Enhancing social work students’ multicultural counseling competency: Can travel abroad substitute for study abroad?

Kim, Wook-Jin

doi:10.1177/0020872812454313

Cited by 13 publications

(6 citation statements)

References 14 publications

(18 reference statements)

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“…The students noted that they compared their home and host countries to uncover their own assumptions of ‘normal’. Kim (2012) also suggests that studying abroad raises the awareness of one’s own culture. Students reflected that this understanding of their own culture was valuable to their ability to work in a culturally sensitive manner:Staying at the university abroad made me aware of my own cultural background and heritage .…”

Section: Resultsmentioning

confidence: 99%

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Exploring semester abroad as a model for developing competencies for international social work

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Rösner

2022

International Social Work

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Student exposure to international contexts can support students to develop a variety of knowledge, values and skills for social work practice in a globalised world. While various models of internationalisation in social work education exist, semester abroad models have received scant attention in international social work. This article presents perceived learning outcomes for German social work students who participated in an integrated semester abroad programme within the European Union, that are comparable to other international pedagogies. The model showcases reciprocal study abroad arrangements between universities located in neighbouring countries that has implications for such internationalisation beyond exchanges between North-South countries.

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Section: Resultsmentioning

confidence: 99%

“…It was highly valuable to suddenly be forced to find my own way in a new country. (Amina) Indeed, such adjustments that students undergo during their study abroad are not comparable with voluntary visits or leisure holidays abroad (Kim, 2012). This also led many students to note an increase in their self-confidence.…”

Section: Skillsmentioning

confidence: 99%

Exploring semester abroad as a model for developing competencies for international social work

Das

Rösner

2022

International Social Work

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“…Moreover, the unique nature of the international setting in which ISW students are trained is known as a space that enables a deeper cultural permeation by actively and intentionally placing students in unfamiliar and uncomfortable environments … Being detached from the comforts … students are forced – or, more precisely, motivated – to experience everything indigenous, from food and routines to values and practices. (Kim, 2015: 10)…”

Section: Discussionmentioning

confidence: 99%

Human rights discourse during a short-term field placement abroad: An experience of social work students from Israel and India

Shwartz

Ranz

2016

International Social Work

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The literature highlights the difficulty involved in integrating human rights and social work practice, especially among students who encounter extreme and unfamiliar social problems. Content analysis of narratives written by students during their field placement abroad contributes to identifying the conditions that are necessary to increase students' awareness of their own obstacles and difficulties in promoting human rights. The findings provide insights into the actions that need to be taken in order to enhance human rights knowledge and to better integrate it into practice. International field placement is recommended as a preferred setting for implementing social rights practice in global contexts. KeywordsField placement abroad, human rights, international social work, social work education There is a general consensus regarding the importance of human rights and the need to integrate human rights discourse in social work training and practice. Nonetheless, the literature reveals that there is a gap between declarations about the importance of the issue and promotion of human rights discourse, particularly in social work practice (Hawkins and Knox, 2014;Kwong-Kam, 2014). It has been argued that this gap derives, among other causes, from the history of the profession and from the emphasis on dealing with poor, disadvantaged populations and providing for their needs following processes of urbanization, war, and globalization (Hugman, 2012).

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“…The average tourist is seen as a white heterosexual, a member of the majority in their homeland but a minority in the country they are most often visiting (Urry, 2002). Despite this view of the tourist and the social work student having some commonalities, the social work student does not always subscribe to these demographics (Kim, 2015). The risk however, is that when the student is embodying a tourist gaze they become distant and removed from the communities they are working with.…”

Section: The Tourist Identitymentioning

confidence: 99%

The international field placement: a reconciliation of identity

Fox

2017

Social Work Education

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The international field placement is a site of both identity confusion and identity development for the social work student. Aiming to develop their professional identity they are faced with a challenge: the presence of two dominant identities, the tourist identity and the student identity. Whilst the embodiment of the tourist identity has often facilitated the student¿s motivation to undertake the placement experience, the student identity is what both university staff and agency field educators perceive as integral to student engagement in this remote educational setting. Social work educators perceive this identity challenge as an impediment to learning. In contrast, students report feeling that their tourist traits strengthened their personal and professional capacity, natural curiosity and ability to engage with the local community. By analysing the roles of university staff as liaison support, and field educators as agency supervisors, it is possible to explore a teaching and learning relationship that is student-centred, grounded in the immersive international experience. Through privileging the student¿s voice social work educators involved with organising, supporting and supervising international field placements are able to understand the placement as a continuum of learning. On this continuum identity reconciliation is viewed as a crucial element in the development of a professional identity.

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Enhancing social work students’ multicultural counseling competency: Can travel abroad substitute for study abroad?

Cited by 13 publications

References 14 publications

Exploring semester abroad as a model for developing competencies for international social work

Exploring semester abroad as a model for developing competencies for international social work

Human rights discourse during a short-term field placement abroad: An experience of social work students from Israel and India

The international field placement: a reconciliation of identity

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