Using Personal Quality Assessment for Selection of Social Work Students

Gibbons, Jill; Bore, Miles; Munro, Don; Powis, David

doi:10.1080/03124070701323832

Cited by 25 publications

(20 citation statements)

References 22 publications

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“…Ryan, McCormack and Cleak (2006) also argue for social work programmes to focus on personal qualities such as as gate keeping rather than solely on academic access criteria. Gibbons, Bore, Munro and Powis (2007) contend that social work's roots in social justice, free choice and the belief in the potential of people to change mean that it will be difficult to exclude people based on their emotional unreadiness or unsuitability. They acknowledge that the focus on personal qualities is controversial in higher education and has been long avoided by the social work profession.…”

Section: Resultsmentioning

confidence: 99%

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

Dykes

2014

Social Work

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Section: Resultsmentioning

confidence: 99%

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

Dykes

2014

Social Work

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“…These recommendations could contribute to students fulfilling their potential and completing their studies despite the effects of childhood adversities. In the assessment of the social work competencies of students, Gibbons, Bore, Munro and Powis (2007) identified two vital factors, namely the resolution of adverse experiences and the lack of narcissism. The implementation of the recommendations from the study would directly address these factors.…”

Section: Responding To Students' Emotional Needs and Vicarious Traumamentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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“…Presently, the Council on Social Work Education lists approximately 471 accredited baccalaureate social work programs, 208 accredited master's programs with more than 42 in candidacy at the baccalaureate and masters level (www.cswe.org/Accreditation.aspx). Schools and programs of social work must accept responsibility, be accountable as gatekeepers and develop guidelines and policies regarding gatekeeping (Urwin et al, 2006;Gibbons et al, 2007;Grady, 2009). Faculty may be reluctant to enforce gatekeeping in social work programs due to students' rights and legal issues (Gibbs and Macy, 2000).…”

Section: Challenges To Gatekeepingmentioning

confidence: 99%

Issues and Challenges in Gatekeeping: A Framework for Implementation

Elpers

Fitzgerald

2013

Social Work Education

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Social work educators' role in gatekeeping within BSW and MSW academic programs continues to be a concern and challenge for the profession. Social work programs are the entry point in which students develop the required competencies to practice within the field. The social work literature on gatekeeping is extensive and expansive. The literature reviews and addresses the importance and need for gatekeeping as well as challenges in implementing gatekeeping within social work programs. This paper reviews the literature on gatekeeping in social work programs, discusses the legal issues pertinent to gatekeeping, and identifies the challenges faced by social work programs in implementing gatekeeping procedures. The paper suggests an integrated conceptual framework using the Council on Social Work Education's Educational Policy and Accreditation Standards (EPAS) for competencies in gatekeeping in social work programs.

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Using Personal Quality Assessment for Selection of Social Work Students

Cited by 25 publications

References 22 publications

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Issues and Challenges in Gatekeeping: A Framework for Implementation

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