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A Collaborative Approach to Dementia Inclusion in Social Work Education: The Dementia Intensive. 将痴呆症纳入社会工作教育的合作方法：痴呆症强化课程。
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2023-01-01 Epub Date: 2022-05-05 DOI: 10.1080/10437797.2022.2039820
Michelle Niedens, Amy Yeager, Eric D Vidoni, Kelli Barton, Jaime Perales-Puchalt, Rhonda Peterson Dealey, Dory Quinn, L Ashley Gage
{"title":"A Collaborative Approach to Dementia Inclusion in Social Work Education: The Dementia Intensive.","authors":"Michelle Niedens, Amy Yeager, Eric D Vidoni, Kelli Barton, Jaime Perales-Puchalt, Rhonda Peterson Dealey, Dory Quinn, L Ashley Gage","doi":"10.1080/10437797.2022.2039820","DOIUrl":"10.1080/10437797.2022.2039820","url":null,"abstract":"<p><p>There are 5.8 million Americans with Alzheimer's disease and this number is rising. Social Work can play a key role. Yet, like other disciplines, the field is ill prepared for the growing number of individuals and family members who are impacted physically, emotionally and financially. Compounding the challenge, the number of social work students identifying interest in the field is low. This mixed methods concurrent study assessed the preliminary efficacy of a day-long education event among social work students from eight social work programs. Pre- post-training survey included: 1) dementia knowledge, assessed with the Dementia Knowledge Assessment Scale, and 2) negative attitudes towards dementia, assessed by asking students to identify three words that reflected their thoughts on dementia, which were later rated as positive, negative or neutral by three external raters. Bivariate analyses showed that dementia knowledge (mean difference= 9.9) and attitudes (10% lower) improved from pre- to post-training (p<0.05). Collaboration between social work programs can increase student access to strength-based dementia education. Such programs hold the potential of improving dementia capability within the field of Social Work.</p>","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 2","pages":"493-505"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10309142/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9747912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching Note-#BlackGirlsMatter and the Social Work Curriculum: Integrating Intersectionality Within Social Work Education. 教学说明--#BlackGirlsMatter 与社会工作课程：将交叉性纳入社会工作教育。
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2023-01-01 Epub Date: 2021-10-29 DOI: 10.1080/10437797.2021.1985026
Ijeoma Opara, Tiffany L Brown
{"title":"Teaching Note-#BlackGirlsMatter and the Social Work Curriculum: Integrating Intersectionality Within Social Work Education.","authors":"Ijeoma Opara, Tiffany L Brown","doi":"10.1080/10437797.2021.1985026","DOIUrl":"10.1080/10437797.2021.1985026","url":null,"abstract":"<p><p>Black girls in the United States face a double or triple jeopardy that places them at risk compared to White girls and other ethnic minority girls. Furthermore, their voices and experiences are often ignored and not discussed fully within the social work classrooms. Since the social work profession is founded on social justice and equity, we urge educators to center the experiences of Black girls within their curriculum by recognizing their experiences within the context of power, privilege and oppression. This teaching note presents intersectionality as a framework for teaching social work students about working effectively with Black girls by focusing on their unique social location. Specifically, we provide strategies that engage social work students through case studies using qualitative research, student reflections, educational videos, and guest speakers. By using an intersectionality lens, social work curriculums can provide an important foundation for students to understand the nuanced ways that Black girls develop and experience the world.</p>","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"263-269"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9983732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9081470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ethics and LGBTQIA+ Student Rights in Religious Institutions: Navigating Tensions in Implicit Curriculum 宗教院校中的伦理与LGBTQIA+学生权利:在隐性课程中导航紧张关系
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-12-13 DOI: 10.1080/10437797.2022.2119356
Veronica L. Timbers
{"title":"Ethics and LGBTQIA+ Student Rights in Religious Institutions: Navigating Tensions in Implicit Curriculum","authors":"Veronica L. Timbers","doi":"10.1080/10437797.2022.2119356","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119356","url":null,"abstract":"ABSTRACT On March 29, 2021, the Religious Exemption Accountability Project filed a class-action lawsuit against the U.S. Department of Education on behalf of 33 sexual and gender minority students who reported discrimination at institutions that have a Title IX religious’ exemption. Of the 25 institutions named in the suit, 14 have accredited social work programs. This litigation highlights the importance of a professional discussion about implicit curriculum, regarding diversity, equity, and inclusion of LGBTQ+ students in programs at institutions with Title IX exemptions. Utilizing the Code of Ethics and the ethical principles of the International Federation of Social Workers, the author provides recommendations for accountability and support for social work programs based in these exempt schools.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"671 - 680"},"PeriodicalIF":1.3,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47154570","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
Mentoring International Students in Social Work Doctoral Programs 指导国际学生攻读社会工作博士学位
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-12-13 DOI: 10.1080/10437797.2022.2119355
M. Lee, Xiafei Wang, Jaclyn Kirsch, R. Eads
{"title":"Mentoring International Students in Social Work Doctoral Programs","authors":"M. Lee, Xiafei Wang, Jaclyn Kirsch, R. Eads","doi":"10.1080/10437797.2022.2119355","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119355","url":null,"abstract":"ABSTRACT Objective This study aims to fill the research gap pertaining to the unique mentoring needs of international doctoral students. Method Based on data from a survey conducted by GADE, this study examined doctoral students’ perspectives on academic and non-academic needs and stress as well as diversity and inclusion issues. Findings International students have specific mentoring needs and higher levels of stress related to coursework, deciding on research area, scholarly writing, epistemology/theory, and teaching skills while reported less stress related to candidacy and dissertation with higher overall satisfaction with their mentoring experience. Conclusions Findings from this study highlight specific academic and non-academic mentoring needs of international doctoral students, the importance of relational-based mentoring, and areas needing additional attention in future research.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"681 - 698"},"PeriodicalIF":1.3,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43315179","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
Reimagining Social Work Education: A Systems-Thinking Approach to a BSW/MSW Program for Community College Students 重新构想社会工作教育:社区大学生BSW/MSW计划的系统思考方法
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-12-13 DOI: 10.1080/10437797.2022.2144977
Lissette M. Piedra, Christine Escobar-Sawicki, Carol Wilson Smith
{"title":"Reimagining Social Work Education: A Systems-Thinking Approach to a BSW/MSW Program for Community College Students","authors":"Lissette M. Piedra, Christine Escobar-Sawicki, Carol Wilson Smith","doi":"10.1080/10437797.2022.2144977","DOIUrl":"https://doi.org/10.1080/10437797.2022.2144977","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859685","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—Self-Care in Social Work Education: An Experiential Learning Exercise 教学笔记——社会工作教育中的自我关怀：一种体验式的学习实践
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-12-12 DOI: 10.1080/10437797.2022.2119051
Rebecca G. Mirick
{"title":"Teaching Note—Self-Care in Social Work Education: An Experiential Learning Exercise","authors":"Rebecca G. Mirick","doi":"10.1080/10437797.2022.2119051","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119051","url":null,"abstract":"ABSTRACT Self-care is an essential social work practice skill that should be taught in social work courses. This teaching note describes the evaluation of an assignment for BSW students (N=48) designed to teach self-care skills. The purpose of this project was to 1) understand students’ conceptualization of self-care and 2) determine if this assignment expanded the breadth and depth of students’ understanding and practice of self-care. These goals were accomplished through an analysis of students’ self-care strategies, using a priori self-care domains, and a thematic analysis of responses to open-ended questions about learning. The most common self-care strategies focused on emotional (43.3%), relational (34.9%), and physical (22.5%) well-being. Learning themes included understanding self-care, awareness of personal self-care, and strategies to use learning in the future. Implications for social work programs include emphasizing the intentionality of self-care, clarifying the scope of self-care, considering negative coping, and facilitating the development of self-care practices.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48581319","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
Preparing Social Workers for Anti-Oppressive Practice: Evaluating the Role of Critical Social Work Education 准备社会工作者的反压迫实践:评价批判性社会工作教育的作用
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-12-12 DOI: 10.1080/10437797.2022.2119060
Christopher T. Thyberg
{"title":"Preparing Social Workers for Anti-Oppressive Practice: Evaluating the Role of Critical Social Work Education","authors":"Christopher T. Thyberg","doi":"10.1080/10437797.2022.2119060","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119060","url":null,"abstract":"ABSTRACT Although critical social work (CSW) is an important framework for addressing racism and oppression within social work, few studies have examined CSW education. This study assessed CSW educational opportunities, student attitudes, and the effect of CSW exposure on student learning via a survey administered to undergraduate and graduate social work students (N=191). Findings suggest that students have a strong interest in CSW, but that classroom and field placement opportunities are inconsistent. Linear regression model results demonstrate that student knowledge of and interest in CSW are significant predictors of higher scores on the Diversity and Oppression Scale (Windsor et al., 2015). Based on the study findings, recommendations regarding curriculum development and field placement policies for social work educators are discussed.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"407 - 422"},"PeriodicalIF":1.3,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42004246","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
Centering Racial Equity in a BSW Program: What We’ve Learned in Five Years 以种族平等为中心的BSW项目:五年来的经验教训
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-12-12 DOI: 10.1080/10437797.2022.2119354
Stephanie A. Bryson, Gita R. Mehrotra, Jessica Rodriguez-JenKins, Passion Ilea
{"title":"Centering Racial Equity in a BSW Program: What We’ve Learned in Five Years","authors":"Stephanie A. Bryson, Gita R. Mehrotra, Jessica Rodriguez-JenKins, Passion Ilea","doi":"10.1080/10437797.2022.2119354","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119354","url":null,"abstract":"In response to the 2016 election of Donald J. Trump and calls for antiracist action from activists and communities of color, our Bachelor of Social Work (BSW) program embarked on a process of curriculum revision. In this article, we describe our efforts to center critical and Black, Indigenous, and people of color (BIPOC) scholarship and to better align our curriculum with the experiences of students of color. While we have drawn from feminist and critical race theories, we have also borrowed concepts from literatures not typically associated with antiracism work, such as policy implementation and leadership/management. We present our ongoing work as a case study of, and methodology for, systematic social work curriculum change to promote racial equity and justice.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46285740","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
Solidarity in Time of a Pandemic: A Qualitative Study of Student Experiences of Power-Sharing and Collaboration During COVID-19 大流行时期的团结:COVID-19期间学生权力分享与协作体验的定性研究
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-11-28 DOI: 10.1080/10437797.2022.2119061
Liza Barros-Lane, Dana S. Smith, Dawn McCarty, Sandra Perez, Leslie Sirrianni
{"title":"Solidarity in Time of a Pandemic: A Qualitative Study of Student Experiences of Power-Sharing and Collaboration During COVID-19","authors":"Liza Barros-Lane, Dana S. Smith, Dawn McCarty, Sandra Perez, Leslie Sirrianni","doi":"10.1080/10437797.2022.2119061","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119061","url":null,"abstract":"ABSTRACT Using an anti-oppressive lens, this Bachelor of Social Work (BSW) program intentionally introduced power sharing between students and faculty during the first semester of the COVID-19 pandemic. This study qualitatively examined the students’ response to this interpersonal intervention and found: (1) This experience helped all participants appreciate each person’s unique contribution, which was helpful in building their confidence in themselves and each other as developing social work professionals, (2) Students experienced a greater sense of closeness with all members of the group, and (3) Working together as equals helped students feel supported as they faced difficulties in their personal lives. Anti-oppressive pedagogical strategies focusing on the nature of the relationship may provide high levels of support and empowerment for students.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47861852","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—The Practicum Learning Portal: Building Resilience in Social Work Field Education During and Post-COVID-19 实地笔记-实习学习门户:在covid -19期间和之后建立社会工作实地教育的弹性
IF 1.3 4区 社会学
Journal of Social Work Education Pub Date : 2022-11-23 DOI: 10.1080/10437797.2022.2119069
Brenda L. Morris, Allison Everett
{"title":"Field Note—The Practicum Learning Portal: Building Resilience in Social Work Field Education During and Post-COVID-19","authors":"Brenda L. Morris, Allison Everett","doi":"10.1080/10437797.2022.2119069","DOIUrl":"https://doi.org/10.1080/10437797.2022.2119069","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023930","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
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