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Social work education : critical imperatives for social change.Harms Smith, Linda 23 July 2013 (has links)
Hegemonic discourses and ideologies of social work in South Africa, arose from the
racist capitalism of colonialism and apartheid. Imperatives for social justice and
social change therefore require that social work education reflect on and develop
discourses of radical and critical knowledge and practice. The main aim of the study
was to explore the extent to which South African social work knowledge and
education, as reflected in various formal and narrative discourses, meets critical
imperatives for social change and transformation. The study was qualitative in
nature, using a depth-hermeneutic approach, with various interrelated, coherent
empirical processes. These include reviewing extant theory to contribute to a
framework of knowledge and practice constitutive of social change, conducting a
politically engaged, critical thematic analysis of social work discourse constitutive of
social change, as reflected historically in a selection of formal South African social
work texts and in the narratives from group conversations among South African
social work educators. Early South African social work knowledge and practice had
emerged from the ‘social hygiene’ and eugenics movement, but later, Afrikaner
nationalist ideology and liberal and racist capitalism shaped social work. In postapartheid
South Africa, discourses of social development and reform within a free
market rational economy; ideologies of liberalism and capitalism as solutions to
structural social problems, neo-liberal discourses of individual responsibility and
valorisation of agency, social control and regulation, are prevalent. Social work
knowledge and practice consistently supported hegemonic ideologies of the state.
Throughout the history of social work however, there was evidence of counterhegemonic,
radical and critical discourse, albeit suppressed and hidden. Knowledge
and practice constitutive of social change can be positioned on a continuum from
oppressive, domesticating and colonizing knowledge and practice, to coercion and
status quo maintenance, to institutional and societal reformist knowledge and
practice; to transformational and critical knowledge and practice; and to radical and
revolutionary knowledge and practice.
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'n Laboratoriumopleidingsprogram vir gemeenskapswerk in die maatskaplike werk17 November 2014 (has links)
D.Litt. et Phil. / Please refer to full text to view abstract
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Voortgesette opleiding in maatskaplike werk09 February 2015 (has links)
M.A. (Social Work) / Continuing education is an indispensable activity in any profession, including Social Work. The constant increase and renewal of knowledge and the learning and refining of practice skills are necessitated by the rate at which knowledge is generated in the twentieth century as well as rapid societal changes. At the same time the profession faces new demands, particularly those which are relevant to accountability, while social work aspirations towards professional status are sustained.Continuing education has for a very long time been an acknowledged and established component of social workers' activities, yet up till now, very little research has been done on this particular subject. In this study,· the following aspects of continuing education in Social Work are explored: it's principles and aims, the provision of training opportunities by educational institutions in South Africa and social workers' motivation for, participation in, and needs regarding continuing education. In chapter two, continuing education is defined in its relation to recurrent education, formal, non-formal and informal education, adult education and professional training. Attention is also paid to activities that constitute continuing education in Social Work. It is being argued that continuing education is supplementary to preparatory training, that it improves social workers' professional efficiency and that it stimulates the process of professionalization. Furthermore, it is instrumental in the provision of high level manpower for the profession and it contributes towards the maintenance of the corps of social workers by preventing professional burnout...
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First year social work students at the University of the WitwatersrandHilson, Freda Elaine 27 January 2015 (has links)
No description available.
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The employment, occupational wastage, occupational mobility and work satisfaction of social workers : a study of the European female social work graduates of the Universities of Natal and the Witwatersrand, 1955 to 1965.McKendrick, Brian. January 1971 (has links)
No abstract available. / Thesis (M.A.)-University of Natal, Durban, 1971.
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Employee Assistance Program (EAP) as a context for social work practice placementCummings, Nicki January 2017 (has links)
The Bachelor of Social Work degree is a four year course consisting of classroom and field practicum training. In 2013, the Automotive Information and Development Centre (AIDC) and Nelson Mandela Metropolitan University agreed upon placing fourth year social work students within the Employee Assistance Programs affiliated with the AIDC. The research goal of this study is to enhance an understanding of Employee Assistance Programs (EAP) as a context for practicum training for (4th) fourth year social work students by exploring and describing the perceptions and experiences of students, campus supervisors and EAP company representatives. In this respect, the study seeks to determine whether EAP provides the opportunity to meet the Exit Level Outcomes for the Bachelor of Social Work degree. This study is focussed on the practical application of social work knowledge and skills; it is framed within the principles of the Outcomes Based Educational Approach to Education. It was thus considered relevant to introduce a literature review on this particular approach with the focus on the achievement of outcomes. In order to understand whether EAP is an effective learning context the researcher needed to understand how students apply the experience and bridge the gap between theory and practice to gain meaning and understanding and, essentially, learn from the practicum training experience thus further enhancing the framework. The experiential learning cycle presented by Kolb (1984) extended the framework to provide an appropriate model for facilitating learning by linking practice to theory and knowledge. Kolb’s experiential learning cycle was thus explored. The study utilised an exploratory, descriptive, qualitative approach, which is contextual in nature. Non-probability, purposive sampling was utilised to select fourth year social work students, supervisors and company representatives who were involved with EAPs and fourth year social work students at their company. Data collection incorporated semi-structured interviews. Data analysis resulted in themes, sub-themes, categories and sub-categories emerging. Upon analysis of these themes, it was clear that with the appropriate support and creativity, students were able to meet the required Exit Level Outcomes of the Bachelor of Social Work degree. The study concludes that the overall the experience of fourth year social work students placed at EAP companies has been a positive one, with students meeting the Exit Level Outcomes for the Bachelor of Social Work degree. Although this was a positive experience, greater preparation is required and communication between the relevant parties needs to be improved.
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The role of religion and spirituality in social work practice : guidelines for currricula development at South African schools of social work.Bhagwan, Raisuyah. January 2002 (has links)
Religion and spirituality viewed within the context of the person-in-situation gestalt, interacts with and influences social work practice and education in a myriad ways. Internationally there has been strong acceptance of a biopsychosocial and spiritual paradigm in social work practice. Accordingly, a number of Schools of Social Work have moved toward integrating religion and spirituality into the curriculum so as to prepare students for spiritually sensitive social work practice. Locally, however, the field remains relatively unheard of and local Schools of Social Work have not introduced this topic into the curriculum. This study was conceptualized to undertake a comprehensive investigation into the role of religion and spirituality in social work practice and education. Particular areas of interest included the use of spiritually based intervention techniques in practice, transpersonal social work and curricula development. The study was directed primarily toward the development of an indigenous course on religion, spirituality and social work. Developmental research methodology in conjunction with participatory research methodology guided the research endeavour. A state of-the-art review of international syllabi was undertaken to serve as a framework upon which this course was built. A national survey was undertaken to assess the views of all final year social work students with regard to the role of religion and spirituality in social work practice, and their views about the inclusion of content in this area, in the curricula. This together with data obtained about their views on specific content for an indigenous course, was used to shape the interventional innovation. The latter took the form of comprehensive guidelines, consisting of thirteen units, which covered various facets of spirituality, religion and social work. Some of the units designed focused on spiritual assessment, models of spiritual development, spiritually based intervention and research techniques in this field. The guidelines were then disseminated to all Heads of Schools of Social Work in South Africa for the purpose of evaluation. Evaluative data reflected that the programme had covered all areas sufficiently and could be used to guide the introduction and implementation of the course at South African Schools of Social Work. / Thesis (Ph.D.)-University of Natal, Durban, 2002.
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The utilisation of group supervision in practice education of undergraduate social work studentsWilliams, Rochelle Christa 03 1900 (has links)
Thesis (MSocialWork)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This research investigates the utilisation of group supervision in the practice education
with undergraduate social work students. Supervision is an component in practice
education, as it is the process whereby students are guided and prepared for beginner
practice in social work.
The practice educator is responsible to plan and organise the students' work, provide
leadership in the group supervision sessions and evaluate the work performance of
students as set out in the practice education programme. The practice educators grant
students the opportunity to learn to integrate theory and practice in social work.
The learning needs of the students are assessed and compiled within an educational
assessment. These learning needs become the points for discussion for the content of
the educational programme. The educational programme is presented in the supervision
sessions.
Literature strongly supports the utilisation of group supervision in addition to individual
supervision. It is necessary that the practice educator determine the individual learning
needs of the group of students. The mutual learning needs of the students are
addressed within the group supervision sessions, once the learning needs of the group
are determined. Group supervision is not utilised in isolation as the practice educator
may have to consolidate the knowledge, skills and attitudes of students gained in the
individual supervision sessions.
The empirical study involved the use of qualitative and quantitative methods in order to
explore the theoretical part of the research. The sample consisted of sixteen practice
educators (N=16) who are presently supervising undergraduate students at the
Department of Social Work at the University of Stellenbosch. This section can be divided
into four sections: the nature of the training of practice educators, the knowledge, skills
and attitudes of practice educators with regard to the supervision functions of group
supervision, the process in group supervision and the general experiences of practice educators when utilising group supervision in practice education.
The findings and responsesof the practice educators were analysed and compared with
the findings from previous research undertaken by various authors. The study found
that although practice educators have a minimum of training in group supervision, they
have positive experiences of group supervision. The important aspects of group
supervision: the planning phase, the beginning phase and the ending phase in the
processof group supervision are dutifully practiced by practice educators. The utilisation
of group supervision links effectively with the education system of outcomes based
learning and teaching which has been adopted by the Department of Education in
Higher Education. The findings of this study can be utilised to apply group supervision to
a greater extent in the practice education with undergraduate social work students. / AFRIKAANSE OPSOMMING: Die navorsingstudie ondersoek die gebruik van groepsupervisie in die praktykonderrig
van voorgraadse studente in Maatskaplike Werk. Supervisie is 'n komponent van
praktykonderrig waarlangs die studente deur die praktykopleier gelei word tot
beginnerspraktyk.
Die praktykopleier is verantwoordelik vir die beplanning en organisering van studente se
werk; moet die leierskap voorsien in die groepsupervisie sessies en moet ook die
studente se werkverrigting evalueer soos saamgestel in die onderrigprogram. Die
praktykopleier stel studente instaat om teorie en praktyk in Maatskaplike Werk te
integreer.
Die leerbehoeftes van die studente word gesamentlik bepaal deur die studente en die
praktykopleier en word binne die onderrigevaluering uiteengesit. Die leerbehoeftes van
die studente is die punte vir bespreking van die onderrigprogram. Die onderrigprogram
word aangebied in die supervisiesessies.
Literatuur ondersteun die gebruik van groepsupervisie gesamentlik met individuele
supervisie. Die praktykopleier bepaal die individuele leerbehoeftes van die studente in
individuele supervisie. Die ooreenstemmende leerbehoeftes van die studente word in die
groepsupervisie sessies aangespreek, nadat die leerbehoeftes van die groep vasgestel is.
Groepsupervisie word nie in isolasie aangebied nie, aangesien die praktykopleier die
leemtes ten opsigte van kennis, vaardighede en houdings in die individuele
supervisie sessies assesseer. Die leerbehoeftes word in die groepsupervisie sessies
aangespreek.
Die teoretiese doel van die navorsingsverslag word uitgebrei in die empiriese ondersoek
deur middel van die voltooiing van 'n vraelys. Die steekproef het bestaan uit
praktykopleiers (N=16) wat tydens 2001 voorgraadse studente van die Departement Maatskaplike Werk van die Universiteit van Stellenbosch geakkommodeer het vir
praktykonderrig.
Die empiriese studie word in vier afdelings bespreek: die aard van opleiding in
groepsupervisie van praktykopleiers: die kennis, vaardighede en houding van
praktykopleiers met betrekking tot die supervisiefunksies van groepsupervisie; die
uitvoering van die proses in groepsupervisie en die algemene ervaringe van
praktykopleiers wanneer hulle groepsupervisie in praktykonderrig toepas.
Die bevindinge en response van die praktykopleiers is geanaliseer en vergelyk met die
bevindinge van vorige studies wat deur verskeie outeurs onderneem is. Die studie het
bevind dat praktykopleiers groepsupervisie positief ervaar, ten spyte van 'n minimum
opleiding in groepsupervisie. Die belangrike aspekte van die beplannings-, begin- en die
eindfases in groepsupervisie, word baie deeglik deur die praktykopleiers aangewend in
groepsupervisie. Die benutting van groepsupervisie in die praktykonderrig van
voorgraadse studente ondersteun die onderrigsisteem van Uitkomsgebaseerde onderrig
en leer wat deur die Departement van Onderwys in Hoër Onderwys aanvaar is. Die
bevindinge van die studie kan gebruik word om groepsupervisie meer effektief in die
praktykonderrig van voorgraadse studente in Maatskaplike Werk te benut.
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Opleidingsstrategiee vir praktykopleiers van voorgraadse maatskaplike werkstudenteKilian, Ilana 12 1900 (has links)
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.
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'n Gevallestudie van interaktiewe leer en onderrig in maatskaplike werk by die Hugenote Kollege, WellingtonVon Schlicht, Helena 12 1900 (has links)
Thesis (DPhil (Social Work))--Stellenbosch University, 2008. / The policy statements of South Africa stipulate that students of social work have to be led
in an interactive way during teaching and learning in order to prepare them for their
career, but also to attain the outcomes of the current tertiary education system of South
Africa. These outcomes have, among others, the purpose of empowering students to
develop into critical thinkers. During the mentioned teaching and learning process
students are given the opportunity of bringing their own diverse frames of reference and
experiences to the learning situation and share with one another. Because different inputs
are accommodated in the teaching- and learning process, students get the opportunity to
appreciate their own diversity, that of their fellow students, as well as the diversity of
society. Students can consciously reflect on this and so doing understand theory better
and eventually integrate it.
Lecturers in social work are not necessarily prepared and equipped to teach effectively
within the mentioned context. Although teaching and learning in social work is unique,
the effectiveness of the process of teaching and learning depends on the implementation
of a suitable teaching style by the lecturer, as well as the fitting of this style to the
particular learning style of the students by which empowering teaching and learning is
facilitated.
In this research, the Huguenot College, Wellington was used as a case study to critically
study the application of interactive teaching and learning. A combined qualitative and
quantitative research method was used to involve the final year students in social work in
an exploratory study. Eight principal themes, including the traditional Christian character
of the Huguenot College and the preferred method of study of the students were
researched. Significant findings of this study indicate that:
• The students in social work at the Huguenot College are of the opinion that the
Christian character of this institute should be preserved to play a role in teaching
and learning and that the appropriate accommodation of the diverse spiritual needs of the students augments the effectiveness of the teaching and learning
process.
• The students in social work at the Huguenot College prefer to study according to a
combination of the Assimilative Study Method (observe-and-think) and the
Convergent Study Method (think-and-do). These two learning styles correspond
with the expectations of the outcomes based education system, according to
which, among others, students are expected to be critical thinkers in effective
teaching and learning.
• Lecturers in social work impair the effective handling of diversity during teaching
and learning because class discussions on sensitive issues are ignored and the
lecturers do not demonstrate adequate knowledge and understanding of the
differences among students in a diverse context.
In conclusion the recommendations of this study are given as guidelines for lecturers in
social work in order to optimize interactive teaching and learning. The most important
recommendations resulting from this study indicate that:
• The most relevant and appropriate way in which the Christian character of the
Huguenot College can be accommodated has to be examined and implemented
and the Christian church communities have to become involved in an appropriate
way as co-role players in the teaching and learning of prospective social workers.
• The course of the historic events at the Huguenot College must be utilized to
stimulate the critical thinking process of the students.
• Lecturers in social work must make a concerted effort to increase interactive
teaching and learning in social work by, for example, fitting the unique learning
styles of the students to appropriate teaching styles in a creative way with the
view to optimizing the teaching and learning process.
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