Preparation Of Social Workers Research Articles

Professional Education for Social Work in Britain: An Historical Account (A Book Review)

This article is a review of Marjorie J. Smith's book, Professional Education for Social Work in Britain: An Historical Account, 2022. We present a comprehensive historical expression of the evolution of vocational education for social workers in the United Kingdom in the late 19th and early 20th centuries. The focus was on the initial training methods in social workers institutions, the transition to formal training schemes, the establishment and challenges of the School of Sociology, as well as the merger with the London School of Economics (LSE). This paper explores the ongoing tension between academic education and practical professional training in social work. As a valuable resource, this paper outlines the philosophical foundations, pedagogical approaches, and institutional challenges that shape social worker training. Through historical exhibitions, committee reports, and practical work reports, this paper provides a rich narrative that emphasises the importance of comprehensive education that integrates theoretical knowledge with practical skills. The review assesses the content, structure, and contribution of this book to the field of social worker education, exploring the target audience, advantages, and potential constraints as well as their relevance in contemporary discussions on training and preparation of social workers. In conclusion, the merger of the School of Sociology with the London School of Economics is not only a strategic step to maintain the quality and coverage of social worker education but also depicts further reflection on narratives that integrate social thinking and action into a more sustainable institutional framework.

Preparation of social workers for professional activity in the field of health: implementation of progressive ideas of the USA in Ukraine

The relevance of the study is due to the growing importance of health in the value system of modern society, as well as the deteriorating health of the population not only in Ukraine but in the world as a whole. The situation has especially deteriorated in the context of the coronavirus infection pandemic, which has led to the emergence of numerous new and exacerbation of "old" social problems of the population. Social workers cannot stay away from the problems faced by ordinary citizens, especially when it comes to achieving social justice and respect for human rights, in particular in such a sensitive area as health. To ensure the effective provision of social services and to address the social problems of the population on the basis of health, social workers must be properly prepared for this type of professional activity. The training of social workers for health activities in Ukraine is a fairly new and not very common area of training in higher education institutions, and the practice of social workers in the field of health care in Ukraine is not yet a typical phenomenon. The use of progressive foreign developments is a good basis for quality preparation of future and already practicing social workers for health activities. Of particular importance is the American experience in training social workers to work in health care, based on more than a century of practice in this area. In order to borrow and adapt the valuable ideas of foreign experts, a comparison of the training of social workers for health activities in the United States and Ukraine was made. On the basis of the revealed common and distinctive features the ways of introduction of the best achievements of the American high school in domestic practice of preparation of social workers are offered.

ПРАКТИКИ НАДАННЯ СОЦІАЛЬНИХ ПОСЛУГ У ДИСТАНЦІЙНОМУ РЕЖИМІ

The article is devoted to the analysis of domestic and foreign experience in providing remote social services. Based on the generalization of the practice of providing remote social services and theoretical research, the range of clients with whom remote forms of social work are used is determined. The advantages of remote interaction with clients in comparison with traditional direct visits to a social worker are characterized: ensuring anonymity for people in small communities; increasing opportunities for access to social services and interaction with a specialist of people with disabilities or mobility problems; accessibility for clients of rural or remote communities (geographical factor); possibility of simultaneous communication of the client with several experts during video conferences. The risks of organizing remote interaction with a specialist are identified: the need to ensure the confidentiality of information and security of remote interaction for the client in connection with the use of digital resources; limited use of remote (digital) form of interaction with the elderly; the impossibility of using remote forms of work in cases of domestic violence. It was found that the constant supervision of cases allows to determine the feasibility of providing social services in person or remotely. The basic principles of social work during virtual communication with recipients of social services are specified. The most common resources of remote communication are identified. The analysis of domestic legal documents allowed to identify gaps in the provision of social services remotely in Ukraine, as well as to develop proposals for changes to the standards for the provision of social services. The priority directions of development of the system of social services in remote mode at the national level are outlined (ensuring professional readiness of social workers to use digital resources in work with clients, technical equipment for digital interaction; normative regulation of possibility of rendering certain social services in remote format; development of methodology of remote work in social sphere).

Основні складові готовності соціального працівника до роботи у дитячих закладах оздоровлення та відпочинку

The readiness of a social worker to work in children's health and recreation facilities is defined as a complex multifaceted process. The purpose of the study is to explore some approaches to defining the content of the concepts of "readiness", to reveal the structural components and content of the preparation of social workers to work in children's health and recreation facilities. Analyze the criteria and levels of readiness of future professionals. The article uses research methods: theoretical: analysis of psychological and pedagogical literature and publications to determine the main components of the readiness of a social worker to work in health and recreation facilities; classification of criteria and levels of readiness on the basis of the processed scientific works. Result. The main structural and semantic elements are analyzed and their expediency in the process of training specialists is determined. The classification of criteria and levels of readiness of a social worker to work in children's health and recreation facilities, based on the manifestation of creative abilities and ability to perform tasks under standard and non-standard conditions.

Investigating the Readiness of Hospital Social Workers to Respond to Domestic and Family Violence

ABSTRACT Domestic and family violence (DFV) is recognised as a health care priority. Women experiencing DFV use health services at a higher rate than the general population. Hospital social workers are an important component of a public hospital response to domestic and family violence but how prepared are they for this role? This research study explored the readiness of social workers in a Melbourne metropolitan hospital setting to respond to DFV. Results indicated that although the social workers had a knowledge base highly relevant for responding to DFV, many lacked specific knowledge of risk assessment, safety planning, legislative responsibilities, and referral pathways for support, including legal support. As a result, it was likely that they were not adequately responding, either by not recognising when they needed to, or with knowledge and confidence when they did. They also identified a range of organisational enablers, including policy, time, and safe conversation spaces. IMPLICATIONS Hospital social workers have a central role to play in responding to domestic and family violence. Hospital social workers need to be better prepared for domestic and family violence responses. Social workers require ongoing training and organisational support including practice protocols and guidelines, and the provision of time and private, safe spaces for sensitive conversations to occur. Universities should ensure that the role of hospital social workers is considered within curriculum addressing the area of domestic and family violence (DFV).

COMPETENCY-BASED APPROACH TO THE SCIENTIFIC AND RESEARCH TRAINING OF FUTURE SOCIAL WORKERS

The article deals with the methodological principles of professional training of social workers to scientific and research activities. It is substantiated that scientific research activity is one of the leading one in the social practice and involves the formation of knowledge on the organization and conduction of scientific research as well as the complex of research skills for social work specialists. The mentioned actualises the process of scientific research training of social workers and the definition of scientific approaches to its implementation. The purpose of the paper is to study the peculiarities of the application of competency-based approach in the process of scientific research training of future social workers. Methods of research: analysis and synthesis of scientific literature (for clarification of key concepts of research); comparison, systematisation (in order to identify the existing scientific approaches to solving a given problem); method of theoretical generalization (for the formulation of the final provisions and conclusions). The notion of social worker's readiness for scientific research activity is defined, which implies the dynamic, integrative personal formation characterised by a positive attitude to the profession, conscious desire and a focus on the organization of professional activities based on scientific approaches to the solution of social problems. The scientific approaches to the formation of readiness of social workers for scientific research activity are singled out. Peculiarities of the competence approach in the process of scientific research training of social workers are considered. The implementation of competency-based approach in the process of preparing students for scientific research activities involves creating of the conditions for the development of professional and research knowledge, skills of social workers, experience and methods of creative activity as well as development of the ability to independently carry out research activities, solve problems of different levels of complexity on the basis of the use of own and social experience.

FROM STUDYING THE USA EXPERIENCE IN MENTAL HEALTH SOCIAL WORK TO THE DEVELOPMENT OF SOCIAL WORKERS’ TRAINING PROGRAM IN UKRAINE

The article is devoted to substantiation of expediency of introduction of a new specialization on preparation of social workers in Lviv Polytechnic. The development of the practice of social work in the field of mental health in the USA is analyzed, and, taking into account the set of criteria the author has proposed its periodization of development of the system of social workers’ vocational training for public health care in the United States. The empirical experience of social work in the field of mental health in this country is described and its comparative analysis with Ukrainian realities is carried out. On the basis of the revealed theoretical and methodological principles and organizational and methodical features of professional training of social workers for providing social services in the context of solving the problems of mental health protection in the United States, a draft program for the specialization of social workers for mental health care in Ukraine has been proposed.

Coming Together: Factors that Connect Social Workers to Group Work Practice

ABSTRACTGroup work is an effective method to intervene with various populations in multiple settings. However, research has demonstrated that social workers are often not prepared for the realities of group work practice. In this study, the lens is turned on professional social workers that identify as group workers about the motivations and factors that contributed to their practice of group work. The goal of this research is to provide data and related insights that will enhance the preparation of social workers for the realities of contemporary group work practice. The study also identified factors that would enhance group work education in both the classroom and field education settings.

Improving the quality of social work field education: The efficacy of an analysis using Cultural-Historical Activity Theory

Field education is recognised as a critical element in the preparation of social workers for competent practice. It is also acknowledged as a major pressure point in the provision of social work education in Aotearoa New Zealand. The pressures appear to be related to concerns about quality, consistent standards and the preparation of field educators who often lack the confidence or specialised knowledge and pedagogical skills required to facilitate student learning in the field. Attempts to address these concerns have generally focused on either local or national training programmes based on traditional learning theories. This article proposes that Cultural-Historical Activity Theory offers an alternative approach to the challenge of quality in field education and provides a basic description of the model. In particular, the analytical tools developed by Yrjö Engeström, which focus on the exploitation of tensions and contradictions in activity systems, are discussed as a useful strategy to bring about transformation. The article suggests that Cultural-Historical Activity Theory has been underutilised in social work research, but has the potential to open up rich veins of enquiry related to a range of concerns.

A look into spirituality in social work practice within the hospice setting

ABSTRACTSocial workers are part of the multidisciplinary team providing holistic care to people within the hospice setting; however, concerns exist about the preparation of social workers to address spiritual issues. An exploratory qualitative study with 16 experienced hospice social workers was conducted to examine the impact of hospice work on social worker spirituality and vice versa. Results indicated that matters involving spirituality arose frequently in the work and 15 participants had offered spiritual care to a patient in need, despite many of them not feeling prepared by their education to do so. Implications for social work hospice practice and for social work education are discussed.

Mapping Dual-Degree Programs in Social Work and Public Health: Results From a National Survey.

Dramatic changes in the health system due to national health reform are raising important questions regarding the educational preparation of social workers for the new health arena. While dual-degree programs in public health and social work can be an important response to what is needed educationally, little is known about them. The National MSW/MPH Programs Study surveyed MSW/MPH program administrators to better understand the prevalence, models, structure, and challenges of these dual-degree programs. Forty-two programs were identified, and 97.6% of those contacted participated (n=41). Findings indicate that MSW/MPH programs are popular, increasing, geographically dispersed, and drawing talented students interested in trans-disciplinary public health social work practice. Challenges for these programs include the need for greater institutional support, particularly funding, and a general lack of best practices for MSW/MPH education. While findings from this study suggest graduates appear especially well-prepared for leadership and practice in the new health environment, additional research is needed to assess their particular contributions and career trajectories.

Introduction to the Special Issue

This article provides a brief introduction to the articles presented on April 5–6, 2013, at the University of Houston’s Symposium titled, Critical Considerations, Successes, and Emerging Ideas for Bridging the Research and Practice Gap in Social Work. This conference, attended by 150 practitioners, researchers, academics, and administrators, focused on identifying novel solutions to build a more durable and complete research–practice bridge. The primary research–practice translation issues covered in this symposium and this special issue include achieving fidelity and full implementation of efficacious interventions in real settings, dealing with the discrepancy in comorbidity and complexity between the characteristics of clients in randomized controlled trials and those of the clients seen in real practice settings, addressing organizational barriers to implementation of research-supported treatments, and improving our profession’s preparation of social workers who can help build the research–practice bridge.

Implementation Frameworks and MSW Curricula: Encouraging Pursuit and Use of Model Pertinent Data

Graduate preparation of social workers and the infrastructure of service delivery too often limit the pursuit and use of data to inform practice. We review literature addressing student and practitioner motivation and interests, as well as masters-level social work curriculum content. This establishes a context for presentation of Masters in Social Work (MSW) student evaluations of program implementation at 34 field placement sites throughout the greater Kansas City region. Their evaluations focus through frameworks identified by the National Implementation Research Network to examine patterns of implementation and program data usage. Based on student lessons learned, we suggest MSW curricula revision to foster student and program appreciation and use of data.

Social Work Education and Public Child Welfare: A Review of the Peer-Reviewed Literature on Title IV-E Funded Programs

Collaboration between public child welfare agencies and social work education is not a new strategy. The relationship was kindled in the 1909 White House Conference and enshrined in Title IV-E support for social work education for public child welfare workers (Adoption Assistance and Child Welfare Act of 1980). Federal support for the preparation of social workers in the field of child welfare can be traced as far back as 1935 with the inception of the Child Welfare Provisions of the Social Security Act (Zlotnik, 2002). Although IV-E program evaluation research remains small, the contributions of existing studies have added to the field. This review highlights those contributions and accentuates the need to improve research efforts in terms of designs rigor, including sample size, power, effect size, instrumentation, analyses, and outcomes. In addition, it underscores the need to move forward in connecting outcomes to families and children by focusing on safety, permanence, and well-being.

Preparation of Social Workers to Support People with Developmental Disabilities

We examine how well schools of social work prepare students to work with people with developmental disabilities (DD). Using websites of 50 U.S. schools of social work, we examine their curricula to determine the number and nature of disability studies courses. We examine tenure-line faculty to identify potential for current staff to expand DD courses. We provide evidence of growing demand for DD services, and show minimal opportunities exist for students to obtain a concentration or certification in disability studies. Also, a large percentage of tenure-line faculty have research backgrounds in the DD field which are not reflected in current course offerings. Implications for social work education are discussed and recommendations given for future research.

Multicultural Competence: Are BSW Students Adequately Prepared?

Using a survey instrument based on Lum's approach for measuring multicultural competence and the Multicultural Awareness-Knowledge-Skills Survey, researchers assessed senior-level social work students' cultural competence to determine effectiveness of BSW multicultural curricula in undergraduate education. Research questions included whether (1) BSW students are adequately prepared for multicultural competent practice, (2) multicultural curriculum content in social work increases cultural competence, and (3) sociodemographic variables such as race/ethnicity, age, and gender are significant predictors of self-reported multi-cultural competence. Results indicate that BSW students receive some instruction on cultural awareness, but such instruction may not translate into multicultural competence. Implications for clarifying the social work educator's role in the preparation of social workers who are multiculturally competent are discussed.

On Creating a Space: An Interview with Parker Palmer

Increasingly, social work educators introduce the thoughts of Parker Palmer into their discussions of teaching methodology, course content, and the occupation of teaching. While not himself a social worker, Palmer's thoughts about teaching, on creating a “space” or conditions within which people can learn and change, and on the spiritual and relational aspects of human learning resonate with many social work educators. Parker Palmer is a writer, consultant, and lecturer who addresses issues in education, spirituality, community, and social change. He is a senior associate of the American Association for Higher Education, senior advisor to the Fetzer Institute, and the author of such books as To Know as We Are Known, Let Your life Speak, The Courage to Teach, The Active Life, and The Company of Strangers. Palmer has received five honorary doctorates for his writing and numerous other awards. He resides in Madison, Wisconsin where he is also a member of the Religious Society of Friends (Quakers). This interview was conducted to elicit Palmer's thoughts on teaching, learning, relating, and the academic preparation of social workers and took place on a cold and dreary late winter afternoon at his home in Madison. A range of subjects was discussed and he was quite gracious and generous with his time.

Socialinio pedagogo praktinės problemos

While the department of social pedagogics was participating in the international TEMPUS project from 1995 to 1998, the experiments related to the need of social teachers and possibilities of professional functions and questions of professional preparation were held in Klaipėda region. The results of these experiments led to such the following conclusions: 1. All teachers need knowledge and experience of social work. Social teacher who is totally prepared and has obtained practical work experience is significantly needed not only for child care organizations but also for secondary education schools. Similarities and differences of class teacher's and social teacher’s activities were observed during the experiments and the possibilities of social teachers successful activities at secondary schools were analysed. 2. While preparing social teachers for educational and child care institutions, specialization is essential as well as specification of their meetings with different educational and care organizations. Special formation of the skills of social activities is essential for future social workers. Work practice, non-formal students’ activities and volunteers' work could help to establish this process. Course in the social work for preparation of social workers for educational institutions have to be closely related with practice. 3. It is necessary to evaluate norms of government social and educational institutions. (Extremely formal contacts between these institutions, with only occasional communications, as well as no interest or no care about further child’s fortune were identified). 4. Until now, little attention has been given to family problems in Lithuania. It is necessary to develop the initiatives and enthusiasm of future teachers. They need to be able fundamentally to help the child and the family, to reduce and eliminate the reasons for problems occurring. Future teachers need to take initiative and responsibility while creating social projects and implementing them. It is essential to develop the process of selection for future professionals in social pedagogics. Future social teachers need to have clear features of honesty, social skills and work experience. Therefore when accepting students to the social worker’s profession, not only the marks of their secondary school diploma should be considered but also personal characteristics and experience.

Using Refugee Stories in Social Work Education

ABSTRACT Facilitating the adjustment of refugees can be a challenging task for social workers because these involuntary migrants are often both culturally different and psychologically traumatized. Powerful stories about the refugee experience can, therefore, be valuable tools in the preparation of social workers. They can be used to build background knowledge, because they document the experiences of refugees and the sociopsychological effects of those experiences. They can also be used to complement and illustrate theory and are especially valuable, because they permit us to see the receiving country and its agencies from a refugee perspective. Last, they can effectively raise issues for discussion and/or further investigation. This pedagogical potential is illustrated by reference to eight short stories, one biography and a collection of first-person narratives.

Education for Social Transformation

This paper discusses the preparation of social workers who are committed to social transformation. Humanist and radical traditions are reviewed regarding their strengths and limitations. From a merging of elements of these traditions four principles-personal power, group support, critical awareness and action-are developed as guidelines for a social work education program which is able to facilitate both personal development and a commitment to social transformation.