Att socionomstudenter under socionomutbildningen erhåller kunskap kring de maktaspekter som förekommer i mötet med klienter, kan anses betydande för det sociala arbetets praktik. Undervisning kring normkritik och intersektionalitet tar fasta på just dessa maktaspekter vilket därmed påvisar vikten av goda förutsättningar för att bedriva sådan undervisning. Studiens syfte vilket är att undersöka lärares upplevelser och erfarenheter av att undervisa om normkritik och/eller intersektionalitet på socionomutbildningen. En kvalitativ studie har genomförts med lärare som har erfarenhet av undervisning kring normkritik och/eller intersektionalitet. Nio semistrukturerade intervjuer har genomförts med lärare från olika lärosäten. Studiens material har analyserats utifrån normkritisk pedagogik samt antiförtryckande undervisning. I studien framkommer vikten av att studenterna utvecklar ett kritiskt tänkande för att kunna ifrågasätta förgivettagna sanningar samt för att studenterna genomgående skulle arbeta kring den process som det kritiska tänkandet innebär. Även att den kritiska blicken måste riktas mot den egna personen för en djupare förståelse kring makt, normer och strukturer, samt hur de som individer påverkar och påverkas av dessa. Organisatoriska hinder för undervisningen har synliggjorts i form av resursbrist. Studentgrupperna anses vara för stora och det finns inte tillräckligt med tid för att utforma undervisningen på sätt som visat sig gynnsamma. Slutsatserna för studien är att lärarna anser att kunskap kring normkritik och intersektionalitet är ett viktigt bidrag till att social förändring på strukturell nivå ska kunna ske. För att studenterna ska kunna tillgodose sig sådan kunskap krävs tillgång till de resurser som lärarna efterfrågar. Den resursbrist som tydliggjorts i denna studie behöver även tas hänsyn till vid forskning samt utformning av undervisningsmetoder för att dessa praktiskt ska kunna genomföras. / One might say that it is of significant importance for social work practices that students, during education to become social workers, acquire knowledge of the aspects of power that occur during the meeting with clients. Anti-oppressive education as norm criticism and intersectionality addresses these aspects of power, thus points out the importance of good conditions for such education. The purpose of this study is to investigate how the teaching is conducted in practice and examine teachers’ experiences on how to teach about norm criticism and/or intersectionality in social work education. A qualitative study has been conducted with teachers who have experience in teaching about norm criticism and/or intersectionality. Nine semi-structured interviews have been conducted with teachers from different institutions. The study material has been analyzed on the basis of norm critical pedagogy and anti-oppressive education. The study highlights the importance that students develop critical thinking, which is imperative in order to question known “truths” and to continuously apply the process of critical thinking. For a deeper understanding, the students must understand the of power, norms and structures as well as how they affect and are influenced by them. This is achieved by the students turning the critical look toward themselves. There are organizational barriers to the teaching about norm criticism and/or intersectionality due to the lack of resources. For example, the student groups are too large and there is time constraint in designing the teaching in a constructive way. The conclusions are that teachers believe that knowledge about norm criticism and/or intersectionality is of outmost importance to achieve social change on a structural level. In order for students to gain such knowledge, the resources required must be made available to teachers. Therefore, to ensure that new models of teaching about norm criticism is practically implemented in social work education, the shortage of resources exposed in this study need to be considered when developing new teaching methods and during further research.

M.A. / The goal of this study was to explore the situation with regard to marketing in social work and then to provide guidelines for the different target groups in dealing with marketing in social work. To reach this goal, the following objectives were formulated: to determine the training of social workers with regard to marketing; to determine the type of marketing actions of social workers; to determine what management expect from social workers with regard to marketing; to determine the opinion of marketing experts with regard to marketing in social work; to make recommendations with regard to the abovementioned aspects.

The purpose of this research was to obtain empirical evidence regarding the knowledge and attitudes among graduate social work students. It examines the relationship between age, previous sex education, marital status and the amount of human sexuality knowledge.

This study looked at the potential reentry-aged women employed by the San Bernardino County Department of Children's Service. It identified the characteristics, motivations, needs and barriers of the reentry age female student. This study explored the reasons why some SBCDCS reentry-aged workers choose to further their education, while others do not.

This study uses a qualitative research design to examine the skills and knowledge that both CPS (Child Protective Service) workers and Foster Care Professionals have regarding AOD (Alcohol and Other Drug) issues. It includes information on professionals' perceptions of whether or not more education in this area is needed, and the impact that these AOD issues are having upon the child welfare / foster care systems.

The theoretical part of this work is based on current findings on social work and school social work. The aim is to discuss a possibility to establish school social work in Czech environment and also to highlight any possible obstacles. The first goal in practical part of this thesis aims to identify issues that schools are facing today and whether school social work could help to solve them. The second goal is to examine how members of pedagogical staff perceive the possibility of school social worker. The last goal is to identify the agenda of school social worker in Czech primary and secondary schools. The research was done in the form of semi structured in-depth interview and therefore provides profound insight and complex answers to questions related to school social work. Key words: School social work, social work, education, competencies, primary and secondary school, teacher, headmaster, school counsellor, legislation, funding

Indiana University-Purdue University Indianapolis (IUPUI) / Every year, more than 200 schools of social work graduate thousands of Master of Social Work (MSW) students. These graduates enter the world of work and continue on their journey toward becoming professional social workers. Surprisingly, very little is known in social work about the transition from student to professional, especially for MSW graduates. Related literature in nursing and education is reviewed in order to have a foundational knowledge of the transition process for similar professionals. The research questions for this study were: (a) What is the process of transition from student to employee like for new MSW graduates? (b) What are the factors that influence this transition during the first 18 months for MSW graduates? and (c) Are there critical junctures in the processes of transitioning from being a student through the first 18 months of MSW employment that are related to satisfaction and/or professional growth? This dissertation used qualitative, constructivist grounded theory methodology in order to study this relatively unknown subject. The conceptual model that emerged in this study is called Riding the Waves, and illustrates the transition process for new graduates learning to become a professional social worker. There are five stages of this model: Testing the Waters, Jumping In, Sinking or Swimming, Treading Water, and Riding the Waves. In Testing the Waters, critical issues of finding a job, negotiating a salary and licensure are salient. In Jumping In, new graduates experience orientation, examine preparedness from school and encounter the real world of work as opposed to their expectations. In Sinking or Swimming, new graduates negotiate not knowing, supervision, dealing with emotions and difficult work situations. In Treading Water, new graduates explore finding a balance between self-care and compassion fatigue and articulate job and compassion satisfaction. In the last stage, Riding the Waves, new graduates are more stable, gain confidence, find their voice and discuss what is ahead for them. Implications for social work students, educators, and employers are discussed including better preparing students for the transition, improving orientation and supervision, and providing the support that these new professionals require and deserve.

The aim of this study is to examine social work students’ experiences of knowledge regarding ethnicity and culture in the social work education at Stockholm University and if this knowledge is of importance for their future role as social workers. This is a qualitative study based on seven semi-structured interviews. The students were asked about how knowledge regarding ethnicity and culture has been depicted in the social work education and how to integrate this subject in the social work education to make it significant for the students. Lastly, the social work students also discussed whether they believe that the social work education has given them skills for their future work with clients categorized as non-ethnic swedes. The theoretical framework used in this study is the critical theory, anti-oppressive theory and the term ethnocentrism. The results of this study highlight that knowledge regarding ethnicity and culture has been depicted from western perspective, knowledge regarding ethnicity and culture should be integrated through discussions and by having teachers who have interpretative prerogative. Further, the social work students emphasized the need for awareness of oppressive structures that affect clients categorized as non-ethnic swedes and self-reflection as a set of important skills for their future work with these clients.

Les savoirs expérientiels représentent des connaissances issues de l’expérience. Il s’agit d’une source de savoir controversée pour les intervenant.e.s en travail social, bien que de plus en plus considérée pertinente. Toutefois, leurs impacts sur le cheminement académique des futur.e.s travailleuses sociales et travailleurs sociaux (T.S.) demeurent méconnus. Ce projet de mémoire vise donc à explorer les connexions entre les savoirs expérientiels des étudiant.e.s et leur parcours de formation pratique. Toutes les personnes rencontrées étudient ou étudiaient au programme de deuxième cycle en travail social de l’Université de Montréal (UdeM). Ce projet s’inscrit au cœur de la vaste recherche « Dans quelle mesure la maîtrise en travail social peut promouvoir les apprentissages transformationnels : possibilités et limites » menée par Edward Ou Jin Lee à Montréal. Nous avons conduit des entretiens qualitatifs semi-dirigés, deux (2) de groupe et quatre (4) individuels, pour un échantillon final de treize (13) personnes. Un cadre théorique anti-oppressif et l’analyse thématique de Braun et Clarke ont guidé l’analyse. Trois thématiques principales ont été identifiées lors de cette recherche : (1) le profil sociodémographique largement privilégié des étudiant.e.s en travail social ; (2) la nature complexe, identitaire, intersectionnelle et interrelationnelle de leurs savoirs expérientiels ; (3) leurs perceptions critiques de la formation pratique, notamment sur les enjeux d’adéquation entre le programme et le terrain, l’importance d’offrir des espaces d’échange entre étudiant.e.s et la place de la justice sociale dans la formation. Ces perceptions s’appuient fortement sur les savoirs expérientiels des participant.e.s, particulièrement ceux liés à une expérience professionnelle d’intervention. / Experiential knowledge is knowledge derived from experience. Although a perceived controversial source of knowledge, it is increasingly considered relevant in the field of social work. However, its impact on the education of future social workers remains largely unknown. Thus, this project aims to explore the connexions between the students' experiential knowledge and their field education journey. All the people interviewed are or were graduate students in the social work program at the Université de Montréal (UdeM). This project is part of the larger research project " Social work graduate field education: exploring the potential for transformative learning and institutional change " conducted by Edward Ou Jin Lee at UdeM. We conducted semi-structured qualitative interviews, two (2) focus groups and four (4) individual interviews, resulting in a final sample of thirteen (13) participants. An anti-oppressive theoretical framework and Braun and Clarke’s thematic analysis guided the analysis. Three main themes were identified during this research: (1) the largely privileged socio-demographic profile of social work students, (2) the complex influence of identity, along with the intersectional and interrelational nature of their experiential knowledge, and, (3) their critical perceptions of field education, especially on the issues of the inadequacy between the program and the field, the importance to provide spaces for informational exchange between students, and the place of social justice within the graduate program. These perceptions are strongly based on the experiential knowledge of the students, particularly experiences related to professional intervention.

With Islamophobia on the rise in Canada, it may reasonably be expected that social work, a seemingly care-oriented profession, would have effective support readily available for the Muslim community. However, rather than the Muslim community experiencing social services as a place where such support can be accessed, their interactions with these services demonstrate the ways that Islamophobia seeps into social work settings amidst discriminatory assumptions about Muslims and a lack of religiously informed care. In response, informed by an Islamic worldview and drawing upon decolonial thought and community-based participatory research principles, this study aims to centre Islamic ways of knowing, being, and doing in considering how mainstream social services and social work practice can most effectively support the Muslim community. Emerging from interviews with five Muslim community leaders and scholars were four key themes: the role of Islam in the lives and well-being of Muslims; anti-Muslim sentiment and the devaluing of Islamic identity in mainstream social work education and practice; the need for Islamically informed care; and reimagining social work from an Islamic worldview. The findings reveal significant challenges for the Muslim community in accessing and receiving effective support from mainstream social services, while also underscoring important considerations for enhanced social work practice with Muslims. Implications and recommendations for the social work profession, social work education, and the Muslim community are discussed, alongside suggestions for future research and action, with an emphasis on the importance of contributions from Islam and Muslims to elicit meaningful change. / Thesis / Master of Social Work (MSW)