 Subjects -> SOCIAL SERVICES AND WELFARE (Total: 224 journals)
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Journal of Baccalaureate Social WorkNumber of Followers: 2
 Subscription journal ISSN (Print) 1084-7219
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- Something Gained, Something Lost'
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Authors: Daley MR.
PubDate: Wed, 15 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.i
Issue No: Vol. 26, No. 1 (2021)
- Lessons Learned: Developing an Undergraduate Hartford Partnership Program
in Aging Education-
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Authors: Mulvaney EA; Petracchi HE, Engel RJ.
Pages: 1 - 13
Abstract: Meeting the needs of the growing older adult population requires generalist trained social workers to deliver services, especially for home and community- based care coordination. This article describes how one BSW program adapted its existing MSW Hartford Partnership Program for Aging Education (HPPAE) to prepare baccalaureate-level social workers to serve older adults. Looking at the core components of the HPPAE and the CSWE 2015 Educational Policy and Accreditation Standards, this article explains the challenges that arose in developing a BSW HPPAE and how they were addressed. A BSW HPPAE model of education, patterned after the MSW HPPAE, is a viable option for needed workforce preparation and offers an opportunity for BSW programs to prepare students with important gerontological knowledge and skills while they master generalist practice.
PubDate: Thu, 22 Apr 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.1
Issue No: Vol. 26, No. 1 (2021)
- Changing Students’ Attitudes Toward Research: Comparing Traditional With
Flipped Classroom Learning Methods-
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Authors: Abukari Z; Padykula N, Propp J.
Pages: 15 - 33
Abstract: Despite the importance of research to social work education, BSW students often view these courses negatively, demonstrating a lack of interest and increased levels of anxiety. This study assessed BSW students’ attitudes toward research and the impact of two different pedagogical approaches, traditional versus the flipped classroom. Using the Attitudes Toward Research Scale, two cohorts of BSW students (n=87) were surveyed at the completion of their research sequence. Findings from the study suggest that students taught in the flipped classroom reported lower levels of apprehension toward research and reported more positive attitudes and recognition of research usefulness than their traditional classroom counterparts.
PubDate: Thu, 22 Apr 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.15
Issue No: Vol. 26, No. 1 (2021)
- Practicing What We Teach: Incorporating Open Access Into the Classroom
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Authors: McCarty D; Smith DS, Goltz HH.
Pages: 35 - 44
Abstract: To build just and equitable implicit and explicit curricula in an urban BSW program at a medium-sized university, the program collaborated to eliminate the costs of textbooks. This was done through the development of an open access learning environment for a predominately first-generation student population. This article presents the model used to implement this open access textbook initiative, which resulted in the program’s successful transition to a fully open access format in less than 1 year. The specific methodology, funded by established university reimbursement structures, included the following three strategies: (1) adoption of available open access materials; (2) faculty developed content; and (3) purchase of books for lending libraries. Lessons learned and next steps for social work education are discussed.
PubDate: Wed, 30 Jun 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.35
Issue No: Vol. 26, No. 1 (2021)
- Glocal Social Action: Scaffolding Assignments to Integrate Global Issues
and Local Practice-
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Authors: Richards J.
Pages: 45 - 54
Abstract: This Teaching Note describes a unique approach to teaching a global social action course while providing an opportunity for students to address issues meaningfully. Students used sequenced and scaffolded assignments to ultimately develop nongovernment organization concept pitches to address global social issues on the local level. They developed subspecialty expertise to share collaboratively in working groups. As students moved through the scaffolded assignments, their concept pitches culminated in presentations to a simulated panel of philanthropists. Building understanding and skills with this technique is a creative approach to teaching social action. Scaffolding assignments and presenting to panelists further helps students develop new skills and increase their confidence. Drafting white papers, using infographics and professional creativity, and collaboratively crafting solutions integrates student passion for global issues with local practice. Sequenced and scaffolded assignments enable undergraduate social work students to see themselves empowered to take social action to affect change.
PubDate: Wed, 30 Jun 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.45
Issue No: Vol. 26, No. 1 (2021)
- Practicing Self-Care: Integrating a Photovoice Self-Care Assignment Into a
Social Work Course-
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Authors: Micsky T; John-Danzell N.
Pages: 55 - 67
Abstract: A foundational understanding of self-care and wellness activities, along with real-world practice, provides undergraduate social work students with the groundwork to maintain personal wellness when practicing as professional social workers. This Teaching Note describes a photovoice self-care assignment that was incorporated into an undergraduate social work practice course. Using guided content on the implications of reduced self-care in the social work field, with readings on self-care and wellness, students practiced and, using a photovoice approach, documented self-care efforts. Common themes of student self-care activities emerged including exercise/physical activity, friends and relationships, family, and nature. Students provided feedback that indicates growth, learning, and increased motivation to engage in self-care.
PubDate: Wed, 30 Jun 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.55
Issue No: Vol. 26, No. 1 (2021)
- Undergraduates as Leaders: Preparing Social Work Students for Leadership
and Collaboration Through Multidisciplinary Simulation Labs-
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Authors: Ward A.
Pages: 69 - 77
Abstract: Social work education at the undergraduate level focuses on preparing social work students for generalist social work practice. Educators spend significant amounts of time ensuring that their programs meet the most current Educational Policy and Accreditation Standards set forth by the Council on Social Work Education. Undergraduate students are immersed in the National Association of Social Workers Code of Ethics and are taught that research must inform practice. This Teaching Note will explore one program’s journey of planning and implementing simulation labs that specifically focus on strengthening leadership skills and the value of multidisciplinary collaboration at the undergraduate level by using simple tools such as SWOT (strengths, weaknesses, opportunities, and threats) analysis and the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework.
PubDate: Wed, 30 Jun 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.69
Issue No: Vol. 26, No. 1 (2021)
- Integration of Family Planning Information in Social Work Education
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Authors: Hollenberger J; Madden EE.
Pages: 79 - 90
Abstract: Family planning services improve health and social outcomes through education, psychosocial interventions, and medical practice. Social workers are on the frontlines of providing such services to some of the most vulnerable clients; however, social work education may not be adequately preparing students to provide these interventions. This Teaching Note introduces family planning services and their significance to social work practice. Additionally, this article shares practical examples of including the subject of family planning in BSW classrooms.
PubDate: Wed, 30 Jun 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.79
Issue No: Vol. 26, No. 1 (2021)
- Using Arbinger’s Anatomy of Peace to Encourage Students to
Incorporate Social Work Values-
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Authors: Provence MA.
Pages: 91 - 112
Abstract: Instructors are tasked with teaching social work values to students. The Arbinger Institute, known globally for peace-building, offers a philosophical framework in their book The Anatomy of Peace: Resolving the Heart of Conflict, that can be used to model and teach a way of being that empowers students to embody social work values. A pedagogy using this book as a supplemental text in a bachelor’s level Introduction to Social Work course is offered along with initial student feedback.
PubDate: Mon, 26 Jul 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.91
Issue No: Vol. 26, No. 1 (2021)
- Data Analysis With Small Samples and Non-Normal Data: Nonparametrics and
Other Strategies-
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Authors: Gates TG.
Pages: 103 - 105
Abstract: Carl F. Siebert & Darcy Clay Siebert Oxford University Press, New York. 2018.223 pages. ISBN 987-0-19-939149-3
PubDate: Tue, 27 Jul 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.103
Issue No: Vol. 26, No. 1 (2021)
- Introduction to Competence-Based Social Work: The Profession of Caring,
Knowing, and Serving, 2nd edition-
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Authors: Granich S.
Pages: 107 - 110
Abstract: Michael E. Sherr and Johnny M. Jones Oxford University Press, New York. 2020. 302 pages ISBN 978-0-19-092303-7
PubDate: Tue, 27 Jul 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.107
Issue No: Vol. 26, No. 1 (2021)
- Essential Skills of Social Work Practice, 3rd Edition
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Authors: Rosich GR.
Pages: 111 - 114
Abstract: Thomas O'Hare Oxford University Press, New York. 2020. 455 pages. ISBN: 978-0-19-005960-6
PubDate: Tue, 27 Jul 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.111
Issue No: Vol. 26, No. 1 (2021)
- Evaluation Practice for Collaborative Growth: A Guide to Program
Evaluation With Stakeholders and Communities-
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Authors: Groessl J.
Pages: 115 - 117
Abstract: Lori L. Bakken Oxford University Press, New York. 2018. 236 pages. ISBN: 978-0-19-088537-3
PubDate: Tue, 27 Jul 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.115
Issue No: Vol. 26, No. 1 (2021)
- Strategic Leadership and Management in Nonprofit Organizations: Theory and
Practice, 2nd edition-
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Authors: Beimers D.
Pages: 119 - 121
Abstract: GolenskyMartha and HagerMark A.Oxford University Press, New York. 2020. 375 pages ISBN: 978-0-19-009784-4
PubDate: Wed, 15 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.119
Issue No: Vol. 26, No. 1 (2021)
- The Other Side of Suffering: Finding a Path to Peace After Tragedy
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Authors: Artelt TA.
Pages: 123 - 125
Abstract: CherryKatie E.Oxford University Press. 2020. 288 pages ISBN: 978-0190849733
PubDate: Wed, 15 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.123
Issue No: Vol. 26, No. 1 (2021)
- The Routledge Handbook on Financial Social Work: Direct Practice With
Vulnerable Populations-
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Authors: Kindle PA.
Pages: 127 - 129
Abstract: CallahanChristine(Ed.), FreyJodi Jacobson(Ed.), & ImbodenRachel(Ed.)Routledge. 2020. 144 pages ISBN: 978-0-8153-4899-3
PubDate: Wed, 15 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.127
Issue No: Vol. 26, No. 1 (2021)
- Social Work Evaluation: Enhancing What We Do, 3rd edition
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Authors: Stevenson E.
Pages: 131 - 133
Abstract: DudleyJames R.Oxford University Press. New York2020. 338 pages ISBN: 9780190916657
PubDate: Wed, 29 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.131
Issue No: Vol. 26, No. 1 (2021)
- Only Liberal Views Welcome' The Experiences of Conservative BSW
Students-
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Authors: Mirick RG; Davis A.
Pages: 135 - 158
Abstract: The Council on Social Work Education emphasizes the importance of social work programs being inclusive of diversity, affirming of difference, and free from discrimination. Politically and religiously conservative students are often a minority in social work programs. This mixed methods study describes the perceptions and experiences of politically and religiously conservative BSW students in their social work programs. Primary themes were instructors devaluing and stereotyping, using authority inappropriately, shutting down discussions, and making assumptions about students. Implications for social work education are discussed, including supporting social work instructors in anticipating, acknowledging, and welcoming diverse religious and political ideologies in the classroom.
PubDate: Wed, 29 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.135
Issue No: Vol. 26, No. 1 (2021)
- Military Veterans in Undergraduate Social Work Education
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Authors: Kirzner RS; Alter T, Lewis JB, Jr..
Pages: 159 - 173
Abstract: More military veterans are able to access undergraduate education due to enhanced veterans’ benefits enacted since the Gulf Wars. Some of these veterans are choosing to study social work. Although there is a growing body of literature about student veterans, it is unclear whether this existing research with student veterans in general fully applies to social work majors. Social work education has unique features, such as field work and emotionally stressful course material, and it is unclear how social work faculty members perceive the military and those who have served in it. Understanding and addressing the needs of undergraduate social work student veterans aligns strongly with the social work core values of service and competence, and the profession’s emphasis on cultural humility. More research is needed on BSW student veterans so that faculty members can draw on the strengths and meet the needs of these future social work professionals.
PubDate: Wed, 29 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.159
Issue No: Vol. 26, No. 1 (2021)
- Using Standardized Simulations for Social Work Program Assessment
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Authors: Maynard SP; Rinkel MM, Tinsley-Duffy R.
Pages: 175 - 194
Abstract: Although simulations in social work have been increasingly used for educational purposes, the use of simulations for program assessment has not been extensively explored. This pilot study explored the use of standardized simulations as an option for observing undergraduate social work student competence in a simulated setting and using the results for program assessment. The findings indicate that simulations have the potential to be a viable option for program assessment, and the results can be useful to inform and improve teaching and curriculum updates. Simulations provide programs with opportunities to assess a range of observable student behaviors in a holistic manner. However, there are areas where the simulation process can be improved to ensure it is valid and reliable for program assessment. Suggestions for social work programs considering the incorporation of simulations into their program assessment process are discussed.
PubDate: Wed, 29 Dec 2021 00:00:00 GMT
DOI: 10.18084/1084-7219.26.1.175
Issue No: Vol. 26, No. 1 (2021)
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