Pub Date : 2023-01-01DOI: 10.1080/08841233.2022.2120168
C. Knight, J. Belcher
ABSTRACT The transition to a financialized economy has had a devastating impact on workers and consumers and exacerbated wealth and income inequality in the United States and around the world. In this article, the authors explain financialization, a two-fold economic strategy whereby individual corporations invest in the financial market- rather than make capital improvements- to earn a profit and global and domestic economies heavily invest in and depend upon financial, insurance, and real estate (FIRE) ventures. If the social work profession is to meet its obligation to promote social and economic justice, practitioners and students must understand this economic strategy and its consequences. The social work education, practice, and policy literature elaborates upon the role that practitioners can play in helping clients achieve financial literacy. This reflects a largely micro approach to the problems created and maintained by financialization. Macro interventions are required, however, since financialization is indicative of and exacerbates systemic economic inequality. Therefore, the authors identify suggested content for the generalist and foundation practice, policy, field, and continuing education curricula that identifies the knowledge and skills needed to help clients with their financial difficulties and challenges the underlying economic forces that contributed to them.
{"title":"Financialization and Systemic Income Inequality: A Call to Action for Social Work Educators and Practitioners","authors":"C. Knight, J. Belcher","doi":"10.1080/08841233.2022.2120168","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120168","url":null,"abstract":"ABSTRACT The transition to a financialized economy has had a devastating impact on workers and consumers and exacerbated wealth and income inequality in the United States and around the world. In this article, the authors explain financialization, a two-fold economic strategy whereby individual corporations invest in the financial market- rather than make capital improvements- to earn a profit and global and domestic economies heavily invest in and depend upon financial, insurance, and real estate (FIRE) ventures. If the social work profession is to meet its obligation to promote social and economic justice, practitioners and students must understand this economic strategy and its consequences. The social work education, practice, and policy literature elaborates upon the role that practitioners can play in helping clients achieve financial literacy. This reflects a largely micro approach to the problems created and maintained by financialization. Macro interventions are required, however, since financialization is indicative of and exacerbates systemic economic inequality. Therefore, the authors identify suggested content for the generalist and foundation practice, policy, field, and continuing education curricula that identifies the knowledge and skills needed to help clients with their financial difficulties and challenges the underlying economic forces that contributed to them.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43856627","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 : 2023-01-01DOI: 10.1080/08841233.2022.2120164
S. Barnhart, Kalea Benner, A. Latimer, Natalie D Pope
ABSTRACT Over a quarter of the members of the social work profession are working in health related settings yet preparing students to work in such multi-disciplinary environments, with hierarchical organizations and problem-focused systems, can create value conflicts, principally with the strengths-based paradigm inherent in social work practice. In order to prepare social work students for delivering services that honor the profession’s ethics, values, and principles in medical environments, a focused academic curriculum and field experience are warranted. This conceptual paper aims to inform social work educators about the unique considerations for preparing students to practice in health care settings. We address how the underlying influence of the biomedical model, organizational culture, and billing and reimbursement services within the medical context can challenge social work values and practice. However, we illustrate how the Integrated Behavioral Health model can be applied to help students utilize clients’ inherent strengths and problem-solving capabilities while they navigate the terrain of multi-disciplinary medical environments.
{"title":"Considerations in Preparing Social Work Students to Thrive in Health Care Settings","authors":"S. Barnhart, Kalea Benner, A. Latimer, Natalie D Pope","doi":"10.1080/08841233.2022.2120164","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120164","url":null,"abstract":"ABSTRACT Over a quarter of the members of the social work profession are working in health related settings yet preparing students to work in such multi-disciplinary environments, with hierarchical organizations and problem-focused systems, can create value conflicts, principally with the strengths-based paradigm inherent in social work practice. In order to prepare social work students for delivering services that honor the profession’s ethics, values, and principles in medical environments, a focused academic curriculum and field experience are warranted. This conceptual paper aims to inform social work educators about the unique considerations for preparing students to practice in health care settings. We address how the underlying influence of the biomedical model, organizational culture, and billing and reimbursement services within the medical context can challenge social work values and practice. However, we illustrate how the Integrated Behavioral Health model can be applied to help students utilize clients’ inherent strengths and problem-solving capabilities while they navigate the terrain of multi-disciplinary medical environments.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47271969","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 : 2023-01-01DOI: 10.1080/08841233.2022.2147259
Sheri M McConnell, Melissa Noble, Jill Hanley, Vanessa Finley-Roy, J. Drolet
ABSTRACT Given the increasing value placed on research among social work practitioners, and that field education is primarily responsible for the integration of social work values, knowledge, and practice, it is essential that research skills be incorporated into BSW and MSW field practica. In 2020, a team of faculty co-investigators and students explored the integration of research activities into Canadian BSW and MSW field practica through the review of online field education materials of all accredited programs. We make the argument that not only is it essential for professional social workers to receive training in practice research, but also that there is much room for us to integrate such research into field education. We begin with a review of the literature regarding social work student attitudes toward research, widely known to be hesitant and even hostile, before discussing the limited international literature (English and French) on the experience of integrating research into field education. After describing our methods, we then present our findings in terms of BSW and MSW programs at Canada’s anglophone and francophone universities. We conclude with a discussion of the implications in terms of ways to increase the role of research in field practica.
{"title":"Integrating Practice Research into Social Work Field Education in Canada","authors":"Sheri M McConnell, Melissa Noble, Jill Hanley, Vanessa Finley-Roy, J. Drolet","doi":"10.1080/08841233.2022.2147259","DOIUrl":"https://doi.org/10.1080/08841233.2022.2147259","url":null,"abstract":"ABSTRACT Given the increasing value placed on research among social work practitioners, and that field education is primarily responsible for the integration of social work values, knowledge, and practice, it is essential that research skills be incorporated into BSW and MSW field practica. In 2020, a team of faculty co-investigators and students explored the integration of research activities into Canadian BSW and MSW field practica through the review of online field education materials of all accredited programs. We make the argument that not only is it essential for professional social workers to receive training in practice research, but also that there is much room for us to integrate such research into field education. We begin with a review of the literature regarding social work student attitudes toward research, widely known to be hesitant and even hostile, before discussing the limited international literature (English and French) on the experience of integrating research into field education. After describing our methods, we then present our findings in terms of BSW and MSW programs at Canada’s anglophone and francophone universities. We conclude with a discussion of the implications in terms of ways to increase the role of research in field practica.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47835164","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 : 2023-01-01DOI: 10.1080/08841233.2022.2120166
N. Kepple, D. Coles
ABSTRACT Social work programs are facing the need to gain further clarity about how to leverage instructional strategies specific to the course modality (i.e., traditional, hybrid, online hybrid, and fully online). At its heart, this challenge is an analogical transfer problem: practice instructors must adapt what they do in one modality to new modalities through modifying how they guide students to master learning objectives. In doing so, instructors can maintain the essence of what makes a practice course work. The discussion is subsequently shaped around common modalities that programs offer (1) traditional courses; (2) hybrid courses (in-person/online); (3) online hybrid courses (synchronous/asynchronous online); and (4) fully asynchronous online courses. This paper presents an organizing framework that explains pedagogical choices by structures (i.e., space, time, and people) and processes (i.e., interactivity). It then provides examples of how practice instructors can navigate the unique strengths and limitations that simultaneously facilitate and constrain interactions between students and instructors, their peers, and the instructional content. As instructors grapple with the inevitable shifts within the academy, they require specific tools to help them generalize existing skills. The proposed framework is an important first step to help shape and evaluate best practices across and within modalities.
{"title":"Maintaining the Magic: Adapting Practice Pedagogies Across Course Modalities","authors":"N. Kepple, D. Coles","doi":"10.1080/08841233.2022.2120166","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120166","url":null,"abstract":"ABSTRACT Social work programs are facing the need to gain further clarity about how to leverage instructional strategies specific to the course modality (i.e., traditional, hybrid, online hybrid, and fully online). At its heart, this challenge is an analogical transfer problem: practice instructors must adapt what they do in one modality to new modalities through modifying how they guide students to master learning objectives. In doing so, instructors can maintain the essence of what makes a practice course work. The discussion is subsequently shaped around common modalities that programs offer (1) traditional courses; (2) hybrid courses (in-person/online); (3) online hybrid courses (synchronous/asynchronous online); and (4) fully asynchronous online courses. This paper presents an organizing framework that explains pedagogical choices by structures (i.e., space, time, and people) and processes (i.e., interactivity). It then provides examples of how practice instructors can navigate the unique strengths and limitations that simultaneously facilitate and constrain interactions between students and instructors, their peers, and the instructional content. As instructors grapple with the inevitable shifts within the academy, they require specific tools to help them generalize existing skills. The proposed framework is an important first step to help shape and evaluate best practices across and within modalities.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49473078","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 : 2023-01-01DOI: 10.1080/08841233.2022.2120167
Joshua D. Bishop, Cheryl Williams-Hecksel
ABSTRACT There is an established need for evidence-based trauma treatment education in MSW programs. This quantitative, cross-sectional study explores the experiences and post-graduation career outcomes of graduates from an evidence-based trauma treatment certificate program offered to MSW students at a midwestern university (N = 59), including the role of past trauma exposure. Participants rated their certificate experiences as overwhelmingly helpful and perceived themselves to be prepared for trauma treatment practice. Most (86%) reported obtaining trauma treatment-related employment after graduation, of which 67% reported continuing to use the evidence-based model from the Certificate Program. Logistic regression demonstrated that the odds of continuing to use the model increased 69% for every client with whom the participants reported having the opportunity to use the model during their field placements. Most participants (85%) reported past trauma exposure, with 71% citing more than one exposure. Implications for education include continued support for a trauma-informed curriculum, ensuring quality field placements, and adequate preparation for managing exposure to secondary trauma. Future research should further explain the impact of the certificate components as well as the personal context regarding student learning and career outcomes.
{"title":"Career Outcomes and Past Trauma Exposure of MSW Graduates of a Trauma Treatment Certificate Program","authors":"Joshua D. Bishop, Cheryl Williams-Hecksel","doi":"10.1080/08841233.2022.2120167","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120167","url":null,"abstract":"ABSTRACT There is an established need for evidence-based trauma treatment education in MSW programs. This quantitative, cross-sectional study explores the experiences and post-graduation career outcomes of graduates from an evidence-based trauma treatment certificate program offered to MSW students at a midwestern university (N = 59), including the role of past trauma exposure. Participants rated their certificate experiences as overwhelmingly helpful and perceived themselves to be prepared for trauma treatment practice. Most (86%) reported obtaining trauma treatment-related employment after graduation, of which 67% reported continuing to use the evidence-based model from the Certificate Program. Logistic regression demonstrated that the odds of continuing to use the model increased 69% for every client with whom the participants reported having the opportunity to use the model during their field placements. Most participants (85%) reported past trauma exposure, with 71% citing more than one exposure. Implications for education include continued support for a trauma-informed curriculum, ensuring quality field placements, and adequate preparation for managing exposure to secondary trauma. Future research should further explain the impact of the certificate components as well as the personal context regarding student learning and career outcomes.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42937362","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 : 2023-01-01DOI: 10.1080/08841233.2022.2142350
Itiya Schnall, Idit Weiss‐Gal
ABSTRACT Most of the studies exploring social work education’s impact on working with older adults (OA) examine intentions among students. This study goes beyond expressed intention and focuses upon the actual post-graduation career choices of 20 cohorts (1996–2016) of BSW graduates of an OA concentration at an Israeli school of social work. The 203 study participants comprise 60% of all the concentration`s graduates. Findings showed that 47% of the graduates never worked with OA after graduation, 25% reported that they had but this was no longer the case, and 28% are currently working with OA. Graduates distanced themselves from the aging field primarily because they found it uninteresting or unappealing and viewed social work with OA negatively. However, most of those currently working with older adults associated this work with positive feelings toward OA and work with them, favorable workplace conditions, and a commitment to advancing the field of social work with OA. Social work educators now need to rethink how to better expose students to work with OA during the concentration in ways that increase their positive experience and attitudes toward working with this population and that can increase the likelihood of a career choice to work with them.
{"title":"Career Choices of BSW Graduates of an Older Adults Concentration: An Analysis of Twenty Cohorts","authors":"Itiya Schnall, Idit Weiss‐Gal","doi":"10.1080/08841233.2022.2142350","DOIUrl":"https://doi.org/10.1080/08841233.2022.2142350","url":null,"abstract":"ABSTRACT Most of the studies exploring social work education’s impact on working with older adults (OA) examine intentions among students. This study goes beyond expressed intention and focuses upon the actual post-graduation career choices of 20 cohorts (1996–2016) of BSW graduates of an OA concentration at an Israeli school of social work. The 203 study participants comprise 60% of all the concentration`s graduates. Findings showed that 47% of the graduates never worked with OA after graduation, 25% reported that they had but this was no longer the case, and 28% are currently working with OA. Graduates distanced themselves from the aging field primarily because they found it uninteresting or unappealing and viewed social work with OA negatively. However, most of those currently working with older adults associated this work with positive feelings toward OA and work with them, favorable workplace conditions, and a commitment to advancing the field of social work with OA. Social work educators now need to rethink how to better expose students to work with OA during the concentration in ways that increase their positive experience and attitudes toward working with this population and that can increase the likelihood of a career choice to work with them.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48647012","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 : 2023-01-01DOI: 10.1080/08841233.2022.2120165
Angelo C. Uclaray
ABSTRACT The study explored the professional and personal stress experienced by the social work students at the Bicol University, Daraga Campus in the Philippines during their field instruction. Furthermore, it sought to discuss the implications for social work education, particularly in the field instruction program. It employed qualitative methods to gather and analyze the data. The study revealed significant and interrelated themes based on the qualitative analysis derived from the conducted focus group discussion and review of documents. In terms of the professional stressors, the following were identified: organizational processes, interpersonal relationships with the staff, agency politics, physical set-up, and characteristics of clients. In terms of personal stressors, the respondents identified the following: academic requirements and pressure, family issues and concerns, financial limitations, and health conditions. These situations affected the students’ physical, psychological, emotional, social, and spiritual well-being. The results of the study suggest that integrating subjects related to the prevention of stress and the promotion of self-care in the social work curriculum and in supervision can help social work students to better cope with professional stress, academic responsibilities, and personal challenges. It may lead to future social workers who know how to maintain healthy well-being, making them more effective, competent, and ethical practitioners.
{"title":"Stress and Wellbeing of Social Work Students in Field Instruction","authors":"Angelo C. Uclaray","doi":"10.1080/08841233.2022.2120165","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120165","url":null,"abstract":"ABSTRACT The study explored the professional and personal stress experienced by the social work students at the Bicol University, Daraga Campus in the Philippines during their field instruction. Furthermore, it sought to discuss the implications for social work education, particularly in the field instruction program. It employed qualitative methods to gather and analyze the data. The study revealed significant and interrelated themes based on the qualitative analysis derived from the conducted focus group discussion and review of documents. In terms of the professional stressors, the following were identified: organizational processes, interpersonal relationships with the staff, agency politics, physical set-up, and characteristics of clients. In terms of personal stressors, the respondents identified the following: academic requirements and pressure, family issues and concerns, financial limitations, and health conditions. These situations affected the students’ physical, psychological, emotional, social, and spiritual well-being. The results of the study suggest that integrating subjects related to the prevention of stress and the promotion of self-care in the social work curriculum and in supervision can help social work students to better cope with professional stress, academic responsibilities, and personal challenges. It may lead to future social workers who know how to maintain healthy well-being, making them more effective, competent, and ethical practitioners.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44701203","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 : 2022-10-20DOI: 10.1080/08841233.2022.2120157
S. Bagdasaryan, Anh-Luu T. Huynh-Hohnbaum
ABSTRACT Understanding and applying effective research methods in social work practice is a mandate from both the National Association of Social Workers and the Council of Social Work Education. While research courses are fundamental to ensure that students master the competency needed to meet these expectations, students frequently tend to dread them. The current study was an evaluation of an intervention that used flipped technology (FT). Following the pedagogical model present in the FT literature, students were required to watch videos on course content ahead of class sessions, which then were devoted to application of material via class exercises. Students in a Master’s of Social Work (MSW) research class that received the intervention were compared to those in two classes that did not receive the intervention. The goals of the intervention were to increase students’ 1) interest in research, 2) beliefs about the importance of research in social work, 3) plans to engage with research after graduation, and 4) research knowledge. The results demonstrated that students in the intervention group did better than the comparison group in all the areas above, except for interest in research (where no differences were found). Implications for social work education are discussed.
{"title":"The Use of Flipped Classroom Technology in Teaching Social Work Research: Promising Results","authors":"S. Bagdasaryan, Anh-Luu T. Huynh-Hohnbaum","doi":"10.1080/08841233.2022.2120157","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120157","url":null,"abstract":"ABSTRACT Understanding and applying effective research methods in social work practice is a mandate from both the National Association of Social Workers and the Council of Social Work Education. While research courses are fundamental to ensure that students master the competency needed to meet these expectations, students frequently tend to dread them. The current study was an evaluation of an intervention that used flipped technology (FT). Following the pedagogical model present in the FT literature, students were required to watch videos on course content ahead of class sessions, which then were devoted to application of material via class exercises. Students in a Master’s of Social Work (MSW) research class that received the intervention were compared to those in two classes that did not receive the intervention. The goals of the intervention were to increase students’ 1) interest in research, 2) beliefs about the importance of research in social work, 3) plans to engage with research after graduation, and 4) research knowledge. The results demonstrated that students in the intervention group did better than the comparison group in all the areas above, except for interest in research (where no differences were found). Implications for social work education are discussed.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611095","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 : 2022-10-20DOI: 10.1080/08841233.2022.2120158
Sharyn Dezelar, R. Hepperlen, L. Kiesel
ABSTRACT Social work programs have progressed in ensuring equal access for qualified students with disabilities. Yet, schools of social work and their faculty have often struggled to fully include and comfortably balance the rights of students with disabilities and the gate-keeping role that rests with them to ensure that trained social workers are suitable for professional practice. In this scoping review we identify and synthesize research regarding social work education’s proposed and implemented response to students with disabilities. We examine, within 34 published papers from 1990 to the present, the opportunities and challenges of both proactive and reactive responses for accessibility; identify theories, frameworks and tools developed as guidance to program support and gatekeeping; and provide a report of students with disabilities about the experience of social work education. Addressing disability frequently seems to be a low program priority, and the literature suggests that neither students nor faculty feel fully confident of program capacity to meet the inherent challenges.
{"title":"Equity and Inclusion for Social Work Students with Disabilities: A Scoping Review","authors":"Sharyn Dezelar, R. Hepperlen, L. Kiesel","doi":"10.1080/08841233.2022.2120158","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120158","url":null,"abstract":"ABSTRACT Social work programs have progressed in ensuring equal access for qualified students with disabilities. Yet, schools of social work and their faculty have often struggled to fully include and comfortably balance the rights of students with disabilities and the gate-keeping role that rests with them to ensure that trained social workers are suitable for professional practice. In this scoping review we identify and synthesize research regarding social work education’s proposed and implemented response to students with disabilities. We examine, within 34 published papers from 1990 to the present, the opportunities and challenges of both proactive and reactive responses for accessibility; identify theories, frameworks and tools developed as guidance to program support and gatekeeping; and provide a report of students with disabilities about the experience of social work education. Addressing disability frequently seems to be a low program priority, and the literature suggests that neither students nor faculty feel fully confident of program capacity to meet the inherent challenges.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47515259","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 : 2022-10-20DOI: 10.1080/08841233.2022.2120162
S. Boys, Joseph B. Bartholomew, Aimee Patras
ABSTRACT The Policy Field Unit (PFU) is an independently designed practicum placement for School of Social Work (SSW) students at a large, urban Midwestern university. The placement provides students an opportunity to engage with the policy process as macro social work practitioners in a variety of settings. Increasing social work students’ efficacy in policy advocacy is based on the fundamental understanding that social work is a political activity. Experiential learning opportunities focused on public policy equip social work graduates for professions in policy or policy adjacent fields. The authors describe the PFU’s origin, leadership, activities, and overall practicum model completed by social work students in its inaugural year. Furthermore, the authors chronicle student experiences, report practicum benefits and encountered challenges, culminating with recommendations for future directions for the program.
{"title":"Where are the Social Workers? A Practicum Model to Engage Social Workers in Political Advocacy for Social Justice","authors":"S. Boys, Joseph B. Bartholomew, Aimee Patras","doi":"10.1080/08841233.2022.2120162","DOIUrl":"https://doi.org/10.1080/08841233.2022.2120162","url":null,"abstract":"ABSTRACT The Policy Field Unit (PFU) is an independently designed practicum placement for School of Social Work (SSW) students at a large, urban Midwestern university. The placement provides students an opportunity to engage with the policy process as macro social work practitioners in a variety of settings. Increasing social work students’ efficacy in policy advocacy is based on the fundamental understanding that social work is a political activity. Experiential learning opportunities focused on public policy equip social work graduates for professions in policy or policy adjacent fields. The authors describe the PFU’s origin, leadership, activities, and overall practicum model completed by social work students in its inaugural year. Furthermore, the authors chronicle student experiences, report practicum benefits and encountered challenges, culminating with recommendations for future directions for the program.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42423091","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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