Working Across the Disciplines/Shifting Perspectives: Student Experiences with an Online Course Focused on Interdisciplinary Practice with Children and Families

SUMMARY

As more universities and other places of higher learning respond to the changing needs of the community-bound learner, new technologies are being harnessed to shift the delivery of historically “classroom-bound” programs to alternate and more universally accessible formats. This article describes how an online course uses interactive exercises to engage students in mutual exploration of cross and/or interdisciplinary work. The course serves students from various professional schools, including social work, child and youth care, nursing, and education. Through the use of online discussion and case-study role-plays, it facilitates an experiential learning environment that is reflective of the student's own practice in a learning setting.     

Student Self-Assessment as a Teaching Tool: A Pilot Study of the Sequential Criterion-Referenced Educational Evaluation System

Abstract

This report discusses the use of a student self-assessment system (Sequential Criterion-Referenced Educational Evaluation) in social work education. It reports a pilot study which examines the system's reliability and validity. The results support the utility of this repeated assessment in social work education.     

Backing Australia's Future: Teaching and Learning in Social Work

Abstract

It is universally expected that universities will strive for quality in teaching and learning. Over the past 25 years, massive changes to higher education have impacted on these institutions. We now have a mass higher education system, a knowledge-based economy, increased technology, and the internationalization of education accompanied by increased student enrolments and political expectations of enhanced graduate outcome measures. These changes pose challenges to developing, updating, and improving the quality of teaching and learning. This new policy environment confronts social work educators as they determine how best to deliver quality professional education. The present paper discusses the concepts underpinning the Australian government's paper Our Universities: Backing Australia's Future as a background to exploring the tensions arising in current professional expectations and criteria for social work programs as they make the transition from old to new paradigms in classroom teaching and field education.     

A Teaching Framework for Transformative Multicultural Social Work Education

Abstract

A major challenge in multicultural social work education is fostering meaningful learning experiences for students by matching educational methods and content to students' individual learning needs and characteristics. Building upon transformative learning theory developed by Jack Mezirow, this paper proposes a teaching framework for transformative multicultural social work education that addresses students' individual learning needs and characteristics. This framework uses the dimensions of cultural knowledge and cultural sensitivity to represent four potential stances of cross-cultural learning in students. The paper provides a detail discussion regarding the learning needs and learning foci of students at each stance, and useful teaching strategies and activities that enhance students' transformative learning process so that they develop integrative knowledge about self and others in a dynamic multicultural society from multiple perspectives.     

Freirian Codifications and Social Work Education

Abstract

Although social workers have been writing about the significance of the Freirian framework for decades, a gap exists in the social work literature on Freirian conscientization—Freire's term for the ongoing learning process involved in co-learning. This article attempts to fill that gap by outlining an approach to training students that will enable them to facilitate conscientization. The approach involves the construction and use of politicizing pictures, which Freire called “codifications”. The author describes Freire's method and gives detailed guidance on how to provide training suitable for social work students. The benefits for social work students with this training are that they will be better able to facilitate reflection and abstraction, will become more sensitive to different oppressed groups, and will become more dialogical.     

Quality Assurance in Social Work Education: A Comparison of Outcome Assessments across the Continuum

Abstract

Although assessing program outcomes has become increasingly important in higher education, no systematic research has been undertaken to determine the outcome measurement systems used across the entire continuum of social work education. This study, based on a 1992 survey of more than 150 baccalaureate, master's, and doctoral social work education programs, is the first to provide substantive data about the types of assessment systems in place at all three levels. It describes the frequency of use of various systems, makes comparisons across the levels of education, and discusses the implications for social work education at each level.     

Information and computer technology use in Australian social work education

Abstract

Computer technology is now an every day aspect of both our personal and professional lives. Recently however, concern has been raised as to the preparedness of social work students to use this tool effectively when entering the practice setting. This paper sets out to address the issue by investigating the extent and ways in which computer technology is included in four-year full time Australian social work degree programs. A national study of Australian academics was conducted and the main themes to emerge were: 1) information and computer technology was considered important for social work education and practice; 2) educators need to understand technology if they are to incorporate it effectively within their curricula; 3) the inclusion of technology in social work education should be approached with caution to ensure it is used appropriately to enhance students' learning while maintaining the guiding values and principles of practice of the social work profession; and 4) that students are aware of the legal and ethical use of technology in practice.     

The Nature and Extent of Substance Use Education in Qualifying Social Work Programmes in England

Alcohol and other drug (AOD) use is a common feature of modern social work practice. Concerns about the problematic use of such substances cross all areas of social work practice, including adults' and children's social care. In England, surveys have highlighted social workers' experiences of AOD education during their qualifying social work training. However, this study sought the perspectives of the social work educators. Its primary aim was to explore the nature and extent of education on AODs on the qualifying social work programmes in England. Using an online survey tool, all qualifying social work programme leads were invited to take part (n = 157). Fewer than half responded (40%, n = 63). Initial findings appeared positive suggesting that 94% of responding qualifying programmes provided some teaching and learning on AODs. Further analysis revealed significant variation in what is taught and the depth of coverage. It highlighted a lack of consistency across programmes and possible over-reporting. However, the majority of respondents felt that teaching and learning on AOD use should be a higher priority for their qualifying social work programmes.     

Problem-Based Learning: An Integration of Theory and Field

Abstract

This article comments on the weaknesses of conventional field education models and presents a problem-based learning (PBL) model piloted at the University of Hong Kong. The PB Lprogram has three components: paper cases, skills workshops, and field project. Its aim is to help students integrate social work theories with practice and build their competence in self-directed learning. Findings on the preliminary assessment of the students' learning are reported. The experience was generally positive. The tutors' opinions of how the PBL program can fit in a social work curriculum and contribute to student learning are included, and the author describes the types of support required for model implementation.     

Videodisc Development for Human Service Professions

Summary

Videodiscs have excellent capacity for storing slides, motion pictures, graphics, or text. Through advanced laser applications, videodisc information and motion pictures can simulate human interaction, allowing the viewer to “interact” in human crisis situations simulated in video. Video presentations can be stopped by the viewer, who can select among alternatives the outcome of actions on the screen. A video screen “teacher” can be programmed to discuss simulations with the viewer. The benefit of this “human dimension” possibility in computer-assisted instruction is the critical ingredient which can be of major interest to human service professionals. Appropriate learning programs need to be made available on videodisc equipment to make a major improvement in the education and continuing education for both human service professionals and their clients. In universities with a spirit of interdepartmental cooperation, there is potential for faculty in social work, education, and psychology to bring together their resources to produce quality videodiscs for use in preservice and inservice programs. Videodiscs for human service professions have been successfully produced by the Colle e of Education and Human Service Professions at the Unlversity o lb' Minnesota, Duluth. Suggestions are reported in this article on how videodiscs can be produced for use in human services.     

Algorithms of Oppression: How Search Engines Reinforce Racism

SUMMARY

This paper presents a literature review of social work programs' distance education evaluation studies with an emphasis on the strengths distance education programs offer to students relative to standard programs. The authors discuss quality issues in relation to teaching and learning in distance education programs with a panel of distance learners who will discuss their experiences.     

The Virtual Community: Computer Conferencing for Teaching and Learning Social Work Practice

SUMMARY

This author describes the use of a web-based conferencing program to augment classroom learning in generalist social work practice courses in a BSW program. This “virtual classroom” allows students to have more or less continual access to the instructor and to each other, greatly expanding opportunities for teaching, learning, and communication.     

Introduction

ABSTRACT

The paper considers the levels of coherence and dissonance between the education and training needs of social work practitioners working in a virtual environment and the focus of the requirements and learning and teaching approaches currently in use on social work programmes within education settings in England. The paper argues a gap exists in the way information and communication skills are currently conceptualised to support the education and training of social workers. It appears that e-learning is often considered in relation to its functional advantages and that similarly ICT skills are considered in terms of computer program literacy. The much wider question of the development of competence for virtual practice and how e-learning may support this development require much greater consideration and application.     

Searching for a Just Community

SUMMARY

The American university community, the context within which social work education is conducted, has a clear goal of education. It is also the workplace for a diverse group of students, faculty and staff. The community is defined and the author suggests that social work educators have unique contributions to offer in the development of a “just” university community.     

Heterosexism and Social Work

Abstract

This study examined heterosexism among 409 Illinois school social workers. Heterosexism was found to be negatively correlated with “education about” and “positive contacts with” gay and lesbian individuals and positively correlated with “religiosity.” Most respondents showed some level of heterosexism with a few having very high levels. Only 15% were non-heterosexist. Respondents reported receiving little or no education about sexual minorities in their social work training. Most indicated that the training received was not adequate preparation for working with gay and lesbian individuals. Amount of education received increased with each of CSWE's educational mandates about sexual minorities but had no significant effect on heterosexism.     

Preparing Social Work Graduates for Digital Practice: Ethical Pedagogies for Effective Learning

ABSTRACT

Debate has arisen in social work about the value of online education, with proponents providing examples of innovative approaches to online teaching and those against it citing the need for face-to-face interactions to suitably teach and assess social work skills. At the same time, social workers are increasingly making use of social media, websites, online databases, email, and text messaging services for work with clients. Consequently, social workers must be adequately prepared to make use of online technologies in their practice. Drawing on examples of online interactive activities used at two regional universities and informed by Chi’s conceptual framework of cognitive processes of learning, this article argues that learning via information and communications technology (ICT) helps prepare graduates for emerging digital practice and should be an integral part of social work education. Further, ICT enables educators to monitor the levels and quality of student rehearsal of practice skills and knowledge in interactive learning experiences helping promote competent practice, grounded in social work values.     

Educating Social Workers for Practice in Integrated Health Care: A Model Implemented in a Graduate Social Work Program

ABSTRACT

This article introduces a curricular innovation, the Integrated Health Scholars Program (IHSP), developed to prepare master's-level social work students for practice in integrated health care settings, and presents preliminary findings related to students’ self-reported program competencies and perceptions. IHSP, implemented in a research-intensive school of social work in a large midwestern public university, includes specialized course work, interprofessional education across health science disciplines, and field practicum in integrated health care settings. Curricular components support stepwise learning and follows the British Columbia model of interprofessional education learning tiers: exposure, immersion, and skill mastery. Despite IHSPs successful development in a well-resourced, supportive environment, challenges facing our profession's ability to develop and sustain training of MSW students in integrated health care are discussed.     

Kinship Care and Public Child Welfare: Challenges and Opportunities for Social Work Education

Abstract

The growing practice of arranging and financing “foster placement” of abused and neglected children with relatives provides an opportunity to redefine relationships between extended families and the child welfare system. The dilemmas and possibilities presented by kinship care as a child welfare service challenge schools of social work to provide intellectual leadership and to prepare social workers for changing child welfare practice. The author's ideas concerning responses to this challenge focus on key mandates of the Council on Social Work Education's Curriculum Policy Statement and on five principal curriculum areas in social work education.     

Application of Web-based learning in teaching social work law

Computer-assisted learning is now well established in many universities and offers a number of virtues that should commend it to social work educators. It offers a unique and valuable way of achieving certain learning outcomes that are of particular value in social work education. This paper presents one attempt to develop its potential by integrating Web-based tutorials into teaching social work law. It is suggested that Web-based learning has a unique and specific contribution to offer in enhancing student learning, but it does need to be carefully planned and integrated into teaching. Resistance to this form of learning needs to be anticipated; and the reasons for it considered for they may partly explain why the use of computer-assisted learning in social work education has, so far, been fairly limited. Nevertheless the 'added value' of Web-based learning is considerable so long as it is not regarded as some kind of cheap or 'soft' teaching option.     

Virtual Worlds and Social Work Education

ABSTRACT

The introduction of computerised virtual worlds in the early twenty-first century was considered to be an innovation that would be widely used in higher education. There are a number of examples of virtual worlds used for higher education in medicine, nursing, and allied health, including examples in social work. The aim of this article is to explore the potential value of virtual-world technology to enhance the student learning experience for social work education in interpersonal communication skills in a virtual health centre. Findings of a study of Australian undergraduate social work students who engaged in a role play in a virtual health centre for skill development in interpersonal communication are presented. The study findings highlight issues for social work educators to consider when deciding whether or not to use virtual-world technology in social work education, and when designing further research on similar innovations.