Journal of Social Work Education最新文献_第3页

Preparing Students to Address the Grand Challenges for Social Work: Researching, Teaching, and Practicing Interdisciplinary Collaboration 培养学生应对社会工作的巨大挑战：跨学科合作的研究、教学和实践

IF 1.3 4区社会学

Journal of Social Work Education Pub Date : 2023-12-12 DOI: 10.1080/10437797.2023.2274742

Norma A. Alcantar, Courtney Cronley, Noelle Fields, Sondra J. Fogel, Stephen Mattingly, Anne Nordberg

引用次数: 0

From the Editor—Teaching and Modeling Social Work Activism: A Nod to Dr. Bernice A. King 编者的话--社会工作激进主义的教学与示范：向 Bernice A. King 博士致敬

IF 1.3 4区社会学

Journal of Social Work Education Pub Date : 2023-12-04 DOI: 10.1080/10437797.2023.2282983

Danielle E. Parrish

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Online Education: A Scoping Review Examining Learning and Satisfaction Outcomes in Social Work, Medicine, and Nursing 在线教育:对社会工作、医学和护理学学习和满意度结果的范围审查

4区社会学

Journal of Social Work Education Pub Date : 2023-11-06 DOI: 10.1080/10437797.2023.2263511

Nicholas Lanzieri, Stephen Maher, Michelle R. Munson

{"title":"Online Education: A Scoping Review Examining Learning and Satisfaction Outcomes in Social Work, Medicine, and Nursing","authors":"Nicholas Lanzieri, Stephen Maher, Michelle R. Munson","doi":"10.1080/10437797.2023.2263511","DOIUrl":"https://doi.org/10.1080/10437797.2023.2263511","url":null,"abstract":"ABSTRACTSocial work has a proliferation of online courses. Both nursing and medicine have been using online technology for years with noted success within a variety of subjects. The current scoping review examined empirical research of online learning and satisfaction outcomes in social work, while also comparing results with nursing and medicine. Results showed that most social work studies that examined learning outcomes between online and traditional courses found differences, whereas approximately half of the studies in nursing and medicine reported no differences. Satisfaction results were more varied in each discipline. Taken together, both learning and satisfaction outcomes remain inconclusive due to documented limitations related to study designs. Implications for social work education are discussed and recommendations are provided. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsNicholas LanzieriNicholas Lanzieri is a Clinical Associate Professor of Social Work at New York University Silver School of Social Work.Stephen MaherStephen Maher is Librarian for Social Work & Psychology at New York University.Michelle R. MunsonMichelle R. Munson is Professor of Social Work at New York University Silver School of Social Work.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"14 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Field Note—Talk It Out Counseling Clinic: A Field Education Innovation 野外笔记-直说咨询诊所:野外教育的创新

4区社会学

Journal of Social Work Education Pub Date : 2023-10-23 DOI: 10.1080/10437797.2023.2260850

Lin Fang, Catherine Schmidt, Yu Lung, Lynn Nguyen, Gilda Hui, Sylvia Delgado

{"title":"Field Note—Talk It Out Counseling Clinic: A Field Education Innovation","authors":"Lin Fang, Catherine Schmidt, Yu Lung, Lynn Nguyen, Gilda Hui, Sylvia Delgado","doi":"10.1080/10437797.2023.2260850","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260850","url":null,"abstract":"ABSTRACTThe COVID-19 pandemic introduced an unforeseen challenge to social work field education and drastically changed the landscape of social work direct practice. In March 2021, University of Toronto’s Factor-Inwentash Faculty of Social Work launched the Talk It Out Counseling Clinic (the Clinic), training MSW students to provide short-term counseling and wellness workshops to residents in the Greater Toronto Area. Based on a community partnership model with an antiracism and trauma-informed service orientation, the Clinic provides services targeting those who face multiple barriers to health and equity and those who belong to Black and other racialized communities. In this paper, we introduce the Clinic, including its staffing and structure, partnership model, and training curriculum, present operation updates, and discuss future directions. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe authors thank the donors and sponsors for their generosity to the Clinic’s mission and services.Notes on contributorsLin FangLin Fang is Associate Professor, Factor-Inwentash Chair in Children’s Mental Health and Founder and Director of the Talk It Out Counseling Clinic at University of Toronto.Catherine SchmidtCatherine Schmidt is a PhD Candidate at University of Toronto and served as an MSW Student Supervisor for the Clinic.Yu LungYu Lung is a PhD Candidate at University of Toronto and the Clinic’s MSW Student Supervisor.Lynn NguyenLynn Nguyen is an MSW student and a Research Assistant at University of Toronto.Gilda HuiGilda Hui is a Research Assistant at University of Toronto.Sylvia DelgadoSylvia Delgado was Clinic Manager for the Clinic at University of Toronto.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"19 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Incorporating Intersectionality of Gender and Race Into an Assignment: Students Interviewing Their Grandparents 将性别和种族的交叉性纳入作业:学生采访他们的祖父母

4区社会学

Journal of Social Work Education Pub Date : 2023-10-23 DOI: 10.1080/10437797.2023.2260841

Othelia EunKyoung Lee, Jyotsana Parajuli

{"title":"Incorporating Intersectionality of Gender and Race Into an Assignment: Students Interviewing Their Grandparents","authors":"Othelia EunKyoung Lee, Jyotsana Parajuli","doi":"10.1080/10437797.2023.2260841","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260841","url":null,"abstract":"ABSTRACTVia an asynchronous online discussion forum, 186 college students narrated a life history, as one of their grandparents, making “I” statements. The aim of this mixed method study was to further examine the intersectionality of race and gender revealed in these narratives. Thematic analyses were conducted to identify themes related to lived experiences of the grandparents, and how experiences were interpreted by students in their narratives. Differential vulnerability was reported based on gender and race. More women than men, and more persons of color than white narrators, reported greater life challenges and hardships in all major themes that emerged from the narratives. The intersectionality of race and gender and double jeopardy hypothesis were supported by the study findings. Data availability statementThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approval statementThis research proposal was approved by the Institutional Review Board for Research With Human Subjects at the University of North Carolina at Charlotte.Permission to reproduce material from other sourcesThere are no reproducible materials from other sources in this article.Additional informationNotes on contributorsOthelia EunKyoung LeeOthelia EunKyoung Lee is Professor at University of North Carolina at Charlotte.Jyotsana ParajuliJyotsana Parajuli is Assistant Professor at University of North Carolina at Charlotte.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"22 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Note—Working Toward an Inclusive, Antiracist, and Antioppressive Research Methods Pedagogy 教学笔记——致力于包容性、反种族主义和反压迫性的研究方法教学法

4区社会学

Journal of Social Work Education Pub Date : 2023-10-23 DOI: 10.1080/10437797.2023.2260837

Adrienne Baldwin-White

引用次数: 0

Teaching Note—Incorporating Universal Instructional Design in Social Work Education: A Practical Application 教学笔记——融入通用教学设计在社会工作教育中的实际应用

4区社会学

Journal of Social Work Education Pub Date : 2023-10-23 DOI: 10.1080/10437797.2023.2260873

Ami Goulden, Rose C. B. Singh, Tracy Smith-Carrier

{"title":"Teaching Note—Incorporating Universal Instructional Design in Social Work Education: A Practical Application","authors":"Ami Goulden, Rose C. B. Singh, Tracy Smith-Carrier","doi":"10.1080/10437797.2023.2260873","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260873","url":null,"abstract":"ABSTRACTUniversal instructional design (UID) is a framework that promotes a shift from individual remedial interventions to holistic learning models that are student-centered, accessible, and inclusive. Students with disabilities frequently report barriers that make educational experiences difficult, and recent studies report that students with disabilities experience ableism in their social work programs. UID strategies can decrease the need for students to make difficult self-disclosures to obtain academic accommodations, as learner diversity and accessibility are incorporated into all aspects of the course design and delivery. In this teaching note, we apply a UID framework adopted in social work education, illustrating how social work instructors can successfully implement UID principles into their teaching repertoires to enrich the social work education of all learners. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsAmi GouldenAmi Goulden is Assistant Professor at Memorial University.Rose C. B. SinghRose C. B. Singh is a PhD candidate at Memorial University.Tracy Smith-CarrierRose C. B. Singh is a PhD candidate at Memorial University.Tracy Smith-Carrier is Associate Professor and Canada Research Chair (Tier 2) at Royal Roads University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"68 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Prohibiting Harmful Practices Against LGBTQIA+ Individuals and Students in Field Placement: Recommendations 禁止在实习中对LGBTQIA+个人和学生的有害做法:建议

4区社会学

Journal of Social Work Education Pub Date : 2023-10-23 DOI: 10.1080/10437797.2023.2260866

Heidi P. Breaux, Veronica L. Timbers, Bruce A. Thyer

{"title":"Prohibiting Harmful Practices Against LGBTQIA+ Individuals and Students in Field Placement: Recommendations","authors":"Heidi P. Breaux, Veronica L. Timbers, Bruce A. Thyer","doi":"10.1080/10437797.2023.2260866","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260866","url":null,"abstract":"ABSTRACTField practicum is known as the “signature pedagogy” for social work. Though the Council of Social Work Education’s accreditation standards guide the placement processes, research on the experiences of lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and gender minorities (LGBTQIA+) students shows that this population continues to face discrimination in practicum placements. In this point-of-view article, we present conflicts that can arise when programs do not have explicit conversations with agencies about LGBTQIA+ inclusivity. We discuss current accreditation standards and relevant points from the Code of Ethics that support implementation of specific protections for LGBTQIA+ students and clients in practicum placements. Recommendations are made for addressing barriers of equity now and in future iterations of the EPAS. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 The authors recognize the term ‘field’ is historically related to enslavement, indentured servitude, and other forms of labor injustice. As such, the authors support a change in this terminology as part of social work’s explicit intention to promote anti-racism and equity in our profession. The term ‘field’ is used in this article because it is the current language of the educational policies and accreditation standards, which is referenced and quoted throughout the article.Additional informationNotes on contributorsHeidi P. BreauxHeidi P. Breaux is a social worker and Assistant Professor at Louisiana State University.Veronica L. TimbersVeronica L. Timbers is Clinical Assistant Professor and MSW Online Program Assistant Program Coordinator at Boise State University.Bruce A. ThyerBruce A. Thyer is a Professor and former dean at the College of Social Work at Florida State University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"19 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Note—Substance Use Education to Improve Harm Reduction Attitudes: Preparing Social Workers to Advance Public Health 教学笔记-物质使用教育改善减少危害的态度:培养社会工作者促进公共卫生

4区社会学

Journal of Social Work Education Pub Date : 2023-10-23 DOI: 10.1080/10437797.2023.2260843

Rebekah S. Halmo, Jennifer M. Putney, Cali-Ryan R. Collin

{"title":"Teaching Note—Substance Use Education to Improve Harm Reduction Attitudes: Preparing Social Workers to Advance Public Health","authors":"Rebekah S. Halmo, Jennifer M. Putney, Cali-Ryan R. Collin","doi":"10.1080/10437797.2023.2260843","DOIUrl":"https://doi.org/10.1080/10437797.2023.2260843","url":null,"abstract":"ABSTRACTSocial workers can help advance public health through increased acceptability of harm reduction principles and practices. This study evaluated Master of Social Work students’ attitudes towards harm reduction before and after a substance use and social work practice course and assessed differences in students’ attitude outcomes across multiple course instructors. Harm reduction attitudes were assessed using the Harm Reduction Acceptability Scale (HRAS). Results indicated that students exhibited more favorable attitudes towards harm reduction after course completion and experienced consistent learning about harm reduction across multiple sections/instructors. This has implications for integrating standardized health-related content within social work curricula to improve attitudes towards harm reduction and to encourage more widespread adoption of public health approaches for substance use. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsRebekah S. HalmoRebekah S. Halmo is a PhD student and Senior Research Manager at Simmons University.Jennifer M. PutneyJennifer M. Putney is Associate Professor at the University of Vermont and Affiliate Associate Research Professor at Simmons University.Cali-Ryan R. CollinCali-Ryan R. Collin is Assistant Professor and Associate Director of Clinical Training at Simmons University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"17 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Collaborative Field Education to Provide Better Outcomes for Students at Risk of Leaving Higher Education 利用协作实地教育为面临离开高等教育风险的学生提供更好的结果

4区社会学

Journal of Social Work Education Pub Date : 2023-10-17 DOI: 10.1080/10437797.2023.2258168

Stephanie A. Saulnier, Natasha Walker

{"title":"Using Collaborative Field Education to Provide Better Outcomes for Students at Risk of Leaving Higher Education","authors":"Stephanie A. Saulnier, Natasha Walker","doi":"10.1080/10437797.2023.2258168","DOIUrl":"https://doi.org/10.1080/10437797.2023.2258168","url":null,"abstract":"ABSTRACTCertain student populations including youth formerly in foster care, first-generation college students, those with mental illness and substance abuse issues, and racial and ethnic minority students, face persistent challenges to their pursuit of college education, contributing to low graduation rates compared to their peers. This article details one university’s pilot program using social work practicum placements in multiple departments providing direct interventions with vulnerable students to increase retention and graduation rates with a focus on identifying barriers to success and connecting students to supports. Efforts were interprofessional, incorporating student support services, and social and emotional support. Placement in academic support services provided an interprofessional practice setting to intervene with students at risk of leaving college and continue to shape ongoing interventions. Implications for collaborative field education are explored, with the aim of describing the program’s successful interventions with vulnerable students and how they provided social work practicum students with crucial interprofessional settings to practice and refine their social work skills. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsStephanie A. SaulnierStephanie A. Saulnier is the MSW Program Director at Eastern Kentucky University.Natasha WalkerNatasha Walker is a graduate of the MSW Program at Eastern Kentucky University.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0