From the Classroom to the Capitol-From MSW Students to Advocates

Powell, John Y.; Causby, Vickie

doi:10.1300/j067v09n01_10

Cited by 24 publications

(9 citation statements)

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“…Evidence suggests that professional social workers who have had some active political participation as students are more likely to become involved in political activity as practitioners (Wolk, Pray & Dempsey, 1996;Wyers, 1991). Powell and Causby (1994) studied results of a "Legislative Advocacy Day" intervention, finding that students reported greater empowerment, efficacy, and ability to bridge the gap between policy and practice. A similar "Lobby Day" promoted greater political activity in another sample of social work students (Hoffman & Yaffe, 1998).…”

Section: Downloaded By [Universite Laval] At 04:22 08 October 2014mentioning

confidence: 99%

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

Lane

Altman

Goldberg

et al. 2012

Journal of Teaching in Social Work

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Section: Downloaded By [Universite Laval] At 04:22 08 October 2014mentioning

confidence: 99%

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

Lane

Altman

Goldberg

et al. 2012

Journal of Teaching in Social Work

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“…Dalton & Kuhn, 1998;Jackson & Sedehi, 1998;Kaye & Fortune, 2001;Kramer & Wrenn, 1994;Powell & Causby, 1994;Quinn, Jacobsen, & LaBarber, 1992;Whiteman & Nielson, 1990;Wint & Sewpaul, 2000). Yet, not much is know about the possible effect of these classroom methods on practice; the emphasis typically being on the methods or students' reactions to the methods without any concrete links made to practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Wehbi

2011

Journal of Teaching in Social Work

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This article explores the use of experiential teaching methods in social work education. The literature demonstrates that relying on experiential teaching methods in the classroom can have overwhelmingly positive learning outcomes; however, not much is known about the possible effect of these classroom methods on practice. On the basis of reflections from 3 courses, the author focuses on the potential effect of in-class methods on practice. The author argues that there are at least 3 ways in which these methods can affect practice: by extending learning beyond the confines of the course, by modeling skills and attitudes useful in practice, and by allowing students to experience events that might later be confronted in practice.

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“…This facet of social work education is supported by a strong infrastructure of legislative materials from Influencing State Policy (n.d.), a network of social work educators who teach social welfare policy. Educators who teach this material often incorporate state-level Lobby Day activities into their courses (Manalo, 2004;Powell & Causby, 1994). Case advocacy, which involves the advancement of a just application of policy to an individual case, receives less emphasis in social work education, but materials are available to support this method (Hoefer, 2011;Lens, 2004;Schneider & Lester, 2001).…”

Section: Policy Advocacymentioning

confidence: 99%