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Mehrotra, Gita R.; Hudson, Kimberly D.; Self, Jen M. – Journal of Teaching in Social Work, 2017
Diversity and social justice are central to social work and related curricular content is mandated by accreditation standards. However, research regarding diversity and social justice courses remains limited. This study aimed to better understand how these courses are conceptualized through a qualitative content analysis of course descriptions and…
Descriptors: Qualitative Research, Content Analysis, Course Descriptions, Social Work
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Lane, Shannon R.; McClendon, Jennifer; Matthews, Natalie – Journal of Teaching in Social Work, 2017
Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This article describes methodologies of the Point-in-Time Count and Homeless Management Information Systems and proposes strategies for integrating additional…
Descriptors: Social Work, Counselor Training, Homeless People, Case Studies
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Wong, Stephen E.; O'Driscoll, Janice – Journal of Teaching in Social Work, 2017
A course teaching graduate social work students to use an evidence-based model and to evaluate their own practice was replicated and evaluated. Students conducted a project in which they reviewed published research to achieve a clinical goal, applied quantitative measures for ongoing assessment, implemented evidence-based interventions, and…
Descriptors: Social Work, Professional Education, Graduate Students, Caseworker Approach
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Lucero, Jessica L.; Evers, Jenifer; Roark, Jennifer; Parker, David – Journal of Teaching in Social Work, 2017
This article describes community-university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice. Pre- and posttest data were collected from 60 BSW students who were enrolled in…
Descriptors: Social Work, Professional Education, Undergraduate Students, Student Research
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Katz, Ellen; Serbinski, Sarah; Mishna, Faye – Journal of Teaching in Social Work, 2017
Social work educators often teach students clinical knowledge within a university classroom, whereas students tend to learn clinical practice through their practicum experiences. This article describes data from a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to…
Descriptors: Social Work, Mixed Methods Research, Graduate Students, Teaching Methods
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Dougherty, Cynthia; Fields, Noelle L.; Schuman, Donna – Journal of Teaching in Social Work, 2017
Graduates of social work doctoral programs are an integral part of social work education and, as faculty, training of BSW and MSW students. Missing from the literature are theoretical frameworks that advance the study of "what works and for whom" in social work doctoral education. Building upon the existing literature, this article…
Descriptors: Doctoral Programs, Social Work, Student Experience, Educational Change
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Simmons, Christopher; Fisher, Amy Killen; Barnard, Marie; Allen, Susan C. – Journal of Teaching in Social Work, 2017
This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a…
Descriptors: Self Efficacy, Undergraduate Students, Social Work, Counselor Training
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Berger, Roni; Paul, Marilyn S. – Journal of Teaching in Social Work, 2017
Schools of social work are increasingly offering study abroad courses as a strategy for enhancing future practitioners' knowledge and skills in serving individuals and families of diverse sociocultural backgrounds. Literature relative to such educational initiatives has focused on the characteristics, motivations, and outcomes for students and…
Descriptors: Study Abroad, Social Work, Counselor Training, College Faculty
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Mullins, Mary H. – Journal of Teaching in Social Work, 2017
Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…
Descriptors: Undergraduate Students, Active Learning, Teaching Methods, Comparative Analysis
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Newcomb, Michelle; Burton, Judith; Edwards, Niki – Journal of Teaching in Social Work, 2017
Many students pursuing social work and human services courses have experienced adverse childhoods. This article focuses on their learning about self-care, an important skill for future practice. Interviews with 20 undergraduate students with a history of childhood adversity found unmet needs both for conceptualizing self-care and developing…
Descriptors: Daily Living Skills, Disadvantaged, Child Development, Role Models
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Curran, Laura; Sanchez Mayers, Ray; Fulghum, Fontaine – Journal of Teaching in Social Work, 2017
Online programs have proliferated rapidly in higher education, and this reality holds true for social work education as well. Employing a mixed methods design, this study looked at employer perceptions of online degrees compared to traditional degrees. Data was collected through an online survey that included Likert type and open-ended questions…
Descriptors: Human Services, Administrator Attitudes, Online Courses, Social Work
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Braganza, Morgan; Akesson, Bree; Rothwell, David – Journal of Teaching in Social Work, 2017
Grounded theory is a popular methodological approach in social work research, especially by doctoral students conducting qualitative research. The approach, however, is not always used consistently or as originally designed, compromising the quality of the research. The aim of the current study is to assess the quality of recent Canadian social…
Descriptors: Social Work, Doctoral Dissertations, Grounded Theory, Qualitative Research
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Combs-Orme, Terri; Lefmann, Tess; Pilkay, Stefanie; Strong, Joe; Thompson, Phyllis; Veerman, Tara – Journal of Teaching in Social Work, 2017
Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program…
Descriptors: Neurosciences, Social Work, Professional Education, Behavior
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Iacono, Gio – Journal of Teaching in Social Work, 2017
Many social work students approach the end of their formal training unprepared to utilize self-care approaches to prevent burnout. Providing students more comprehensive self-care training can help address this issue. One approach to fostering self-care and addressing stress and burnout in social work students is the attitude and practice of…
Descriptors: Altruism, Self Concept, Social Work, Professional Education
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Howard, Stephenie – Journal of Teaching in Social Work, 2017
Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, this article examines the sociocultural influences on the matriculation of Black students in social work who are the first in their family to pursue a…
Descriptors: African American Students, First Generation College Students, Graduate Students, Social Work
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