Role Of Social Work Education Research Articles

A Call to Action: How Social Work Programs Can Respond to Student Food Insecurity.

The COVID-19 pandemic exacerbated student food insecurity on college campuses and exposed the vulnerability of institutions with no food emergency response. During the COVID-19 pandemic and for years to come, the need for social work to lead efforts on college campuses to address student food insecurity is even greater. The need will continue to be significant for social workers in higher education to support students with basic needs, including resources for food, housing, childcare, and transportation. As has been true after other pandemics and economic downturns, professionally trained social workers are critical to brokering resources for individuals in crisis. This article critically examines the role of social work education in addressing the issue of student food insecurity. Through a conceptual lens, it explores the many dimensions of this problem and highlights vital contributions that social work can make within a higher education setting to alleviate food insecurity, enhance student well-being, and promote equitable opportunities for academic success.

Student Performance at Tertiary Level: The Role of Social Work Education

This paper has been designed to examine the role of satisfaction towards discipline, spiritual orientation, and commitment to be professional in student performance at the tertiary level in the Punjab province. Social work has become an essential component of higher education globally, especially with the rise of globalization and internationalization. The study has been based on a quantitative approach. It uses the data from a sample of 347 social work discipline students from public sector universities through a proportionate random sampling technique. It is important to mention that the students have been enrolled in the BS (4 Years) program. A cross-sectional survey was conducted, and a structured questionnaire was administered to collect information from social work students. It was pretested from 30 randomly selected students, and reliability was confirmed. It used three independent, two paths, one dependent, and one intervening variable. In the same way, the study found that satisfaction towards discipline, spiritual orientation, and commitment to be professional indirectly affect social work student performance through the mediation of practice learning and supervision of academic activity.

Exploring Resilience in Social Work Trainees

Exploring Resilience in Social Work Trainees

Social Work Curriculum: Preparation for Sexuality and Sexual Well-being Practice

Abstract Social work—an anti-oppressive, practice-based profession focused on social justice—supports people’s access to and ability to create healthy lives. Therefore, social workers should not only understand and value a service user’s sexuality, but also be able to competently navigate this area of practice. This mixed method study explored the role of social work education in preparing social workers for practice in sexual health settings. Forty-one Australian social workers and allied health professionals participated in a survey, seven of whom participated in subsequent focus groups. A descriptive analysis of surveys was conducted, and inductive analysis of the focus groups resulted in five overarching themes. Theme 1: ‘Educational Journey’ focused on the absence of content in Social Work curricula, contrasting with rich learning from peers and community members. Theme 2: ‘Disease, Disaster and Dysfunction’ highlighted that sexuality content was often framed through a deficit lens in their social work programmes. Theme 3: ‘Placement/Practice Learning’ highlighted the importance of social work field education programmes. Theme 4: ‘Being “Askable”’ was seen as essential. Theme 5: ‘Barriers’ resulted in four sub-themes: (i) Curriculum, (ii) Medicalisation, (iii) Baggage and (iv) Positioning. An overall recommendation is that the social work curricula must prepare social work students to utilise a sexual well-being-informed practice lens and more specifically to be askable. Further, implications for social work education and research are discussed.

The Role of Social Work Education in Relation to Empathy and Self-Reported Resilience: Results from Entry to Exit of Social Work Education on the Island of Ireland during the COVID-19 Pandemic

Abstract The COVID-19 pandemic has affected all aspects of people’s lives worldwide, including the work of social workers and the education of social work students. Field placements are a significant part of social work education, but during the pandemic they were cut short and most teachings moved online. The current mixed methods study examined the effects of social work education on social work students’ empathy and resilience during the COVID-19 pandemic on the island of Ireland. A matched sample of forty-nine students completed an online survey at the start (T1) of their degree and at the end (T2). A further 229 students who only completed the T1 survey were compared to 70 others who only completed the T2 survey. The results showed improved resilience in the cohort comparison. There were no differences in empathy in the matched sample nor between the cohorts. Thematic analysis of students’ narratives showed that they found the switch to online learning difficult, with some reporting negative impacts on their mental health and the abrupt ending of placements impacting their feelings of preparedness for practice. Implications of this study and future research areas are discussed.

Reflections on Radicalism in Social Work History: Moving Forward in a Difficult Time

ABSTRACT This paper is a call for social workers to engage in discussions about the future of our profession. It draws on social work history and uses examples of the contributions of radical/socialist/Marxist social workers who faced challenging times and who promoted radical responses for creating a more just society. While the paper focuses on social work specifically, it was developed against a broader backdrop of cross-disciplinary literature of radicalism and critiques of the welfare state and social policy generally. The paper focuses mainly on Canada but because the histories are closely linked, there are also examples from the USA, and Great Britain. It includes a section on the role of social work education and the importance of using critical pedagogy in preparing social workers to advance social change, social justice, and human rights. And finally, some thoughts are provided on how social work might move forward.

Computer self-efficacy and computer anxiety in social work students: implications for social work education

ABSTRACT With the outbreak of the COVID-19 pandemic, communication and learning processes became progressively computer mediated and students were forced to quickly adapt to new information and communication technologies (ICTs). The aim of the present study was to explore social work student’s capabilities to use ICTs. In research, computer self-efficacy and computer anxiety were identified as the most important factors for predicting success in ICTs use and academic performance. Computer self-efficacy reflects belief of one’s capability to use computers. Computer anxiety has been defined as unpleasant affective reaction towards computer usage. In the present study, we used a standardized questionnaire to measure computer self-efficacy and computer anxiety. A sample of 159 students took part in the survey. Students were either at the start (1st and 2nd term) or near the end (5th and 6th term) of the bachelor programme. Our results indicate average magnitude in both variables at the group level, but also large inter-individual variability with some students having extremely low computer-self efficacy in performing computer activities, which was associated with strong computer anxiety. This is supported by a statistically significant negative correlation of computer self-efficacy and computer anxiety. Furthermore, there were no significant differences in computer self-efficacy and computer anxiety between students at the beginning and the end of the Bachelor study programme. These findings indicate that ICTs did not play a prominent role in social work education so far.

When Privilege and Oppression Become “Real” in the Life of Emerging Social Workers

ABSTRACT In today’s society, it is of utmost importance to deliver services with compassion, understanding, and cultural competence. Students’ awareness of personal cultural backgrounds, issues, and biases is essential to enhance their ability to serve others, particularly marginalized populations. This study demonstrates how students understood the impact of discrimination and oppression on their personal development and preparation for delivery of social work services to diverse clientele. The goal of this research was to learn more about students’ readiness for practice with heterogeneous client populations by assessing their changes in thought and behavior necessary for culturally competent and responsive social work practice in a pluralistic society. While this research informs the role of social work education in preparing culturally competent practitioners, there remains a significant gap in the literature regarding how best to teach students about privilege and oppression. This study used existing pre and post data from the “Oppression & Diversity/ Social Justice Scale” to assess students’ understanding of power, privilege and oppression both at the beginning and at the end of a semester. Results may be used to plan and develop future cultural competence curricula.

Disrupting Family Group Conference practice in Aotearoa New Zealand: A learning project

Participation in, or facilitation of, Family Group Conferences (FGCs) and hui-ā-whānau (family meetings) are key social work practice activities in Aotearoa New Zealand. Social work students are expected to graduate with the cultural competence necessary to work ethically with whānau Māori according to the bicultural practice principles of Te Tiriti ō Waitangi. This competence includes skills in the facilitation of joint decision making, shared responsibility and the use of Māori engagement principles, all of which are fundamental to the traditional and professional practice of hui (meetings).We argue that, for social work students to enter the profession with the ability to work effectively in a statutory setting, and with whānau Māori, learning must go beyond the processes of the FGC as set out in the Oranga Tamariki Act (1989)—originally the Children, Young Personsand Their Families Act, 1989—and embrace the historical and cultural intent of this practice. It must encourage students to be mindful of their cultural selves in the process and to reflect on the tensions arising from how the FGC sits within a statutory, managerial, and neoliberal policy framework. This article applies concepts of Māori and Western pedagogy to a learning strategy developed by the authors over a period of four years. The Reality FGC Project began as a way of assisting students to develop skills and apply theory to practice, and unexpectedly became an opportunity to reflexively and iteratively consider the role of social work education in re-thinking FGC practice in Aotearoa New Zealand.

Uso del inglés en programas de Doctorado en Trabajo Social en Estados Unidos. Un estudio de caso ilustrativo de la hegemonía idiomática

This study reviews the experiences of non-native English-speaking students in Doctoral Social Work Education in the United States. The research, through a qualitative case study, interrogates regarding the centrality of English in education processes, and generates recommendations for improving them. Findings show that English can play a hegemonic role in Social Work Education and that some educators can exert discrimination based on language proficiency. Among recommendations are the need to promote reflexivity to contribute that educators reconnect with discipline principles as well as review the way their power is exerted in the classroom.

Simulation in Social Work: Creativity of Students and Faculty during COVID-19

Simulation learning plays an important role in social work education, allowing students to explore how theory and practice parameters can be integrated into actual situations they are likely to experience in the field. The arrival of COVID-19 and the sudden cessation of in-field practicum opportunities raised challenges for students to gain needed practice experience. Simulation offers an opportunity to enhance learning in place of some direct experience when that is not available. This paper reports on a simulation development practicum, where students, not able to be in an agency, sought out ways to achieve learning through the development and implementation of simulation learning. This was combined with a literature review. Results showed that student-generated simulation could be used to support direct practice learning. This project also illustrated that social work simulation can be used to help students safely explore areas of practice that they may not be exposed to in practicum through scenarios that cause them to examine how to work with clients where cross-cultural needs exist, and challenge ethical dilemmas in a ‘real-world’ situation while being required to face their biases.

Preparing Social Workers to Confront Social Injustice and Oppression: Evaluating the Role of Social Work Education

Preparing Social Workers to Confront Social Injustice and Oppression: Evaluating the Role of Social Work Education

Preparing Social Workers to Confront Social Injustice and Oppression: Evaluating the Role of Social Work Education.

Since the presidential election of 2016, bias-related incidents, hate-filled rhetoric, and extremist violence have been increasing in the United States. Because social workers are often working with individuals and communities affected by these incidents, practitioners may have increasing responsibility to confront social injustice and oppression. However, limited evidence on the preparedness of social workers to assume this responsibility, particularly among those who are still students, exists. To address this gap, this study used focus group and survey data from the Diversity and Oppression Scale to explore the preparedness of MSW students (N = 22) to confront oppression. Six themes were identified as integral to student experiences in their programs: (1) social worker responsibility to confront oppression, (2) use of dominant group discourse on oppression, (3) variation in faculty preparation and comfort, (4) a focus on knowledge of oppression versus skills and process, (5) role of personal responsibility and experience in student preparation, and (6) strategies to increase student preparedness to confront oppression. Factors identified to enhance students' level of preparedness include faculty opportunities for development, changes to the explicit and implicit curriculum, and creating a formalized way to integrate topics on oppression and diversity into all facets of the curriculum.

The Role of Education in Developing Students’ Professional Resilience for Social Work Practice: A Systematic Scoping Review

Abstract Social work practitioners are called on to be resilient in an increasingly complex and challenging human service environment. This study presents the results of a systematic scoping review aimed at understanding the role of social work education in developing students’ professional resilience in preparation for their future social work practice. The application of a comprehensive search strategy resulted in the inclusion of thirty-two articles, published between 2008 and 2018. A descriptive thematic analysis highlighted the political and contextual influences on this recent and emerging body of literature, together with three key themes. These themes centred around education building resilience through screening social work applicants, targeted knowledge provision and inclusive educational processes. The findings draw attention to the emphasis on social workers being individually responsible and accountable for their professional resilience, with this potentially reinforced and facilitated through education processes. The findings identify the need for future research to investigate environmental influences on social workers’ resilience, including how educators support students to understand and shape them.

Making Disability Visible in Social Work Education

ABSTRACT The role of social work education is to prepare students to work with individuals, families, and communities, many of whom have one or more disabilities. Yet most social work programs include limited disability-specific content in their programs, and with a deficit-model focus. Recent changes in the National Association of Social Workers Code of Ethics and the Council on Social Work Educational Policy and Accreditation Standards moves the profession from a disability toward an ability framework; yet disability is still often invisible in curricular content and in the ways social work education recognizes and responds to disabled students, faculty, and staff. This article discusses frameworks for ways social work education can proactively and intentionally address disability within ableist institutional practices.

Role-Playing: A Strategy for Practicum Preparation for Foundation Year MSW Students

ABSTRACTField practicum plays a central role in social work education by socializing social work students to the profession and facilitating the integration of theoretical knowledge with skill development. Students can be apprehensive about beginning practicum and often lack adequate formal preparation for the practicum experience. This study evaluates role-playing as a prepracticum preparatory activity for foundation year MSW students. Focus groups were conducted with student role-play participants to assess the perceived quality and effectiveness of a role-play activity designed to support practicum preparation. The article concludes with a discussion of pedagogical implications and recommendations for further research.

Migration and Human Rights in Kosovo: Perspectives for Social Work Education

This article seeks to account for the diverse interconnections of processes, motivations, policy, and patterns of migration in Kosovo today. It connects Kosovo empirically with wider theoretical debates on human rights and social work education. The article also explores how past and present migration has informed and shaped policy, placing Kosovo’s system of migration in international human rights law and Europeanization processes, with the requirement to comply with the body of the European Union (EU) law—Acquis Communautaire—as a precondition for Kosovo’s eventual EU membership. It shows how configurations of the relationship between Kosovo and the EU affect migration policy and practices. In addition, this article touches on the connection of migration to social work education. Grounded in a rights-based approach, it argues for the interdependence and indivisibility of human rights applications and the role of social work education in Kosovo, regionally and internationally.

Conceptualization of capstone experiences: Examining their role in social work education

ABSTRACTCapstone experiences are requirements for undergraduate and graduate study in many disciplines, with 70–80 percent of US higher education institutions offering them. However, they appear to vary in both format and purpose with little consistency in their design. Capstone experiences can include participating in internships or volunteer work, engaging in project-based learning, and/or generating written work. While field practica have provided social work students opportunities for displaying competencies to practice, the use of projects, assignments, and experiential activities as capstone experiences, in which knowledge and skills can also be applied and demonstrated, are gaining popularity in social work education. However, the requisite functions of capstone experiences have not been identified, leaving educators with little guidance to help with pedagogical decisions. This article fills this gap by conceptualizing capstone experiences and discussing their value overall, as well as usefulness in social work education. Lastly, it describes challenges facing educators and students in the capstone process.

Context Matters: Health Disparities in Substance Use Disorders and Treatment

Social work is uniquely poised to lead in the development and implementation of multilevel strategies to both address substance use disorders (SUDs) and tackle existing inequities in SUD treatment. It is critical that there be an explicit focus on context, racial justice, and community empowerment in educational efforts designed to train graduate social work students when preparing them for professional work in the behavioral health field. This article provides a review of the literature on disparities in SUD and SUD treatment. The notion of cultural competence in SUD treatment is critically examined. Finally, the role of social work education and training in tackling inequity and the realization of justice is discussed.

Social work as a recognised profession in the Pacific region

This article explores how social work is understood as a profession in the Pacific region, alongside forces of globalisation and the consequent neo-colonialism that can emerge where Western models are perceived as superior to indigenous models of social work. Eight Western Sydney University social work students who completed their final 500-hour field practicums in Fiji and Samoa between 2013 and 2015 provided feedback on their experience. Issues include the lack of recognition of social work as a profession, as it is often perceived to occur naturally within Pacific cultures, and the role of social work education in preparing qualified practitioners.