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Professional guidelines for social workers in relation to research use in practice, present social workers as consumers, rather than producers of research evidence. This approach aligns with a growing emphasis on the use of evidence-based practice within social work. This paper reports on a small mixed methods study with a cohort of BA social work students (N = 38) with two aims: 1) to understand the experiences of students learning research at undergraduate level and 2) to explore how their learning and placement experiences interact and influence their development as 'research-minded' practitioners of the future. Descriptive statistics of the quantitative data and thematic analysis of focus groups are presented. Our findings support the existing literature relating to social work students attitudes to research, including feelings of anxiety and perceptions of difficulty, while also viewing it as important to their careers. We also found that within placement settings, students encounter negative, often dismissive views of research and experience little in the way of role-modelling of evidence-based practice. We consider these findings in light of the promotion of EBP in UK social work, and how this may influence our teaching of research and evidence use to future student cohorts. [ABSTRACT FROM AUTHOR]

The use of pop culture sources in social work education enhances the learning of MSW students in the human behavior, policy and diversity courses. Pop culture sources can enhance learning because of the potential for a quicker recall of content, revealing hidden talents and sophisticated understanding of the concepts, and making the assignments more enjoyable for students. However, the impact of utilizing pop culture sources among MSW students in research courses remains unknown. It is imperative that contemporary teaching modalities be implemented in research courses because MSW students have mixed feelings about taking research classes and conducting research of their own. The purpose of this article is to report findings of the implementation of a pop culture source-analyzing song lyrics-in an introductory MSW research class at one university in the USA. Qualitative and quantitative data were collected from (N = 17) MSW students. Findings lend support to utilizing the song lyrics exercise, as students reported enhanced self-efficacy and knowledge of the research process. Future research should assess the impact of this activity with larger samples. [ABSTRACT FROM AUTHOR]

This article focuses on the use of Twitter and how it can be used to help students develop professional social work skills through live chats. An overview of the literature on Twitter in education is provided along with a discussion on New Media Literacies. A description of a live Twitter chat assignment with social work students is provided along with results from a survey assessing learning outcomes from the experience. Implications for social work education and suggestions for future research are also provided. [ABSTRACT FROM PUBLISHER]

Utilising semi-structured interviews, this study investigated various educational determinants contributing to college major selection and career choice of 40 undergraduates who had been admitted to a social work programme in southwestern United States. Major key principles of the life course approach were incorporated in this study to elucidate the participants’ educational aspirations. Five common life themes (i.e. (1) career transitions, (2) significant life events and turning points, (3) linked lives, (4) altruism and social justice and (5) rational choice) were developed to illustrate the salient factors that steered their educational pathways. Although the majority of the participants exhibited similarities in social background, life perception and professional outlook, the routes undertaken by each participant differed vastly, signalling the complexity of each participant’s life course. These findings revealed that even the most pragmatic and rational decision-making process is not context-free. Research findings were discussed in relevance to contemporary practice implications. [ABSTRACT FROM PUBLISHER]

Mobile App technology in social work education remains in the embryonic stages of development with a few notable exceptions. The use of Apps in College and University settings has been reported in other sectors of higher education, although there is a paucity of research in relation to its relevance to social work education and practice. The following article describes the creation of four social work education and practice Apps by a team of social work educators. The primary focus is on the design process and the partnership approach to the creation of the tools. It also outlines the rationale for the App development, the working process and the theoretical framework underpinning mobile learning. Furthermore, it provides information on the level of usage of the Apps according to geographical location, download information and time spent on each section of the App. The article also incorporates a pragmatic summary of developmental guidelines which may aid social work educators in the development and implementation of specialist information-based Apps for education and practice. [ABSTRACT FROM PUBLISHER]

Social work faculty scholars lead the field as generators of knowledge that integrates investigative studies with practical social welfare outcomes. As such, the faculty potentially offers undergraduate researchers a different way of envisioning research that extends beyond traditional undergraduate research models. To date, however, no research exists that examines a research mentorship from the perspective of the social work faculty. Here we draw upon a study with 18 faculty at a major midwestern university and evaluate their experiences as mentors in an undergraduate research program. Both quantitative and qualitative survey data were gathered. The most prominent themes in the data were (a) personal and professional enhancement, (b) time management challenges, (c) added value to faculty research, (d) increased sense of connection to the social work community, and (e) need for more preparation and structure. We conclude by suggesting a new rubric for social work researchers that can guide mentorship during the research process. [ABSTRACT FROM PUBLISHER]

Community assessment is a strategy commonly taught to social work students to identify a community’s strengths and challenges. This article describes the value of using video documentary as part of a community assessment assignment. We identify the advantages of using video documentary in the assessment process and the reporting of findings. We discuss the preproduction, production, and postproduction steps necessary to produce a video documentary and illustrate how such assignments can be incorporated into a social work course. We conclude by identifying the educational benefits accrued to students. [ABSTRACT FROM PUBLISHER]

Faith-based organizations (FBOs) have an important presence in contemporary civil society and have gained further prominence through their repertoire of social welfare and services. This study engaged social work educators (n = 316) across nine countries to examine their perceptions of including discourses on faith and FBOs in the social work curriculum. Findings are discussed in terms of intercountry variations on whether FBOs should form a part of the social work curriculum, the curriculum objectives, content, and positioning, and whether the curricular orientation should promote partnerships/collaborations/synergies between FBOs and the discipline of social work. [ABSTRACT FROM AUTHOR]

The authors were invited to teach clinical social work in the Palestinian West Bank. In order to teach, we designed a study exploring how 65 Palestinian social work students described the psychological and social effects of working under occupation. Students described social stressors of poverty, unemployment, lack of infrastructure, violence, imprisonment, separation of families, and severe constraints on travel. They identified depression, suicide, anxiety, and war-related trauma as emerging from these conditions. Many experienced the same psychosocial problems as their clients in coping with harassment and delays at checkpoints. Implications for teaching social work theory and practice are discussed. [ABSTRACT FROM PUBLISHER]

Evidence suggests that social and academic integration is a vital factor in doctoral student retention. This paper describes findings from a qualitative study which explored the experiences of a cohort of social work doctoral students during the first year in their programme of study. We used the anthropological concept of liminality which describes disorientation through transformative rites of passage, as a sensitising concept, through which to interpret the data. Thematic analysis indicated that the transition into new doctoral student was characterised by uncertainty and chaos and left the participants in an ambiguous position, betwixt and between socially prescribed roles. The findings demonstrate the need for anticipatory guidance and structured, sustained support, particularly within students’ first year. Efforts to enhance cohort relationships and mentoring may also help. [ABSTRACT FROM PUBLISHER]

This paper briefly examines the growing interest in developing resilience in the social work curricula as it is seen as a crucial quality necessary to cope with the increasing demands of the profession. The recent research into developing resilience is dominated by a psychological model which emphasises personal qualities. It runs the risk of pathologising individuals and locating responsibility to cope exclusively on the students themselves. In this paper, we advocate a model of social resilience which seeks to promote a collective response to the challenges facing social students which is consistent with a commitment to social justice, an inherent feature of social work practice. [ABSTRACT FROM AUTHOR]

Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this. [ABSTRACT FROM PUBLISHER]

This article details a series of assignments, employing a photovoice method, designed to enhance self-awareness for first year Master of Social Work students. This descriptive article discusses styles of learning and the development of self-awareness in social work education. In addition, the article examines the use of photovoice within a research context, as well as the adaptation to the classroom setting. Both processes seek a venue for participants, students in this case, to explore and discuss aspects of their lived histories and development of their values and perceptions. In addition to scrutinizing the assignment design, logistical concerns, challenges, and benefits of photovoice within the classroom setting, this article also considers how photovoice might help socialize students to the social work discipline. As photovoice commonly serves as a research method, the use of this method as a pedagogical tool is considered, as well as the perspectives of a faculty member and a graduate student. Finally, the processes and benefits of peer debriefing and photovoice as a mechanism for creating dialogue within the classroom are addressed. [ABSTRACT FROM AUTHOR]

Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called ‘Advocacy Week’, which prepares students for a statewide NASW-sponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education. [ABSTRACT FROM PUBLISHER]

While academic service learning has grown in popularity across disciplines and universities, the pedagogical strategies for service learning courses vary greatly, especially for courses focused on development in underserved communities. Ideally, service learning pedagogy should place equal importance on student and community benefits, build reciprocal relationships with community partners, and engage students in deep reflection about social cultural and economic issues. In designing a new service learning elective course to engage students in a rural town revitalization project, we intentionally framed the course to meet the aforementioned goals. We used a three-component service learning pedagogy model that: (1) embedded the course in an existing university–community partnership; (2) mobilized interdisciplinary teams of students for community-identified projects; and (3) promoted reflection on complex economic and social justice issues by integrating students' processing through blog, faculty–student–community discussions, and community feedback. Benefits to students and community based on two qualitative studies are discussed, as are implications for social work education and research. [ABSTRACT FROM AUTHOR]

Social workers exercise their practice skills by helping clients find strengths and solutions. In order to comprehensively practice skills for diverse client situations, it is crucial to practice and fine-tune the applications of various therapeutic approaches through clinical drills. This paper presents an experiential learning model, expanded from Kolb's Learning Cycle, which fits the dynamic pedagogical needs of the social work profession. It examines the implementation of the use of the ‘Five-Way Experiential Learning Model’ based on practice learning through personal reflections and professional evaluations. This practice learning study helped 79 MSW students define their ‘five-way learning’ and to analyze its impact on their acquisition of social work skills and clinical practice competencies. This process demonstrates the importance of the transtheoretical connection to achieve a better understanding of clients' situations through the process of change and peer input. Discussions will focus on the model elements, results on experiential learning, and ethical considerations. [ABSTRACT FROM PUBLISHER]

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves. [ABSTRACT FROM PUBLISHER]

Social work program rankings are frequently used in the US to communicate program identity, and no ranking structure has become as commonly accepted as the one compiled by US News & World Report. However, the metrics used to assemble these rankings, and what the rankings have been used to communicate, have come under question over recent years. This project details an analysis that was conducted on the relationship between US News rankings for social work programs in the United States (n = 200) and Carnegie research designations for the universities with which those programs are affiliated. Findings suggest that as institutional size increases, so do rankings. This study assesses the strength of that relationship and questions the ethical utility of this ranking system, particularly when used as a tool to recruit students (a common practice in the United States). Additional metrics are suggested to help potential students make more informed decisions in reference to program selection. [ABSTRACT FROM PUBLISHER]

Population ageing, economic circumstances and human behaviour are placing social welfare systems under great strain. In England, extensive reform of the social work profession is taking place. Training curricula are being redesigned in the context of new standards of competence for social workers—the Professional Capabilities Framework (PCF). Students must be equipped on qualifying to address an extensive range of human problems, presenting major challenges to educators. Critical theory suggests an approach to tackle one such challenge—selecting the essential content required for areas of particular practice. Teaching on social work with older people is used to illustrate this. Habermas' theory of cognitive interests highlights the different professional roles served by the social work knowledge base—instrumental, interpretive and emancipatory. Howe's application of sociological theory distinguished four social work roles corresponding to these. It is suggested that curriculum design decisions must enable practitioners to operate in each. When preparing students to work with older people, educators therefore need to include interpretive and emancipatory perspectives, and not construct social work purely as an instrumental response to problems older people present. This approach provides one useful rationale for curriculum design decisions, which is applicable to other areas of practice, and to contexts outside England. [ABSTRACT FROM PUBLISHER]

The paper encompasses the views of 13 Swedish graduating social work students on their education, competence, skills and expectations for their future roles as social workers. It presents the findings of the first phase of a longitudinal study where students in Sweden and Australia are followed from university and during the first 18 months in the profession. A qualitative methodology was employed and semi-structured interviews were conducted with the students just prior to graduating. The most salient theme was the strong wish for more time in contact with the field. All of the students would have preferred at least one additional period of field placement. A strong wish for clarity, particularly in relation to understanding what it means to practise social work, emerged. Although most of the graduates talked about their self-development and described themselves as having become more critical and more self-confident, they perceived themselves as more or less unprepared for most social work positions and expected to receive considerable support and guidance in their workplaces. The proportion of theoretical and research courses in comparison to the teaching of practice skills and field placements within Swedish social work education is discussed. [ABSTRACT FROM PUBLISHER]

Course leaders have adopted a relatively cautious approach to involving service users and carers in Post-Qualifying (PQ) social work management education programmes in the UK, looking for opportunities in which it ‘makes sense’ for them to be included. Whilst there is, to a certain extent, the belief that involving service users and carers in PQ social work education is ‘a good thing’, it has proved challenging to implement. This research study sought to explore, through interviews with ‘experts’ in the field, why this process had proved so challenging. A term which emerged during the research was the importance of ‘meaningful involvement’. The research explored what ‘meaningful involvement’ might mean for managers, for academics and also for service users and carers; what it looks like and how might it take forward the understanding of and the preparation for PQ social work management education. [ABSTRACT FROM PUBLISHER]

The convergence of health and social perspectives that aim to improve the quality of life of individuals, groups and communities through advancing the social determinants of health provides an important context for social work education. The adaptation of global initiatives such as Health in All Policies (HiAP) to a `health in all placements' approach in social work education is suggested as a curriculum initiative to support learning about health inequalities and enable students to locate their practice in the social, political, environmental and economic context of health and wellbeing. The integration of this approach with principles of social justice, social inclusion and the theoretical framework of transformative learning in field education is also discussed. It is argued that the approach supports the inclusion of global and local perspectives in social work curricula and pedagogical imperatives in higher education. [ABSTRACT FROM PUBLISHER]

It is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed. The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy. [ABSTRACT FROM PUBLISHER]

Many social-work students enrolled in a particular Australian university approach the pre- practicum practice skills unit with dread, due to the required role-play exercises. Online distance students could be seen to be challenged even further in their preparation for practicum, due to a perception that they are learning practice skills on their own. A survey of online distance education social-work students who had completed the practice skills course in 2012 showed that a number struggled to remain engaged, and felt isolated. A constructivist pedagogy, involving peer- and self-assessment of practice role plays, was therefore trialled in both 2012 and 2013, alongside the weekly videos produced by the lecturer. The aim was to improve online distance students' opportunity and motivation to practice the required skills before their practicum. Learning management system (LMS) usage data for students in the 2013 cohort showed an increase in the number of times students accessed online readings and used interactive technology. Interestingly, while both cohorts expressed a positive experience in relation to their learning in the end-of-trimester student evaluation survey, and despite both groups being asked the same questions, only the 2013 cohort spontaneously articulated the content of what they actually learnt. These findings suggest that the ongoing peer interaction generated by the new pedagogy resulted in a deeper, enduring learning experience. In addition, data showed that online distance students in the 2013 cohort experienced a feeling of being emotionally connected with the unit and the teaching staff. It is posited that a combination of established video-based content delivery and ongoing formative peer- and self-assessment reduced isolation and alienation and, as a result, had a multi-pronged positive effect on the learning process. [ABSTRACT FROM AUTHOR]

Studies that utilize participatory action research (PAR) methods in immigrant communities draw on participatory methods to explore immigrant health and incorporation. Many of these studies have used PAR, mainly, to contact “hard-to-reach” immigrant populations who are ofttimes isolated from research and social services on the basis of language, status, and location. In this paper, I argue that PAR methodology and principles can be maximized in immigrant communities if it asserts migrants’ lived experiences as “expertise” on the global institutionalization of migration and low-wage migrant work in the US. I provide data on the Filipino migrant experience and a PAR project with Filipino domestic workers in New York City to show how PAR can capture the systematically organized Philippine labor export policy alongside the individual experience of Filipino immigrants in the US. I discuss kuwentohan, or talk story in Tagalog, and theater as forms of participatory collection and analysis that captures the complex dynamics of migration from macro to micro scales. Lastly, I argue that the political potential of PAR in migrant communities presents itself when migrant workers recount their own experience and begin to understand that those individual stories are part of a larger story of forced migration, labor export policy, and low-wage work. PAR allows for these structural critiques to emerge through the research process. [ABSTRACT FROM AUTHOR]

The article investigates issues surrounding same-sex relationships in an African context. Many countries on the continent outlaw such partnerships, creating complex dimensions for people trapped in a no-man's land of socially unacceptable reality. Furthermore, criminalization of same-sex practices results in a lack of targeted health and welfare programs, creating a dangerous lacuna in service delivery. To address this, academic programs, field supervisors, and practitioners, particularly in the field of social work, must be sensitive to the needs of sexual minorities, and those behind whose acceptability they are forced to hide, especially in an alien environment. [ABSTRACT FROM PUBLISHER]

Many have noted the consonance between contemporary relational theory and classic social work values and practice principles such as person in environment and starting where the client is. However, there have been few efforts to explore relational theory's utility to the generalist social work framework. This paper takes the position that relational theory's intersubjective stance lends new coherence to classic social work principles, and therefore elucidates the process aspects of evidence-based social work practice. In order to illustrate this point, the author applies relational theory to implementation issues around early childhood home visitation with Spanish-speaking immigrant clients-a social work service modality that, like so many others, does not fall into the category of individual psychotherapy in the context of private practice. [ABSTRACT FROM AUTHOR]

We report on our progress in developing a pilot online group teaching innovation with 14 participants, including five service users and carers, and nine social work students. Enhancing student learning by providing shared educational opportunities between students, service users, and carers can be a challenge to organise but the project demonstrates some success in doing so. The evaluation suggests that even the smallest level of service user and carer involvement can enhance student learning and personal development during social work education and training. [ABSTRACT FROM PUBLISHER]

Drawing on the author's experience of teaching social work in the United Arab Emirates (UAE), this paper will interrogate the pervasive question, significant within academic circles and the wider public discourse, on the issue of values and how they are framed or not by their relevant cultural contexts. This is a critical period in the history of the development of social work in the UAE where the International Association of Schools of Social Work subjected the first professional social work education and training programme offered to the rigour of a review process. Currently most social work programmes are evaluated against Western social work accreditation frameworks and quality assurance processes. While this practice may be appropriate in certain contexts, in others, such as in the Arab world, a more authentic frame of reference is required. To this end, the frame of reference lies in the Islamic prophetic traditions and culture, uniquely characteristic of the Arab world in the Gulf Cooperation Countries (GCC). It not only provides the backdrop to the ideological context for practice and education but also for quality assurance purposes as in the case of accreditation. A quick perusal of global accreditations of social work programmes reveals intense scholarly debates about what should constitute a dynamic curricula, necessary resources, ideology, administrative needs, processes and structure of social work programmes. Given that all of these criteria satisfy the conditions for accreditation, there is still ample opportunity within the different socio-cultural contexts for variations in the curricula of social work programmes being offered universally. There is little doubt, despite the recent debates on the accreditation processes, that the primary goal is to ensure quality programmes and competent preparation for social work practice. In this paper the author will argue that while subscribing to this academic rigour, a paradigm shift is imperative to understand what constitutes culturally sensitive social work education and training. This paper will demonstrate that the values and ethics rooted in the ideology of the Arab world should determine and influence academic and practice paradigms. [ABSTRACT FROM PUBLISHER]

This paper describes the development of an accessible, short-term (two-week) international field experience programme for distance education and on-campus social work students at a regional university in Australia. Pre-programme and post-programme evaluation surveys were undertaken and results indicate that the international study experience had significant positive impacts on student learning, student group cohesion, professional commitment and motivation as well as an enhanced appreciation of international social work, grassroots community development work, cultural diversity, human rights and social justice issues. Other positive impacts included ongoing relationships with social justice projects in India and positive, practical contributions to placement agencies during the active phase of the programme. The need for adequate academic preparation, reciprocity, as well as ongoing academic support and facilitation of short-term study abroad programmes is reinforced. [ABSTRACT FROM PUBLISHER]

In recent decades, social work has become increasingly engaged with issues related to multiculturalism on theoretical, practical and pedagogical levels. However, discussions regarding the ways in which discourses of multiculturalism are constructed have received little professional attention. In this paper, we present findings from a research project that examines prevalent discourses of multiculturalism in social work education within institutions of higher education in Israel. In-depth interviews were conducted with 33 social work educators, and 30 academic course outlines dealing with multicultural social work were analysed. Data analysis indicated that social work educators conceptualize ‘multiculturalism’ as containing three distinct attributes: descriptive, practical and socio-political. We discuss the construction of ‘multiculturalism’ as evolving in two opposite directions: from theory and from reality, and we conclude with practical implications for multicultural social work education. [ABSTRACT FROM PUBLISHER]

Research has shown that racial and cultural differences are related to the degree of social distancing associated with mental illness, beliefs about what causes mental illness, and what treatment options are best; however, there is little information on how this may manifest in social workers’ perceptions of these issues. This cross-sectional survey analyzed the differences in perceptions by race of 835 students enrolled in social work classes in the United States. Results indicated that individuals who self-identify as African American/Black expressed the greatest social distance concerning mental illness. Whites were most likely to endorse the use of medication and were least likely to normalize mental illness. The most frequently endorsed mental health provider varied according to racial/ethnic groups. Our findings show that future research may be needed to further investigate the conceptualization of the role of social work among different groups. The need for self-reflection and keeping biases in check are discussed as implications for social work practice and education. Suggestions for working with diverse clients, including religious diversity, are offered as well. [ABSTRACT FROM PUBLISHER]

Researching the interplay between social work students' personal and professional identities, I found that, in talking about becoming professionals, students drew on a wide range of discourses. Three common usages of the term ‘professional identity’ are explored here: it can be thought of in relation to desired traits; it can also be used in a collective sense to convey the ‘identity of the profession’. Taking a more subjective approach, professional identity can be regarded as a process in which each individual comes to have a sense of themselves as a social worker. I argue that the variations in students' talk reflect a wide range of cultural understandings that are prevalent within the social work community and society in general, and conclude that professional identity is more complicated than adopting certain traits or values, or even demonstrating competence. The different meanings of professional identity all have something to offer, providing resources for students as they construct themselves as social workers. This is important for social work education because it acknowledges the dynamic nature of professional identity, highlights the difficult identity work which each student must undertake, and prompts us to consider how this process might best be supported. [ABSTRACT FROM PUBLISHER]

For more than 30 years there have been calls in the UK to improve training for social workers in relation to substance use. Yet very little research has explored what training practitioners have received or what their training needs are. This study sought to establish practitioners' experiences of previous training in substance use and identify their current training needs. An online survey was disseminated to 3,164 practitioners in adults' (AS) and children's (CS) social care and 12 vignette-based focus groups were also held. Of the final sample of 597, more than a third of social workers had not received any training and a further fifth only received between one and four hours. Other social care staff fared worse. Overwhelmingly, respondents said that substance use knowledge and skills were very important to their practice but their professional education had not prepared them well. They identified a number of training needs including ‘how to talk to people about substance use’ and ‘the types of intervention and treatment available’. Most social care professionals report not being adequately prepared for working with substance use, particularly basic knowledge and skills which would help them to conduct assessments and signpost people to specialist substance services. [ABSTRACT FROM PUBLISHER]

During the past several decades, a ‘perfect storm’, resulting from the political–economic changes accompanying globalization, dramatic demographic and cultural transformations in US society and rapid technological advances, has created unprecedented challenges for the social work profession and social work education. These challenges include the widening gap in income and wealth both within the US and between the Global North and South; growing racial and class disparities in health and mental health care, education, employment and housing; a shift within policymaking circles towards fiscal austerity and policies that emphasize market-oriented and individually-focused solutions; and the changing nature of universities, student populations and the educational process itself. Although the formal documents of major social work organizations continue to emphasize social justice themes, the actual practice of social work and the preparation of students for practice, teaching and research have diverged considerably from this rhetorical mission. This is reflected in a variety of ways including, but not limited to, the uncritical adoption of ‘evidence-based practice’ as a cornerstone of social work education and research; the growing stratification of social work faculty; the increased reliance on untested online methods of education; and the emphasis on quantitative ‘outcomes’ as indicators of educational success. At the same time, social work education in the US has been unable to respond effectively to the implications of demographic and cultural diversity, despite the demands of its accrediting body, the Council on Social Work Education. This article will provide an overview of the changing environment of social work and social work education during the past several decades. This will be followed by a discussion of the impact of these changes on social work education and a critique of the response—to date—of social work educators. Finally, it will suggest some potential educational responses to these challenges. [ABSTRACT FROM PUBLISHER]

This article highlights critical elements for effective and culturally sensitive teaching when transferring educational programs from a Western country to another context. The Social Work Education Project (SWEP), a master's level professional education program, was developed to train social workers in the conflict-affected area of Mindanao in the Philippines. Designed to enhance the leadership capacity of local social workers and contribute to the peace process, SWEP represents collaboration between the National Catholic School of Social Service in Washington, DC; Community and Family Services International, a Philippines-based NGO; and other Philippine community and educational partners. Qualitative program evaluation findings reveal that students assessed their learning as culturally relevant and personally meaningful while also enhancing their capacities for effective social work practice. Grounded in these findings and the experiences of involved faculty, the article concludes with five key lessons for international education. [ABSTRACT FROM PUBLISHER]

Canada, like other countries around the globe, is facing new challenges and opportunities with respect to post-secondary education. Trends in higher education in Canada include rising enrolments and falling revenues; a focus on enhancing employability of graduates through experiential and interactive learning; increased calls for accountability through the assessment of teaching and learning; and the rise of technology-enabled teaching and learning. Social work education is, in many ways, well positioned to take advantage of the opportunities presented by these trends due to the focus on case-based learning and practicum education, the focus on assessment of practice competencies as learning outcomes, and the long-standing commitment to teaching innovation and excellence. Nevertheless, meeting fiscal challenges and finding ways to exploit new technologies will require creativity and the development of an expanded body of research on social work education. [ABSTRACT FROM PUBLISHER]

The purpose of this mixed methods study was to examine social work research instructors' perceptions of research-related anxiety and research confidence among social work students, and teaching strategies to identify and manage anxiety. A national web-based survey of 186 BSW and MSW social work research instructors was conducted. Many BSW (70%) and MSW (61%) research instructors reported that they used specific activities or approaches to assess or impact upon student anxiety. Qualitative analysis results suggested a teaching model for social work research instructors designed to reduce students' research-related anxiety, including by enhancing their research confidence. Strategies that instructors can use include creating a supportive class climate, providing activities that are emotion-, cognitive-, and action-focused as well as the use of strategic timing. These findings can be used to guide social work research instructors' facilitation of students' attainment of research competencies and help further students' research–practice integration. [ABSTRACT FROM PUBLISHER]

The aim of this study was to identify strengths and weaknesses of a Title IV-E partnership for delivery of child welfare education in the United States. A formative assessment was conducted for a newly developed partnership between a public child welfare agency and seven institutes of higher education. Using a qualitative design, interviews were conducted with professionals from the agency and from each college/university, as well as with students enrolled in child welfare courses supported by the partnership. Findings address strengths and benefits of the partnership, lessons learned, and suggestions for enhancement of program administration, curricula, field placements, and recruitment and retention. Respondents described numerous benefits of the partnership, particularly its contribution to professionalism and commitment among child welfare workers, improving the field of child welfare, and promoting a focus on outcomes of safety, permanency, and well-being for children and families. A concern to be addressed in future research and practice was integrating opportunities for education and career advancement for persons currently on staff at the public agency. Recommendations are discussed for improving university–agency partnerships in child welfare and beyond. [ABSTRACT FROM PUBLISHER]

Israel being a multicultural society with a variety of ethnic groups, the delivery of culturally competent services is a crucial issue in social work practice. This paper describes the outcomes of a training model for cultural competence applied with social work graduate students in Israel. The model, based on work with immigrants' narratives, increased the cultural self-awareness of the trainees. Presented are conceptual and technical aspects of the training model as well as outcomes of an evaluation study. Fifty-one trainees submitted a short account of their personal experiences following the training. The reports indicated expansion in the trainees' cultural self-awareness: awareness of their own and their families' immigration experiences as well as of other transitions in their lives. Training elements that made this outcome possible are discussed. [ABSTRACT FROM PUBLISHER]

This article examines the positive elements which make social workers continue their career with a focus on statutory child welfare. Such analysis is needed, as existing research tends to highlight stress, exhaustion and career break-up issues. The empirical data consist of focus groups of 28 social workers and a questionnaire addressed to 56 professionals in child welfare in two Finnish urban municipalities. The focus groups were targeted at novice, expert and veteran social workers. The analysis presents organisational, person-related and client-work-related positive elements from the point of view of social workers. The results highlight that social work in child welfare may be experienced as being rewarding and professionally challenging. The positive elements vary among novice, expert and veteran social workers, with the latter especially viewing their work as independent expert work with major opportunities to make a change in children's lives. Commitment to care of children is one of the key motivating factors. The study suggests that social work education should recognise that the subjective motivation to do social work may change during one's career and that social work may be simultaneously both stressful and rewarding. Students should learn how to balance these aspects of their work. [ABSTRACT FROM PUBLISHER]

Social work students are witness to a variety of challenges from course content through scenarios, videos, role-plays, and field practice. Students may be vulnerable to experiencing vicarious traumatization from this exposure. Some students, however, may have personal histories of trauma and may therefore experience posttraumatic stress reactions due to triggering of past trauma through course content. This case study examines feedback from three graduate students from a family violence class who self-identified that they had personal histories of trauma from family violence. Their feedback can be beneficial to instructors in managing students' reactions that might be triggered from course content. [ABSTRACT FROM PUBLISHER]

Male social work students are a numerical minority in Bachelor of Social Work (BSW) programs, a reality that warrants exploration as the academy strives for greater diversity within preservice social work programs. The present qualitative phenomenological study examined how male social work students in one BSW university program perceived their classroom, curriculum, and field experiences. Findings were analyzed according to the theory of multiple masculinities. The male social work student participants negotiated their gender identity in ways that problematized, but ultimately affirmed their dominant status throughout their undergraduate programs. Recommendations for social work program faculty and program directors are included. [ABSTRACT FROM AUTHOR]

The South African qualification for social work was transformed in 2003, along with other transforming post-apartheid policies and practices since the first democratic government was elected in 1994. The educational collective was committed to outcomes-based approaches which were legislated by statutory bodies emphasising redress of previous inequities. The new Bachelor of Social Work (BSW) is accordingly criterion-based and measured by 27 exit level outcomes, giving direct guidance which assists historically disadvantaged students and facilitates entry to qualifications as intended by the current South African reform. The BSW replaces the previous Bachelor of Arts in Social Work [BA (SW)] which was norm-based and relied on good students educated in historically advantaged institutions. The political history and context for the new qualification is presented and typical difficulties experienced during the first year are referenced. With the BSW being due for revision in 2012, a research project on its teaching and learning in the first year was commissioned in 2010 by the Association of South African Social Work Education Institutions. A section of this project is presented here. Consistent with the international literature, human and material resources emerge as very important in providing academic support. Tension between policies and practice should provide a good basis for revising the BSW. [ABSTRACT FROM AUTHOR]

Critical reflection is a concept in social work education that holds a significant place—it provides both foundational theoretical ideas about the practice of social work, and is also a process used in career-long learning. Understanding critical reflection as a threshold theory concept—a higher education learning and teaching concept—providing a framework which assists educators in teaching critical reflection. Threshold theory identifies certain concepts as foundational within a discipline—these are transformative in profoundly altering the way students understand the subject. As with critical reflection, they are also integrative, conceptually difficult or ‘troublesome’ and difficult to forget. The intrinsic nature of critical reflection makes its use as a conceptual model in practice a complex task: it requires the integration of theoretical knowledge, in a multiple-step methodology. Students must fully engage with the process, in identifying the impact of their lived experience, values and beliefs on their practice, as well as power, social structures and influential discourses. This article argues that threshold theory assists educators in understanding the nature of learning that is required for students to master critical reflection in social work education [ABSTRACT FROM PUBLISHER]

Practice teaching is central to social work education. Significant changes have occurred in the past 10 years affecting social work education in Scotland. This article reports on the findings of a small-scale study involving the audio recording of supervision sessions and the interviewing of students and practice teachers engaged in a 65-day assessed placement. The research reveals a high level of congruence between students and practice teachers in perspectives on the supervisory relationship, confirms the findings of other studies concerning effective supervision and provides some vivid evidence of practice teacher and student activity within supervision perceived to be conducive to student learning. A specific finding was the association between the use of ‘exploring’ by practice teachers and students engaging in practice analysis. It is concluded that the changes affecting social work education over the past 10 years, on the evidence of this small sample, overall have had a positive impact on the supervisory relationship within practice learning. One area suggested for further study is the potential link between ‘expressing opinion’ by practice teachers and students within supervision and the development of evidence-based practice. [ABSTRACT FROM PUBLISHER]

This contribution to Ideas in Action draws attention to the potential gap for social work graduates that exists between the end of teaching and employment in their chosen field. It discusses the possibilities of a role for faculty in increasing readiness to be employed, thus enabling an easier transition into the profession. An initiative to do just this is discussed together with some of the lessons learnt. [ABSTRACT FROM AUTHOR]

Social work educators' role in gatekeeping within BSW and MSW academic programs continues to be a concern and challenge for the profession. Social work programs are the entry point in which students develop the required competencies to practice within the field. The social work literature on gatekeeping is extensive and expansive. The literature reviews and addresses the importance and need for gatekeeping as well as challenges in implementing gatekeeping within social work programs. This paper reviews the literature on gatekeeping in social work programs, discusses the legal issues pertinent to gatekeeping, and identifies the challenges faced by social work programs in implementing gatekeeping procedures. The paper suggests an integrated conceptual framework using the Council on Social Work Education's Educational Policy and Accreditation Standards (EPAS) for competencies in gatekeeping in social work programs. [ABSTRACT FROM AUTHOR]

This article considers constructions of social work research from the perspectives of student social workers in New Zealand. There have been many academic discussions of the unique epistemology that can be called social work research but little is known of students and/or practitioner views. Are they interested in social work research? Do they even care about debates on epistemology? Forty-three student social workers considered two questions while attending a social work research methods course: ‘What is social work research?’ and ‘What kind of social work researcher might I be?’. A subset of 18 distance students explored a third question: ‘Should social work research be part of everyday practice or not?’. To answer these questions students provided comments in a short survey, material from their written student assignments and comments from online discussion board activities. The results suggest that student social workers have a preference for social work research that is compatible with their clearly articulated social work value base, and that social work research primarily should benefit the client group with which a social worker is closely linked. Student social workers also recognise the importance of research for their everyday practice, yet at the same time feel there are organisational constraints to this happening. [ABSTRACT FROM PUBLISHER]

Social work education has been a growing field in Mainland China in the last two decades, accompanying economic reforms and the reintroduction of social sciences into the curriculum in higher education. The rapid increase of social work programs has also generated concerns and discussion. This study examines one of the most important educational concerns—the nature and challenges of field education. After briefly introducing the development of Chinese social work education, we describe critical features of field education in the United States. We then examine how such educational features may present similar and different challenges in China, drawing on a purposive survey of 15 Chinese universities with an MSW program. The survey content focuses on three specific aspects of field education, including field education curriculum design, features of field agencies, and challenges encountered in implementing field education. Content analysis is conducted to identify key themes and issues in these emerging programs. We find that the lack of faculty supervisors, inadequate field agencies for placement, and few qualified social workers at field agencies are among the most frequently reported challenges. We then provide specific recommendations for addressing the challenges and assisting the development of social work field education in China. [ABSTRACT FROM AUTHOR]