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Committing to Trauma-Informed Social Work Education in Chronic Syndemic Times Journal of Teaching in Social Work Pub Date : 2024-03-11 Caroline Gelman, Anna Ortega-Williams, Laura Katz
Abstract COVID-19 has revealed and intensified economic and health disparities, prompting a profound national and global examination of racist systems perpetuating such disadvantage. The historic c...
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An Assessment of MSW Social Work Curricula: Semester-Long Courses Specifically Related to Immigrants and Immigration Journal of Teaching in Social Work Pub Date : 2024-03-11 Kerri Evans, Victor Figuereo, Robert Rosales, Bongki Woo, Jaime Perez-Aponte
Social workers are well positioned to meet the needs of the immigrant population in the United States (U.S.) and social workers across all fields and specializations should both feel competent and ...
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Justice Views in Social Work Project: Examining Views on Race and Justice Journal of Teaching in Social Work Pub Date : 2024-03-11 Eydie Shypulski, Aynsley H. M. Scheffert, Shelly Smart, Mary Kirk, Tiana Kruger
Advocacy for social justice is a core duty of the social work profession. Social injustice, oppression, and marginalization in the United States demand that social workers critically evaluate and a...
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Social Work Education on Transgender and Gender Nonconforming People: Application of an Intersectional Feminist Lens and Suggested Classroom Exercises Journal of Teaching in Social Work Pub Date : 2024-03-11 Cary L. Klemmer, Judith Leitch, Paula Helu-Brown
This paper argues for the application of Intersectional Feminist theoretical lens to social work pedagogy and provides sample educational activities, from simple to complex, which apply this lens t...
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Adverse Childhood Experiences, Trauma Exposure, and Stress Among MSW Students: Promoting Well-Being Through Perceived Adequacy of Self-Care Journal of Teaching in Social Work Pub Date : 2024-03-11 Joshua D. Bishop, Karen M. VanDeusen, Dee A. Sherwood, Cheryl Williams-Hecksel
Among graduate social work students, experiences of childhood adversity and trauma, along with secondary exposure to others’ trauma, can result in negative effects. Unaddressed, this may lead to se...
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Anti-Racist Social Work Education: “Ready or Not, Here I Come, You Can’t Hide...” Journal of Teaching in Social Work Pub Date : 2024-03-11 Brittany Lynch
The 2022 Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education (CSWE) definitively identifies anti-racism as a necessary component of social work education...
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Social Work Programs for the Ultra-Orthodox Jewish Community: Shaping a Professional Identity and Meeting the Needs of the Community Journal of Teaching in Social Work Pub Date : 2024-02-16 Liat Shklarski
The ultra-Orthodox Jewish community is characterized by its strict religious observance and is a relatively self-secluding group existing as an enclave system. In the last few decades, a growing nu...
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Adieu and Welcome! Journal of Teaching in Social Work Pub Date : 2023-12-06 Paul A. Kurzman
Published in Journal of Teaching in Social Work (Vol. 44, No. 1, 2024)
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Utilizing Experiential Learning to Deepen Understanding in an MSW Macro Practice Class: Impact on Learning and EPAS Competencies Journal of Teaching in Social Work Pub Date : 2023-12-06 Margaret Lane, Annette Grape
Experiential learning in Master of Social Work (MSW) programs can be an instrumental pedagogical method of juxtaposing theoretical knowledge with tangible hands-on approaches, enhancing student exp...
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A Model for Supporting Affective Learning within Diversity and Social Justice Social Work Syllabi Journal of Teaching in Social Work Pub Date : 2023-12-06 Gina R Rosich, Mayra Lopez-Humphreys
Teaching approaches are needed that can normalize students’ process of exploring emotions related to their learning and support the internalization of the professional social work values (i.e. huma...
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Findings from an Evaluation of a Distance BSW Program Journal of Teaching in Social Work Pub Date : 2023-12-06 Sarah E. Reese, Jessica L. Liddell, Deanna Cooper
Over the past two decades, the number of online and distance social work programs has grown rapidly. The COVID-19 pandemic has further highlighted interest in online options from both students and ...
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Social Work Students Explore the Grand Challenge of Technology with Field Educators: A Qualitative Approach Journal of Teaching in Social Work Pub Date : 2023-12-06 Kelly Lynn Clary, Erica E. Nason, Katherine Selber, Rachel Ortiz, Kenneth Scott Smith
One goal of the Social Work Grand Challenge is to positively influence the applications of technology. Nowhere is the challenge of integrating innovative technology more apparent than in field educ...
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It’s Complicated: Contextualizing Substance Use in Social Work Education Journal of Teaching in Social Work Pub Date : 2023-12-06 Stephanie Sarabia
This paper aims to understand the impact on student learning of redesigning an elective substance use course with the intent of contextualizing the topic by modeling a structural critical lens. In ...
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Undergrad and Over 30: Perceptions of Mature Students in a Canadian Bachelor of Social Work Program Journal of Teaching in Social Work Pub Date : 2023-12-06 Lea Tufford, Vivian Thieu, Rose Zhao, Angelique Jenney
This study sought to respond to the increased number of mature students in social work education and the understudied topic of their experiences. The research deployed semi-structured interviews an...
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“Why Don’t We Learn About the Black Social Work Pioneers?” The Erasure of Black Social Workers’ Histories and Contributions—Implications for Social Work Education Journal of Teaching in Social Work Pub Date : 2023-12-06 Betty L. Wilson, Brandi Anderson, Brittany Davis, Christian Gorchow, Julisa Tindall, Agnes Nzomene Kahouo Foda
While there is mounting research on the well-known white founders of social work, documentation of Black social work pioneers and their contributions is scarce – in both social work education and t...
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A Mind-Body-Spirit Framework for Addressing Self-Care in Social Work Education Journal of Teaching in Social Work Pub Date : 2023-10-17 Pamela Szczygiel, Taylor Hall
Despite high rates of compassion stress within the field of social work and the growing acknowledgment that self-care is critically important to ethical social work practice and to the practitioner...
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Graduate Student Experience Learning About Racism: “You’re going to Feel Uncomfortable… That’s When You’re Going to Learn” Journal of Teaching in Social Work Pub Date : 2023-10-17 Bridget Elizabeth Weller, Winifred Elizabeth Wilson, Kiana Elizabeth Jean-Baptiste, Jaimie Elizabeth Sullivan, Dominique Marie Giroux
Although the social work profession has focused on becoming an anti-racist profession, social work students report being insufficiently prepared to challenge and dismantle racism. Current recommend...
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Emotional Regulation in Peer-To-Peer Role-Play in Canadian Social Work Education: The Contribution from Standardized Clients in Medicine Journal of Teaching in Social Work Pub Date : 2023-10-17 Lea Tufford, Barbara Lee, Vivian Thieu, Rose Zhao
Peer-to-peer role-play in social work education continues to have widespread use in the teaching of generalist social work skills. For many students, however, the unfamiliarity of role-playing the ...
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Engaging Students in Social Policy and Social Justice: The Use of Candidate Debates in Canadian BSW Education Journal of Teaching in Social Work Pub Date : 2023-10-17 Liz Woodside, Beth Martin, Melissa Redmond
Social work pedagogy recognizes the educational value of experiential learning for the professional development of social workers, with a particularly rich experiential learning literature related ...
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Editorial Journal of Teaching in Social Work Pub Date : 2023-10-17 Paul A. Kurzman
Published in Journal of Teaching in Social Work (Vol. 43, No. 5, 2023)
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Self-Care and Quality of Life: Associated Factors Among MSW Students Journal of Teaching in Social Work Pub Date : 2023-10-17 Nicole Nicotera, In Young Park, Jarrod Call, Andrew Steward
There is an increasing concern for self-care and quality of life among Master of Social Work (MSW) students as they prepare to serve vulnerable individuals, families, and communities. Evidence sugg...
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Simulation-Based Learning in School Social Work Education: Developing MSW Competencies in a Holistic, Engaging, and Experiential Approach Journal of Teaching in Social Work Pub Date : 2023-10-17 Kevin Tan, Jeanna Campbell, Brenda Lindsey
This article presents the use of simulation-based learning (SBL) for master-level school social work students at a public university in the Midwest. Findings based on the use of four school-specifi...
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Pathways to Becoming a Full Professor: Guidelines for Associate Professors Journal of Teaching in Social Work Pub Date : 2023-10-17 Charles R. Figley, Bruce A. Thyer
This article offers some general guidelines to social work faculty seeking to be promoted to the rank of Full Professor, guidelines that we hope will provide a beginning discussion for individual p...
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Teaching Intersectionality to Enhance MSW Students’ Understanding of Oppression and Privilege Journal of Teaching in Social Work Pub Date : 2023-09-13 James Simon, Rigaud Joseph
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 in...
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The End of Social Work: A Defense of the Social Worker in Times of Transformation Journal of Teaching in Social Work Pub Date : 2023-09-13 Anna Haley, Eric Lock
Published in Journal of Teaching in Social Work (Vol. 43, No. 4, 2023)
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The Impact of the COVID-19 Pandemic on Social Work Instructors: The Case of Israel Journal of Teaching in Social Work Pub Date : 2023-09-13 Liat Shklarski, Yaara Paz, Kathleen Ray, Yael Latzer
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
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Social Work Student Experiences of Completing Internships in Canada During COVID-19: Application of a Remote Learning Plan Journal of Teaching in Social Work Pub Date : 2023-09-13 M.K. Arundel, Sarah Morrison, Andrew Mantulak, Rick Csiernik
ABSTRACT On March 11, 2020, the World Health Organization declared a global pandemic as a result of the spread of the COVID-19 coronavirus, a severe acute respiratory syndrome. Public health authorities throughout Canada were emphasizing early detection, physical distancing, hand washing, sheltering in place through household and self-isolation, and the closing of schools and businesses. For universities
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Endorsement of Critical Social Justice and Privilege: Heterosexual and Cisgender Privilege Awareness Among Social Work Students in the US Journal of Teaching in Social Work Pub Date : 2023-09-13 Brittanie Atteberry-Ash, Brendon T. Holloway, N. Eugene Walls
ABSTRACT Despite its central role in social work practice and education, little is known about how social justice is operationalized within the discipline. One aspect that may shed light on how the field engages the construct of social justice is through understanding more about recognition of privilege. This study examines how demographic differences, psychosocial predictors, and social work program
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Online Graduate Social Work Education and Critical Feminist Perspectives: An Educational Framework Journal of Teaching in Social Work Pub Date : 2023-09-13 Kate Chaffin
Studies highlight online education’s effectiveness; however, few examine theoretical frameworks for guiding pedagogy in online MSW programs. Patriarchal systems create policy and program inequities...
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Student Experiences of Racism in the Social Work Classroom Journal of Teaching in Social Work Pub Date : 2023-09-07 Daisy N. Rios, Patrick E. Borel, Rebecca A. Morris, Michele Eggers, Molly Calhoun, Sue Steiner
The increased national focus on racism and white supremacy has encouraged social workers to look more closely at racism in the profession, which includes racism that occurs in social work education...
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We Feel, Therefore, We Learn: Assessment of Affective Domains in Diversity and Social Justice Graduate Social Work Syllabi Journal of Teaching in Social Work Pub Date : 2023-08-04 Mayra Lopez-Humphreys, Gina R Rosich, Barbra Teater
ABSTRACT Within social work education, the literature on affective learning processes is, for the most part, poorly conceptualized and minimally researched. Affective processes that engage students’ values, beliefs, and emotions are valuable resources supporting students’ development of self-reflection skills, stamina for discomfort, and curiosity for people who hold identities that differ from their
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Correction Journal of Teaching in Social Work Pub Date : 2023-07-04
Published in Journal of Teaching in Social Work (Ahead of Print, 2023)
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The Transitional Experiences of Social Work Practitioners Working in Higher Education Journal of Teaching in Social Work Pub Date : 2023-06-22 Tracy Almond
ABSTRACT This paper explores the experiences of social work practitioners making a career move from front-line practice into academia. Six participants engaged in a focus group and subsequent individual semi-structured interviews to reflect on their transitional experiences. From this, factors that helped or hindered the transition were identified and pertinent themes were generated, explored, and
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Communicating Research Evidence within the Therapeutic Space: A Competency Framework for Graduate Social Work Education Journal of Teaching in Social Work Pub Date : 2023-06-22 Keith Adamson, Keri J. West, Christa Sato
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
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Teaching Embodied Self-Care as Self-Preservation in Social Work Education Journal of Teaching in Social Work Pub Date : 2023-06-22 Elisa M. Martin, Karen Myers, Kirstiana Brickman
ABSTRACT Self-care is receiving increased emphasis in the NASW Code of Ethics, and while social work programs may teach about self-care, it has yet to be embedded in the curriculum. This paper examines the idea of self-care being taught using an embodied framework and integrated throughout social work education programs. Research examining social work educators’ thoughts about self-care within the
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Strategies for Teaching Suicide Content in Social Work Education: A Survey of Social Work Instructors Journal of Teaching in Social Work Pub Date : 2023-06-22 Rebecca G. Mirick
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
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New Directions in Social Work Education in Canada: Innovative, Promising and Wise Practices Journal of Teaching in Social Work Pub Date : 2023-06-22 Vibha Kaushik, Shannon Klassen, Julie Drolet, Christine Walsh
ABSTRACT Field education provides students with the opportunity to supplement classroom learning with the hands-on practice needed to be successful after graduation. However, in recent years, field education has encountered several challenges including a changing societal environment, placement scarcity in the face of increased enrollment, and strict guidelines for the provision of adequate supervision
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Use of Self as an Anti-Oppressive Tool for Pedagogy Journal of Teaching in Social Work Pub Date : 2023-06-22 Laura Quiros, Karen Bagnini
ABSTRACT The Zeitgeist of our time calls on social workers and the social work profession to reconsider the ways in which we practice, teach, and learn. The COVID-19 pandemic and the 2021 reawakening of the racial and social justice movements profoundly influence how social workers approach the directive from our accrediting body (CSWE) calling on us to intentionally integrate an anti-racist framework
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The Life Model of Social Work Practice: Advances in Theory and Practice Journal of Teaching in Social Work Pub Date : 2023-06-22 Samuel R. Aymer
Published in Journal of Teaching in Social Work (Vol. 43, No. 3, 2023)
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Teaching about sex and sexualities in higher education Journal of Teaching in Social Work Pub Date : 2023-06-22 SJ Dodd
Published in Journal of Teaching in Social Work (Vol. 43, No. 3, 2023)
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A Course Sequence as a Model to Teach Cultural Humility to MSW Students Journal of Teaching in Social Work Pub Date : 2023-06-08 Pamela A. Viggiani, Elizabeth Russell, Mary Kozub
ABSTRACT This paper discusses the utilization of a cultural humility model to educate social work students in understanding the importance of diversity, power, privilege, oppression, marginalization and social and economic justice in an increasingly diverse society. Social work programs are required to teach students to effectively engage a diversity of clients in practice as well as to take action
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Race/ism in Field Education: Narratives of BIPOC Field Instructors Journal of Teaching in Social Work Pub Date : 2023-03-14 Gita R. Mehrotra, Anita R. Gooding, Olivia K. Bormann
ABSTRACT Field instructors are critical to enacting social work’s signature pedagogy as they are tasked with providing agency-based learning opportunities and supervision for students. It has been well-documented that field supervisors are instrumental in students’ learning and that the supervisory relationship is central to success in field education. However, there is a dearth of research regarding
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Using Clinical Simulation to Assess MSW Students’ Engagement Skills Journal of Teaching in Social Work Pub Date : 2023-03-14 Dolly Sacristan, Colleen D. Martinez
ABSTRACT Social work educators are compelled to use reliable and valid methods to assess student learning outcomes. This study adapted a clinical simulation by integrating traditional role-play of case scenarios and elements of the Objective Structured Clinical Examination, which is often used to assess students’ practice skills. Master of Social Work (MSW) students’ engagement skills were assessed
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Preliminary Findings on Long-Term Impacts of the COVID-19 Pandemic on Social Work Students Journal of Teaching in Social Work Pub Date : 2023-03-14 Mary Christensen, Jenifer Gamble, Deana F. Morrow
ABSTRACT Impacts of the COVID-19 pandemic upon social work programs have been profound and institutions have struggled to identify appropriate policies and interventions to address students’ educational, health, and safety needs. This manuscript reports the results of a survey administered to BSW and MSW students at three different timepoints during the pandemic: March 2020 (N = 157), November 2020
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Teaching Soft Skills Competencies in US Social Work Programs Journal of Teaching in Social Work Pub Date : 2023-03-14 Stephen Bajjaly, Laura Saunders
ABSTRACT Social workers need to possess professional skills and personal qualities, often referred to as “soft skills,” along with disciplinary knowledge, to be successful and to deliver high-quality client services. This study reports on the importance US social work faculty place on soft skills, the extent to which these faculty incorporate soft skills training into their courses, the methods they
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Social Work Students’ Definition and Practice of Self-Compassion as a Guide for Curriculum Enrichment Journal of Teaching in Social Work Pub Date : 2023-03-14 Donna Wampole, Hermeet Kohli
ABSTRACT Many factors within the social work profession can lead to empathic distress, compassion fatigue, and burnout. These concerns also apply to college students preparing for a career in social work. Compassion has been noted to be of benefit in connecting workers to clients, families, and communities. Likewise, self-compassion involves the skills of non-judgment, empathy, care for oneself, and
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Teaching Strategies to Reduce Test Anxiety among MSW Students Preparing for Licensure Journal of Teaching in Social Work Pub Date : 2023-03-14 Carol Coohey, Miriam J. Landsman, Stephen P. Cummings
ABSTRACT Many students report increasing test anxiety in the months before taking the national social work licensure exam. We evaluate whether adding a test-anxiety-reduction module to an online exam preparation course reduces MSW students’ test anxiety. A non-equivalent pretest-posttest control-group design was used to compare 42 students who did not participate in the course (Group 1), 16 students
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Teaching BSW Students to Apply the Grand Challenges in Social Work Through Field-Based Research Projects Journal of Teaching in Social Work Pub Date : 2023-03-14 Anupama Jacob, Kia J. Bentley
ABSTRACT The long-recognized disconnect between research and practice is reflected by social work students who often report significant apprehension about their research classes, likely at least in part because of a poor understanding of the research–practice interface and an unfamiliarity with larger professional social change initiatives like the Grand Challenges for Social Work. To counter this
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Stress and Wellbeing of Social Work Students in Field Instruction Journal of Teaching in Social Work Pub Date : 2023-01-01 Angelo C. Uclaray
ABSTRACT The study explored the professional and personal stress experienced by the social work students at the Bicol University, Daraga Campus in the Philippines during their field instruction. Furthermore, it sought to discuss the implications for social work education, particularly in the field instruction program. It employed qualitative methods to gather and analyze the data. The study revealed
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Integrating Practice Research into Social Work Field Education in Canada Journal of Teaching in Social Work Pub Date : 2023-01-01 Sheri M. McConnell, Melissa Noble, Jill Hanley, Vanessa Finley-Roy, Julie Drolet
ABSTRACT Given the increasing value placed on research among social work practitioners, and that field education is primarily responsible for the integration of social work values, knowledge, and practice, it is essential that research skills be incorporated into BSW and MSW field practica. In 2020, a team of faculty co-investigators and students explored the integration of research activities into
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Financialization and Systemic Income Inequality: A Call to Action for Social Work Educators and Practitioners Journal of Teaching in Social Work Pub Date : 2023-01-01 Carolyn Knight, John Belcher
ABSTRACT The transition to a financialized economy has had a devastating impact on workers and consumers and exacerbated wealth and income inequality in the United States and around the world. In this article, the authors explain financialization, a two-fold economic strategy whereby individual corporations invest in the financial market- rather than make capital improvements- to earn a profit and
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Career Choices of BSW Graduates of an Older Adults Concentration: An Analysis of Twenty Cohorts Journal of Teaching in Social Work Pub Date : 2023-01-01 Itiya Schnall, Idit Weiss-Gal
ABSTRACT Most of the studies exploring social work education’s impact on working with older adults (OA) examine intentions among students. This study goes beyond expressed intention and focuses upon the actual post-graduation career choices of 20 cohorts (1996–2016) of BSW graduates of an OA concentration at an Israeli school of social work. The 203 study participants comprise 60% of all the concentration`s
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Maintaining the Magic: Adapting Practice Pedagogies Across Course Modalities Journal of Teaching in Social Work Pub Date : 2023-01-01 Nancy Kepple, D. Crystal Coles
ABSTRACT Social work programs are facing the need to gain further clarity about how to leverage instructional strategies specific to the course modality (i.e., traditional, hybrid, online hybrid, and fully online). At its heart, this challenge is an analogical transfer problem: practice instructors must adapt what they do in one modality to new modalities through modifying how they guide students to
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Career Outcomes and Past Trauma Exposure of MSW Graduates of a Trauma Treatment Certificate Program Journal of Teaching in Social Work Pub Date : 2023-01-01 Joshua Bishop, Cheryl Williams-Hecksel
ABSTRACT There is an established need for evidence-based trauma treatment education in MSW programs. This quantitative, cross-sectional study explores the experiences and post-graduation career outcomes of graduates from an evidence-based trauma treatment certificate program offered to MSW students at a midwestern university (N = 59), including the role of past trauma exposure. Participants rated their
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Considerations in Preparing Social Work Students to Thrive in Health Care Settings Journal of Teaching in Social Work Pub Date : 2023-01-01 Sheila Barnhart, Kalea Benner, Abigail Latimer, Natalie Pope
ABSTRACT Over a quarter of the members of the social work profession are working in health related settings yet preparing students to work in such multi-disciplinary environments, with hierarchical organizations and problem-focused systems, can create value conflicts, principally with the strengths-based paradigm inherent in social work practice. In order to prepare social work students for delivering
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Editorial Journal of Teaching in Social Work Pub Date : 2022-11-03 Paul A. Kurzman
Published in Journal of Teaching in Social Work (Vol. 42, No. 5, 2022)
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Equity and Inclusion for Social Work Students with Disabilities: A Scoping Review Journal of Teaching in Social Work Pub Date : 2022-11-03 Sharyn DeZelar, Renee Hepperlen, Lisa Kiesel
ABSTRACT Social work programs have progressed in ensuring equal access for qualified students with disabilities. Yet, schools of social work and their faculty have often struggled to fully include and comfortably balance the rights of students with disabilities and the gate-keeping role that rests with them to ensure that trained social workers are suitable for professional practice. In this scoping
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“Beginning to Belong” Emerging pre-professional Identity among Community College Fieldwork Students: A Theoretical Framework for Aspiring Social Workers Journal of Teaching in Social Work Pub Date : 2022-11-03 Anya Y. Spector
ABSTRACT Community college human services students comprise a significant number of nascent and future professionals for the social services and social work workforce. An associate degree in human services prepares students either to enter this workplace or to begin a four-year college program. Regrettably, these important future providers are overrepresented among students affected by economic and
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The Benefits of an Innovative Teaching Pedagogy Aimed at Combining Theory and Practice in Social Work Journal of Teaching in Social Work Pub Date : 2022-11-03 Sandra Juneau, Nathalie Sasseville, Marie-Claude Fortin
ABSTRACT Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout
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Where are the Social Workers? A Practicum Model to Engage Social Workers in Political Advocacy for Social Justice Journal of Teaching in Social Work Pub Date : 2022-11-03 Stephanie Boys, Joseph Bartholomew, Aimee Patras
ABSTRACT The Policy Field Unit (PFU) is an independently designed practicum placement for School of Social Work (SSW) students at a large, urban Midwestern university. The placement provides students an opportunity to engage with the policy process as macro social work practitioners in a variety of settings. Increasing social work students’ efficacy in policy advocacy is based on the fundamental understanding