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Publisher: Whiting and Birch   (Total: 3 journals)   [Sort by number of followers]

Showing 1 - 3 of 3 Journals sorted alphabetically
Groupwork     Full-text available via subscription   (Followers: 3, SJR: 0.101, h-index: 5)
J. of Practice Teaching and Learning     Full-text available via subscription   (Followers: 1, SJR: 0.193, h-index: 2)
Social Work & Social Sciences Review     Open Access   (Followers: 16, SJR: 0.115, h-index: 7)
Journal Cover Journal of Practice Teaching and Learning
  [SJR: 0.193]   [H-I: 2]   [1 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1759-5150
   Published by Whiting and Birch Homepage  [3 journals]
  • Editorial
    • Authors: Jo Finch
      Pages: 3 - 5
      Abstract: Editorial to this issue
      PubDate: 2017-05-04
      DOI: 10.1921/jpts.v14i3.1011
      Issue No: Vol. 14, No. 3 (2017)
       
  • Looking at field through a structural lens
    • Authors: Claudia Lahaie, Martha Wiebe, Karen Schwartz
      Pages: 6 - 26
      Abstract: Many objectives of the Canadian Association of Social Work Education (CASWE) Accreditation Agreement (CASWE, 2013) relate to the field component of social work programs. Among these objectives are the promotion of human rights and social justice; the support and development of diversity, a consideration of the structural sources of inequalities and the application of critical thinking within the framework of the profession. Many of these objectives are related to a structural approach. As suggested by Drolet et al. (2012) it is crucial that students learn to make links between theoretical approaches studied in the classroom and their experience while in placement. While in placement, students need to understand how theories inform their actions (Drolet et al., 2012).


      PubDate: 2017-05-04
      DOI: 10.1921/jpts.v14i3.1012
      Issue No: Vol. 14, No. 3 (2017)
       
  • Student perceptions of social work practice skills: A comparison of
           blended and traditional learning
    • Authors: Trevor G Gates, Jason A Dauenhauer
      Pages: 27 - 45
      Abstract: Blended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students’ (N = 45) perceptions of social work practice skills gained in two different blended and traditional face-to-face courses. Results of the study were that students’ perceptions did not significantly differ between the blended and traditional course. We also explore future directions for social work education using blended and online delivery.

      Keywords: Blended learning; hybrid courses; online programs; practice behaviors; social work education


      PubDate: 2017-05-04
      DOI: 10.1921/jpts.v14i3.1013
      Issue No: Vol. 14, No. 3 (2017)
       
  • The practice educator lens: Bringing student practice into focus using the
           direct observation
    • Authors: Chrissie Edmonds
      Pages: 46 - 63
      Abstract: This paper is based on the presentation given at the 11th International Conference in Belfast (April 2016). The article explores the experience of the direct observation from the practice educator perspective with students undertaking practice placements as part of the pre-qualifying programmes for Social Work within England. It seeks to explore some of the issues present within the direct observation as a tool ‘for’ and ‘of’ assessment and how fundamental it can be to ascertain competence within a real experience for students working with service users. It raises the question of what is a ‘good enough’ direct observation from a service user perspective and how this informs the recommendation of a pass of the practice placement. It proposes that there are some latent challenges in setting a benchmark within the direct observation however doing so would allow a clearer focus on the assessment process.

      Keywords: practice education; direct observation; placements; assessment; service users


      PubDate: 2017-05-04
      DOI: 10.1921/jpts.v14i3.1014
      Issue No: Vol. 14, No. 3 (2017)
       
  • The Practice Pyramid: A model for integrating social work values, theory
           and practice
    • Authors: Jean Gordon, Gillian Mackay
      Pages: 64 - 80
      Abstract: The Practice Pyramid is a learning tool that supports social work students’ ability to integrate their understanding of personal and professional values, theory and practice during field placements. Although it has been used by practice educators in Scotland for over 20 years, it is not well known elsewhere and has yet to be evaluated. This paper, written by a practice educator and a student social worker, describes the Practice Pyramid and provides a case example to illustrate how it contributed to one student’s learning during a practice placement. Four factors that appear to contribute to its success are proposed: its model of pedagogy, the visual and accessible nature of the tool, flexibility and the support it gives to collaborative learning processes. It is suggested that the Practice Pyramid may usefully support learning in a range of social work and non social work contexts, and would benefit from more extensive evaluation of its role in supporting practice - theory integration.

      Keywords: Practice Pyamid; social work students; field placements; Scotland; collaborative learning
      PubDate: 2017-05-04
      DOI: 10.1921/jpts.v14i3.1015
      Issue No: Vol. 14, No. 3 (2017)
       
  • Practice Education Network for Social Work (PENSW): Evaluation of an
           online resource
    • Authors: Jackie Plenty, Heidi Dix, Louise Barley
      Pages: 81 - 96
      Abstract: The Practice Education Network for Social Work (PENSW) is an online resource for networking and sharing knowledge and information that is accessed by all the professionals and partner agencies involved in providing social work placements and supervising social work students at the University of Suffolk (UOS) in the United Kingdom (UK). This research explored the ease with which such networks can be set up, and offers an evaluation from network members. Given limited national resources and the need to provide more localised resources; this evaluation demonstrates the importance of providing an easily accessible virtual space for organisations and professionals to access resources, network, and share best practice. The findings suggest that all social work training programmes should consider providing a localised network to support the social work placement process by ensuring that supervisors of social work students have access to necessary  documentation, research, and information so that they can effectively fulfil their roles, and stay connected to the programme provider and other professionals involved in social work student practice placements.

      Keywords: social work placements; supervision; networking; resources; information sharing; practice education.


      PubDate: 2017-05-04
      DOI: 10.1921/jpts.v14i3.1016
      Issue No: Vol. 14, No. 3 (2017)
       
  • Book Review
    • Authors: Prospera Tedam
      Pages: 97 - 98
      Abstract: Review of Building Effective Social Work Teams by Judy Foster


      PubDate: 2017-05-04
      DOI: 10.1921/jpts.v14i3.1017
      Issue No: Vol. 14, No. 3 (2017)
       
 
 
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