context of the framework, suggesting there is a foundation to build upon but work that still needs to be done to address some misconceptions before embodied self-care is fully recognized and embedded in social work education. To build upon that foundation, the authors introduce an embodied self-care framework and suggest ways for self-care to be infused throughout the curriculum.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"290 - 304"},"PeriodicalIF":0.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47486824","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 : 2023-05-27DOI: 10.1080/08841233.2023.2193124
Samuel R. Aymer
{"title":"The Life Model of Social Work Practice: Advances in Theory and Practice","authors":"Samuel R. Aymer","doi":"10.1080/08841233.2023.2193124","DOIUrl":"https://doi.org/10.1080/08841233.2023.2193124","url":null,"abstract":"","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"374 - 377"},"PeriodicalIF":0.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45679388","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}
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