Needs Assessments: An Integrated Assignment in Civic Service

Norris, Debra S.; Schwartz, Charles

doi:10.1080/08841230903022027

Cited by 11 publications

(6 citation statements)

References 11 publications

(15 reference statements)

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“…Experiential learning programs have also demonstrated an impact on students' perceived personal and professional readiness for social work practice (Robinson, 2018). Such programs are often an extension of the traditional classroom-based experience for students and provide applied outlets to demonstrate knowledge and practice skills (Andron, 2013;Mitschke & Petrovich, 2011;Norris & Schwartz, 2009). Many experiential techniques in social work education focus on enhancing macro-practice knowledge among students, such as social policy (Anderson & Harris, 2005;Carey, 2007;Pierpont et al, 2001;Scott, 2008;Sather et al, 2007).…”

Section: Experiential Learning Cultural Competency and Job Readinessmentioning

confidence: 99%

“…Finally, there is much literature (Anderson & Harris, 2005;Lemieux & Allen, 2007;Norris & Schwartz, 2009;Pierpont et al, 2001;Williams et al, 2002) that links experiential learning techniques to developing competent social work practitioners (i.e., competence). For instance, a study examined social work students' use of self through a reflective/experiential project that aided in their overall feelings of competence in the field (Taylor & Cheung, 2010).…”

Section: Application Of the Nasw Code Of Ethics To Experiential Learningmentioning

confidence: 99%

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The Impact of Experiential Learning on Social Work Students’ Application of the NASW Code of Ethics Post-Graduation

Robinson¹,

Mills²,

Bobst³

et al. 2022

Int J SW Values and Ethics

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Experiential learning techniques have the ability to prepare social work students for practice by exposing them to real world challenges and allowing them to gain hands on experience. However, little is known about the direct impact such techniques have on students' social work careers post-graduation. This study aims to fill that gap. Qualitative interviews were conducted with graduates from an undergraduate social work program (N=20) who

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Section: Experiential Learning Cultural Competency and Job Readinessmentioning

confidence: 99%

Section: Application Of the Nasw Code Of Ethics To Experiential Learningmentioning

confidence: 99%

The Impact of Experiential Learning on Social Work Students’ Application of the NASW Code of Ethics Post-Graduation

Robinson¹,

Mills²,

Bobst³

et al. 2022

Int J SW Values and Ethics

View full text Add to dashboard Cite

show abstract

Section: Experiential Learning Cultural Competency and Job Readinessmentioning

confidence: 99%

Untitled

2022

Int J SW Values and Ethics

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Individualistic and disembodied trauma narratives that emerge effortlessly from dominant discourses like biochemistry and diagnostic nomenclature fail to address the effects of trauma in people's lives. Trauma could also be understood as a challenge to personal narratives of living in the face of exceptional experiences that stand far outside what is known and familiar. This invites personal accounts of values, purposes, skills, and acts of resistance which offer more possibilities for addressing the negative effects of trauma than descriptions from the cultural canon.

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“…King (2003) wrote about social work's history with the pedagogy and the positive outcomes it creates for students, faculty, and the community groups with whom they partner. "Experiential learning, civic responsibility, and evidenced-based practice is the very foundation of social work practice and education" (p. 376) postulated Norris and Schwartz (2009). Further, the use of service-learning as a pedagogy may influence social work practice outcomes (Bransford & Choi, 2012;Lowe & Medina, 2010;Mink & Twill, 2012;Rocha, 2000;Williams, King, & Kobb, 2002).…”

Section: The Civic-minded Professional and Social Workmentioning

confidence: 99%

Social Workers as Civic-Minded Professionals

Twill

Lowe

2014

ASW

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This study examined civic-mindedness among a sample of social work educators, community practitioners and new graduates. Using a web-based survey, researchers administered Hatcher’s (2008) Civic-Minded Professional scale. Results indicated that traditional and field faculty were more civic-minded than new graduates and other practitioners. Social work educators who focused on raising civic awareness in courses were more civic-minded than colleagues. New graduates who had participated in club service events were more civic-minded; however, there was no significant differences between groups based on number of community service courses completed. Social workers, whether faculty or not, who had participated in collaborative research were more civic-minded. The authors conclude that how social workers view their commitment to civic engagement has implications. Social workers need to be vigilant in our commitment to well-being in society. Intentional practices could be implemented to strengthen the partnership among groups.

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Needs Assessments: An Integrated Assignment in Civic Service

Cited by 11 publications

References 11 publications

The Impact of Experiential Learning on Social Work Students’ Application of the NASW Code of Ethics Post-Graduation

The Impact of Experiential Learning on Social Work Students’ Application of the NASW Code of Ethics Post-Graduation

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Social Workers as Civic-Minded Professionals

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