The primary purpose of this study is, in general, to inform schools of social work of a method to include Black content within their curricula, and in particular to sensitize the faculty at Portland State University to the importance of including Black content into the school's curriculum. In this research design, a select population was used as well as a specific body of knowledge from the Human Behavior and Social Environment sequence to develop a model to introduce Black content in the social work curriculum.

The study’s purpose was to investigate how prepared newly graduated social workers perceive themselves for the professional role, what conditions social work education provided and how they handle challenges in their work. Qualitative interviews were conducted with newly graduated social workers. The result has been analyzed by the theories of professional expertise and pragmatism. Results reveal uncertainty and challenges in finding work balance. Specialist knowledge was lacking, and professional sustainability were requested in the education. Personal development during education was valued. The results showed ability to reflect was important to manage the social work and organizational and collegial support was important. The conclusion was that social work education has given new graduates good conditions but hasn´t been able to prepare students in an unpredictable and complex work. Social work expertise is further developed through experience in the workplace. / Studiens syfte var att undersöka hur förberedda nyexaminerade socionomer upplever sig vara för yrkesrollen, vilka förutsättningar socionomutbildningen tillhandahållit och hur yrkesmässiga utmaningar hanteras i arbetet. Kvalitativa semistrukturerade intervjuer genomfördes med nyutexaminerade socionomer inom socialtjänsten. Resultatet analyserades av teorierna professionell expertis och pragmatism. Resultatet visade yrkesmässig osäkerhet och utmaningar med balans i arbetet. Specialistkunskap saknades och inslag av hållbarhet i professionen efterfrågades i utbildningen. Personlig utveckling under utbildningen värderades högt. Vidare visade resultatet vikten av reflektionsförmåga i socialt arbete, samt ett främjande organisatoriskt och kollegialt stöd. Slutsatsen var att socionomutbildningen givit de nyexaminerade goda förutsättningar, men ej kunnat förbereda studenter i ett oförutsägbart och komplext arbete. Expertis inom socialt arbete sker vidare via erfarenhet och fortbildning på arbetsplatsen.

Little attention has been paid in Canadian Child Welfare research to the role that training plays in engaging new workers as they enter the complex role of child protection. Focusing on learning principles such as child neglect and working with an ethno-racial Other, it was important to understand what workers took away from their engagement in training and how this was implemented in practice. A mixed methods approach using critical analysis of the OACAS Handouts was used to inform the Semi Structured Interviews conducted with frontline C.A.S. workers. Critical Race Analysis provides theoretical foundation to understand how the ethno-racial other is perceived and enacted in discourse that workers take away into practice. Findings suggest that C.A.S. workers have a conflicted view of training due to the nature and context in which they practice. Aside from the benefits of training, workers have a lot to say about how it could be structured in order to benefit practice. Workers also have complex and conflicting views on neglect, some of which are learned through training and then exacerbated through practice. Workers practice principles on engaging with an ethno-racial other was not influenced through training, but through their own learning processes as influenced by practice and earlier education. These factors relating to child welfare workers can help influence future training within C.A.S. organizations across Canada. / Thesis / Master of Social Work (MSW)

The importance of self-care cannot be overstated in the field of social work, where practitioners are repeatedly exposed to high-stress and high-pressure situations and work directly with clients who have experienced trauma. Without sufficient preventative efforts, this facet of the field leads to job burn out and vicarious trauma (Wilson, 2016). Current research indicates that self-care is an important protective factor in preventing these negative impacts and enhancing professional satisfaction (Caurtero & Campos-Vidal, 2018; Lewis & King, 2019). Social work students consistently endorse high levels of stress due to the high volume of coursework combined with the field practicum experience (O’Neill, Slater, & Batt, 2019). Incorporating self-care education and practice into social work education is vital to preparing emergent social workers for success and longevity in the field. In response to this important problem, one social work faculty member offered a class assignment incorporating self-care in a meaningful way. MSW students conducted a case study, either using themselves or a first-year MSW student as the subject. They identified and tracked problem behaviors or emotions using evidence-based measurement tools and then implemented intervention techniques relating to self-care. This assignment served to not only recreate a clinical experience but also to encourage students to incorporate and measure the effects of self-care techniques. Satisfaction with study outcomes, motivation to continue the self-care intervention, and confidence level related to continuing were assessed at the end of the course. Study outcomes and continuation of interventions were re-assessed at a three-month follow-up. Fifteen MSW students completed the class assignment with eleven using themselves, and four choosing first-year MSW students, as subjects. All students (100%) were either satisfied or completely satisfied with their self-care study results; 77% indicated they were either motivated or completely motivated to continue their interventions with 55% responding they were either confident or completely confident they would continue their interventions. Of the eleven participants who participated in the three-month follow-up, 46% continued to decrease occurrences of their problem behaviors/emotions in comparison to their last reported rate of occurrence, 27% maintained consistent rates of occurrence, and 27% reported an increase in the rates of occurrence. All eleven participants stated that they still regularly utilize their interventions. Many social work students and faculty agree that self-care is important, but actual efforts to integrate realistic, meaningful educational opportunities encompassing self-care are missing from the curriculums. This study demonstrates that student self-care study and practice can be meaningfully incorporated as an engaging assignment, improving student well-being as well as in preparation for social work practice.

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6). / Social Work / M.A. (Social Science)

Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This research investigates education strategies for field instructors working with undergraduate social work students. Social work students at the University of Stellenbosch receive practical experience and education at welfare institutions as part of their formal education. During this practice education period students are guided and educated by field instructors. Practice education of undergraduate social work students is a demanding responsibility to field instructors and knowledge and skills are required to complete the task successfully. During the practice education period, field instructors are still confronted with their own work pressure and environmental demands in practice, along with the practice education of undergraduate social work students. The basic premise for this research is focused on the importance of the role of field instructors during the field practice period, as well as the importance of continuous education to these field instructors. This research report includes 'n thorough literature study that refers to the knowledge and skills that are required of field instructors for practice eduaction of students. The partnership between the educational institution and practice education agency are discussed and the roles, tasks and expectations of the partners are described in the chapters. Both parties are responsible for the education of field instructors and several educational strategies are examined. As a conclusion, educational strategies for field instructors are discussed and recommendations are made. The empirical research involved the use of both qualitative and quantitative methods to explore the theoretical part of the research. An explorary study was used to obtain the information from respondants. The findings and results of the research are analized and compared with the literature and some recommendations are made. The findings of this research can be used as guidelines for the education of field instructors concerned with the education of undergraduate social work students. Field instructors contribute to the education of professional social workers and all parties involved in the education process should bare a responsibilty to participate in field instructors' education. / AFRIKAANSE OPSOMMING: Hierdie navorsing ondersoek opleidingsstrategieë vir praktykopleiers van voorgraadse maatskaplikewerk-studente. Maatskaplikewerk-studente aan die Universiteit van Stellenbosch word as deel van hul formele opleiding blootgestel aan praktiese ondervinding en -onderrig by welsynsinstansies. Gedurende hierdie praktykonderrigplasing ontvang studente leiding en onderrig van praktykopleiers. Praktykonderrig van voorgraadse maatskaplikewerk-studente stel hoë eise aan praktykopleiers en verg kennis en vaardighede om die taak suksesvol uit te voer. Tydens die praktykonderrigperiode word praktykopleiers steeds gekonfronteer met die eise van die werks- en omgewingsdruk in die praktyk, tesame met die praktykonderrig van voorgraadse maatskaplikewerk-studente. Hierdie navorsing is gerig op die noodsaaklikheid van praktykopleiers se rol tydens die praktykonderrigperiode van voorgraadse maatskaplikewerk-studente, sowel as die belangrikheid van voortgesette opleiding aan hierdie praktykopleiers. Ten einde opleidingsstrategieë vir praktykopleiers daar te stel, fokus die literatuurstudie op 'n bespreking van die kennis en vaardighede waaroor praktykopleiers moet beskik vir praktykonderrig aan studente. Die vennootskap tussen die opleidingsinstansie en praktykonderrigsinstansie word volledig bespreek en rolle, funksies en verwagtinge van die vennote word aangedui. Beide partye dra 'n verantwoordelikheid teenoor die opleiding van praktykopleiers en moontlike opleidingsmetodes word ondersoek. Ter samevatting word opleidingsstrategieë vir praktykopleiers bespreek en aanbevelings word gemaak. Die teoretiese deel van die verslag word uitgebrei in die empiriese ondersoek, deur 'n ontleding en bespreking van die resultate van die ondersoek. 'n Verkennende studie is benut en beide kwalitatiewe en kwantitatiewe metodes is gebruik om die inligting van respondente te bekom. Die bevindinge en resultate van die ondersoek is geanaliseer en vergelyk met die literatuur en sekere aanbevelings is gemaak. Die bevindinge van hierdie studie kan as riglyn gebruik word vir die opleiding van praktykopleiers wat betrokke is by die onderrig van voorgraadse maatskaplikewerk-studente. Praktykopleiers speel 'n belangrike rol in die opleiding en onderrig van professionele maatskaplike werkers en betrokke partye in die opleidingsproses dra 'n verantwoordelikheid om praktykopleiers toe te rus vir die taak.

Questo lavoro di ricerca si colloca nell’ambito della Social Work Education e indaga gli Stage sperimentali in Servizio sociale, una nuova forma di tirocinio proposta al terzo anno del corso di laurea in Scienze del Servizio Sociale dell’Università Cattolica del Sacro Cuore di Milano e Brescia. La tesi osserva l’evoluzione della professione di assistente sociale e della sua formazione, dedica attenzione alla Social Work Education di stampo relazionale ed in particolare a delle esperienze di campo innovative a livello internazionale. La parte empirica si concentra sugli Stage sperimentali: attraverso uno strumento originale sono stati raccolti 315 questionari on-line da laureati tra l’anno accademico 2008-2009 e 2014-2015 che hanno sostenuto questa attività. L’indagine ha osservato le caratteristiche fondamentali dei progetti realizzati sul campo e ha riscontrato continuità con il modello teorico degli Stage basato sull’approccio relazionale; si è infatti rilevata la presenza negli Stage sperimentali di: costruzione partecipata delle progettualità, ingaggio di collaboratori riflessivi non necessariamente professionali, innovazione relativa rispetto al contesto. Si è anche rilevato il proseguire di un numero rilevante progetti al termine degli Stage curricolari grazie al contributo dei partner coinvolti e lo scaturire dalle esperienze di Stage di nuove occasioni di lavoro per i neo assistenti sociali. / This study takes palce in the field of Social Work Education and investigates the Social Work Unconventional Placements, a new frame of placement proposed at the third year of Catholic University Social Work degree (Milan-Brescia). The thesis argues the evolution of Social Work profession and its education, giving attention to the Relational-way of Social Work Education and to international innovative practice learning experiences. The research project focused on Unconventional Placement inspired by Relational Social Work method. To collect data and opinions of UC Social Work bachelors an original survey was created. The on-line survey was administered to 315 former-social work students that practiced this activity in 2008-2015. The research explored the main characteristics of the Unconventional Placements realized by the students during their Social work education path. Findings from the study confirmed the presence of distinctive traits related to the theoretic model of Unconventional Placement developed in Relational SWE framework: participatory approach to projects, reflexive involvement of professional/non-professional partners, innovation in the specific context. The survey observes the carry on of a considerable number of projects after the end of curricular placements, through the community project partners activation; from Unconventional Placements emerge new job opportunities for new social workers involved.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-11T12:30:06Z No. of bitstreams: 1 Ivonete da Silva.pdf: 2447127 bytes, checksum: db706a58544e651aa82190d195c1443c (MD5) / Made available in DSpace on 2018-07-11T12:30:06Z (GMT). No. of bitstreams: 1 Ivonete da Silva.pdf: 2447127 bytes, checksum: db706a58544e651aa82190d195c1443c (MD5) Previous issue date: 2018-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this thesis, we start from the assumption that daily micro-resistance, a term forged from the thinking of Michel de Certeau (2013), is a perspective capable of allowing, perceiving and capturing what is happening in social and institutional spaces through tactics silent and subtle ones that act on the dominant system, interfering heavily on their own goals or purposes. It suggests that the author "play the game" through cunning to, within the established order, produce his own resistance and small and great transformations. It is a political action and competence that we will base our argument on the object of this research: the daily practice of teaching pedagogy in the Institutions of Higher Education of the Private Network in the city of São Paulo - IES-RP / SP. Our intention is to analyze the tactics used by teachers inserted in 02 IES-RP / SP, identified active in the Ministry of Education and Culture - MEC between May 2015 and February 2016; to identify the teacher as determining subjects that metaphorize the dominant order, transforming and materializing, albeit in relative independence, their commitment to a quality education, reiterating the project of the profession in opposition to the marketing idea of education. As subjects of this research, we interviewed social assistant teachers who carry out the pedagogical teaching practice at IES / RP-SP, with on-site courses of Undergraduate Social Work. As a methodological approach, we opted for the multidimensional perspective presented by Morin (2013), constructing the method path in the research development process, articulating different correlated knowledge to the object of study, such as Microhistory, presented by Barros (2013) . Among the results, it was possible to identify in the teachers' narratives axioms of continuity, resistances, oppositions, interactions, fruition, creativity in the diagram of cultural exchanges in a hologramatic and recursive movement, conferring to the anonymous spaces new forms of resistance, thus revealed, in the microresistences / Nesta tese, partimos do pressuposto de que as microrresistências cotidianas, termo forjado a partir do pensamento de Michel de Certeau (2013), constitui-se em perspectiva capaz de permitir, perceber e captar o que se passa nos espaços sociais e institucionais através de táticas silenciosas e sutis que atuam sobre o sistema dominante, interferindo fortemente sobre seus próprios objetivos ou propósitos. Sugere o autor “jogar o jogo” através da astúcia para, por dentro da ordem instituída, produzir a própria resistência e as pequenas e grandes transformações. Trata-se de uma ação política e de competência a qual balizaremos nossa argumentação sobre o objeto desta pesquisa: o cotidiano da prática pedagogia do docente nas Instituições de Ensino Superior da Rede Privada na cidade de São Paulo – IES-RP/SP. Nossa intenção consiste em analisar as táticas utilizadas por docentes inseridos em 02 IES-RP/SP, identificadas ativas no Ministério de Educação e Cultura – MEC entre maio de 2015 a fevereiro de 2016; identificar o docente como sujeitos determinantes que metaforizam a ordem dominante, transformando e materializando, ainda que numa independência relativa, seu compromisso com uma formação de qualidade, reiterando o projeto da profissão em oposição a ideia mercadológica de educação. Como sujeitos desta pesquisa, entrevistamos professores assistentes sociais que exercem a prática pedagógica docente em IES/RP-SP, com cursos presenciais de Graduação em Serviço Social. Como abordagem metodológica optamos pela perspectiva multidimensional apresentada por Morin (2013), construindo o caminho do método no processo de desenvolvimento da pesquisa, articulando diferentes conhecimentos correlatos ao objeto de estudo como, por exemplo, a Micro-História, apresentada por Barros (2013). Dentre os resultados, foi possível identificar nas narrativas dos docentes axiomas de continuidade, resistências, oposições, interações, fruição, criatividade no diagrama das trocas culturais em um movimento hologramático e recursivo, conferindo aos espaços anônimos novas formas de resistência, reveladas assim, nas microrresistências

Anti-fat bias and the resulting discriminatory behavior is widely documented and impacts almost every aspect of an obese person’s life, including healthcare/insurance, education, employment, interpersonal relationships, and protection under the law. This has serious psychological, social, physical health, and economic consequences for the obese person. The non-social work related literature provides an abundance of evidence that when obese people seek assistance from a helping professional, they are met with the same anti-fat bias and discrimination present in other areas of their lives. Recognizing that anti-fat bias can lead to negative practice behaviors with obese patients and clients, many professional education programs have implemented curriculum modules and trainings focused on bias reduction. Unfortunately, there is little evidence regarding the existence of anti-fat bias among social work professionals and no evidence regarding whether social work education is including obesity and related issues in its curriculum. Utilizing the Anti-fat Attitudes Test (AFAT), the Universal Measure of Bias-FAT (UMB-FAT), and researcher created inventories, this study surveyed 129 social work educators in Appalachia to explore whether they have an anti-fat bias, if they include issues related to fat in their courses, and if so, is curriculum inclusion adhering to the dominant biomedical discourse or taking a social justice oriented approach. Findings suggest that social work educators in Appalachia hold mostly positive attitudes toward fat individuals and when negative attitudes are present they are related to physical attractiveness and romantic attraction. The data also suggest that social work educators from the southern region of Appalachia hold more anti-fat bias than educators from other regions. The study indicates that social work educators feel that obesity and related issues are worthy of attention from the profession, but they are less convinced that they should be addressing the topic(s) in the courses they teach. Social work educators who do include obesity in their courses tend to focus on exposing students to foundational social justice knowledge and how to recognize oppression and discrimination but they do not prepare them to provide services for and advocate for obese clients. Regional differences in curriculum topics are discussed. Results from the study have important implications for professional social work education. Limitations of the study and areas for further research are considered.

This study uses anti-carceral feminist logic to explore the cultural meanings, criminal implications, and neoliberal influence that shape the landscape of social work education about the sex trades in the United States and transnationally. "What are social work instructors teaching students about the sex trades in coursework?" is the question that directs the study, which uses a feminist qualitative methodology inclusive of intersectional feminist epistemology as well as direct content analysis. To answer this question, I analyzed 20 social work course syllabi from sex trade related courses across the contiguous United States and interviewed 20 social work instructors from 14 different states. Study findings show that course content represents people in the sex trades primarily as victimized cisgender women and girls with a significant focus on sex trafficking, especially within the Global South. While there is some course content that portrays sex trade workers as having complex and autonomous experiences, this material is limited to courses that have "sex" or "sexuality" in the title (i.e. "sex trafficking" or "sexuality and social work" courses). Furthermore, course content that represents the intersectional experiences and impact of systemic violence encountered by trans women of color and LGBTQ+ people is underrepresented in the sample--confined to two course syllabi and visibly absent from remaining syllabi. The sample indicates the prevalence of carceral approaches to the sex trades with an unexamined and racially-biased emphasis upon rescue and/or incarceration. This project provides significant implications for social work education about the necessity of an anti-carceral feminist, intersectional, and consequently, an anti-oppressive approach to teaching about the sex trades.