Western Theories and Local Practice: Implications on Social Work Education in Malaysia
In: Asia Pacific Journal of Social Work and Development, Volume 1, Issue 1, p. 26-47
ISSN: 2165-0993
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In: Asia Pacific Journal of Social Work and Development, Volume 1, Issue 1, p. 26-47
ISSN: 2165-0993
In: Social work education, Volume 36, Issue 7, p. 758-774
ISSN: 1470-1227
In: Social work education, Volume 30, Issue 4, p. 392-407
ISSN: 1470-1227
In: Social work with groups: a journal of community and clinical practice, Volume 8, Issue 4, p. 95-106
ISSN: 1540-9481
In: Journal of social work education: JSWE, Volume 36, Issue 3, p. 405-408
ISSN: 2163-5811
In: Clinical social work journal
ISSN: 1573-3343
In: Social work education, Volume 40, Issue 3, p. 383-398
ISSN: 1470-1227
In: Social work education, Volume 26, Issue 6, p. 573-582
ISSN: 1470-1227
In: International social work
ISSN: 1461-7234
Unlike qualifying education, forensic social work education is heterogeneous. This review provides a cross-national comparison of 10 countries: the United States, Brazil, England, the Netherlands, Hungary, Kenya, South Africa, Thailand, India and Australia. It aims to understand education models across diverse contexts and encourage further reflection on forensic social work pedagogy. Findings revealed that there is little mandating of educational standards or curriculum requirements in forensic social work. Moreover, current modelling is drawn from Eurocentric epistemologies and has a duty to incorporate and celebrate First Nations, non-Western and culturally inclusive paradigms. Opportunities exist to develop international standards for forensic social work education.
In: International social work, Volume 38, Issue 1, p. 79-86
ISSN: 1461-7234
In: Advances in social work, Volume 22, Issue 3, p. 900-915
ISSN: 2331-4125
Moral Reconation Therapy (MRT) is a manualized treatment commonly used in correctional settings to address perceived moral failing and associated problematic behaviors (e.g., substance use and criminal conduct). Many social work students are introduced to MRT as a treatment modality during field placements in correctional contexts. As a group modality that draws from cognitive-behavioral interventions and 12-step recovery programs, MRT has been touted as a cost-effective and evidence-based intervention. However, there are substantial reasons to question MRT's appropriateness as an intervention taught to social work practicum students. Using several of the CSWE EPAS standards as guideposts, this paper addresses several key areas of concern with regard to the role of MRT in the training of social work students. Through our analysis of MRT's curriculum, we identify areas of concern with regard to MRT's ability to teach social work students how to ethically practice, engage diversity and difference in practice, or utilize research to inform practice. Despite the widespread use of MRT in correctional counseling contexts, we conclude that MRT is unsuitable for use in accredited social work field placements. Educators and accreditation agencies should critically evaluate the treatment models social work students learn and practice in field placements.
In: Social Work & Society, Volume 1, Issue 1
In: Australian social work: journal of the AASW, Volume 76, Issue 4, p. 441-454
ISSN: 1447-0748
In: Social work education, Volume 42, Issue 8, p. 1215-1226
ISSN: 1470-1227
In: Social work education, Volume 42, Issue 7, p. 968-985
ISSN: 1470-1227