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Journal articles on the topic 'Social work training'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Leslie, Leighninger. "Social Work Training Needs." Journal of Progressive Human Services 13, no. 2 (March 2002): 61–65. http://dx.doi.org/10.1300/j059v13n02_06.

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2

Huxley, Peter. "Approved social work training." Social Work Education 7, no. 1 (December 1987): 23–27. http://dx.doi.org/10.1080/02615478711220231.

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3

Bewley, B. R., and A. Elliott. "Training in social work." BMJ 296, no. 6636 (June 4, 1988): 1602–3. http://dx.doi.org/10.1136/bmj.296.6636.1602-c.

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4

Bures, Regina M., Ronald W. Toseland, and Anne E. Fortune. "Strengthening Geriatric Social Work Training." Journal of Gerontological Social Work 39, no. 1-2 (May 6, 2003): 111–27. http://dx.doi.org/10.1300/j083v39n01_10.

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5

Schwartz, Sanford. "Social Work Training for Orthodontists." Social Work in Health Care 11, no. 2 (March 10, 1986): 111–16. http://dx.doi.org/10.1300/j010v11n02_08.

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6

Kornbeck, Jacob. "Social Work Education and Training." Social Work Education 32, no. 2 (March 2013): 281–82. http://dx.doi.org/10.1080/02615479.2012.716964.

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7

Fraser, Mark W., Jeffrey M. Jenson, and Robert E. Lewis. "Research Training in Social Work." Journal of Social Work Education 29, no. 1 (January 1993): 46–62. http://dx.doi.org/10.1080/10437797.1993.10778798.

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8

Temperley, Jane, and Sheila Himmel. "Training for psychodynamic social work." Journal of Social Work Practice 2, no. 3 (November 1986): 4–14. http://dx.doi.org/10.1080/02650538608414967.

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9

García-Castilla, Francisco Javier, Ángel De-Juanas Oliva, Eloy Vírseda-Sanz, and Javier Páez Gallego. "Educational potential of e-social work: social work training in Spain." European Journal of Social Work 22, no. 6 (May 22, 2018): 897–907. http://dx.doi.org/10.1080/13691457.2018.1476327.

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10

Taylor, Brennen. "Social Skills Travel Training in Social Work Practice." Social Casework 69, no. 4 (April 1988): 248–52. http://dx.doi.org/10.1177/104438948806900407.

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11

Lemos, Esther Luíza de Souza. "SERVIÇO SOCIAL: formação, trabalho profissional e tendências teóricas contemporâneas." Revista Katálysis 23, no. 1 (April 2020): 12–14. http://dx.doi.org/10.1590/1982-02592020v23n1p09.

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12

Chitereka, Christopher. "The challenges of social work training." International Social Work 52, no. 6 (October 23, 2009): 823–30. http://dx.doi.org/10.1177/0020872809342660.

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13

Reeser, Linda Cherrey, and Robert A. Wertkin. "Safety Training in Social Work Education." Journal of Teaching in Social Work 21, no. 1-2 (April 25, 2001): 95–113. http://dx.doi.org/10.1300/j067v21n01_07.

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14

Erera, Irit P., and Amnon Lazar. "Training Needs of Social Work Supervisors." Clinical Supervisor 11, no. 1 (December 23, 1993): 83–93. http://dx.doi.org/10.1300/j001v11n01_06.

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15

Roskill, Clare. "Social work training and shared learning." Primary Health Care 3, no. 9 (October 1, 1993): 12–14. http://dx.doi.org/10.7748/phc.3.9.12.s17.

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16

Barraclough, John. "Software Review: Virtual Social Work Training." Journal of Social Work 1, no. 3 (December 2001): 365–66. http://dx.doi.org/10.1177/146801730100100309.

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17

Hollin, Clive, James Wilkie, and Martin Herbert. "Behavioural social work: Training and application." Practice 1, no. 3 (September 1987): 297–304. http://dx.doi.org/10.1080/09503158708416854.

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18

Watts, Lynelle. "Social Work: Professional Development and Training." Australian Social Work 74, no. 1 (December 14, 2020): 1–3. http://dx.doi.org/10.1080/0312407x.2021.1847982.

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19

Briggs, Stephen. "Child observation and social work training." Journal of Social Work Practice 6, no. 1 (March 1992): 49–61. http://dx.doi.org/10.1080/02650539208413486.

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20

Kham, Van Tran. "Challenges for social work Education in Vietnam: Voice of social work students." Social Work and Social Sciences Review 18, no. 2 (May 5, 2016): 7–24. http://dx.doi.org/10.1921/swssr.v18i2.901.

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In the early 1990s, some academic institutions in Vietnam introduced the subject of social work into their curricula and began training students in related programs. The training was, however, not internally coherent, and social work education in Vietnam only really emerged in Vietnam in 2004, when the Ministry of Education and Training approved the national curriculum in the field. In 2010, the government of Vietnam recognized the urgent need for social work professionals to solve various social problems and build public welfare, democracy, and the socialist state. Since then, Vietnam’s social work education has developed rapidly. Currently there are around 55 universities and colleges at the national and provincial levels with active social work programs. But social work education in Vietnam faces many challenges. This paper gives voice to social work students on some of those challenges, including different layers of educators, licensing, materials, and practicum. The paper is based on a survey of, and interviews with, students from 17 universities in Vietnam, and includes concrete recommendations for improving the professional training of social work students.
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21

Ring, Chris. "Social Work Training or Social Work Education? An Approach to Curriculum Design." Social Work Education 33, no. 8 (April 8, 2014): 1101–8. http://dx.doi.org/10.1080/02615479.2014.902435.

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22

Bartosh, Olena P., Dana V. Danko, Iryna V. Kozubovska, and Oksana S. Povidaichyk. "TRAINING OF SOCIAL WORK BACHELORS TO APPLY TECHNOLOGIES OF MEDICAL SOCIAL WORK." Wiadomości Lekarskie 74, no. 7 (2021): 1634–41. http://dx.doi.org/10.36740/wlek202107115.

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The aim: To develop, substantiate and experimentally test the model of social workers’ training to apply medical social work technologies in the professional activities. Materials and methods: Mixed methods design was applied. The experimental work was conducted in stages: 1) pilot study of social work curriculum of Ukrainian universities directed on the readiness formation to apply technologies of medical social work; 2) model developing with targeted, content, functional-procedural, analytical-resultative components; 3) pedagogical experiment on the learning procedure provision to students. At various stages, the study involved 48 teachers from 7 Ukrainian universities, 229 social work bachelors, 43 practical social workers. Results: indicated that the implemented training positively leveled up in the experimental group the students’ readiness formed to apply technologies of medical social work. The number of students with high level − increased by 28.9%; with sufficient level − increased by 33.4%; with average level − increased by 8.9%; with low level − decreased by 71.1%. Conclusions: The obtained results confirmed the efficacy of the modified program on social workers’ training to apply medical social work technologies in the professional activities.
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23

Lemos, Esther Luíza de Souza. "SOCIAL WORK: training, professional work, and modern theoretical trends." Revista Katálysis 23, no. 1 (April 2020): 12–14. http://dx.doi.org/10.1590/1982-02592020v23n1p12.

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24

Mulikova, S., and M. Abdakimova. "Current trends in the training of social workers." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 16–23. http://dx.doi.org/10.31489/2020ped4/16-23.

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The analysis of the program and normative documents of the republic in the field of social work showed that the level of training of social workers does not meet the needs of the social services sector. Changes in the so-cio-economic sphere, the attitude of society towards social work, international practice dictate the need for organizing work and training social workers, taking into account the requirements of a professional standard in this field. The presence of a professional standard in social work obliges educational institutions to bring the content of the educational program for the training of social workers in accordance with the requirements of the standard, focusing on the formation of professional competencies. The formation of professional com-petencies and the definition of learning outcomes requires the use of training technology in the educational process — case management. Case management is a technology that reflects the content of the labor function of a social worker.
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25

Manthorpe, Jill. "Social work." Ageing and Society 18, no. 6 (November 1998): 713–19. http://dx.doi.org/10.1017/s0144686x98217156.

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Alison J. Hirschel, 1996. Setting the stage: the advocates' struggle to address neglect in Philadelphia nursing homes. Journal of Elder Abuse and Neglect, 8, 3, 5–20.Raymond Jack and Stephen Mosley, 1997. The client group preferences of Diploma in Social Work students. British Journal of Social Work, 27, 2, 893–912.Ruth Landau, 1997. Ethical judgement and decision making orientation in social work. Issues in Social Work Education, 17, 2, 66–81.The abuse of older people has seized the imagination of social workers, and conferences or training on the subject are frequently well subscribed. For many, the concept appears to have brought together aspects of their concerns about older people, while perhaps helping to justify their professional or academic interest. The reality of abuse remains generally unreported so any material derived from ‘real’ events that is well documented and carefully analysed is likely to be thought-provoking and influential.
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26

Manthorpe, Jill. "Developing carers' contributions to social work training." Social Work Education 19, no. 1 (February 2000): 19–27. http://dx.doi.org/10.1080/026154700114621.

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27

Gustavsson, Nora S., and Pallassana R. Balgopal. "Training of Social Workers in Work Settings:." Employee Assistance Quarterly 6, no. 4 (June 26, 1991): 79–89. http://dx.doi.org/10.1300/j022v06n04_06.

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28

Horncastle, John. "Training for international social work: initial experiences." International Social Work 37, no. 4 (October 1994): 309–18. http://dx.doi.org/10.1177/002087289403700402.

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29

Cuyvers, Guido. "Evolving to competence based Social Work training." Alternativas. Cuadernos de Trabajo Social, no. 16 (December 15, 2009): 29. http://dx.doi.org/10.14198/altern2009.16.2.

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There is new paradigm in higher education which could be described as competence based education. In this article, we explore the conditions in which this paradigm can lead to better results of the educational process. We first define the meaning of 'competences' and we then describe how they were developed in the Flemish context. We also explain our competence framework, the real basis for competence based education. Next we focus on the consequences of this approach and finally we describe a way to implement this approach in an educational organization. For this article, we rely on the findings and the insights we developed in a research project realized in co-operation with partners of our university association (Minne, 2008).
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30

Álvarez-Pérez, Pablo, Jorge Ferreira, and Maria João Pena. "Alternative model for social work undergraduate training." Social Work Education 39, no. 1 (July 24, 2019): 97–110. http://dx.doi.org/10.1080/02615479.2019.1647159.

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31

Doueck, Howard J., and Ann Bondanza. "Training Social Work Staff to Evaluate Practice:." Administration in Social Work 14, no. 1 (May 14, 1990): 119–33. http://dx.doi.org/10.1300/j147v14n01_08.

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32

Henning, Sarah. "Psychiatric Social Work Training: Justifying a Profession." Practice 30, no. 4 (July 11, 2018): 239–56. http://dx.doi.org/10.1080/09503153.2018.1483496.

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33

Pecukonis, Edward, Otima Doyle, Shauna Acquavita, Elizabeth Aparicio, Maya Gibbons, and Todd Vanidestine. "Interprofessional Leadership Training in MCH Social Work." Social Work in Health Care 52, no. 7 (August 2013): 625–41. http://dx.doi.org/10.1080/00981389.2013.792913.

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34

Svavarsdóttir, Sveinbjörg Júlía, Kristín V. Ólafsdóttir, Elva Sturludóttir, and Sigrún Júlíusdóttir. "Psychiatric Group Work in Social Skill Training." Social Work with Groups 35, no. 2 (March 2, 2012): 103–23. http://dx.doi.org/10.1080/01609513.2011.602221.

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35

Rowlands, Allison. "Social Work Training Curriculum in Disaster Management." Journal of Social Work in Disability & Rehabilitation 12, no. 1-2 (January 2013): 130–44. http://dx.doi.org/10.1080/1536710x.2013.784602.

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36

Ralph, Alan. "Social Problem-Solving: Why Doesn't it Work?" Australian Educational and Developmental Psychologist 7, no. 1 (June 1990): 5–10. http://dx.doi.org/10.1017/s0816512200026225.

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Several studies are reviewed which evaluate the efficacy of training social problem-solving. Most of these studies reported assessing whether transfer of training took place following training. The means by which these assessments were made are examined and conclusions drawn concerning their validity. Attention is also drawn to the findings reported from several recent studies that question the efficacy of the step-by-step process model of training and propose an alternative model based on content analysis. Finally, the role of verbal cues in training social problem-solving is examined and a call made for the empirical analysis of competent behaviour in natural settings prior to training.
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37

Gibbs, Anita. "What do social work students think social work research is?" Aotearoa New Zealand Social Work 24, no. 2 (July 8, 2016): 19–26. http://dx.doi.org/10.11157/anzswj-vol24iss2id131.

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In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users.
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38

Ustyanceva, Anastasiya D. "FAMILY AS OBJECT OF SOCIAL WORK." Yugra State University Bulletin 13, no. 1-1 (March 15, 2017): 91–95. http://dx.doi.org/10.17816/byusu2017131-191-95.

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Article is devoted to a problem of training of specialists having higher education in the field of social work with a family, taking into account the type of a family, its features. The author reveals the concept “family”, various typologies of families are considered. Need for taking into consideration specifics of a typology of families is emphasized when training bachelors of social work in higher education institution.
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39

Rose, Sheldon D. "Training for Empirical Group Work." Social Work With Groups 11, no. 1-2 (October 28, 1988): 43–51. http://dx.doi.org/10.1300/j009v11n01_04.

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40

Barbera, Rosemary, Kelly Ward, Robin Mama, and Janine Averbach. "Improving Teaching: Training Program for Social Work Adjuncts." Journal of Baccalaureate Social Work 22, no. 1 (January 1, 2017): 17–30. http://dx.doi.org/10.18084/1084-7219.22.1.17.

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The use of adjunct instructors has increased dramatically across the United States in recent years. Undergraduate social work programs also have seen this increase and have begun to rely more on adjunct faculty members. These social work practitioners have a good deal to offer to BSW students because these adjuncts can share real-life examples from their practice in class with students. They also can bring diversity into the classroom, including diversity of practice areas. However, not all social workers have the training to be effective teachers in the classroom at the undergraduate level. To ensure quality teaching by adjunct instructors, this article offers a model for adjunct training that has been quite successful in one school of social work. This article offers details as to the format and content of the training and some data on its effectiveness.
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41

Knight, Charlotte, and Dave Ward. "Qualifying probation training: Implications for social work education." Social Work Education 20, no. 2 (April 2001): 175–86. http://dx.doi.org/10.1080/02615470120044275.

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42

Askeland, Gurid Aga. "Reality-play--experiential learning in social work training." Social Work Education 22, no. 4 (August 2003): 363–73. http://dx.doi.org/10.1080/02615470309141.

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43

Askeland, Gurid Aga. "Reality-play--experiential learning in social work training." Social Work Education 22, no. 4 (August 2003): 351–62. http://dx.doi.org/10.1080/02615470309145.

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44

Sewpaul (IASSW Chair), Vishanthie, and David Jones (IFSW Co‐Chair). "Global standards for social work education and training." Social Work Education 23, no. 5 (October 2004): 493–513. http://dx.doi.org/10.1080/0261547042000252244.

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45

Sewpaul, Vishanthie, and Antoinette Lombard. "Social work education, training and standards in Africa." Social Work Education 23, no. 5 (October 2004): 537–54. http://dx.doi.org/10.1080/0261547042000252271.

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46

Edwards, E. Daniel, Dr Margie Egbert Edwards, E. Aracelis Francis, Frank F. Montalvo, and Kenji Murase. "Ethnic Minority Social Work Mental Helath Training Programs:." Journal of Multicultural Social Work 1, no. 4 (January 1992): 31–46. http://dx.doi.org/10.1300/j285v01n04_03.

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47

Nelson, Gary M. "PERSONNEL AND TRAINING NEEDS IN GERIATRIC SOCIAL WORK." Educational Gerontology 14, no. 2 (January 1988): 95–106. http://dx.doi.org/10.1080/0380127880140202.

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48

Polster, Richard A., Richard F. Dangel, and Robert R. Rasp. "Research in Behavioral Parent Training in Social Work:." Journal of Social Service Research 10, no. 2-4 (December 16, 1987): 37–51. http://dx.doi.org/10.1300/j079v10n02_03.

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49

Dillenburger, Karola, Lidija Godina, and Maxine Burton. "Training in Behavioral Social Work: A Pilot Study." Research on Social Work Practice 7, no. 1 (January 1997): 70–78. http://dx.doi.org/10.1177/104973159700700104.

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Social work practice has recently become much criticized. Misapplication of procedures and ill-defined theoretical approaches have led to a view of social work as a semiprofession. A thorough theoretical and procedural revision is necessary. In this article, we will argue that a natural science approach to human behavior, such as that offered by behavior analysis, constitutes a fundamental basis for effective and accountable social work practice. A program that was designed as part of a postgraduate social work course is introduced and evaluated. The aim of this program was to establish students' professional social work competence using well-established knowledge of the principles of behavior. Contingency arrangements for students included tests, project work, and oral presentations. Program design and student progress are reported. A number of examples of student projects are given.
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50

Stefaeescu, Poliana. "Using a Computer Network for Social Work Training." Computers in Human Services 12, no. 1-2 (April 16, 1996): 75–80. http://dx.doi.org/10.1300/j407v12n01_08.

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