Support for gay and lesbian rights among social work students in Greece

This study explores social work students’ level of support for gay and lesbian rights. Respondents were all the students (N?=?460) attending classes in a Social Work Department in Greece. While students were generally supportive of gay and lesbian rights, a significant percentage believed that social workers should support gay and lesbian rights only when lesbians and gay men do not offend or upset others and their rights do not contradict the prevalent religion and societal values. Religiosity was an important correlate of students’ level of support for gay and lesbian rights. Findings are discussed in relation with social work education.     

Out of the Closet and into the Classroom: A Survey of Lesbian, Gay, and Bisexual Educators' Classroom Strategies and Experiences in Colleges and Universities

Higher education has made great progress in creating open classroom and organizational environments for diverse populations. However, little research has been published on the experiences of lesbians, gay men, and bisexuals (LGB) in college and university classrooms. The primary purpose of this study is to identify the strategies used by LGB educators to incorporate LGB issues, concerns, and experiences into college and university classrooms. To provide a context for these efforts, the secondary purpose of this study is to examine educators' experiences as LGBs in the classroom and within higher education in general. Toward these ends, the study presents the results of a survey that examined specific classroom strategies used by LGB educators and administrators and their experiences in the classroom and within departments in college and university settings. The survey revealed that LGBs are actively working to enhance classroom environments through a variety of empowerment strategies; they also encounter positive experiences within the classroom and within academic organizations as a whole.     

Invisible students: experiences of lesbian and gay students in social work education in Greece

This article explores through semi-structured interviews the experiences of four lesbian and two gay students from the Social Work Department in the Technological Educational Institute of Crete, Greece. The complete absence of openly out lesbian or gay students or faculty members in the Department was considered reflective of the particular social and cultural context of Greece. Participants reported that lesbian and gay issues were marginalised in the curriculum and that heteronormativity often prevailed in the classroom. Consequently, same-sex sexuality was generally invisible and, when discussed, certain faculty members and peers often appeared to be uncomfortable. Within this context, participants stressed the importance of the professors’ role regarding the climate and content in the classroom. None of the participants considered that their sexual orientation had affected negatively their academic attainment; the lesbian or gay identities sometimes had a positive effect on participants’ academic attainment level exactly because of the negative impact these identities had on their social life. Most participants felt that their studies had not prepared them adequately for gay affirmative practice. Implications for social work education are considered.     

Volunteers work for lesbian,gay, bisexual,transgender, and queer rights: Motivations at a Rochester social justice organization

The reasons volunteers contribute to lesbian, gay, bisexual, transgender, and queer (LGBTQ) social justice organizations are multifaceted and need further exploration. This pilot study (N = 35) sought to understand volunteer motivations at a Rochester, New York social justice organization fighting for LGBTQ rights. Understanding motivations for volunteerism and volunteers' perceptions about the relative advantages and obstacles of current volunteer experiences at their agency were the primary goals of the study. The study found that these volunteers are motivated primarily by their personal values, mission of the organization, and desire to develop and maintain social relationships with the LGBTQ community. Implications for volunteer resource management and research are explored.     

Social work educators’ perceived barriers to teaching with technology: the impact on preparing students to work with younger clients

ABSTRACT

The educational needs of current social work students have transitioned in time from fully face-to-face to hybrid and for some, to fully online instruction. This helps to address students’ need to save time and money, as well as it assists the higher education institutions to provide easier and more efficient access to education. The use of technology in educational instruction has a positive impact on the future social workers who have to address the needs of technologically savvy younger clients. This is due to parallels related to the access and the use of technology, communication preferences, and the wide use of social media platforms. A quantitative non-experimental research design was employed in this research study. Non-parametric statistics were employed. A Mann-Whitney U test was used to compare the perceptions of barriers/challenges to eLearning among US and Spanish social work educators. The Kruskal-Wallis test was used to find the differences in the perceptions of barriers/challenges to eLearning across different group characteristics such as age, academic position, and experience teaching online and hybrid courses. There are six main barriers/challenges identified in this article. When not addressed, these barriers could have a negative impact on social work students’ readiness to use technology in their future social work practice.     

Launching the workplace flexibility movement: work family research and a program of social change

The Alfred P. Sloan Foundation's Workplace, Work Force & Working Families program was established in 1994 and ended in 2011. Over the course of its 17-year lifespan, this program – through its vision, commitment and unique, pragmatic grant-making strategies – pioneered the interdisciplinary field of work–family research and spearheaded a national movement to create more flexible workplaces that effectively meet the needs of employees and employers. The program's first strategic phase supported high-quality, multidisciplinary research to examine what was happening within working families at all stages of their lives, both at home and at work. Results from these investigations highlighted the structural mismatch between the needs of this diverse workforce – comprised increasingly of working parents and older workers – and the demands of a rigidly structured workplace requiring full-time, full-year work, with little to no flexibility in how, when, or where work gets done. After a decade of scholarly research documenting that the challenges facing American families were not private, individual problems but public, societal concerns, the Sloan Foundation designed and launched in 2003 the National Workplace Flexibility Initiative. Its goals were twofold: to make workplace flexibility a compelling national issue and to establish it as a standard of the American workplace. As a result of the collective efforts of Sloan-supported organizations and people, the stage is now set for a social movement to realign the structure of the American workplace to the needs of the twenty-first century workforce. Lessons for subsequent research-driven social movements close the article.     

Social and academic profile of the university student of social work a comparative study in Spain,Argentina, and Venezuela

ABSTRACT

The article presents the results of an empirical investigation that aimed to analyze comparative socio-demographic characteristics, motivational aspects and professional role of students who attend universities. The contexts of research were University of Mar de Plata (Argentina), University of Murcia (Spain) and University of Zulia (Venezuela). The universe of research was 304 students, with the participation of a total of 253 (TR 83,2%), 109 from University of Murcia—Spain—100 from University of Mar del Plata—Argentina and 44 from University of Zulia—Venezuela. Two hundred and forty-four measuring instruments were checked favorably. The results of the research allowed to highlight significant coincidences in most of the variables studied. In the analysis of self-perceived personality styles, there is high coincidence both in style (attributed qualification) and score (assigned quantification). At the three universities, the docent–student relationship is a positive variable that affects the favorable self-perception beyond academic success. Design and implementation of programs based on the described characteristics are recommended.     

Pedagogy of international social work: a comparative study in the USA,UK, and Georgia

The social work profession worldwide has been increasingly influenced by globalization and its effects on social issues that require social workers to be responsive and knowledgeable in addressing them. In recent years there has been an increased emphasis on the internationalization of the social work profession and education. With limited examples of international social-work-teaching methods discussed in the literature, there is also a lack of information obtained directly from students on methods of instruction that they most prefer and find beneficial. This collaborative, comparative project examined students' perceptions of methods that make teaching international social work successful at three universities in the United States, United Kingdom, and Georgia. While there were different preferences for content- and process-driven approaches in teaching, students' common interest was in gaining practice examples and exposure to real-life practice of international social work in their own and other countries. The findings suggest that international social work education needs to be more experiential and practice-based.     

Diverse students and literacy in social work education: pedagogies for a new tertiary landscape

In the Western policy landscape, students from diverse cultural, linguistic, economic and other backgrounds are increasingly represented in an expanded tertiary education system. Structural and technological changes have challenged traditional pedagogies designed for more elite cohorts, and shifted the boundaries of textual practices in both universities and professional worlds. In spite of these momentous trends, university literacies often remain tacit and inaccessible to those new to them, and pedagogies rarely explicitly engage with the complexities of these shifting boundaries. University students unfamiliar with these tacit literacies can become marginalised and ultimately struggle with the literacy demands of their academic and professional worlds. This is problematic in social work education, as professional practice demands complex written and oral communication, with potentially significant social and legal repercussions. This paper reports on pedagogies initiated by action research in a Bachelor of Social Work programme in an Australian University. Pedagogies were introduced to make elite codes explicit, use students’ literacies as assets for learning and encourage ‘code switching’ between literacy practices to resist colonising into more powerful literacies. Students’ capacities in academic and professional literacies were significantly enhanced by these practices, and their cultural inheritances valorised, encouraging their contribution to the social work discipline.     

When the main job tasks are perceived to be ‘irrelevant’ in the workplace: the internal uselessness of corporate social responsibility work in Japan

ABSTRACT

Despite a symbolic shift toward ‘emotional taint’ in dirty work literature, the role of the workplace has not been studied in relation to socially admired professions, such as corporate social responsibility (CSR) work. This article carries out an in-depth, critical examination of CSR as an emotionally tainted occupation in Japan. Its findings, substantiated by an analysis of 34 CSR workers’ rhetoric, help conceptualise ‘internal uselessness’. This emerges when workers feel their organisations publicly foster an image of their work that is decoupled from its internal reality, assigning them chief tasks they consider irrelevant. This leads to negative consequences that damage their workplace social relationships, professional aspirations and emotional well-being. The findings ultimately show that these CSR workers in Japan attempt to counterbalance internal uselessness through a social quest with peers outside their workplace, but also manage their emotions by rationalising their job status as inescapable, influenced by situated commitment norms.     

Retraining programmes in social work: career considerations,factors influencing the decision to study social work and professional preferences among students

The current study sought to examine the differences between retraining programme (RP) students in social work (SW) and mainstream programme (MP) students regarding career considerations, factors influencing the decision to study SW and professional preferences. RPs are similar to fast-track training programmes known in the UK, as they offer graduates from other disciplines a qualification in SW. This study was conducted among 125 SW students in Israel: 56 in the RP, where studying SW was their secondary choice (after graduating in a different academic discipline) and 69 MP students for whom SW was their first choice for a profession. Both groups were examined in their final year of studies. When choosing their profession, RP students attributed greater importance to considerations such as personal development, satisfaction and interest in treating people, while for MP students, working conditions were more important. In addition, RP students also preferred to engage in individual therapy and policy practice. Furthermore, there were several differences between the groups’ preferences regarding types of populations, services and sectors. Correlations were found between various preferences of populations, services and fieldwork training. Lastly, a higher percentage of RP students compared to MP students had expressed their intention to work as social workers once they complete their studies.     

Social work education in Spain: evaluation and challenges for a new generation of social workers

ABSTRACT

The European social integration model was built on two main pillars: employment and access to the welfare state. European social work education was mainly oriented to training professionals in order to promote this inclusion through case management and the provision of benefits. This influence was very intense in the curricular content of Spanish social work programs. The new social risks and the European convergence in higher education have promoted curricular changes, but is it enough?. This paper aims to identify the content and limits of current social work education in Spain. To this end, a comparative analysis of social work education in public universities of Spain was performed. This information has been contrasted with professionals, teachers and social work students. The results evidence the gap of these contents with the real professional needs. This paper proposes several alternatives and approaches in new intergenerational methodologies and technological tools to train a new generation of social workers     

The role of social work field education programmes in the transmission of developmental social work knowledge in Southern and East Africa

This paper reports on the findings of a study on the role of social work field education programmes in the transmission of developmental social work knowledge in Southern and East Africa. It highlights the challenges in locating developmental social work placements and the creativity shown by social work educators in addressing these challenges and improving learning opportunities for social work students. Both academics and students were found to be committed to developmental social work, within a willing practice environment hampered by knowledge, capacity and resource constraints. Social work education was found to be playing a transformative role through the teaching of a developmental social work curriculum and the creation of collaborative developmental social work learning experiences. Social work educators trained and supported agency supervisors in developmental social work, while students served as conduits, modelling developmental social work practice. What has yet to be determined in future research is the students’ perspective of this developmental educational environment.     

Assessing attitudes of college students toward cross-cultural relationships: Implications for social work practice,research, and education

Higher education in America is a major social institution and an incubator of intellectual thought, holding an important and transformative place in the public domain, but it has also been implicated in the perpetuation of inequality, and the feeding of racial animus. The research question guiding this quantitative study explored predictors of college students’ perceptions of interracial relationships, which led to the querying of factors likely to impact social distance regarding interracial relationships at a mid-sized, diverse, rural university in the south. Two instruments were utilized to test the variables; the Bogardus Social Distance scale and the Social Dominance Orientation scale. The findings indicate statistical significance among two of the three variables examined, when controlling for socioeconomic and demographic variables; positive interracial experiences (p = < .002) and, greater amounts of interracial social contact (p = < .046) predict lower social distances regarding interracial relationships. Implications for higher education involve greater efforts toward social inclusion, increased cultural sensitivity, and an acknowledgment of the current and past structural and systemic inequities that have hindered positive race relations, and a vow to rectify those.     

Social workers in the new human services marketplace: Trends,challenges and responses

This paper examines employment trends in social welfare occupations and challenges to the industrial and cultural recognition of professional social work in the new human services market place. Following examination of the threats posed by market reform and the crisis in public confidence in some domains of human services work, I focus on three key concerns. First, through analysis of Census data from 1996 to 2001, I compare trends in the employment of social workers, welfare workers and community workers. Second, drawing on the work of Nancy Fraser (1997), I argue that the challenges facing social workers can be understood as problems of ‘recognition’. Using this framework, I examine the external contests to the valuing of professional social work and also the internal challenges, that is, threats from within the social work profession to the industrial and cultural recognition of social work. Finally, I will consider how social workers, particularly new graduates, can respond to the challenges facing them in the new human services marketplace. I propose that social workers should claim a position as practice leaders and I outline practical strategies for achieving this goal.     

Social work and applied theatre: creative experiences with a group of homeless people in the city of Seville

This article presents a series of creative social intervention experiences developed with a group of homeless people in the Spanish city of Seville. These experiences are part of an applied research project that uses theatre as a tool to aid social work, and they are led by a group of homeless people who have become actors through this initiative. The group is known as ‘Theatre of Inclusion’ and has been running for a decade now. Using group social work and applied theatre techniques, this initiative creatively exposes the needs of this collective and also generates spaces in which they can reclaim their dignity. The systematisation of these experiences highlights the potential of combining disciplines such as social work and theatre to work with vulnerable collectives, in the same way Jane Addams did. The aim is also to move beyond the dominant welfare proposals in place in Spain currently, which are intended to meet the needs of homeless people.     

Utilization of the interprofessional education,practice, and research model in HBCU social work education

ABSTRACT

Historically Black colleges and universities (HBCUs) are often overlooked as a resource to address the need for a diverse healthcare workforce even though they are an essential component of ensuring diversity. In order to meet the needs of the current patient population, HBCUs’ social work programs must move from silo education, practice, and research pedagogy to inter-professional education (IPE), practice (IPP), and research (IPR) modalities when developing partnerships that promote the elimination of health disparities. This article discusses the contributions of a HBCU’s School of Social Work to the growth of IPE, IPP, and IPR utilizing the Ujima principle of Nguzo Saba. The projects developed were an attempt to provide meaningful and relevant education to social work students while exposing them to a collaborative inter-professional education, practice, and research experience. The three social work projects included intra-university and social community collaborations and exposing students to experiential inter-professional education, practice, and experimental learning. This is an opportunity for social work students to become involved in the evolving best practices pedagogy for inter-professional education, practice, and research which social work must embrace in order to fulfill the National Association of Social Workers imperative of preparing students to work in collaborative health care teams. The expected outcomes of these inter-professional ventures reflect a HBCU’s commitment to increasing the competency in inter-professional modalities aimed at supporting, empowering, and preparing high caliber diverse graduates who will grow the future and lead the world as a diverse healthcare workforce.     

‘Never mind the mechanics,what about the (sexual) ethics?’ Sex,sexuality and social work education in sexual violence prevention

ABSTRACT

This paper examines the efficacy of sexual violence prevention education (SVPE) in the USA and Australasia: areas, which have some of the worst rates for sexual violence prevalence, globally. Paradoxically, they are also at the forefront of innovations in sexual violence prevention, compared to some European countries where SVPE is virtually non-existent or at the embryonic stage, such as the UK. Drawing upon the Authors’ previous research on the delivery of SVPE in New Zealand secondary schools, and literature reviews into these innovations, the authors argue that social work education is ideally placed to develop SVPE, due to the ways that some of these innovations, coalesce with social work theory, critical andragogy, and social work values. These synergies have the potential for transnational application through the ways that they can inform SVPE in those countries where it is delivered by social workers in schools, and via the ways it can enhance the social work curriculum to improve post-qualifying practice in addressing sexual violence (SV).     

The role of arts in raising ethical awareness and knowledge of the European refugee crisis among social work students. An example from the classroom

This paper presents and discusses an arts-based project, carried out by the first-year students in the classroom, at the Department of Social Work, in Athens, Greece. The project was designed for raising ethical awareness and knowledge of the 2015 Europe’s refugee crisis among social work students. The purpose of this project was three-fold: (1) to help students to better understand the refugee crisis as an emerging problem in Europe and in the rest of the world; (2) to help students raise their ethical awareness about the plight of refugees and to learn how to avoid discrimination and racism; and (3) to improve students’ abilities to work effectively with refugee populations. The project used art-based activities (drawing, writing, photos, etc.) as a powerful pedagogical tool for teaching students and supporting their learning in the classroom. As the literature has shown, the use of arts in social work education helps student to learn through an artistic and creative way and provides a secure base, from which they can explore real-life situations and try to give meaning to them.