Academic literature on the topic 'Social work accreditation'
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Journal articles on the topic "Social work accreditation"
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Dinerman, Miriam, and Theodore Walden. "Social Work Accreditation:." Journal of Teaching in Social Work 3, no. 2 (January 31, 1990): 17–33. http://dx.doi.org/10.1300/j067v03n02_03.
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Stoesz, David, and Howard J. Karger. "Reinventing Social Work Accreditation." Research on Social Work Practice 19, no. 1 (February 26, 2008): 104–11. http://dx.doi.org/10.1177/1049731507313976.
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Mabrey, Tracey. "Accreditation Decisions in Social Work Education." Journal of Social Work Education 34, no. 1 (January 1998): 21–30. http://dx.doi.org/10.1080/10437797.1998.10778902.
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Feldman, Ronald A. "“Reinventing Social Work Accreditation”: Write On!" Research on Social Work Practice 19, no. 1 (February 26, 2008): 124–26. http://dx.doi.org/10.1177/1049731508318555.
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Midgley, James. "Comments on “Reinventing Social Work Accreditation”." Research on Social Work Practice 19, no. 1 (February 26, 2008): 119–20. http://dx.doi.org/10.1177/1049731508318556.
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Poulin, John, and Selina Matis. "Social Work Competencies and Multidimensional Assessment." Journal of Baccalaureate Social Work 20, no. 1 (January 1, 2015): 117–35. http://dx.doi.org/10.18084/1084-7219.20.1.117.
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The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.
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POPOVA, A. "GENERAL APPROACHES AND FEATURES OF EDUCATIONAL POLICY AND ACCREDITATION STANDARDS IN THE FIELD OF SOCIAL WORKERS’ PROFESSIONAL TRAINING IN CANADA." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (July 6, 2022): 337–47. http://dx.doi.org/10.31494/2412-9208-2022-1-1-337-347.
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The article discusses the general approaches and features of educational policy and accreditation standards in the field of social workers’ professional training in Canada. The author carried out a categorical analysis of the concept of "social work" based on study the provisions of the provincial and territorial laws. It is determined that this concept is interpreted almost uniformly in all documents and is defined as a professional activity aimed at providing quality social services based on in-depth social workers’ professional training at the bachelor's, master's and research levels at Canadian universities and highly professional social workers. It was found that the basis of quality education in the field of social work is a clear and legislatively regulated educational policy of social workers’ professional training; high accreditation standards and requirements for educational programs regulated by the Education Policy and Accreditation Standards of the Canadian Association for Social Work Education and based on the Global Standards of Social Workers' Standards of the International Federation of Social Workers and the International Association of Schools of Social Work. The author characterizes the general content of the document "Educational Policy and Accreditation Standards" and identifies general approaches to the accreditation of educational programs in the field of social work. The organizational and content features of the educational policy and accreditation standards of social workers’ professional training in Canada are revealed. The commonalities and differences in the accreditation procedure of Ukrainian and Canadian educational programs are briefly described. Possibilities of application the constructive ideas of the Canadian experience in the Ukrainian educational practice are revealed. Key words: social work, social worker, social workers’ professional training, educational policy, accreditation standards, Canada.
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Bentley, Kia J., Deborah Valentine, and George Haskett. "Women's Issues and Social Work Accreditation: A Status Report." Affilia 14, no. 3 (August 1999): 344–63. http://dx.doi.org/10.1177/08861099922093699.
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Puffett, Neil. "‘Rushed’ social work training plans raise ‘workforce shortage’ fears." Children and Young People Now 2016, no. 3 (February 2, 2016): 10–11. http://dx.doi.org/10.12968/cypn.2016.3.10.
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Government plans to introduce a national accreditation scheme for children's social workers by 2020 could see practitioners leave the profession and destabilise the workforce, warn social work education experts
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Watkins, Julia M. "Response to Stoesz and Karger's Article, “Reinventing Social Work Accreditation”." Research on Social Work Practice 19, no. 1 (February 26, 2008): 112–13. http://dx.doi.org/10.1177/1049731508317255.
Full textDissertations / Theses on the topic "Social work accreditation"
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Ross, Gena L. "Kansas City, Missouri, Inner City Schools' Parent Involvement Policy, Practices, and Accreditation Problems." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4754.
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In 2012, the Missouri Board of Education took away Kansas City Public Schools (KCPS) accreditation status. For over 40 years, KCPS has struggled with poor academic achievement, decreased enrollment and budget, and numerous leadership turnovers. Although KCPS regained provisional accreditation in 2014 and earned enough points on the annual performance report for consideration to become a fully accredited school system, state education officials first want to ensure that the district can sustain its new performance level before granting full accreditation. The purpose of this phenomenological research study was to explore parents' perceptions about how the KCPS' parent involvement policy and practices can be improved to better engage parents in their children's education and assist the school district in regaining and sustaining its full accreditation. Putnam's social capital theory served as the theoretical foundation of this study. Data were collected using semistructured interviews with a snowball sample of 21 parents, 7 from each school. Data were analyzed through Braun and Clarke's 6 phases of thematic analysis. Findings indicated the need for school personnel to be more welcoming to visiting parents, creating afterhours activities for working parents, increasing points of contact between parents and school personnel, teachers investing more time and effort in students, and school personnel making more efforts to keep parents informed. The implications for positive social change are directed at KCPS policymakers, school district leaders, teachers, and staff members as findings can be used to develop and improve policies and practices geared towards improving parents' involvement, which may help KCPS to regain and sustain full accreditation.
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Sabasch, Francelise. "La validation des acquis de l'expérience, un dispositif transformateur : le secteur social et médico-social en exemple." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG004.
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Nous considérons que tout individu a une expérience à produire. Mais quel usage en fait-il ? La Validation des acquis de l’expérience propose ainsi de faire un retour de son expérience par une approche réflexive. Néanmoins, ne devons-nous pas nous interroger sur l’intérêt pour un être humain de s’engager dans un processus aussi long, aussi rigoureux et aussi générateur de changements ? Nous servir d’un ensemble de repères historiques, juridiques, philosophiques et de recherches scientifiques (en Sciences de l’éducation, en Sociologie), nous a paru être fondamental pour pouvoir mieux cerner la validité et la légitimité d’un dispositif comme celui de la Validation des acquis de l’expérience dans les pratiques professionnelles, en l’occurrence dans le secteur social et médico-social. L’objectif principal de cette étude qualitative et empirique est de mettre en exergue les effets transformateurs du dispositif de la Validation des acquis de l’expérience aussi bien sur les candidats que sur les autres acteurs. Nous avons ainsi, analysé les données inscrites dans le journal de bord au cours de l’observation in situ, et celles issues des 20 entretiens semi-directifs. Les résultats de cette recherche montrent la nécessité de concevoir le travail social et médico-social, à partir d’un processus de changement inéluctable, s’opérant chez le candidat à la Validation des acquis de l’expérience, tout en modifiant aussi bien, le fonctionnement institutionnel, que le positionnement des autres acteurs qui le composentEvery individual has benefitted from some kind of experience (professional or personal).The question is what does one draw from experience ? The Accreditation of previous learning proposes an approach that evaluates this previous experience using a set of historic, legal and philosophical markers. Within the Accreditation of previous learning framework, it is possible to assess the validity and the legitimacy of an action plan concerning professional practices. My dissertation applies this approach to the social and medical-social sector. The Accreditation of previous learning could be considered as a relatively recent training system which could eventually influence other types of training courses and the actors involved in them.The main objective of this qualitative and empirical study is to highlight the effects of the Accreditation of previous learning plan on the candidates as well as on other actors. I analysed the data recorded in the logbook during in situ observation, and the result of twenty semi-directive interviews. The research results show the necessity of designing social and medical-social work, from the perspective of a process of inevitable change, taking place in the candidate’s for the Accreditation of previous learning, and of modifying the way social and medical-social institutions work as well as the way actors participate in them
Consideramos que todo individuo tiene una experiencia que aplicar. Pero ¿ cómo lo hace ? El Procedimiento de evaluación y acreditación de las competencias profesionales (P.E.A.C) implica dar una vuelta por un enfoque reflexivo de la experiencia. Sin embargo, ¿ no deberíamos interrogarnos sobre el interés que pueda tener un ser humano en embarcarse en un proceso tan largo, tan riguroso y que genera tantos cambios? Servirnos de un conjunto de indicaciones históricas, jurídicas y filosóficas y de investigaciones científicas (en Ciencias de la Educación, en Sociología), nos apareció fundamental para poder cercar mejor la validez y la legitimidad de un dispositivo como el del P.E.A.C en las prácticas profesionales, en este caso en el sector social y médico social.El objetivo principal de este estudio cualitativo y empírico es poner de relieve los efectos transformadores del dispositivo del P.E.A.C tanto sobre los candidatos como sobre otros actores. De este modo, hemos analizando los datos del diario de abordo en el transcurso de la observación in situ, y los obtenidos de las veinte entrevistas a subdirectivos. Los resultados de esta investigación muestran la necesidad de concebir el trabajo social y médico social a través de un proceso de cambio ineluctable que se produce en el candidato del P.E.A.C, modificando no solamente el funcionamiento institucional, sino el posicionamiento de otros actores que intervienen
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Janz, Shauna Louise. "Accreditation and government contracted social service delivery in British Columbia: a reorganization of frontline social service work." Thesis, 2009. http://hdl.handle.net/1828/1944.
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This thesis explores the process of accreditation within a government contracted social service agency in British Columbia, Canada. The agency is seeking accreditation from the Commission on Accreditation for Rehabilitation Facilities (CARF). Institutional ethnography is used to explicate the social relations of CARF - how it organizes frontline work with clients and how it re-organizes an agency’s relations to government funding and service delivery. Data include the author’s frontline work accounts, interviews with frontline workers and the Director, and textual documents used within frontline work. The research process traces specific reporting documents that connect frontline work to the agency’s funders, Community Living B.C. and the Regional Health Authority, and to CARF. This thesis makes visible how the accreditation discourse of measurement and continuous quality improvement shifts how frontline workers think about and do their work with clients in ways that align their priorities with those of government contract management.
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Santo, Maria Inês Espírito. "O processo de acreditação hospitalar: desafios na prática profissional dos assistentes sociais." Doctoral thesis, 2015. http://hdl.handle.net/10071/12342.
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A avaliação da qualidade em saúde tem vindo a ganhar maior relevância e preocupação, não
só ao nível político, mas também ao nível da melhoria das práticas profissionais e
subsequentemente na prestação dos cuidados aos utentes.
Assim, com esta pesquisa pretendendemos analisar alterações que o processo de acreditação
hospitalar implicou no agir dos assistentes sociais, e analisar e interpretar as mais-valias do
processo de acreditação das práticas do assistente social com vista à criação de um
instrumento de boas práticas de Serviço Social no quadro da qualidade hospitalar, cuja
necessidade é sentida no campo de Serviço Social hospitalar. Também se pretendeu,
compreender a relação que a Coordenadora da unidade de Serviço Social hospitalar estabelece
com a equipa face ao processo de acreditação na promoção de estratégias, de inovação e de
boas práticas.
A análise das práticas profissionais no âmbito da acreditação hospitalar exigiu abordagens
diversificadas que permitiram compreender a precisão analítica do paradigma quantitativo
com a autenticidade das abordagens sistémicas de cariz interpretativo (qualitativo).
Os resultados sugerem que um processo de acreditação em contexto hospitalar influência de
forma direta e positiva a qualidade da intervenção do Serviço Social, reforçando um conjunto
de dimensões de intervenção que induzem a pertinência dessa relação. As Coordenadoras
entrevistadas consideram que a qualidade integrada no Serviço Social constitui um fator de
desenvolvimento na criação de oportunidades de melhoria visando o aperfeiçoamento do agir
profissional.
Realçamos como resultado fundamental a criação e validação de um instrumento de avaliação
das boas práticas do Serviço Social no quadro da qualidade hospitalar ( EBPSSQH). Para tal,
procedemos à validação interna da escala e à análise da sua consistência.only at a political level, but also in terms of improving professional practices and subsequently in the provision of care to users. Thus, with this research it was intended to analyse any changes that the hospital accreditation process involved in the act of social workers and, on the other hand, analyse and interpret the added value that the accreditation of the social worker practices process, in order to establish an instrument of good practice of the Social Worker within the framework of hospital quality, since it is of major importance in the area of the hospital Social Work. Also it sought to understand the relationship that the hospital Social Work Unit Coordinator establishes with the team over the accreditation process in promoting strategies, innovation and good practice. The analysis of professional practices demanded a variety of approaches that understand the analytical precision of the quantitative paradigm with the authenticity of the interpretive systemic approaches (qualitative). The outcomes clearly suggest that an accreditation process in the hospital context influences directly and positively the quality of the intervention of social services, by reinforcing a set of action dimensions that induce the importance of this relationship. The interviewed coordinators think that the integrated quality in Social Work is a developing factor in creating opportunities, having as the final goal the improvement of the professional act. We would like to enhance, as the fundamental result, the creation and validation of an assessment tool of good professional practice of the Social Work within the framework of hospital quality (EBPSSQH). In order to do this, it was done an internal validation of the scale and the analysis of its consistency.
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Picoito, Célia Maria Rodrigues da Cova Gomes. "An institutional perspective of hospital accreditation: A case study in a Portuguese hospital." Doctoral thesis, 2019. http://hdl.handle.net/10071/20709.
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This thesis investigated the introduction of the new “bureaucratic-quality” logic in the health
sector, where already two dominant logics existed: professional logic and business-like logic
(since 2002). This new logic was introduced in the health field, in the beginning of 21st century,
through hospital accreditation programs, as a result of a major societal movement that affected
public administration – New Public Management. A qualitative approach based on a case study
was chosen, as the research questions were according to this method. An interpretative
perspective based on institutional theory was used to analyse the dynamics between the various
levels: societal, field, organizational and individual. Throughout the study two actors were
identified and studied regarding the institutional work they attempted in this process. This
investigation demonstrated that the introduction of this new logic at the hospital generated
minimal or no conflict. This is explained by the fact that (1) this new logic presented compatible,
even intrinsic, goals with the two existing logics, (2) the hospital had unique characteristics that
increased the compatibility between these logics, and (3) this new logic preserved the identity of
physicians as accreditation programs do not interfere with clinical acts. Notwithstanding, the
researcher points out that even with compatible logics, if physicians’ identity had not been
preserved, there would have been resistance to the introduction of the new logic. By choosing a
cross-sectional analysis to study the process of introducing a new logic, the researcher responds
to the numerous calls for investigation of cross-sectional analysis in institutional theory.Esta tese investigou a introdução de uma nova lógica “qualidade burocrática” (associada aos programas de acreditação hospitalar) no sector da saúde, que apresentava já duas lógicas dominantes: a lógica profissional e a lógica empresarial. Esta nova lógica foi introduzida no sector da saúde por via dos processos de acreditação hospitalar, como resultado de um movimento societal que afectou a administração pública – New Public Management. Foi escolhida uma abordagem qualitativa realizada através de um estudo de caso, uma vez que as questões de investigação se adequavam a esse método. Foi utilizada uma perspetiva interpretativa com o intuito de analisar as dinâmicas entre os diversos níveis societal, sectorial, organizacional e individual. Ao longo do estudo foram identificados e estudados dois actores tendo por base o trabalho institucional que intentaram neste processo. Esta investigação demonstrou que a introdução da nova lógica no hospital gerou conflito mínimo ou inexistente. Isso deveu-se ao facto de (1) esta nova lógica apresentar objectivos que eram compatíveis, ou mesmo intrínsecos, às duas lógicas existentes, (2) o hospital apresentar características únicas que aumentaram a compatibilidade entre essas lógicas e (3) esta nova lógica preservar a identidade dos médicos uma vez que os programas de acreditação não interferem com actos clínicos. Não obstante, a investigadora salienta que mesmo no caso de lógicas compatíveis, se a identidade dos médicos não tivesse sido preservada teria existido resistência à introdução da nova lógica. Ao escolher estudar este processo de introdução de uma nova lógica através de uma análise transversal, a investigadora responde às inúmeras solicitações de investigação de análises transversais na teoria institucional.
Books on the topic "Social work accreditation"
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Council on Accreditation of Services for Families and Children., ed. Manual for agency accreditation. New York, NY: The Council, 1992.
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Berengarten, Sidney. The nature and objectives of accreditation and social work education. Austin: School of Social Work, The University of Texas at Austin, 1986.
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The nature and objectives of accreditation and social work education. Austin: School of Social Work, The University of Texas at Austin, 1986.
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Joint Commission on Accreditation of Healthcare Organizations., ed. How to achieve quality and accreditation in a hospital social work program. Oakbrook Terrace, Ill: Joint Commission on Accreditation of Healthcare Organizations, 1991.
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Central Council for Education and Training in Social Work., ed. Accreditation of agencies and practice teachers in social work education: Workshop papers. London: Central Council for Educationand Training in Social Work, 1987.
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Handbook of accreditation standards and procedures. 5th ed. Alexandria, VA: The Council, 2003.
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Carignan, Louise, and Marc Fourdrignier. Pratiques réflexives et référentiels de compétences dans les formations sociales. Québec (Québec): Presses de l'Université du Québec, 2013.
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B, Raymond Frank, Rank Michael, and Council on Social Work Education., eds. Preparing for accreditation in social work education: The self-study and the site visit. Alexandia,VA: Council on Social Work Education, 2003.
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University, Anglia Polytechnic, and Essex (England). County Council. Social Services Department., eds. Social work postqualifying "ASSET" programme: Accreditation of Social Services Experience and Training leading to graduate diploma of professional studies in social work (Honours degree level) or BSc (Hons) in social work : handbook for candidates, supervisors, assessors, tutors. [s.l.]: [s.n.], 1992.
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Council on Social Work Education. Directory of colleges and universities with accredited social work degree programs: Baccalaureate and master's programs in candidacy (pre-accreditation) status. Washington: Council on Social Work Education, 1989.
Find full textBook chapters on the topic "Social work accreditation"
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Bağcı, Cahit. "The Impacts of Online Education on Ecology of Learning and Social Learning Processes." In Educational Theory in the 21st Century, 51–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.
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AbstractDevelopments in the IT sector and technological advancements around the world have forced educational systems to also change accordingly. Radically affecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen circumstances in terms of matters ranging from internet infrastructure to technological equipment, digital educational tools, access to content, education managers, educators, students, and parents, digital literacy, and social learning environments. A future remodeling of social learning processes, particularly the role of school, ecology, and models of learning is predicted. Education is expected to become a hybrid system composed of face-to-face and online learning processes paralleling one another, whereas teaching is predicted to take place over digital platforms through different modules and software programs. Evaluation, accreditation, and certification are fully expected to take place digitally. Schools will be reshaped with a functional mission in mind, paying special attention to behavior, ethics, consciousness, values, culture, civilization, history, art, and sports; the development of skills, socialization, group work, and teamwork; social and psychological development; and analytical thinking. Rather than engaging in theoretical discussions, this article will tackle the predomination of digitalization and the effect of online education policies and applications on social learning processes as well as the ecology of learning. This article will present solutions, analyzing these matters regarding their pedagogical as well as problematic dimensions.
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Polonsky, Michael Jay, Jonathan Robertson, Adam Karg, and Joshua Newton. "Extending CSR Accreditation Brands It May Not Always Work." In Dealing with Socially Responsible Consumers, 261–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4457-4_15.
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Haraz, Svetlana, and Teodor Vicol. "The Assurance of the Quality of Social Services Through Supervision or Accreditation and Possible Ethical Dilemmas." In Ethical Issues in Social Work Practice, 236–59. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3090-9.ch013.
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The profession of social work promotes the social change, the resolution or diminution of social problems and contribution to the development of social autonomy of the individual in order to increase his/her welfare. One of the most efficient ways of professional improvement of social workers is represented by implementing a complex process of supervision which involve the analysis and observance of the whole activity of social work. In this context, the accreditation of the providers of social services is the identification of their capacity to provide qualitative social services to people and to increase the responsibility for respecting the minimal standards of quality, regardless the type of property, legal form of organization and administrative subordination. In this work, we will present the experience of the Republic of Moldova in the development of the mechanism of supervision in the context of social services integrated and the process of accreditation of the providers of social services.
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Carten, Alma J. "Shifting Ideology in US Social Welfare Philosophy." In Find a Way or Make One, 248–72. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197518465.003.0011.
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This chapter explores the School’s development during a period of shifting ideology in regards to the US social welfare philosophy. Michael Harrington’s The Other America and Kenneth Galbraith’s The Affluent Society are used to illuminate the wealth gap, pockets of poverty, and America’s invisible poor all of which contributed to the creation of a political climate that spawned the Great Society programs and expansion of the social welfare state under the Lyndon Johnson administration in the 1960s and early 1970s. During this era, the National Association of Black Social Workers was formed, and the Council on Social Work Education undertook major reforms in its accreditation and governance policies.
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Iturrieta Olivares, Sandra. "Crossroads of Higher Education in Troubled Times Facing the Future of Work and the Subjective Well-Being of Professionals in Latin America." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99999.
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The effects of massification, fragmentation and segmentation in higher education have been exacerbated by the state of current affairs. Latin America has been especially shaken, due to e.g., political changes resulting from massive expressions of social discontent following 2019; or the arrival of COVID-19, its interruption of the quotidian, and its impetus for technology to burst into professional work. In this context, three major crossroads for higher education – resulting from bibliographical and document analysis and integration – are presented in the paper, “Rethinking undergraduate training in social sciences from the imaginaries of the future about professional work”. The paper discusses development in the current context, the future of professional work, and subjective well-being in professionals. To face these challenges, the conclusions propose the exercise of prognostic intelligence as an alternative. Prognostic intelligence is a professional skill that can be developed during higher education. Its practice would eschew the presentism characteristic of our turbulent times in favor of expanding the possibilities of outlining the future of higher education on the basis of relevance, quality, and stability.
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Sanders, Diana. "Counselling." In New Oxford Textbook of Psychiatry, 1272–85. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0164.
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People seek counselling for many reasons. Sometimes those who have had no previous need for mental health services are literally stopped in their tracks by life events—illness, family breakdown, intolerable stresses. People with long-term difficulties may turn to counselling when they feel the statutory services are not able to meet their needs, or as an adjunct to health care provision. With greater social mobility and the separation of family members, counselling increasingly provides the care and support previously offered within local communities. The provision and acceptability of counselling is on the increase. Counselling is possibly the most commonly delivered form of psychological therapy and the British Association for Counsellors and Psychotherapists have over 30 000 members, with equivalent numbers in other countries. Professional training programmes in counselling have mushroomed in response to demand. Counsellors are found in many statutory and voluntary settings—mental health, primary care and medical settings, workplaces, drug and alcohol services, voluntary and charitable organizations, trauma services, and educational settings—as well as in private practice. But what exactly is counselling? What do counsellors do? Is counselling the same as psychotherapy? And, is it an effective form of treatment? Although counselling is a major growth area within mental health, it can be difficult for consumers and purchasers of counselling services to know what kind of counselling and counsellor to use, with lack of clarity about what works for whom. There are many different models of counselling, types of counsellor and many different training courses. It is difficult to make clear distinctions between counselling and psychotherapy. Much of the work of counsellors has not historically been amenable to standard methods of evaluation, and research is relatively new. Currently there is no statutory regulation for the term ‘counsellor’, which means that people are able to practise as counsellors without registration or accreditation. By definition, people who seek counselling are likely to be vulnerable, and the issue of public protection is paramount. The aim of this chapter is to clarify these issues and examine the place of counselling in psychiatry. The chapter begins by looking at the definition of counselling, and how counselling is both similar to, and distinct from, psychotherapy. The chapter goes on to look at the key features of counselling, and different models of counselling. Although counselling can and is used for many psychological difficulties, the chapter selects specific problems where there is evidence that it is an effective intervention: mild to moderate depression, adjustment difficulties, bereavement, trauma, and relationship problems. I then consider counselling in different settings, again selecting a few which illustrate the work of counsellors—primary care, mental health settings, student counselling, and the workplace—looking at the way counselling can be adapted according to the needs of the service. The chapter concludes by looking at issues of training, quality, and standards, commenting on the need for the control of an ever-developing profession without loss of the growing availability of effective counselling services to those in need.
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Medhekar, Anita. "The Role of Social Media for Knowledge Dissemination in Medical Tourism." In Harnessing Social Media as a Knowledge Management Tool, 25–54. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0495-5.ch002.
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The use of social media for information dissemination for education, environmental movement, natural disasters, emergency, election campaign, grass root movements, non-profit organisations, public health communication, and marketing for health promotion, e-governance, and political revolutions is well known. The economic significance of the health and medical tourism sector in the global healthcare business should not be underestimated. Internet is playing a leading role as a platform for the dissemination of medical tourism business information. In this century, more and more actual and potential tourists are accessing the internet and social media applications to find and disseminate factual information regarding medical tourism facilitators, destinations, super-speciality hospitals, specialist doctors and nurses, quality and accreditation, accommodation facility, cost, waiting period for surgery and sharing their positive and negative experiences to inform potential medical tourists. Healthcare providers and medical tourists acquire information, create, collaborate, communicate and disseminate healthcare and medical tourism related information through the Word-of-Social-Media (WoSM) tools such as FaceBook, Flickr, Twitter, Blogs, Forums, YouTube patient testimonials, Google Plus, LinkedIn, Photo and video sharing, Alexa and mobile applications. Therefore social media has a great potential as an information source and a knowledge dissemination tool for tourism industry to network and create clusters locally and globally, to exploit new innovative technologies for interaction and collaboration between the healthcare providers as well as the medical tourists. The main contribution of this chapter is to explore and discuss the role and use of social media applications for knowledge dissemination by hospitals and the medical tourists in the global business of medical tourism in India.
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Hondonga, Jerald, and Tawanda Chinengundu. "Comparing Vocational Skills Development and Workplace Learning in Botswana, South Africa, and Zimbabwe, Which Way to Go?" In New Models for Technical and Vocational Education and Training, 183–213. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch010.
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Provision of vocational skills development (VSD) and workplace learning (WPL) have become paramount in solving socio-economic problems of learner skills-job mismatch, inequality, access, unemployment, and poverty. Workplace learning enhances smooth transition from school to the world of work. The chapter compares vocational skills development and workplace learning provision in Botswana, South Africa, and Zimbabwe. Literature study indicates that the three countries have different models of VSD and policies but have a common vision of imparting skills that can be used for personal and national economic gains. To achieve quality training standards, quality assurance bodies are in place in the three countries responsible to oversee training standards and regulating practices. This is done through registration and accreditation of training institutions, workplaces, programmes, assessors, and moderators and assessment processes up to certification of successful learners. Based on the literature review findings, recommendations are that there is need for cooperation and sharing of best practices between countries to strengthen the provision of vocational skills development and workplace learning. There is need to ensure there is adequately qualified lecturing cadre with both technical and professional qualifications, for school-based training, and trained workplace-based mentors and coaches.
Conference papers on the topic "Social work accreditation"
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Figueroa-Tejada, Gisella, Javier Moran Ruiz, and Luz Maria Cano. "Educational possibilities of social networks and group work in Engineering Programs." In 2021 International Symposium on Accreditation of Engineering and Computing Education (ICACIT). IEEE, 2021. http://dx.doi.org/10.1109/icacit53544.2021.9612422.
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Soncheva, Elena, Larisa Isner, and Mikhail Chervyakov. "FORMATION AND DEVELOPMENT OF THE NATIONAL QUALIFICATION SYSTEM IN RUSSIA: LEGAL PERSPECTIVES." In NORDSCI International Conference Proceedings. Saima Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b2/v2/32.
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Today, the main event in the social and labour sphere of Russia is, of course, the introduction of the National Qualifications System (abbreviated NSC), which comes to replace the old system of qualification characteristics. In general, the NSC in Russia is represented by four interrelated elements: professional standards, independent assessment of qualifications, professional and public accreditation of educational programs and a directory of the most popular professions. The professional standard at the legislative level states the requirements for the type of activity. Independent assessment of qualifications is a mechanism for personnel certification for compliance with professional standards, and professional public accreditation of educational programs is their assessment for compliance with the requirements of professional standards. In European countries, such systems have existed for a long time and accumulated some experience in this field. The purpose of this article is to consider the common and distinctive features of the European and Russian systems of national qualifications, as well as the experience of building such a system in Russia. In addition, the work will present the differences between the previously existing system of qualifications in Russia and the modern one. The article will show the difficulties of embedding the new system in Russian labour legislation. In addition, problems in the activities of society that were caused by the new system will be considered, its advantages and disadvantages will be considered. Particular attention will be paid to the analysis of the new qualification assessment system and its comparison with similar ones abroad. Today, Russia is trying, using the experience of European countries, to introduce a system of awarding qualifications outside educational institutions in special centers for the assessment of qualifications. The difference between the Russian model and the existing analogues abroad is that these centers are represented by commercial organizations, while education is carried out by state educational institutions. Such a docking of the state system of education and business has given rise to a number of problems, which will be discussed in the article. The main feature of the national qualifications system in Russia is a synthesis of the obligation (imperativeness) and the market fundamentals of the system itself.
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Barros Castro, Ricardo Abad, and Gabriel Alfonso Suárez Medina. "Pedagogical strategy to promote ethics and profesional responsability in engineering curricula." In Nuevas realidades para la educación en ingeniería: currículo, tecnología, medio ambiente y desarrollo. Asociacion Colombiana de Facultades de Ingeniería - ACOFI, 2022. http://dx.doi.org/10.26507/paper.2585.
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During several decades, engineering was considered a morally and ethically neutral profession. Therefore, it was assumed that reflections about ethics and moral were not necessary. Consequently, questions have been outlined to include ethics in engineering curricula. These questions have been developed slowly in the last decades with the imperative need of designing an ethical framework to inform technical decisions that engineers make in project management. Associated with this issue, some curricular guidance have been found. The first one is based on the educational framework for curricular design named CDIO (conceive, design, implement, operate). CDIO initiative establishes that in the curriculum should be explicit, the promotion of ethics, social responsibility, integrity, professional behavior, staying current on the world of engineering, a commitment to work embracing equity, diversity, and teamwork. The second guidance refers to the field of accreditation board – ABET. ABET declares that students are expected to know and be able to do some knowledge, skills, and behaviors associated to their progress in the program. In particular, an expected student outcome is related to the ability for recognizing ethical and professional responsibilities in engineering context and make informed judgments considering global, economic, environmental, and societal backgrounds. Previous studies guide the “ought to” mode curricula related to ethics. Literature has acknowledged several challenges to carry out that mode: unsystematic implementation of ethics, the low weight given to this subject in the curriculum, the low familiarity with the theoretical knowledge in ethics, instructors’ difficulties to structure a comprehensive, theoretical and practical framework, among others. Considering this background, the School of Engineering at the Pontificia Universidad Javeriana (PUJ) has made curricular reflections for designing a pedagogical strategy focused on ethics and social responsibility. This strategy involves several milestones, such as: shared reflections between the faculty of Engineering and the Center of Teological Formation to design educational activities, a systematic “roadmap” to approach ethics issues in the program, the strengthening of ethics reflections in mandatory disciplinary courses, the inclusion of voluntary workshops to explore and identify values among students, the promotion of ethics and social and professional responsibilities in designing engineering projects, and the proposal of quantitative and qualitative measures to reflect about students’ progress in the field of moral and ethics. In this context, the paper introduces some literature considerations about ethics in engineering education. Then, it presents the conceptual and methodological framework that underlies the pedagogical strategy. After that, the designed strategy is described. Finally, some reflections about the implementation and future work are discussed.
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Garnett, Fred, and Violeta maria Serbu. "COMPARING THE ALTERNATIVE LEARNING MODELS OF WIKIQUALS & CROS AND THEIR USE OF SOCIAL MEDIA." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-084.
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In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiquals is based on the Emergent Learning Model, presented at CELDA 2009, and CROS have developed their Alternative University since 2007 based on participant design. Whilst the Emergent Learning Model is derived from a series of projects and theories that developed from the use of eLearning and social media and have moved to real world activities, CROS started with a group of people engaging in real world activities and enhanced their educational model by using social media as a learning resource and environment. The Emergent Learning Model was derived from earlier theories, most notably the Open Context Model of Learning which is an open learning based on what had been learnt about pedagogy from earlier work with eLearning software. Consequently the model was built around an 'obuchenie' approach, looking at the evolving relationship between teachers and learners in the new learning contexts post Web 2.0. The Emergent Learning Model is an interpretation of the relationships between informal, non-formal and formal learning in line with the EUs post-Bologna requirements for i2020, redefining what we mean by each of these types of learning. Critically learning content is defined as 'structured learning opportunities without formal learning outcomes', or 'non-formal learning'. In Web2.0 the ability to publish is termed 'user-generated content', and we regard the ability to create 'learner-generated' content as an important element of emergent learning. The WikiQuals project is based on self-publishing learner-generated content at doctoral level, with each 'Sqolar' developing personal learning networks as part of a self-accrediting process. The Alternative University (AU) project was envisioned as developing a student-centred model of higher education for Romania and was initially a community of practice for Student NGOs members. The educational model evolves yearly and now comprises various learning programs derived from the following; supported learning, social learning and practical learning. Other learning resources and support are used, such as the Learning House, My Learning Tribe online community (social media) or The Game (gamification). The whole model is designed to support autonomous learning behaviour in students building a community of learners. The online community supports students' learning processes and grows with the model's capacity to support the learning community. Online tools used for social and/or learning purposes are evolving and adapting fast to the real needs of the learners. These act as rapid adaptive learning management systems or eco-systems and also indicate the reality and health of that community. So, the AU model is enhancing its capacity to generate learning and facilitate learners autonomy by matching and augmenting the real life experiences with the online. We will compare them given that WikiQuals is learner-centric personalised-learning concerned with self-accreditation, whereas CROS is student-centred, self-directed, social learning with a stronger focus on working within a community of practice.
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Reisel, John R. "Incorporating Public Policy Creation and Analysis Activities Into a Mechanical Engineering Curriculum." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86371.
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While it is easy to recognize that mechanical engineers can lend their expertise to public policy makers as they create public policy related to science and technology, it is not as clear as to how to introduce mechanical engineering students to public policy activities. The undergraduate curricula in most mechanical engineering programs are considered full, and there are always additional topics that people wish to add. Educators are likely to hesitate before removing material from their programs in order to add material on public policy. Yet, there are techniques that can be used to incorporate aspects of public policy into a standard mechanical engineering curriculum without the removal of much, if any, current content. In this paper, several techniques for introducing mechanical engineering students to the process of public policy creation will be discussed. While these methods will not make the students experts in policy, they can introduce students to the tools that they need to influence the public policy creation process. These techniques include a comprehensive semester-long project in a technical elective course, a short policy analysis paper for development in a required or elective course, incorporation of public policy considerations in a capstone design project, policy discussions or debates in relevant courses, and a focus on public policy development in extracurricular activities. In their education, students should not only become technically proficient, but also learn how to track current events and trends, communicate their knowledge effectively, gain knowledge on applying proper engineering ethics, and be aware of the environmental and social context of their work. Through these knowledge areas and skills, students will gain the fundamental working knowledge that they need to influence public policy creation. It may be noted that these are also desirable outcomes for a student’s educational program as defined by ABET. Therefore, finding opportunities in a mechanical engineering program’s curriculum to address public policy creation activities also benefits the program by helping it more completely fulfill ABET accreditation requirements.
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Martinez lopez, Sandra, and Ion Georgeta. "HOW TO TEACH AND ASSESS THE TEAMWORK COMPETENCY THROUGH E-LEARNING?" In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-107.
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The competency -based education meets the demands of today's working world, conditioned by constant technological changes and the primacy of the information and knowledge society, the challenge of forming increasingly competent professional education. This approach implies changes at university level, where it is not only necessary to modify the curriculum and curriculum design in general, but also to change the conception of the process by its actors. The competency- based assessment is one of the challenges they face most teachers and requires a shift from the traditional approach based on the accumulation of knowledge to a new one based on the competences development. The competency-based assessment not only aims to improve the comprehensive or practical learning, but also provide a smooth transition to employment and giving people the skills to meet the growing challenges of today's society. Within transversal competences defined in Tunnin Project, teamwork is one of the skills most valued by employers, businesses and graduates (National Agency for Assessment and Accreditation, RFLEX project 2008, Freire, Teijeiro and Pais 2012). Kozlowski & Bell (2003) assert the emergence of teams as basic building blocks of current organizational structures. Being consistent with these requirements from education seeks to form this competition and the mode of e -learning is no stranger to this purpose. This research aims to analyze the teaching - learning and competency assessment of the teamwork competency in the context of e -learning. We used a qualitative methods based on in depth on-line interviews. The participants were teachers and coordinators currently involved in teaching and assessment practices using e-learning. The participants are academics form 5 Catalonian universities. The investigation is still ongoing, but the expected results indicate that in the educational context of e -learning in universities can develop innovative practices that focus on teaching and learning from the perspective. The academics consider that teaching and learning the teamwork competency is a complicate task in the e-learning context. Most of them consider that the best way to achieve this competency is in a face to face environment. Moreover, there are some of the participants which agree that the team work competency could be easily teaching using tools as: wikis, webquest, social networks, among others. In relation to the assessment process, there are participants which consider that the teamwork competency is hard or even impossible to be evaluated through e-learning processes, and there are others considering that the use of rubrics, feedback processes are best ways to develop this competency.
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Grubišić, Marina, and Sonja Špiranec. "Can societal impact of scientific work be measured in the process of re-accreditation of higher education institutions and public scientific institutes in Croatia?" In 7th International Conference The Future of Information Sciences INFuture2019: Knowledge in the Digital Age. Faculty of Humanities and Social Sciences, University of Zagreb Department of Information and Communication Sciences, FF press, 2020. http://dx.doi.org/10.17234/infuture.2019.7.
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