Artigos de revistas: "Social work education"

1

Breaz, Alina Maria, e Mihaela TOMIŢĂ. "SOCIAL WORK AND SEXUAL EDUCATION IN SCHOOL". Journal Plus Education 19, n.º 1/2018 (2017): 249–61. http://dx.doi.org/10.24250/jpe/1/2018/amb/mt.

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Nash, Mary. "Social work education". International Social Work 46, n.º 1 (janeiro de 2003): 23–35. http://dx.doi.org/10.1177/0020872803046001595.

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3

Feld, Allen. "Social Work Education". Journal of Teaching in Social Work 11, n.º 1-2 (31 de maio de 1995): 159–75. http://dx.doi.org/10.1300/j067v11n01_11.

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4

Blunt, Kesha. "Social Work Education". Journal of Teaching in Social Work 27, n.º 3-4 (10 de outubro de 2007): 93–114. http://dx.doi.org/10.1300/j067v27n03_07.

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5

Kenny, William T. "SOCIAL WORK EDUCATION". Journal of Advanced Nursing 13, n.º 3 (maio de 1988): 419–21. http://dx.doi.org/10.1111/j.1365-2648.1988.tb01440.x.

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6

Whittington, C. "Social Work Education". British Journal of Social Work 19, n.º 2 (1 de abril de 1989): 158–63. http://dx.doi.org/10.1093/bjsw/19.2.158.

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7

Taylor, I. "SOCIAL WORK EDUCATION". British Journal of Social Work 26, n.º 3 (1 de junho de 1996): 406–12. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011104.

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Taylor, I. "SOCIAL WORK EDUCATION". British Journal of Social Work 29, n.º 1 (1 de fevereiro de 1999): 175–80. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011426.

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9

Bisno, Herb, e Fred Cox. "Social Work Education". Journal of Social Work Education 33, n.º 2 (abril de 1997): 373–87. http://dx.doi.org/10.1080/10437797.1997.10778878.

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10

Sheehan, Rosemary. "Forensic Social Work: Implementing Specialist Social Work Education". Journal of Social Work 16, n.º 6 (7 de julho de 2016): 726–41. http://dx.doi.org/10.1177/1468017316635491.

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Garthwait, Cynthia L. "Social Work Education: A Vehicle for Innovative Practice". International Journal of Social Science and Humanity 5, n.º 9 (2015): 798–803. http://dx.doi.org/10.7763/ijssh.2015.v5.559.

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Staręga-Piasek, Jadwiga. "Care – education – social work". Problemy Opiekuńczo-Wychowawcze 600, n.º 5 (31 de maio de 2021): 31–37. http://dx.doi.org/10.5604/01.3001.0014.9002.

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Clarke, Jennifer, Olivia Aiello, Kelsen Chau, Zakiya Atcha, Mariam Rashidi e Stephanie Amaral. "Uprooting Social Work Education". LEARNing Landscapes 6, n.º 1 (1 de junho de 2012): 81–105. http://dx.doi.org/10.36510/learnland.v6i1.577.

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In this article, the authors attempt to deconstruct social work education using a metaphor of a "social work tree." Through reflective dialogue and an arts-based approach, we critically examined the past, present, and future of social work education. This collaborative art project allows us to visually express the colonial roots of social work education and the transformation that is possible when its Eurocentric stronghold is uprooted. We discuss the implications for social work education and suggest ways of moving forward with an allied approach that bridges the gap between mainstream and Indigenous social work education.

14

Weick, Ann. "Reconstructing Social Work Education". Journal of Teaching in Social Work 8, n.º 1-2 (25 de fevereiro de 1994): 11–30. http://dx.doi.org/10.1300/j067v08n01_02.

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15

Wodarski, John S., Bruce A. Thyer, Jody D. Iodice e Rebecca H. Pinkston. "Graduate Social Work Education". Journal of Social Service Research 14, n.º 3-4 (21 de junho de 1991): 23–44. http://dx.doi.org/10.1300/j079v14n03_02.

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16

Rossetti, Florence. "Whither social work education?" Journal of Education Policy 2, n.º 1 (janeiro de 1987): 43–58. http://dx.doi.org/10.1080/0268093870020104.

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Cnaan, Ram A., e Toorjo Ghose. "Doctoral Social Work Education". Research on Social Work Practice 28, n.º 3 (27 de julho de 2017): 224–33. http://dx.doi.org/10.1177/1049731517718938.

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This article is intended to forecast major environmental changes that may impact social work doctoral education and assess what should be done in anticipation of these changes. We apply an open system and future studies perspective to guide our work. We present a set of predicted societal changes that will impact social work as a profession and doctoral education in particular. We then present and discuss major expected changes in higher education and further assess some of their potential impact on social work doctoral education. We conclude with a synthesis of how these pending changes may impact social work doctoral education and what can be done in anticipation of these changes.

18

Beddoe, L. "Social Media in Social Work Education". British Journal of Social Work 44, n.º 8 (29 de outubro de 2014): 2459–60. http://dx.doi.org/10.1093/bjsw/bcu123.

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19

Fronek, Patricia. "Social Media in Social Work Education". Australian Social Work 70, n.º 2 (29 de março de 2017): 253–54. http://dx.doi.org/10.1080/0312407x.2016.1168343.

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Çifci, Elif Gökçearslan. "Social work profession and social work education in Turkey". Procedia - Social and Behavioral Sciences 1, n.º 1 (2009): 2063–65. http://dx.doi.org/10.1016/j.sbspro.2009.01.362.

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21

Galarza, Jayleen, e Becky Anthony. "Sexuality Social Justice and Social Work: Implications for Social Work Education". Journal of Baccalaureate Social Work 20, n.º 1 (1 de janeiro de 2015): 27–41. http://dx.doi.org/10.18084/1084-7219-20.1.27.

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This article focuses on reviewing the existing peer- reviewed literature to offer a working definition of the term sexuality social justice and explore how sexuality social justice is currently understood and applied in social work education. The authors recommend that given the recent increased visibility and discussion of sexuality- related issues in society, it is imperative for social workers to apply a social justice lens when addressing sexuality issues in bachelor's- level programs and classrooms. Given the limited studies and literature that are focused specifically on the topic of sexuality social justice as applied to social work practice as well as on undergraduate social work education, implications for future practice and education are presented and elaborated on.

22

Bolin, Anette. "Learning ‘at work’ during social work education:". Journal of Practice Teaching and Learning 6, n.º 2 (1 de janeiro de 2005): 6–23. http://dx.doi.org/10.1921/17466105.6.2.6.

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23

Bolin, Anette. "Learning ‘at work’ during social work education:". Journal of Practice Teaching and Learning 6, n.º 2 (20 de dezembro de 2012): 6–23. http://dx.doi.org/10.1921/jpts.v6i2.324.

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The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.

24

Joyner, Mildred C. "Proactively Marketing Social Work Education and the Social Work Profession". Journal of Baccalaureate Social Work 10, n.º 2 (1 de março de 2005): 1–13. http://dx.doi.org/10.18084/1084-7219.10.2.1.

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Srivastava, Geetanjali. "Traditional social work practices in India and social work education". Asian Man (The) - An International Journal 14, n.º 1 (2020): 117. http://dx.doi.org/10.5958/0975-6884.2020.00016.x.

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Wooten, Nikki R. "Military Social Work: Opportunities and Challenges for Social Work Education". Journal of Social Work Education 51, sup1 (abril de 2015): S6—S25. http://dx.doi.org/10.1080/10437797.2015.1001274.

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27

Freed, Anne O. "Bulgarian social services and social work education". International Social Work 38, n.º 1 (janeiro de 1995): 39–51. http://dx.doi.org/10.1177/002087289503800104.

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Tunney, Kathleen, e Regina Kulys. "Social Work Field Education as Social Development". Social Work in Mental Health 2, n.º 2-3 (8 de novembro de 2004): 59–75. http://dx.doi.org/10.1300/j200v02n02_05.

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29

Schaefer, Jaylene, e Shelagh Larkin. "Interprofessional Education in Undergraduate Social Work Education". Journal of Baccalaureate Social Work 20, n.º 1 (1 de janeiro de 2015): 179–88. http://dx.doi.org/10.18084/1084-7219.20.1.179.

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This teaching note discusses the role interprofessional education (IPE) can play in social work education. The Final 2015 Educational Policy (Council on Social Work Education, 2015) includes the term interprofessional collaboration as a descriptor of Competency 7 (Assess individuals, families, groups, organizations, and communities) and as a component behavior in Competency 8 (Intervene with individuals, families, groups, organizations, and communities). We contend that the interprofessional learning initiatives currently under way in many other professions offer opportunities for social work programs as their administrators begin to think about operationalizing these two social work competencies. We present several examples of learning initiatives from our program that can be used to develop student's competence in interprofessional collaboration. In addition, social work's strength as a profession, rooted in collective practice, can be used to move social work into a leadership position in IPE.

30

Askeland, Gurid Aga, e Malcolm Payne. "Distance education and international social work education". European Journal of Social Work 10, n.º 2 (junho de 2007): 161–74. http://dx.doi.org/10.1080/13691450701317814.

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31

Yuldashev, Abdulaziz. "INNOVATIVE TECHNOLOGIES OF SOCIAL WORK IN EDUCATIONAL INSTITUTIONS". Oriental Journal of Social Sciences 02, n.º 06 (1 de junho de 2022): 103–11. http://dx.doi.org/10.37547/supsci-ojss-02-03-14.

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The article discusses the innovations in the mechanisms of continuing education, ie in preschool education, general secondary education, academic lyceum, secondary special vocational education and higher education, higher education. The curricula of subjects taught in further education are based on the best traditions of teaching and educating the individual in innovative technologies of social work, in the development or improvement of the existing mechanism to ensure the sustainable development of the system of educational institutions. la coverage was analyzed. It also provides conclusions and recommendations for achieving personal excellence through the formation of professional competencies in the training and education of future professionals.

32

Macků, Richard. "Informal Education - Animation, or Social Work?" e-Pedagogium 11, n.º 1 (1 de fevereiro de 2011): 9–17. http://dx.doi.org/10.5507/epd.2011.002.

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33

MISHIMA, Akiko. "Sociology in Social Work Education". Japanese Sociological Review 61, n.º 3 (2010): 307–20. http://dx.doi.org/10.4057/jsr.61.307.

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34

Hooyman, Nancy R., e Catherine J. Tompkins. "GUEST EDITORIAL:TRANSFORMING SOCIAL WORK EDUCATION". Journal of Social Work Education 41, n.º 3 (setembro de 2005): 371–77. http://dx.doi.org/10.5175/jswe.2005.334832005.

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35

Kwong, Julia, e Caroline Cheng. "Social Work Education and Professionalization". Chinese Education & Society 46, n.º 6 (novembro de 2013): 3–6. http://dx.doi.org/10.2753/ced1061-1932460600.

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36

Tie'er, Shi. "Explorations in Social Work Education". Chinese Education & Society 46, n.º 6 (novembro de 2013): 50–55. http://dx.doi.org/10.2753/ced1061-1932460606.

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37

Siedlaczek-Szwed, Aleksandra, e Agata Jałowiecka-Frania. "SOCIAL WORK IN SCHOOL EDUCATION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (25 de maio de 2018): 397–405. http://dx.doi.org/10.17770/sie2018vol1.3103.

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This work comments on issues connected with an aspect to include tasks from widely perceived social work into the activity of school. School, by fulfilling certain social tasks, consolidates characteristics which are significant for workplaces, as well as social institutions, e.g. children’s homes, community centres, social units. Thus, for a student, school is some kind of mind training department. The time spend at educational facility forces, apart from didactical activities, insurance that children in care will get a possibility to relax, play or to provide safe development, then by defined part of a day the school replaces a family. Didactical functions, character and social education of school are equal and mutually connected. By understanding social work within categories of support in gaining abilities of self functioning within society, it will be then an activity which includes various behaviours and attitudes which drive to equip a client with necessary strength or means which are crucial for individual development and proper social functioning.

38

Shera, Wes, e Marion Bogo. "Social work education and practice". International Social Work 44, n.º 2 (abril de 2001): 197–210. http://dx.doi.org/10.1177/002087280104400205.

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In planning for the future, schools of social work need good-quality information about current and future anticipated changes which affect the nature of social work practice. A wide variety of methods are available to conduct “futures studies” to assist schools with this planning. This article reviews the international literature on futures studies in social work and concludes that a high-quality study requires substantial funding, the meaningful participation of multiple constituencies, and the use of multiple methods for data collection and action planning.

39

Phongvivat, Chariya. "Social work education in Thailand". International Social Work 45, n.º 3 (maio de 2002): 293–303. http://dx.doi.org/10.1177/0020872802045003356.

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40

Aronson, Jane. "Lesbians in Social Work Education:". Journal of Progressive Human Services 6, n.º 1 (6 de junho de 1995): 5–26. http://dx.doi.org/10.1300/j059v06n01_02.

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41

Spencer, Michael S. "Microaggressions and Social Work Education". Journal of Ethnic & Cultural Diversity in Social Work 27, n.º 1 (2 de janeiro de 2018): 1–3. http://dx.doi.org/10.1080/15313204.2017.1417948.

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42

Pierce, Joanna Lina, Dawn Hemingway e Glen Schmidt. "Partnerships in Social Work Education". Journal of Teaching in Social Work 34, n.º 2 (15 de março de 2014): 215–26. http://dx.doi.org/10.1080/08841233.2014.895477.

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43

Quinn, Peggy. "Social Work Education and Disability". Journal of Teaching in Social Work 12, n.º 1-2 (março de 1996): 55–71. http://dx.doi.org/10.1300/j067v12n01_05.

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44

Munson, Carlton E. "Microcomputers in Social Work Education". Computers in Human Services 3, n.º 1-2 (10 de agosto de 1988): 143–57. http://dx.doi.org/10.1300/j407v03n01_10.

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45

Tsang, Nai Ming. "Surprise in Social Work Education". Social Work Education 32, n.º 1 (fevereiro de 2013): 55–67. http://dx.doi.org/10.1080/02615479.2011.639357.

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46

Kornbeck, Jacob. "Social Work Education and Training". Social Work Education 32, n.º 2 (março de 2013): 281–82. http://dx.doi.org/10.1080/02615479.2012.716964.

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47

Shardlow, Steven, e Mark Doel. "Social work education in Czechoslovakia". Social Work Education 11, n.º 2 (janeiro de 1992): 60–68. http://dx.doi.org/10.1080/02615479211220141.

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48

Braye, Suzy, e Alexandra Seale. "Writing for social work education". Social Work Education 12, n.º 3 (janeiro de 1993): 80–85. http://dx.doi.org/10.1080/02615479311220231.

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49

Taylor, I. "Critical commentary. Social work education". British Journal of Social Work 30, n.º 2 (1 de abril de 2000): 255–63. http://dx.doi.org/10.1093/bjsw/30.2.255.

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50

Smith, Linda. "South African social work education". International Social Work 51, n.º 3 (maio de 2008): 371–83. http://dx.doi.org/10.1177/0020872807088083.

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Artigos de revistas sobre o tema "Social work education"

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