No abstract

No abstract

The present paper is based on a photovoice study conducted with sixteen undergraduate social work students in their third year of study, examining their real-time lived experience of their fieldwork training in the immediate aftermath of the outbreak of the coronavirus pandemic. The findings of the study, based on an analysis of sixty-six photovoices, indicate four main narratives encapsulating the students’ real-time lived experiences: (i) the challenges of encountering the crisis; (ii) conceptualizing the experience; (iii) coping practices; (iv) perspectives for the future. The findings are discussed in the light of shared traumatic reality theory and transformative learning theory. Following the use of the photovoice methodology, the research conclusions encourage the assimilation of creative and entrepreneurial models of teaching and practice, in order to enable the inclusion of different types of knowledge and life experiences in different learning and research spaces.

The Coronavirus-19 crisis has led university professors, social workers, students and social service consumers to shift to online methods of communication and teaching. In this novel, shared reality, the present paper introduces a new initiative based on implemented photovoice methodology as a tool for documenting BSW students' professional daily lives. This tool was used at a practical training seminar for 16 third year students at the School of Social Work, Sapir Academic College.

No abstract

No abstract

This study aimed to examine the relationship of exposure to family violence (i.e., experiencing parental physical violence [PH] and psychological aggression [PA] and witnessing interparental PH and PA) during childhood and adolescence with posttraumatic stress symptoms (PTSS) during young adulthood. In addition, the mediating role of self-efficacy in this relationship was investigated. Data were collected from a convenience sample of 516 university and college students in Israel (90.7% female and 9.3% male; Mage = 24.9, SD = 2.7). The results revealed that experiencing parental violence and witnessing interparental violence during childhood and adolescence were associated with high levels of current PTSS. The results also indicate that experiencing parental violence was associated with lower levels of self-efficacy, whereas no such significant relationship was found between witnessing interparental violence and self-efficacy. Furthermore, a negative relationship was found between self-efficacy and PTSS. In addition, the results show a partial mediation effect of self-efficacy only on the relationship between experiencing parental violence and PTSS. The findings are interpreted in light of Bandura’s Social Cognitive Theory. The strengths and limitations of the study as well as implications for future research are discussed.

This paper examines the perspective of marginalized young women, training to become mentors for marginalized girls, with respect to the role of the mentor. Taking a critical feminist perspective, this article gives expression to the research participants’ unique knowledge, based on life experience as marginalized girls and their lived experiences. Based on a photovoice research project with 13 participants, all marginalized young women, the findings of this paper identify three main narratives regarding the mentoring role: (1) Mentoring as a relationship; (2) Mentoring as an action for the future; and (3) Organizational belongness—the organization hosting the participants serving as an ideological, value-based, and professional home, enabling the growth of the mentor in her role. The conclusions of the article argue that marginalized young women experience mentoring as a practice that expands beyond its rational aspects, embodying within it a corrective experience of relationships and an opportunity for social change.