Social Work Commons^™

Social Work Supervision Education: Pennsylvania Social Workers Reflect On Education And Supervisory Competence, Morgan Ann Daugherty

Social Work Doctoral Dissertations

Supervision is an essential component of social work education and ongoing professional development for those employed at all levels of practice, having been identified as a protective factor against compassion fatigue, burnout, and secondary trauma. Supervision education encompasses the direct training of students in how to be a supervisor to include knowledge, skills, and abilities of effective application. Supervision education is taught via multiple methods such as supervision education courses, supervision education embedded into the curriculum, post-degree certificate programs, continuing education coursework, including field educator training and on-the-job training. With vague competency expectations outlined by the Council on Social Work …

Intergroup Dialogue: Affecting Real Change, Lauryn Hulett

Honors Projects

Intergroup Dialogue (IGD) is a course adapted from The University of Michigan. In this Honors Project, a systematic literature review is done from eleven sources in hopes to theorize best practices and areas of improvement amongst applications of Intergroup Dialogue.

Music Education In A Liquid Social World: The Nuances Of Teaching With Students Of Immigrant And Refugee Backgrounds, Gabriela Ocádiz Velázquez

Electronic Thesis and Dissertation Repository

This integrated-article dissertation explores the multiple ways in which music teachers, community facilitators, and students engage in music teaching and learning in social contexts prone to change due to human mobility. Drawing upon Bauman’s sociological understanding of modern societies as liquid and the larger implications of processes of human mobility in schools and communities, this research focuses on exploring music education as it happens within an increasingly diversifying Canadian society.

In the first article, a philosophical research study, I conceptualize the notion of coping with discomfort as a form of response possibly experienced by music teachers. Here, I draw from …

Social Work, Social Justice, And The Causes To Which We Are Called: Attitudes, Ally Behavior, And Activism, Brittanie Atteberry Ash

Electronic Theses and Dissertations

As a profession, social work has codified within its ethical guidance and educational policies a commitment to social justice. While social justice is enumerated in several guiding documents, social work continues to lack consensus on both the meaning and merit of social justice (Abramovitz, 1993; Funge, 2011; Hong & Hodge, 2009; Specht & Courtney, 1995; Van Soest & Garcia, 2003). Due to the lack of agreement within the profession about the centrality and meaning of social justice, many educational practices, attitudes, and actions of those working within the profession may not align with socially just ideals that are codified in …

Using Critical Race Theory To Examine Race And Racism In Social Work Education, Ebony Nicole Perez

USF Tampa Graduate Theses and Dissertations

Race and racism have proven to be a core concept of U.S. society that impacts People of Color through a set of challenges which have created and maintained enduring racial disparities and inequities. The social work profession has a time-honored commitment to working with and advocating historically marginalized populations. Social workers work with individuals, groups, and communities to help assess needs, strengths, support networks, respond to crisis situations, and advocate for social justice. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators (BSWEs) who teach to encourage the development of students’ knowledge, …

Exploring The Flipped Classroom Model: In Social Work Education, Debbie Gonzalez

Doctor of Social Work Banded Dissertations

This dissertation explores the use of a flipped classroom pedagogy in social work education. Flipped classroom pedagogy, a methodology which inverts the common instructional paradigm, has potential to offer an engaging framework for social work educators to implement in the classroom. The flipped pedagogical design provides a method in which to organize course content and promote innovative methods of student collaboration. In addition, the flipped classroom promotes an interactive learning process, in contrast to the passive learning environment of the traditional classroom. Currently, there is a lack of literature in social work regarding the implementation of this pedagogy into the …

Transformative Social Work Education: Student Learning Needs And The Truth And Reconciliation Commission's 94 Calls To Action, Garrison Mccleary

Theses and Dissertations (Comprehensive)

The social work profession has played, and continues to play, an integral role in the development and implementation of discriminatory and harmful practices against Indigenous individuals, families, and communities across Canada (Blackstock, 2011). The Truth and Reconciliation Commission of Canada’s (TRC) 94 Calls to Action provide a comprehensive list of recommendations of which the primary focuses on child welfare. This Call to Action centres on ensuring that social workers are, “properly educated and trained about the history and impacts of residential schools” (TRC, 2015). This responsibility falls to Faculties and Schools of Social Work Social work to ensure social work …

Cultivating Resilience : Antidotes To White Fragility In Racial Justice Education, Katherine E. Roubos

Theses, Dissertations, and Projects

This qualitative study explores what skills, tools and approaches may be helpful antidotes to white fragility in racial justice education. This study is in response to the challenge posed by white fragility, as defined by Robin DiAngelo (2011) in which white people experience such extreme emotions in response to learning about racism in the USA that they become either defensive such that they are unable to engage in a learning experience, or so swept up in guilt or shame that they require substantial emotional tending in order to continue to engage in the educational experience. Robin DiAngelo frames this phenomenon …