Suchergebnisse

Social work has traditionally attracted a diverse mix of students with varying levels of academic preparedness and practice skill experience. Current trends in higher education indicate the possibility of further challenges for academic staff in social work as universities seek to both widen participation from university graduates and, at the same time, prioritise practice and academic excellence among students. Drawing on reflective journal entries by the author, this paper examines the challenges that social work academics might face in teaching social work practice skills effectively to the increasingly diverse student cohorts enrolled across Bachelor and Masters of Social Work (Qualifying) degrees. The reflective process adopted in this study explores the gaps between the author's intentions and the reality of the classroom experience. Key observations included language barriers impeding engagement with the material and cultural differences in relating to others and conceptualising practice. These problems were apparent in both the process of delivery (pedagogy) and content (curriculum). The reflective process highlighted the need for further research in order to optimally respond to the diversity in social work education.

The global COVID-19 pandemic situation has shown the vulnerability of the population. Spain has been one of the most affected countries, given the health, social and economic repercussions. Being resilient and having the ability to adapt allows one to positively face the pandemic. In this essay, a quantitative study was conducted using a social media survey. In total, 3342 respondents participated in this survey. A number of resilience-related variables are analysed using a linear regression model. Furthermore, the potential inclusion of resilience as a transversal skill that can be used at the individual, family and community levels is also discussed.

This study was conducted to determine the extent ofpractice experience of graduate social work faculty members teaching methods courses. A survey of 705 faculty members produced 365 us able responses. The group reported a mean of 8 years' post-MSW practice experience, but a mean of 12.3 years had elapsed since the faculty members had been involved infull-time practice experience. Sixty-eight percent reported that they were currently involved in social work practice on a regular basis. The most common methods of secunng practice experience were supervision of social work students in a field placement (55% of the respondents) or private practice (41% of respondents). There was strong agreement among the group that current social work practice experience was important for teaching (only 4% indicate it was not important), yet 65% of the respondents indicated that their school did not encourage faculty to secure current practice experience.