Teaching International Social Work in a Global Classroom

Social work educators are challenged with preparing students for international social work and work with immigrant and refugee populations. This pilot project aimed to develop an online global classroom to teach an international social work course to social work students participating from five different locations: United States (N=25), South Africa (N=4), Mexico (N=11), Hong Kong (N=6), and Australia (N=2). Qualitative data were collected from students regarding their experiences in this global classroom. Thematic analysis revealed the development of rich authentic learning, where their interactions with international classmates led to a transformative learning experience and a beginning sense of social work in a global context. Implications for future leaning and teaching of social work content across global borders are discussed.     

Practice Fridays: Using Simulation to Develop Holistic Competence

ABSTRACT

There has been a call for social work programs to better prepare students for field education. This qualitative study examined an innovation titled Practice Fridays developed to enhance competence in MSW students in a classroom setting. Students (N=57) described what they learned through this simulation-based learning activity and the processes that facilitated their learning. Students reported an enhancement in knowledge, skills, professional judgment, and self-awareness, attributed to observed practice, focused feedback, and guided reflection. Findings suggest that holistic competence can be developed in the classroom when using holistic teaching methods. These findings support simulation as an innovative method of teaching holistic competence in the classroom to prepare students for field learning.     

Exploring the Potential of a Collaborative Web-based E-portfolio in Social Work Field Education

ABSTRACT

In most Australian workplaces that provide placement opportunities, social workers are unlikely to receive reductions in their workload for supervising students and completing the administrative requirements of field education subjects. Associated time costs lead to reluctance to supervise social work students. This article investigates the potential for a web-based e-portfolio tool to support and streamline social work field education and assessment processes. Social work students, field educators, and university-appointed liaison staff (N = 110) from a large Australian university completed an online survey administered at the end of placement. The majority of participants reported that the e-portfolio provided a useful framework for recording evidence of student learning; was simple to use; saved time; and had the capacity to enhance the quality and immediacy of communication between parties. We argue that e-portfolios can efficiently capture evidence of student learning and provide a robust mode of supporting social work students on placement.     

Predictors of positive development in first-year college students

ABSTRACT

Objective: Emerging adulthood is an important phase in the transition to adulthood. Emerging adults experience minimal social control and incomplete development of executive functioning leaving this age-group at risk for misusing this newfound independence. Hence, it is important to understand pathways to support positive development (PD) outcomes. In this study, we examined the relationship between participation in civically engaged learning and PD among first-year college students. Participants: First-year college students (N = 225) were surveyed during the 2012–2013 academic year. Methods: Students were surveyed on measures of PD and engaged learning prior to the beginning (initial survey) and at the end of the first year (final survey) of their undergraduate education. Stepwise linear regression was used to examine the influence of engaged learning on PD outcomes. Results: Engaged learning during the academic year predicted flourishing and students' civic frequency. Also, faith-affiliation and parents' civic frequency contributed to students' civic frequency. Conclusions: Our interpretation of the findings suggests that engaged learning and family role modeling may promote PD among first-year undergraduate students.     

ACCESS TO TECHNOLOGY AND THE TRANSFER FUNCTION OF COMMUNITY COLLEGES: EVIDENCE FROM A FIELD EXPERIMENT

Access to information may represent an important barrier to learning about and ultimately transferring to 4‐year colleges for low‐income community college students. This article explores the role that access to information technology, in particular, plays in enhancing, or possibly detracting from, the transfer function of the community college. Using data from the first‐ever field experiment randomly providing free computers to students, we examine the relationships between access to home computers and enrollment in transferable courses and actual transfers to 4‐year colleges. The results from the field experiment indicate that the treatment group of students receiving free computers has a 4.5 percentage point higher probability of taking transferable courses than the control group of students not receiving free computers. The evidence is less clear for the effects on actual transfers to 4‐year colleges and the probability of using a computer to search for college information (which possibly represents one of the mechanisms for positive effects). In both cases, point estimates are positive, but the confidence intervals are wide. Finally, power calculations indicate that sample sizes would have to be considerably larger to find statistically significant treatment effects and reasonably precise confidence intervals given the actual transfer rate point estimates. (JEL J24, O33, I23, I24)     

Influence of physical activity on weight status during the first year of college

Abstract

Objective: To provide an analysis of weight change in response to physical activity levels among first year college students. Participants: First year students (N?=?114) participated during the 2012–2013 academic year. Methods: Using a web-based survey, researchers gathered information on physical activity and weight at three points: twice throughout the fall and once at the end of the spring semesters. Results: Over half (56.25%) of respondents reported weight gain (between 0.45 and 13.61?kg) from baseline to 9-month follow-up. Weight gainers reported an average gain of 4.20?kg. More than half of participants were not meeting minimal recommendations for cardiorespiratory fitness (59.5%) and strength (53.2%) by the end of the first year of college. Conclusion: This research provides support for intervention and implementation of strategies to promote self-regulation in college students during the transition to college. Addressing the importance of physical activity in weight maintenance is beneficial to first year students’ well-being.     

Financial Education With College Students: Comparing Peer-Led and Traditional Classroom Instruction

This project compared the learning gains from teaching financial literacy skills to undergraduate students through two methods: traditional classroom instruction and peer financial counseling. Students at a southeastern university received instruction through either a semester-long course on family economics (N = 78) or a one-hour peer-led session (N = 149). Students in the peer sessions received instruction on either budgeting (n = 94) or credit (n = 55). Students in the course received extended instruction on budgeting, credit, and other topics. Comparisons of posttest learning revealed similar gains between the two methods on shared content and on planned financial behaviors. Results suggest additional investigation to explore peer financial counseling for teaching financial literacy skills may be warranted.     

Students’ Role Confusion When Working With Older Adults: The Voices of Foundation Students

A qualitative research project was carried out to investigate how first-year graduate students integrated their field work learning with their classroom leaning (N?=?17). The study reveals the students’ difficulty in integrating their practical learning with theoretical classroom knowledge. Using grounded theory analysis, two types of student reactions to integrating knowledge were found: role confusion and role clarity; most fit into the role confusion group. Performing supportive social work, working with involuntary clients, and the age of the client were all linked to the students’ role confusion. Implications for teaching strategies using reflective practice are discussed, as well as possible connections between beginning students’ confusion, ageism, and lack of interest in the field of aging.     

“If I Did It Over There,I Can Do It Here”: U.S. Latinx Social Work Students in Costa Rican Service Placements Deepening Their Professional Identity and Skills

ABSTRACT

Social work student participation in global experiences continues to increase despite limited research on the impacts of these educational experiences on knowledge and skill development. This article reports on professional identity and skill development for 25 U.S. Latinx students who completed internships or service-learning projects in Costa Rica while living with host families. Three groups of MSW students spent 6 weeks in full-time summer internships and one group of primarily BASW students completed two-week summer service-learning projects and language immersion course work. Through longitudinal qualitative data collected before, during, and after the time abroad, and the use of the Educational Policy and Accreditation Standards as a conceptual framework to assess learning outcomes, three key areas of professional gains emerged: demonstrate ethical and professional behavior, engage diversity and difference in practice, and engage with individuals, families, groups, organizations, and communities. This study reveals specific benefits of opportunities for students assumed to already be culturally competent with clients of related backgrounds because of language or ethnic similarities. Discussion on the findings and implications for social work educators and students is included.     

Letter to the Editor

ABSTRACT

The Council on Social Work Education has designated field education as social work’s signature pedagogy, putting field supervisors in a key role of preparing students as competent social workers. This study examined field supervisors’ Evidence Based Practice (EBP) behaviors using a modified version of the Evidence-Based Practice Process Assessment Scale-Short Version. Supervisors (N = 129), from two undergraduate and one graduate program were invited to complete an electronic survey, resulting in a final 34% response rate (N = 44). Results indicated participants were somewhat familiar with EBP techniques, but did not think it feasible to carry out EBP in their settings, nor did they frequently demonstrate EBP behaviors in practice. Recommendations for overcoming barriers to implementing EBP behaviors in agency settings are discussed.     

TEACHING NOTES: MAKING STATISTICS "REAL" FOR SOCIAL WORK STUDENTS

This article presents results from an evaluation of service learning in statistics courses for master of social work students. The article provides an overview of the application of a community-based statistics project, describes student feedback regarding the project, and illustrates some strengths and limitations of using this pedagogy with social work statistics courses. Student evaluations (N=38) suggest that implementing a service-learning pedagogy allows students to master basic statistical analysis skills and see practical applications for statistics. Such an approach also provides myriad benefits for faculty, although incorporating service learning into a statistics course can present specific challenges.     

Community college field placement internships: supervisors’ perspectives and recommendations

ABSTRACT

Community College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students’ pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors’ professional goals to promote best practices are proposed.     

Prevalence and predictors of suicidal ideation,plan, and attempts,in first-year college students with ADHD

Abstract

Objective. The present study evaluated the prevalence of past suicidal ideation (SI), plan, and attempt in college students with ADHD (N?=?102) compared to a matched control (N?=?102). Predictors of SI, plan, and attempts, were examined. Participants. Study participants were first year college students at a large Southeastern university who completed measures during August or September of 2014 or January of 2015. Methods. Measures were completed by first year students via an online survey. Results. Prevalence rates for SI and related behaviors were higher among the ADHD group than the matched control, with suicide attempts rates four times higher in the ADHD group (13.7% vs. 2.9%). Results showed that ADHD predicted rates of SI and suicide attempt accounting for depression and key demographic variables. Conclusions. Findings have implications for suicide risk assessments conducted with college students with ADHD.     

An examination of student and provider perceptions of voluntary sector social work placements in Northern Ireland

Practice based learning in Northern Ireland is a core element of social work education and comprising 50% of the degree programme for undergraduate and postgraduate students. This article presents evidence about the perceptions of practice learning from voluntary sector/non-government organisation (NGO) placement providers and final year social work students on social work degree programmes in Northern Ireland in 2011. It draws on data from 121 respondents from189 final year students and focus group interviews with voluntary sector providers offering 16% (85) of the total placements available to students. The agencies who participated in the research study provide a total of 55 PLOs to social work students, and are therefore fairly representative in terms of voluntary sector (NGO) provision. The article locates these data in the context of practice learning pedagogy and the changes introduced by the Regional Strategy for Practice Learning Provision in Northern Ireland 2010–2015. Several themes emerged including; induction, support and guidance, practice educator/student relationship, professional identity and confidence in risk assessment and decision-making. Social work educators, placement providers and employers must be cognisant of newly qualified social workers’ needs in terms of consolidating knowledge within the formative stages of their professional development.     

Teaching for transformation: converting the intercultural experience of preservice teachers into intercultural learning

Fostering intercultural learning among preservice teachers has become increasingly important. This article describes the results of a three-year study of semester-long projects in which cohorts of undergraduate education majors (N = 41) engaged with first-semester international students and were asked to reflect on becoming involved participants in a linguistically and culturally diverse learning community. The findings reveal the transformative effect of intercultural encounters on future teachers.     

Man Up Monday: An integrated public health approach to increase sexually transmitted infection awareness and testing among male students at a midwest university

ABSTRACT

Objective: This campaign sought to (a) increase awareness of sexual health and chlamydia testing; (b) motivate students, particularly sexually active men who do not pursue regular sexually transmitted infection (STI) testing, to get tested; and (c) improve the capacity of the student health center to provide free chlamydia testing and treatment for all students. Participants: Students enrolled at a 4-year public research university (N = 333). Methods: Collaborative partnerships formed the foundation of a campus marketing and testing campaign, with treatment for students testing positive for chlamydia. Results: A total of 333 students were tested over 5 consecutive Mondays, showing a chlamydia incidence of 9.6%. The incidence for females and males were 8.6% and 10.8%, respectively. Conclusions: The campaign was effective in reaching men, an at-risk population not traditionally emphasized in STI testing.     

Digital remediation: social support and online learning communities can help offset rural digital inequality

ABSTRACT

While all students enter college with varying levels of digital skills, those from rural areas may face extra challenges because their own skills and those of their pre-college networks may be underdeveloped. Without some type of intervention, digital deficits can perpetuate further educational disadvantages. We developed an online learning community (OLC) in two sections of an introductory college course and integrated collaborative learning into students’ weekly activities. Regression analysis of survey data (N?=?373) shows three impacts: access to social support is associated with higher skill assessment and improvements in digital skills; rural status is associated with a clear and significant disadvantage in digital skill assessment; and that involvement in an OLC contributed substantially to improvements in digital skills. We conclude with limitations and considerations for future research.