Journal of Teaching in Social Work最新文献_第5页

The End of Social Work: A Defense of the Social Worker in Times of Transformation 社会工作的终结:转型时代社会工作者的辩护

Journal of Teaching in Social Work Pub Date : 2023-08-08 DOI: 10.1080/08841233.2023.2232708

Anna Haley, Eric Lock

引用次数: 3

The Impact of the COVID-19 Pandemic on Social Work Instructors: The Case of Israel 新冠肺炎疫情对社会工作指导员的影响:以以色列为例

Journal of Teaching in Social Work Pub Date : 2023-08-08 DOI: 10.1080/08841233.2023.2241969

Liat Shklarski, Yaara Paz, Kathleen Ray, Yael Latzer

{"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}

引用次数: 1

Teaching Intersectionality to Enhance MSW Students’ Understanding of Oppression and Privilege 透过交叉性教学，增进都市固体废物学生对压迫与特权的理解

Journal of Teaching in Social Work Pub Date : 2023-08-08 DOI: 10.1080/08841233.2023.2244997

James Simon, Rigaud Joseph

{"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}

引用次数: 0

We Feel, Therefore, We Learn: Assessment of Affective Domains in Diversity and Social Justice Graduate Social Work Syllabi 我们感觉，因此，我们学习：多样性和社会公正中情感领域的评估研究生社会工作课程

IF 0.8

Journal of Teaching in Social Work Pub Date : 2023-08-04 DOI: 10.1080/08841233.2023.2243474

Mayra Lopez-Humphreys, Gina R Rosich, B. Teater

引用次数: 0

Use of Self as an Anti-Oppressive Tool for Pedagogy 运用自我作为教育学的反压迫工具

IF 0.8

Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI: 10.1080/08841233.2023.2214749

Laura Quiros, Karen Bagnini

引用次数: 0

Teaching about sex and sexualities in higher education 高等教育中的性与性教学

IF 0.8

Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI: 10.1080/08841233.2023.2193126

S. Dodd

引用次数: 1

Communicating Research Evidence within the Therapeutic Space: A Competency Framework for Graduate Social Work Education 在治疗空间内交流研究证据：研究生社会工作教育的能力框架

IF 0.8

Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI: 10.1080/08841233.2023.2221171

Keith Adamson, Keri J West, C. Sato

{"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}

引用次数: 0

Strategies for Teaching Suicide Content in Social Work Education: A Survey of Social Work Instructors 社会工作教育中自杀内容的教学策略——对社会工作教师的调查

IF 0.8

Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI: 10.1080/08841233.2023.2207090

Rebecca G. Mirick

{"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}

引用次数: 0

Teaching Embodied Self-Care as Self-Preservation in Social Work Education 社会工作教育中的自我保护教学

IF 0.8

Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI: 10.1080/08841233.2023.2221924

E. Martin, K. Myers, Kirstiana Brickman

引用次数: 0

The Life Model of Social Work Practice: Advances in Theory and Practice 社会工作实践的生活模式:理论与实践进展

IF 0.8

Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI: 10.1080/08841233.2023.2193124

Samuel R. Aymer

引用次数: 2