Rozprawy doktorskie na temat „Social work practice”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Social work practice.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Social work practice”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Eliasson, Benitha. "Social Work Approaching Evidence-Based Practice. : Rethinking Social Work". Doctoral thesis, Luleå tekniska universitet, Arbetsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18343.
Pełny tekst źródłaStreszczenie:
The Swedish public sector has undergone major changes over the last decades, with increased demands to be effective and perform their tasks with high quality, but also with the demand to increase the influence of users and citizens over the support given. This development has influenced how social services organise and how their work is perform, and is one motive given as to why evidence-based practice was introduced. This development can also be traced back to the manager philosophy new public management and neo-liberalism. Evidence-based practice has its origin in evidence-based medicine, which had a large impact internationally from the 1990s.Although there are different opinions concerning how evidence-based practiceshould be understood is often described on the basis of Sackett et al.’s (2000) definition which regards evidence-based practice as an integration of different knowledge sources – the best evidence, clinical or professional expertise and the values and preferences of users. The professional have the responsibility to use all these knowledge sources in the daily work.The purpose of this thesis is to describe and analyse different processes of the introduction of evidence-based practice. One aspect is what these processes have contributed to in terms of organising ways of working and management within social services; another aspect concerns what this means for social work. With a combination of new institutional organisational theory and Berger and Luckmann’s (1967) insights into the social construction of everyday life, it is possible to analyse the introduction of evidence-based practice as a process, moving between a macro, meso and micro perspective. The empirical base for this thesis is interviews with 33 personnel from different professions and organisations. Those interviewed from thesocial services include social workers within individual and family services and socialservices managers, as well as regional representatives from a Research and Development Unit. To understand the development of evidence-based practice and its proliferation into social services I also interviewed doctors from health care in a County Council.New institutional organisational theory is useful for understanding how differentways of organising activities are spread between and within organisations. With concepts used in new institutional theory, the focus is on how evidence-based practice travels from medicine to social work, and from a national level to the local social services level, via the regional level. Giddens (1990) terms ‘disemedding’ and ‘reembedding’ are used. Different isomorphic processes are recognised in these processes, as well as strategies to decouple or loosely couple evidence-based practice from social services ordinary activities as a way to gain legitimacy. The main findings in the thesis are that evidence-based practice has been introduced with evidence-based medicine as a role model, and that this has been done from different conditions. As is described in the interviews, the development of evidencebased practice has been controlled from national organisations such as the government, the National Board of Health and Welfare and in recent years also the Swedish Association of Local Authorities and Region, while the development within the medical area was governed by national organisations but performed by the medical profession, which advocated the introduction of evidence-based practice within the profession. The regional representatives largely support the myth that is presented of evidence-based practice, and have a central responsibility in the national initiativesconducted; they are intermediary between the national initiatives on development work and the local practice. When evidence-based practice is introduced in social work this has entailed loosely coupling between the myth about evidence-based practice and the ordinary activities, this strategy is especially obvious among social services managers. Furthermore, when a medical model of evidence-based practice is used, although with a broader approach, the introduction of evidence-based practice does not reflect the social workers’ education, profession and ways of working in the same way as evidence-based medicine reflects the doctors’ education, profession andway of working. The intention to analyse the introduction of evidence-based practice from a micro perspective is about understanding how evidence-based practice is received by the social worker and their managers. When the interviews with the doctors, social workers and managers are analysed there is less coherence between evidence-based practice and social workers’ work than between evidence-based medicine and doctors’ work. This means that social workers have to shape and construct their daily work anew through internalising the new habits and routines into everyday work, something that takes energy and time, which most interviewees feel does not exist.This thesis also highlights the need for social work to approach evidence-based practice both at an organisational and a structural level, and from the level where the daily work is performed by social workers. Finally, there exists among almost all interviewees a great interest in introducing evidence-based practice, especially among the social workers, but at the moment it is not re-embedded in social work.Godkänd; 2014; 20140731 (beneli); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen. Namn: Benitha Eliasson Ämne: Arbetsvetenskap/Human Work Science Avhandling: Social Work Approaching Evidence-Based Practice Rethinking Social Work Opponent: Professor of Health Care Organisation Mike Dent, Faculty of Health Sciences, Staffordshire University, Storbritannien Ordförande: Professor Elisabeth Berg, Avd för arbetsvetenskap, Institutionen för ekonomi, teknik och samhälle, Luleå tekniska universitet Tid: Måndag den 29 september 2014, kl 13.00 Plats: A109, Luleå tekniska universitet
2
Li, Hsien-Ta. "Learning in social work practice". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7939.
Pełny tekst źródłaStreszczenie:
The research question underpinning this study is ‘How is learning organised within the context of social work practice in the third sector?’ The research objective is to establish conceptual frameworks that theorise the organisation of learning in this context. Drawing upon literatures from Organisational Behaviour, Management, Social Work, Sociology and Psychology (e.g., Ballew and Mink 1996; Foucault 1995; Mayer and Salovey 1997; Ouchi 1979; Weihrich 1982) and undertaking an ethnographic inquiry in the Old-Five-Old Foundation in Taiwan, which collects documents as secondary data and gathers primary data through participant observations and interviews, this study establishes interdisciplinary frameworks to answer this research question. It argues that practitioners’ learning is organised by five kinds of structuring forces. At the macro level, practitioners’ direction of learning is organised by service purchasers’ demanding (an inter-organisational level structuring force) and the service provider’s planning (an organisational level structuring force). The evaluation of practitioners’ learning is organised by the service provider’s monitoring (an organisational level structuring force). At the micro level, practitioners’ methods of learning are organised by practitioners’ puzzle solving and instructors’ instructing (individual level structuring forces). By looking at the macro and micro structuring forces (cross level analysis) that organise practitioners’ learning, including their direction and methods of learning and the evaluation of their learning (process analysis), this study systematically analyses the organising of learning through both a cross-level analysis and a process analysis, deepening an understanding of the organising of learning and thus making an original contribution to previous studies of learning in the organisational setting (e.g., Argyris and ch n 1978; Nonaka and Takeuchi 1995; Senge 1990; Wenger 1998, 2000).
3
Thompson, Brigid Susan. "Social Work: Policy and Practice". Thesis, University of Canterbury. Sociology, 2001. http://hdl.handle.net/10092/922.
Pełny tekst źródłaStreszczenie:
This thesis explores the connection between policy creation and social work practices that are related to this policy. The main aim of the thesis is to fill a gap that exists in the research in relation to the connection between particular policies concerning the care and protection of children and the social work practices related to these. Primarily, I am interested in the experiences of social workers in community groups and the issues and problems they face in trying to integrate these policies into their everyday practice. The thesis presents four case studies that highlight the interactive relationship that exists between policy and practice. These case studies have been developed from the interviews I conducted with care and protection community workers in Christchurch in 1999. The first two case studies - the development of the Children, Young Persons and Their Families Act (1989), and the process of devolution that occurred through the 1980s and 1990s - look at particular policy developments that have impacted on care and protection social work, and explore the way that policy creation and implementation is contingent on the specific time and place in which it is developed. The second two case studies - Family Group Conferences and Strengthening Families - focus on two quite different forms of social work practice and provide an insight into the way that policy is implemented and used by practitioners at ground level. These four case studies form the basis of an argument around the idea that policy and practice are dynamic and interactive processes that will inform and change one another. Rather than seeing policy as something that is created by bureaucrats in the state and applied by practitioners at the ground level, I argue that the policy process is more complex than this. The case studies provide practical examples of this idea, and explore the complexities of policy development and the relationship between policies, policy actors and specific community social work practices - an area about which there has been little research.
4
Ingram, Richard David. "Emotions and social work practice". Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/5d51faba-aa6a-491e-8760-6fad435f250e.
Pełny tekst źródłaStreszczenie:
This thesis examines the role that emotions have within social work practice. The key tenets of the literature relating to emotions are considered and a conceptual framework is proposed which will provide a conceptual and definitional underpinning to the thesis. Emotions and emotional intelligence are located within wider social work literature, and links are established with reflective practice, relationships with service users, social work skills, policy, legislation and supervision. Social workers across a Scottish local authority were asked to respond to a survey questionnaire and a selected cohort from this sample participated in semi-structured interviews based on the emerging themes from the survey. The data reported a complex picture of the role of emotions with a key challenge being the place of emotions within constructs of ‘being professional’. There was strong evidence that the relationship based aspects of practice were felt to be important and that emotions often were a key element and a useful tool, but this was counterbalanced by a strong view that the emotional content of practice should be removed from the written articulation of practice and in some cases from supervision. The value of informal support from colleagues was highlighted in terms of ‘safety’ and accessibility. The discussion of the results examines the impact of competing contextual factors such as professional narratives and organisational culture on how social workers experience and report the emotional content of their practice, and an ‘emotional gap’ is identified whereby social workers adopt a dramaturgical response to how they present aspects of their practice. The conceptual framework is considered in relation to the findings, and it is concluded that emotions are an inescapable aspect of the individual and collective experience of social work, in spite of the aforementioned contextual issues. Conclusions and implications for practice are drawn, and a model is developed which identifies the cultural and organisational shift required to reduce the perceived disjuncture between emotions and social work as a profession.
5
Vailu'u, Carley Yvonne. "Social Work Practice with Older Adults". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5669.
Pełny tekst źródłaStreszczenie:
Social workers working for adult protective services (APS) face many clinical challenges to ensure the safety and well-being of older adult clients. APS social workers often interact with older adults who engage in self-neglecting behaviors that compromise their ability to function in a healthy and independent manner. The purpose of this research study was to explore challenges in direct social work practice to identify how APS services can be improved when working with the older adult population, particularly individuals who engage in hoarding behaviors. Using action research methodology, 2 focus groups were conducted to explore the experiences and knowledge of social workers who are trained in APS and in-home supportive services programs and work directly with the older adult hoarding population when investigating cases of self-neglect. The theoretical framework of cognitive behavioral theory guided the analysis of focus group data to provide insights into understanding the core manifestations of hoarding and how social workers working with this population can provide appropriate services. The overall findings of the study resulted in identifying improvements to APS service interventions. Study findings inform recommendations that allow APS social workers to effectively work with older adults who exhibit hoarding behaviors, while also advancing professional development in the field of social work. Understanding practice challenges to appropriately serve older adults that exhibit hoarding behaviors is essential in effecting positive social change in the lives of vulnerable and disadvantaged older adults, APS agencies, and communities.
6
Sheehan, Brooke. "Prison Nurseries and Social Work Practice". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7745.
Pełny tekst źródłaStreszczenie:
This study sought to examine what gaps existed in practice through the perspectives of correctional social workers in terms of helping incarcerated mother–infant dyads bond. Additionally, it examined whether a prison nursery was viewed as a possible option within a smaller correctional facility. Theories used to guide this study included attachment theory and separation-individuation theory, which align with the research questions that sought to explore gaps in services, supports that could be established, and program feasibility. Action research, using an anonymous online survey, resulted in N = 6 social work participants who worked as prison social workers in the northeast region of the United States. Data were coded using thematic analysis to explore latent and semantic themes. Conclusions drawn from the dataset include the restrictive nature of the prison setting being a barrier to promoting attachment. An increase in parenting classes, substance use programming, and mental health treatment was seen as beneficial for supporting attachment. Promoting childhood normalcy and having access to nature and play things was seen as integral to the development of a prison nursery program. A prison nursery was seen as feasible within a smaller correctional facility in the northeast. Potential positive social change resulting from these findings include development of specific interventions to maintain mother–infant bonding in small departments of correction.
7
Rew, Meera. "Family centred social work practice with stepfamilies". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62833.pdf.
Pełny tekst źródła
8
Ferguson, Debbie Elizabeth. "White racial identity and social work practice". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78182.
Pełny tekst źródłaStreszczenie:
A most deafening silence is the effect created by the omission of Whiteness from racial discourses. Those within the social work profession, who seek to eradicate racism have for the most part, restricted their analyses to dissecting and defining the racial "Other". This has perhaps unwittingly implied an acceptance of "Whiteness" as an all-powerful, unnamed normality, exempted from the requirement of definition. This examination of White racial identity is an attempt to engage in a discussion of a different sort---exploring racism at its source. Those actively involved in the practice and/or study of Social Work in Montreal (Quebec) were asked to contemplate the meaning of "Whiteness" in society and in their own lives. Their interpretations were aligned with social and cultural interpretations, as well as my own interpretations. This study illustrates that, in spite of its elusive nature, Whiteness does indeed have very powerful meanings for those who have access to this racial category, those excluded, and the society in which we live.
9
Casey, Beth Anne. "Performing child neglect in social work practice". Thesis, Durham University, 2013. http://etheses.dur.ac.uk/6987/.
Pełny tekst źródłaStreszczenie:
Informed by Foucauldian and feminist theoretical positions, the study explores how child neglect is ‘performed’ by social work professionals and service users. Specifically it focuses on definitions of neglect, discourses of responsibility, assessment, interventions and responses. It explores how ‘normalising’ judgements were central to practice conceptualisations of neglect in which judgements about families were made based on comparisons to the ‘norm’. This encompassed the identification of an absence of physical care needs and emotional neglect, drawing upon legal, psychological and child development discourse and constructions of the domestic ideal. It identifies the subjectivities, specifically of the mother and child, and the consequences for evidencing and assessing neglect, deemed responsibility and interventions it produces and legitimises. The study explores how responsibility for neglect, embedded within neo-liberalist risk management, continues to be gendered. Dominant conceptions of responsibility were constructed through women’s dichotomous relationship to dangerous and/or absent men. Further, in this context specific subjectivities were constructed about the responsible ‘risky’ neglectful mother drawing on personality, psychological and parenting characteristics. Through the dominance of this focus the structural and social context of child neglect and women’s subjectivities fall from view, ‘justifying’ the neo-liberal position of self-governance and the rolling back of state support. It also identifies alternative discourses, encompassing women’s subjectivities which link neglect to social, cultural and structural context. The study deconstructs discourses in assessments of neglect. Bureaucratic and managerial constraints to quality assessments are identified. Professional debates surrounding contested thresholds and perceptions of ‘good enough’ mothering are explored. Women expressed their feelings on their ‘written’, documented identities and labelling as the ‘bad mother’. The study analyses how women conformed and resisted professional attempts to self-govern and empower. Dependent upon perceived levels of risk, responses encompassed coercive, empowering and normalising ‘re-parenting’ interventions.
10
Mompati, Tlamelo Odirile. "The dissonance between social work education and social work practice : the case of Botswana". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23426.pdf.
Pełny tekst źródła
11
Housley, William. "Theory's work in text and talk within multidisciplinary social work practice". Thesis, Bangor University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263595.
Pełny tekst źródła
12
Chung, Yee-ping. "The impact of managerialism in social work practice". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895232.
Pełny tekst źródła
13
Straka, Silvia M. "Religious power, fundamentalist women and social work practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37293.pdf.
Pełny tekst źródła
14
Thomas-Morton, Sherry. "Child sexual abuse protocol : changing social work practice?" Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61153.
Pełny tekst źródłaStreszczenie:
This study examined the introduction of a Child Sexual Abuse Protocol, supported by a specialized training program, in a large social service centre, to determine effects on social work practice and case outcomes. The sample (N = 261) represented referrals during two years, one before and one after introduction of the Protocol. Data sources were agency files, supplemented by interviews with five key informants. It was found that the Protocol and training had little effect on worker practice or case outcomes. An uneven and ambiguous implementation process, combined with the lack of coordination of the social service, police, and judicial systems, were contributing factors. The conflicting views of managers were important influences. Interagency coordination, and application of consistent standards, are recommended. Effective intervention in child sexual abuse cases requires a revision of the Protocol, which takes into account the experiences and limitations of the participating systems.
15
Shardlow, Professor Steven M. "Professional education in social work; learning for practice". Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491779.
Pełny tekst źródłaStreszczenie:
Social work practitioners acquire professional competence through participation in higher education, which in England (since 2003) normally lasts three years. A core element of tfiis knowledge acquisition and skill development occurs through the medium of practice learning within agencies that provide social work services to the public. The argument developed in this thesis can be expressed as a single proposition, that my published work, when taken together, constitutes a consistent theoretical approach, which is designed to enable students, practice teachers and university based staff to work together to better promote and enable students to learn how to become competent practitioners in social work through undertaking periods of practice learning.
16
Chung, Yee-ping, i 鍾綺萍. "The impact of managerialism in social work practice". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895232.
Pełny tekst źródła
17
Ruch, Gillian Margaret. "Reflective practice in contemporary child care social work". Thesis, University of Southampton, 2004. https://eprints.soton.ac.uk/383884/.
Pełny tekst źródłaStreszczenie:
In recent years there has been a steady increase in risk-averse, bureaucratic responses to the uncertainty, ambiguity and risk inherent in contemporary child care social work. This thesis argues that for these conditions to be effectively addressed professional responses are required that challenge the domination of ineffective bureaucratic approaches, which have as their primary objective the elimination of uncertainty and risk. The emergence of relationship-based practice is an approach to practice which ofkrs this possibility. However, the development of relationship-based practice is dependent on practitioners and managers re-conceptualising their understanding of human behaviours - their own as well as those of the children and families they work with - and expanding the knowledges informing their practice. In essence, the development of relationship-based approaches to practice is contingent on social workers becoming accomplished reflective practitioners. Within the literature reflective practice is recognised as complex and there is a paucity of empirical evidence relating to social work practitioners' understandings and experiences of it. This research endeavours to contribute towards an enhanced understanding of the nature of reflective practice and the conditions which facilitate its development. The research findings, generated from ethnographic case studies of two family support teams, suggest that the potential for reflective practice is greater in work contexts which afford containing, reflective spaces in which practitioners have the opportunity to think, feel and talk about their work. Team structures and practices and team managers are identified as pivotal in determining the existence and ef&ctiveness of these reflective, containing spaces. The thesis concludes by outlining a model of containing, reflective spaces and with a call for such spaces to be encouraged as an integral and essential feature of contemporary child care social work practice.
18
Chester, Stephanie E. "Domestic Minor Sex Trafficking and Social Work Practice". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3597.
Pełny tekst źródłaStreszczenie:
Domestic minor sex trafficking (DMST) is a social problem affecting children between the ages of 12 and 17 years old. The issues related to DMST present challenges for social work practitioners because they often lack knowledge regarding how to identify and provide specialized services to this population. The purpose of the qualitative study was to collect and analyze data to develop an understanding of how social workers in the northeastern region of the United States identified challenges and thereby improved their practice skills when intervening with this vulnerable population. An epistemological paradigm, with a constructivist perspective employing Nguyen's systems theory, was used to understand the phenomena. The practice-focused research question posed to 5 clinically licensed social workers (LCSW) asked about the perceived barriers hindering social work practice when identifying victims of DMST. In addition, upon recognition of DMST victims, participants described existing community services that addressed their social work practice needs. The LCSWs attended 3 hour-long audio-recorded focus groups, offering their knowledge and experiences related to DMST in the designated region. Constant comparison was used to analyze the data provided by the participants during the focus groups. The key findings indicated a lack of proper identification tools and specialized services for this community. Findings can be used to recommend social change efforts, which included increasing communication about the victims between jurisdictions and communications with policy makers and service providers regarding the need to develop and implement training on various related topics.
19
Stapleton, Clare Marie. "The Use of Emotions in Social Work Practice". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15807.
Pełny tekst źródłaStreszczenie:
This thesis explores the explicit and implicit use of emotions in social work practice and the ways in which social workers’ emotions interact with formal theory and practice to create knowledge for practice. It describes the practices of 10 expert social workers with extensive experience in working in relationship-oriented models. The social workers live and work in three Australian cities. The descriptions of their practices are drawn from indepth interviews with the social workers. Interpretative phenomenological analysis was used to guide the research inquiry. Findings from the study were interpreted using the social work practice theory of relationship-based social work and the sociological theories of the emotional self and emotional labour. The findings are presented in three chapters exploring four major themes: • Descriptions of social work practice, including participants’ understandings of the theoretical and practice frames that inform their work, and the credentialing of their expertise in social work practice. • Participants’ expressed views on the place of emotions in accountable and ethical social work practice, plus their descriptions of the ways they work with emotions in practice. • Participants’ understandings of their emotional self and its influence on the ways in which they implement their practice. • Participants’ descriptions of the characteristics of their emotional labour, including the ways their emotions and emotional self interact with theory and ethics to create the labour of social work practice. The study revisits a central concern in the social work literature — the place of emotions and tacit forms of knowledge in expert practice. It concludes, from a practitioner perspective, that emotions and emotive knowledge hold a central position in practice. The findings have implications for understanding what constitutes useful and necessary knowledge for practice, as well as suggesting new perspectives on the training and supervision of social workers on emotion and its use in practice. The findings suggest that an ability to work competently and intelligently with emotions, including making use of the knowledge gleaned from one’s own emotions in explicit and conscious ways, is part of expert social work practice.
20
Ebrahim, Rafia Zafir. "The theory and practice of social casework: future directions for practice in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31976232.
Pełny tekst źródła
21
Scholl, Christy Michelle. "Effective Social Work Practice With Military Youth During Deployment". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7741.
Pełny tekst źródłaStreszczenie:
Since the beginning of the wars in Afghanistan and Iraq, more than 2 million military-connected children experienced separation from a parent due to a military deployment. The purpose of this study was to identify and build upon the tools and techniques used by social workers when providing services to military children during a parental deployment. Bowen’s family systems theory provided the conceptual framework for this study. Family systems theory relies on the belief that military families are interdependent of one another and to fully understand what may be happening with military youth; social workers must look at and understand the entire family system. The questions that guided this study were designed to explore the tools and techniques social workers use to help military children understand deployment, reduce the adverse effects they may experience, and assist them to become more resilient during a parental military deployment. Data collection consisted of a focus group of 7 social workers providing services to military youth. Overall, participants noted a positive impact with current resources that are available for military youth and families during all phases of deployment. The lack of funding for additional resources were noted as limitations to effective practice with military youth during a deployment. The study has the potential to contribute to social change and improve services provided to military children and their families by increasing understanding of the emotional well-being and resiliency of military youth who experience parental deployments. The military can use the information from this study to provide more culturally competent support programs to military families during every stage of deployment.
22
Thompson, Gail Patricia. "The private practice of social work : Vancouver, B.C., 1987". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27714.
Pełny tekst źródłaStreszczenie:
The private practice of social work has been either central or tangential to many historical and contemporary social work issues. Over the years it has been inherent in debates and discussions on professionalism, cause versus function (or macro versus micro), public versus private (or privatization), elitism, control of title, registration or licensing and vendorship (or third-party payments).
Private practice has been debated and discussed at two different levels. Historically, it was mainly debated at a higher level—the level of ideologies and philosophies which reflected various deeply held value posititions. More recently a superficial shift has occurred that has moved the debate to a lower level and has focussed the discussions on descriptions of the characteristics of private practice. These descriptions are sometimes contradictory, sometimes inconclusive, and almost always, originate from the United States. Nonetheless, they too are used as arguments both against and in support of private practice.
On the higher level, this paper researched private practice in the context of its relationship to professionalism and theories of professionalization.
On the lower level, through a self-administered mailed questionnaire, private practitioners in Greater Vancouver were surveyed in order to obtain an accurate and current, description of private practice within the defined geographical area. Many of the descriptions reported in the private practice literature were supported by this sample and others were not.
Due to the developing leadership role of professionals within society, professionalization was determined to be beneficial to the profession. Private practice was found to be the delivery model most consistent with early criteria of professionalization. However, recent authors (Austin, 1983; Popple, 1985) have rejected some of the criteria previously asserted as needing to be fulfilled in order to attain professional status. It was therefore concluded that while private practice historically advanced the professionalization of social work, the continuance or the expansion of private practice is not necessary in order to either attain further professional status or to retain that which has already been achieved.Arts, Faculty of
Social Work, School of
Graduate
23
School, of Native Human Services Laurentian University. ""Articulating Aboriginal Paradigms: Implications for Aboriginal Social Work Practice"". School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/401.
Pełny tekst źródła
24
黃浪詞 i Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.
Pełny tekst źródła
25
Arney, Drionne. "Social work students and competent practice with lgbtq clients". Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/652.
Pełny tekst źródłaStreszczenie:
Research suggests that social work students' attitudes towards the LGBTQ populations fail to mirror the expectations of the National Association of Social Workers (NASW), and its code of ethics. In this cross-sectional research study, a survey distributed to undergraduate and post-graduate part-time and full-time social work students conducted by two students of a post-graduate social work program, is an assessment of social work students' attitudes and knowledge of competent practice with lesbian, gay, bisexual, transgender and questioning clients. This researcher used the findings of the study used to analyze: the relationship between social work students' age and knowledge of competent practice with LGBTQ clients, the relationship between social work students' gender and attitudes toward practice with LGBTQ clients, the relationship between social work students' race and attitudes toward practice with LGBTQ clients, the relationship between social work students' campus region and attitude and knowledge of competent practice with LGBTQ clients, the relationship between social work students' degree program/level and knowledge of competent practice with LGBTQ clients, and students' knowledge of effective responses to ethical dilemmas involving LGBTQ clients. The goal of this researcher is to use the study's findings to contribute to the literature on this topic and to influence changes in social work schools' methods of preparing students for practice with this population.B.S.W.
Bachelors
Health and Public Affairs
Social Work
26
Dedotsi, Sofia. "Social work education and anti-oppressive practice in Greece". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/social-work-education-and-antioppressive-practice-in-greece(a8704c39-c105-441e-b7e6-38f99a719989).html.
Pełny tekst źródłaStreszczenie:
Greece is seven years into a socio-economic crisis, where oppression has increased as a result of austerity measures driven by the political parties in governance and Troika. In a context of attacks on social care and social work, dominant social values of intolerance and violation of human rights, the pursuit of anti-oppressive practice is more crucial than ever. However, discussions and debates on social work and anti-oppressive practice have mostly taken place outside of the context of Greece. Reflecting on this gap, this doctoral research project asks: What is the role of social work education in influencing students' ability to manage value tensions in relation to anti-oppressive practice within the current context of social work education in Greece? It is the first such study of its kind in Greece. Using a qualitative case study methodology, the research was based in one of the four national Departments of Social Work (subsequently abolished). Semi-structured interviews were undertaken involving social work students in their first and final years of professional education (n=32) and academic staff/placement supervisors (n=10). Data analysis was informed by a ground theory approach. The study revealed social work education's failure in stimulating the development of an ethical and anti-oppressive self in students. The key determinants identified were: students' narrow understandings and individualistic approaches towards oppression; the unjust educational policies within which students are educated and educators work; an outdated curriculum with a clinical and technical approach; and lack of social action/connection with the community by the Department. Results are interpreted using the conceptual lens of Foucault (1977; 1980; 1982) and Freire (1970; 1993; 1994). A conceptual model is also presented, in order to understand and promote (anti-) oppressive practice at multiple levels: subjectivity, discipline and governmentality, as well as discourse, oppressive reality and dividing practices. The key implications of the study are for social work education to reflect and respond to current social needs by developing a radical and anti-oppressive curriculum; being involved in social action through social movements and professional associations; establishing a dialogical and reflexive learning process with the active participation of students and service users in designing and evaluating educational content and processes; and a constant deconstruction/reconstruction of the self for students, educators and practitioners.
27
Chaudhry, M. N. "The identification of child neglect in social work practice". Thesis, University of Salford, 2017. http://usir.salford.ac.uk/41619/.
Pełny tekst źródłaStreszczenie:
Statistics highlight child neglect is the most common form of child maltreatment within the United Kingdom. The research described here was an exploratory study which used the pragmatic approach of a survey design to explore how social workers identify child neglect. Social workers complete assessments of children in need of help and protection and this assessment process determines whether a referral should be responded to as a child in need of support (as per Section 17, Children Act 1989) or as a child in need of protection (as per Section 47, Children Act 1989). The definition of child neglect is provided by the Department for Education for use by social workers in its assessment. However, the usefulness of the definition of child neglect is questioned within the literature due to differences in the breath and scope of what is considered a basic need and differences in what are considered to be adequate standards of provision to meet them. The study used an online survey directed at members of the British Association of Social Workers (BASW) and social workers from one Local Authority in the North West of England. There were five sections in the online survey: information on participants’ demographics, the second category focussed on caseloads, identification of child neglect, resources to support the identification of child neglect resources and finally the health and wellbeing of social workers. The major findings were that factors relating to the child were most salient when assessing neglect. This is in clear contrast to previous studies using the same criteria which found that factors relating to the parent were the most significant. The definition of child neglect provided by the Department for Education was highlighted as being problematic with approximately two thirds of participants reporting that the definition was helpful but over a third of participants found it unhelpful. Challenges in defining child neglect appear to be exacerbated by a lack of agreement among professionals from the same group on the nature of neglect. Up to one third of participants reported that they did not feel equipped to work with families in cases of neglect, and approximately half of participants reported that they were not able to follow up on concerns due to their workload. The implication of the findings is that whilst neglect continues to be a primary reason for social work intervention, social work practitioners appear to be working with a definition which the majority find helpful yet acknowledge that there is much less consensus on the nature of neglect. This is a concerning matter as social work practitioners are working with ambiguity yet are agents of the state protecting children from harm when they are unclear about thresholds and level of need.
28
Bode, Alexandria. "Animal Assisted Therapy| The Expansion of Social Work Practice". Thesis, Southern Connecticut State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272606.
Pełny tekst źródłaStreszczenie:
Elders who experience neurocognitive disorders and reside in Continuum Care Residential Community settings may experience a diminished quality of life (Lin et al. 2014). Currently, data is limited in describing the use of psychosocial interventions in an effort to increase the level of positive emotions, specifically the use of animal assisted dog therapy with elders diagnosed with a neurocognitive disorder. The purpose of this study was to explore how elders diagnosed with a neurocognitive disorder and reside in a Continuum Care Residential Community setting respond to the interactions with an animal assisted therapy dog. Two elderly women aged 80 years old and diagnosed with a neurocognitive disorder residing in a CCRC participated in four, thirty minute visitations where they interacted with an animal assisted therapy dog. Observations of their responses were recorded in a log. Findings indicated that these two elders, after the use of a therapy dog, experienced increased memory, increased use of reminiscence, increased verbalization, increased interpersonal connection, and a positive affect. Based upon these findings, it is strongly recommended that social workers utilize animal-assisted therapy with elders who are diagnosed with a neurocognitive disorder, an often-neglected group of people, in an effort to enhance their quality of life.
29
Wong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.
Pełny tekst źródła
30
Charriez, Rivera Grace. "Case Management and Social Work Practice in Public Schools". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5685.
Pełny tekst źródłaStreszczenie:
In the United States, 66% of elementary and secondary school students experience academic difficulties. Evidence-based implementation and data-driven practices in the field of school social work to address these academic difficulties are lacking. The purpose of this qualitative study was to examine the perceptions of school social workers in a public school division in the mid-Atlantic region of the United States regarding the use and effectiveness of case management strategies with at-risk students. Ecological theory and social constructionism theory provided the framework for the study. Qualitative focus group discussion involving 8 social workers in the division was used to collect data. Data were transcribed and analyzed to identify three themes: At-risk students were positively influenced by case management intervention, student outcomes were positively influenced by the availability of supports and ability to connect families to needed resources, and collaboration and effective communication were important for successful case management. Results indicated that disciplinary, academic, and attendance outcomes for at-risk youths are positively impacted by case management interventions. Findings may be used to promote standards of professional conduct for phone and e-mail communication between social workers and their academic colleagues to improve students' behavioral and educational outcomes.
31
Munzner, Michele. "Health Literacy and Discharge Planning in Social Work Practice". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7945.
Pełny tekst źródłaStreszczenie:
Low health literacy is a public health crisis, currently, there is limited research on social worker engagement with the low health literate patient. The research questions for this study examined health literacy knowledge in medical social workers and how their MSW curricula built their knowledge of health literacy. It also explored challenges that arise when discharge planning for patients with low health literacy. It also asked what social workers can do to aid patients with limited health literacy during the discharge planning process. This basic qualitative research study used criterion sampling and was informed by the socioecological model. Data collection used 2 focus groups of 12 medical social workers comprised of 11 females and 1 male. Data analysis occurred by categorizing the data then classifying the data into themes based on the research question. Key findings include: (a) social workers have a medium to high level of health literacy; (b) MSW curricula would benefit from health literacy knowledge; and (c) challenges occur in discharge planning with people with low health literacy that include overall knowledge and attitudes of health literacy, sociodemographic variables, and lack of preventative health. Recommendations include standardizing healthcare social worker roles and providing educational opportunities in MSW curricula on health literacy. Implications for social change include improved health outcomes, empowering individuals to take personal responsibility for their healthcare which in the long run can help them overcome chronic disease and other health related anomalies. Social change may be seen with hospital health literacy screening to reduce hospital readmissions decreasing individual healthcare costs and reduce societal healthcare costs.
32
Lum, Kwok-choi, i 林國才. "Social work practice in the workplace: case studies of four factory social work projects in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31248445.
Pełny tekst źródła
33
Lawrence, Julie Alexandra. "Social work and learning disabilities : an exploration of the contribution of social work within a multi-disciplinary team". Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4109/.
Pełny tekst źródłaStreszczenie:
Effective delivery of health and social care requires collaboration between professions. The aim of this research study was to explore one element of that collaboration – the contribution made by social workers to multi-disciplinary professional practice in adult services in England. The study was conducted against the backcloth of the Modernisation agenda for health and social care integration. This approach was first introduced by the New Labour Government (1997-2010) and strengthened by the vision and expectations championed in the policy documents, Valuing People (2001) and Valuing People Now (2009) for adults with learning disabilities. Hermeneutical phenomenology, drawn from Heidegger, underpinned the methodological and philosophical approach which led to an emphasis upon rich description and interpretations of individual lived-worlds. The theoretical position adopted was informed by Wenger’s work on Communities of Practice, which is grounded in the importance of social interactions inherent within multi-disciplinary practice between different professionals. Participants included registered social workers (n=9) and allied health professionals (n=8). Data was generated over a nine month period. Semi-structured interviews were utilised with all professional participants. Data was analysed using Nvivo (10) and an Interpretative Phenomenological Analysis towards the data was adopted. Individual vignettes were presented on behalf of local citizens (n=9) which represented their personal narratives about the value of social work, embedded within this multi-disciplinary context. The key findings highlighted the unwavering commitment from social workers to advocate on behalf of vulnerable adults. This was underpinned by adherence to professional social work values which facilitated their abilities to deliver a plethora of professional services. Allied health professionals substantiated the important contributions of social workers within the multi-disciplinary team, alongside local citizens who confirmed social workers valuable roles as part of their complex networks of support. The implications from this research study suggested that inter-professional education and training could augment collaboration between professions to progress the current health and social care agenda, focused upon integration in England.
34
Doyle, Rosemary. "Doing, describing and documenting : inscription and practice in social work". Thesis, St Andrews, 2009. http://hdl.handle.net/10023/766.
Pełny tekst źródła
35
Gorry, Vanessa. "Developing Social Work Practice Skills within a Mental Health Context". Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2065.
Pełny tekst źródłaStreszczenie:
This report explores my experiences and desire to develop my clinical skills while
completing an advanced practicum with the Mood and Anxiety Program through Health Sciences
North. The Mood and Anxiety Program works with individuals that had been diagnosed with a
mental illness and wanted to seek therapeutic assistance to learn how to manage symptoms and
challenges of their mental illness. In this instance, mental illness is a health condition that is
distinguished by considerable dysfunction in a person’s cognition, emotions, or behaviours that
could often reveal a disturbance in the psychological, biological, or developmental processes,
which could have underlying mental functioning.
Through this practicum, and as shown throughout this report, I was able to create and
achieve several goals that I felt would assist me in developing my clinical skills. I planned to
refine my skills by working as part of a multidisciplinary team; continuously reflecting on my
practice with the use of a journal and clinical supervision; completing assessments and cofacilitating
group therapy sessions; and, integrating theory into practice. I was also able to
critically reflect upon the theories that I used during my practicum; develop and improve my
self-awareness; enhance my therapeutic presence; and develop an understanding of how stigma
is present in the mental health field and could it acts as a barrier for people with a mental illness.
36
Young, Gar-en, i 楊嘉恩. "The relevance of the religious dimension in social work practice". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31250786.
Pełny tekst źródła
37
Wise, Susan. "Child abuse procedures and social work practice : an ethnographic approach". Thesis, University of Manchester, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290370.
Pełny tekst źródła
38
Wallis, Sandra. "Developing research-informed practice in child care social work teams". Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2965/.
Pełny tekst źródłaStreszczenie:
The thesis centres on a two-year project with childcare teams in a local authority social services department encouraging the use of research materials to inform social workers' day-to-day practice. The intervention was intended to encourage research-mindedness in social workers in order to develop research-informed practice, describe its implementation and evaluate its outcomes. The thesis first considers various strategies for the improvement of professional practice found mostly in the health field, whilst also looking at educational aspects of adult learning theory allied to problem solving and peer group learning. The development and evaluation of an intervention project is then described. The project was delivered by organising and setting up practice development groups (PDGs) in each of the teams, which were facilitated for a period of six to nine months. Group meetings were held fortnightly during this time and lasted two hours. Within the PDGs, social workers' live cases were used during group discussions to arrive at a request for research information relating to the case in order to generate "research informed practice". Data for the evaluation were collected by means of participant observation, the administration of standardised measures of team functioning and follow-up interviews. In the course of the intervention some essential features that were found to assist with the project's success were built into the design. These included the introduction of training sessions in critical thinking skills that were needed to enable social workers to evaluate their cases to see what research information might be useful. The project also identified the need for basic IT skills training and updated software packages together with a requirement for access to electronic journals. There was a high level of commitment to the project by the social workers and evidence that they were able to utilise research information in ways that sometimes changed the direction of their cases and often empowered both the social worker and the client. However, learning at the individual level was not reflected at the organisational level of the employing department.
39
Gordon, Margaret Jean. "Everyday social work practice : listening to the voices of practitioners". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31463.
Pełny tekst źródłaStreszczenie:
Despite an extensive literature, there is surprisingly little research about what social workers do in their day to day practice. This body of published work, supported by critical review, argues that we need to hear, and learn from, practitioner voices if we are to comprehend the breadth, challenges and potential of social work practice. It contributes to a steadily expanding field of research that is exploring the hidden, frequently misunderstood, and often negatively perceived, world of everyday practice. By making social work more visible, we open up opportunities for students, social workers, other professionals and the public to learn about the profession's work by engaging with the live challenges and dilemmas encountered by practitioners. My research examines the actual work of social work by analysing practitioner narratives to reveal the ways in which social workers recount, reflect on and learn from direct work with service users and their families. Most of the research is informed by a strengths-based, narrative perspective, the critical best practice approach. It draws on qualitative methods, consistent with a social constructionist stance that recognises the contingency of practice with its multiple subjectivities, uncertainties, contested viewpoints and constant flux. Three main themes are explored: social workers' use of knowledge, their decision-making and judgement when services users are at risk of harm, or pose a risk to others, and the integration of practice and theory in a student practice placement. I also report on two related inquiries, one focusing on the experience of co-publication with practitioners, and the other on social workers' use of self in practice. The notion of 'best' practice is found, inevitably, to be fraught with ambiguity, raising important questions about the criteria on which judgements about 'good' practice can be made, and who is entitled to make them. My review tackles these and other theoretical, methodological and ethical issues that I encountered during the research. An essential thread that runs through all the research findings is the need for a critical, reflexive approach to everyday practice that recognises the situated, and often contradictory, nature of voice and of the practices described. Taken together, the research findings stress the centrality of practitioner capabilities such as relationship building, critical reflection, skilful use of self, respectful authority, curiosity, creativity and the ability to combine a range of different forms of knowledge in imaginative and flexible ways. They collectively make a strong case for valuing and learning from direct access to practitioners' experiences of practice. The research, conducted in a range of UK contexts, identifies how and why social workers' voices continue to fail to be heard, and suggests a number of ways of tackling gaps in our understanding. From a personal point of view, the research is also my own story of learning about doing research into my profession over the last ten years, and of seeking to share and use the findings to improve social work practice and make a difference to people who use social work services, their friends, families and communities.
40
Young, Gar-en. "The relevance of the religious dimension in social work practice /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330884.
Pełny tekst źródła
41
Bernardo, Katherine R. "CULTURAL SENSITIVITY AND ELDER ABUSE: CONSIDERATIONS FOR SOCIAL WORK PRACTICE". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/55.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to explore how social workers identify elder abuse, factors they find contribute to or protect from elder abuse, and cultural considerations they identify as important. The qualitative research approach was utilized, and an interview instrument was created to explore participants’ perceptions and generate recommendations for developing cultural sensitivity in practice. The study sample consisted of 10 social workers with experience working with the elderly population recruited by snowball sampling. Face-to-face interviews were conducted, audio-recorded, and transcribed for analysis. This study found that social workers are particularly knowledgeable about risk factors for elder abuse and cultural considerations, such as client perception of seeking help and accepting services as taboo, and the greater effectiveness of a social worker who shares the same cultural background. A key finding was social workers’ perceived need for education in developing cultural sensitivity, including formal trainings, consultation with client families, and self-awareness. Implications for social work practice include the development of new and more comprehensive training programs, such that specifically incorporates cultural sensitivity. Greater opportunities for education call for increased funding, and mandatory cultural sensitivity trainings call for changes in policy. Future research is needed to understand client perceptions of elder abuse and of service providers. Finally, future research on elder abuse and cultural factors beyond race and ethnicity, such as sexual orientation and religion, is also needed.
42
Ramos, Nancy, i Jessica Chavez. "FACTORS OF RESISTANCE: SPIRITUALITY AND RELIGION IN SOCIAL WORK PRACTICE". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/870.
Pełny tekst źródłaStreszczenie:
The discussion of spirituality and religion (S/R) in social work is a prevalent topic within the field. Literature suggests that social workers do not feel competent or comfortable discussing or utilizing S/R in practice. This study focused on identifying factors that may be causing resistance in social workers from the Inland Empire of Southern California towards addressing S/R with their clients. The researchers interviewed eight social workers from diverse areas of practice via telephone and in-person. Data was collected via audio-recording and later transcribed for thematic analysis. Participants were asked an array of questions including their own experience with their spirituality and current comfort level with asking their clients about S/R. Through the findings, it appears that social workers’ comfort level stems from various aspects including a sense of unease regarding their knowledge on various belief systems. The results indicated that once clients are asked about their spiritual and/or religious beliefs, clients are able to engage in a discussion about their definition of their own beliefs and determine the direction of the topic.
43
Cole, Maureen. "The practice and experience of social work supervision : an analysis of supervisory practices in Malta". Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273499.
Pełny tekst źródłaStreszczenie:
The research question which drove this study was 'The practice and experience of social work supervision in Malta - what is the practice like? How is this practice experienced by supervisors and supervisees?' The grounded theory approach was used to analyse twenty-eight (28) audiotapes of `live' supervision sessions and in-depth taped interviews with each of the fifty-six (56) participating supervisors and supervisees. Supervision sessions were observed as different from one another and these differences were corroborated through the analysis of the interviews with supervisors and supervisees. The framework developed to explain these differences between the supervision sessions was that the complexity, multifarious character and possible incompatibility of supervision functions made supervision a potentially 'impossible task'. This resulted in a 'resolution' of sessions in one of four directions along an Agency/Person continuum. The term 'resolution' was adopted as it suggested that the outcome was the resultant of various forces and that aspects of the supervisory activity were omitted and therefore identified as `missing' from supervision by supervisors and supervisees. The four 'types' of supervision sessions were the agency-orientated resolution focusing on ensuring performance, the caseorientated resolution focusing on cases and social work practice, the worker-orientated resolution focusing on how the work affects the worker and the person-orientated resolution focusing on the person of the worker. A divide was also observed between those resolutions which focused on the `work' and others which focused on the 'worker'. Possible explanations for the resolution of sessions in one of four directions are put forward. The thesis considers the broad implications associated with the resolution of supervision sessions and with the notion that supervision is an 'impossible task' and proposes specific recommendations around the themes of agency supervision policies, supervision contracts, supervision and the agencies' management, the supervision session and supervisors and supervisees.
44
Hemy, Melanie. "Persisting in Field Education: Social Work Student Experiences". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405205.
Pełny tekst źródłaStreszczenie:
Field education is a core component within social work education and vital to enable students to integrate their learning and professional practice. In addition to the challenges associated with undertaking tertiary studies, many also have to balance this new role of ‘student’ with other roles and responsibilities. Undertaking field placement can therefore present as a barrier to their persistence. This research was designed to address gaps in knowledge about the experience of social work students and strategies they adopt in order to persist with field education.
To explore these issues further, 16 Master of Social Work students were recruited to participate in two semi-structured, in-depth interviews. In contrast to other field education research, student perspectives were sought at two different points in placement. The research explored their experience focussing on what students perceived as being helpful or as hindering their field education.
The methodological framework adopted was founded on an understanding of social constructivism that acknowledges the socially constructed nature of knowledge and the existence of multiple realities. This approach matched the exploratory nature of the study. Consideration of Bronfenbrenner’s ecological systems theory in the research design and analysis, contributed to the development of a Framework that took the perspective of student persistence from within a sociocultural context of social work field education. These two perspectives, combined with the influence of narrative research theory, enabled a research design that has deepened an appreciation of the experience of persistence in field education to be exposed and meanings to be understood.
The results of the research revealed new knowledge about the breadth of factors that influence students’ field education and how they persist. The study concluded that students engage in a finely balanced and complex process to manage the competing roles, responsibilities, and other influential factors within their environment. Furthermore, the thesis concludes that there are aspects of the field education context and the wider environment that are significant to persistence, but over which students have little control. The findings have long term implications for social work field education which need addressing through research and change.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health Sci & Soc Wrk
Griffith Health
Full Text
45
Abrahamson, Kimberly. "SPIRITUALITY IN SOCIAL WORK: A SOCIAL WORKERS PERSPECTIVES ON THE ROLE OF SPIRITUALITY WITHIN THEIR PRACTICE". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/902.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to examine the role of spirituality in the social work practice and social worker’s perspective on it. This project focuses on spirituality in social work and the role that it plays in a social workers practice.
The data collected for this research project consists of qualitative data in which the researcher conducted one-on-one interviews of eight different clinical professionals in the social work field. The study employed a purposive sampling by recruiting LCSW’s, MSW’s, ASW’s, and other clinical professionals in the Northern California area. The average years of experience amongst the participants was 19.375 years. Each participant has a broad range of experience from individual clinical one-on-one counseling, working with groups, and supervision.
46
Sarah, Wright. "Policy Practice of Master of Social Work Students: An Analysis of a Policy Practice Intervention". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/815.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to determine if there is a significant difference in the levels of political engagement from a University in Southern California Master of Social Work (MSW) students that participated in the National Association of Social Workers (NASW) -CA Lobby Days and students who do not participate. This study examined the NASW- CA Lobby Days as an intervention of experiential learning as existing literature explains experiential learning to be an effective method for learning policy practice. Using a quantitative approach by looking at student scores from the Political Activities Survey (PAS) which was distributed to MSW students at a University in Southern California Survey results were analyzed by comparing average scores between the control and intervention groups. Research findings suggest that a relationship exists between Lobby Days Participation and political engagement activities of voting in local elections, contacting legislators, participating in protests of social demonstrations, participating in service clubs, and participating in service clubs as service club officers.
47
John-Baptiste, Asher. "Afrikan-Central social work : the importance of situating people of Afrikan-origin in a relevant social milieu in social work practice". Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402057.
Pełny tekst źródła
48
Gilligan, Philip A. "Faith-based practice". MacMillan Publishers Limited, 2009. http://hdl.handle.net/10454/2711.
Pełny tekst źródłaStreszczenie:
YesFaith-based social work is characterized by the recognition and acknowledgement of faith and faith-based values as significant sources of motivation and guidance. These may enhance professional values, but may also draw practitioners into direct conflict with secular values within the mainstream. This chapter explores the religious or faith-based origins of social work, the nature of faith-based practice, contemporary faith-based issues, and the global spread of social policies aimed at increasing the involvement of faith-based organizations in service delivery. It also seeks to highlight some of the dilemmas involved.
49
Barker, Stacey L. "How Social Work Practitioners Understand and Utilize Spirituality in the Practice Context". Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1207085353.
Pełny tekst źródła
50
O'sullivan, Marie Justine. "In Social Work Practice, Social Justice is the Rock Learning About Social Justice During Field Education". Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10154.
Pełny tekst źródłaStreszczenie:
In Social Work Practice, Social Justice is the Rock: Learning About Social Justice During Field Education. Social justice is a core principle of social work and a social justice framework underpins the knowledge and teaching in social work education programs in Australia. Field education offers students the opportunity to discover the complexities of social work practice. While field education is an integral component of social work education, there is insufficient research on the inclusion of social justice principles within field education. This under-researched area is the focus of the dissertation. Students’ understandings of social justice and observations of learning about social justice during field education were explored. This qualitative study involved in-depth interviews of 32 social work students, new graduates, field educators, managers and academics with an interest in social justice on placement. Using a critical theory perspective, these interviews were thematically analysed. Field education was viewed as central to students developing practice with a social justice focus. Students and new graduates understood social justice to include concepts of equality and fairness and, for some the structural factors that maintain injustice. Significant influences were experiences of injustice, ideas from their families and inspirational educators. Students and new graduates learnt about social justice from those using the service and linking these reflections to campus learning. Students struggled to apply theory to practice and in particular concepts of social justice. Field educators, managers and academics described how they assisted students to link their experiences to theoretical models. They expected students to be ready to take a social justice focus within the practice context but noted the significant impact an organisation’s stance on social justice in social work practice had on student learning. This study affirms the central importance of field education for learning about social justice and exposes tensions between field education and campus learning. Keywords: social work field education, social justice, social work education, social work, social justice education.