Ghanaian BSW Students' Perceptions of Poverty and Social Welfare Policies in Ghana

Castillo, Jason; Asante, Samuel; Dwumah, Peter; Barnie, Jonas Asamanin; Becerra, David

doi:10.18060/2836

Cited by 5 publications

(3 citation statements)

References 29 publications

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“…While research in other parts of the continent, notably South Africa, is more visible (see, e.g., Earle, 2008;Mamphiswana & Noyoo, 2000;McKendrick, 1987), little research has detailed the state of social work programs in the West Africa region. Of the research that does exist on West Africa, the majority examines social work in the Ghanaian context (Avendal, 2011;Blavo & Apt, 1997;Castillo, Asante, Becerra, Dwumah, & Barnie, 2015;Castillo, Asante, Dwumah, Asamanin, & Becerra, 2013;Kreitzer, 2012).…”

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confidence: 99%

Mapping social work education in the West Africa region: Movements toward indigenization in 12 countries’ training programs

et al. 2019

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This article presents the results of a systematic mapping of social work training programs in countries throughout West Africa, a region historically under‐represented in global discussions of the social welfare workforce. The research illuminates how social workers and related professionals are trained to engage in social work practice in a number of West African countries. The research was conducted in two phases. In the initial phase, the research team collected documents from 12 West African countries and conducted phone interviews with relevant individuals. The second phase included field research in five West African countries − Burkina Faso, Côte d’Ivoire, Ghana, Nigeria, and Senegal − where the research team conducted semi‐structured interviews and group discussions with 253 individuals. Framed by indigenization theory, this study describes social service training institutes in West Africa and highlights the varying degrees to which programs have been adapted to indigenous and endogenous realities in the postcolonial era.

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confidence: 99%

Mapping social work education in the West Africa region: Movements toward indigenization in 12 countries’ training programs

et al. 2019

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“…The socio-economic realities and contextual issues (poverty, unemployment, child maltreatment, single parenting, health and gender inequalities) in Ghana after post-colonial rule called for a complete rethink of the role of social work education and practices in national development and social welfare (Avendal, 2011; Castillo et al, 2013; Kreitzer, 2012). Like many other African countries, Ghana is considered to be home to more than 70 ethnic groups who are identified by their unique language, traditions, norms and belief systems (Ghana Statistical Service, 2014).…”

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confidence: 99%

Contributing to indigenous social work practice in Africa: A look at the cultural conceptualisations of social problems in Ghana

Ayim

Abdullah

Bentum

et al. 2021

Qualitative Social Work

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This paper aims to contribute to the indigenisation discourse by illustrating how dominant discourses and cultural practices explain and perpetuate social problems. We argue that focussing on the fundamental issue of a cultural conceptualisation of social problems will contribute positively to the development of the indigenous social work practice framework. As social work education forms an important foundation for how future social work practices will be performed, we interviewed 15 social work practicum students in Ghana about the cultural underpinnings of social problems. Themes developed from the interview data suggest that culture plays a key role in conceptualising social problems in Ghana. Although not often, culture tends to underpin and perpetuate social problems, such as streetism, child marriage and child neglect. Social work practice within the indigenous framework should aim at addressing the negative impacts of the cultural undertones of social problems. Social work practitioners should increase advocacy and knowledge sharing on the cultural explanations of social problems and collaborate with community leaders to change cultural values and norms that have negative ripple effects on children, young people and women.

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“…Unlike in the US, where the majority of social work students are enrolled in programs that teach clinical or direct practice skills, social work programs in Mexico focus on community and macro-interventions (Castillo et al, 2013). The Council on Social Work Education (CSWE) has included a commitment to global and international issues in its Educational Policy and Accreditation Standards (EPAS; CSWE, 2008).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of social work students in Mexico and the United States regarding the role of the government in addressing social issues: Implications for social work education

Becerra

Castillo

Arciniega

2019

International Social Work

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The purpose of this article was to examine social work students’ perceptions of the role of the government in addressing social issues among social work students from the United States and Mexico. Data were drawn from a sample of 893 social work students from universities in the United States and Mexico, in the fall of 2010. Multivariate ordinary least squares regressions indicated that compared with social work students in the United States, students in Mexico reported significantly higher beliefs that government should do more to lessen social gaps, and ensure housing, employment, health insurance, basic necessities, an adequate standard of living, and equal opportunities.

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Ghanaian BSW Students' Perceptions of Poverty and Social Welfare Policies in Ghana

Cited by 5 publications

References 29 publications

Mapping social work education in the West Africa region: Movements toward indigenization in 12 countries’ training programs

Mapping social work education in the West Africa region: Movements toward indigenization in 12 countries’ training programs

Contributing to indigenous social work practice in Africa: A look at the cultural conceptualisations of social problems in Ghana

Perceptions of social work students in Mexico and the United States regarding the role of the government in addressing social issues: Implications for social work education

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