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Effective ethics education for gradu...

Magiste, Edward J.

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Effective ethics education for graduate social work students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effective ethics education for graduate social work students./
Author:	Magiste, Edward J.
Description:	211 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
Subject:	Social work. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10001867
ISBN:	9781339416182

Effective ethics education for graduate social work students.
Magiste, Edward J.

Effective ethics education for graduate social work students. - 211 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ph.D.)--Cleveland State University, 2015.

The study explored the relationships between curriculum, field practice, and individual moral reasoning and a critically reasoned belief system for graduate social work students. Effective competency-based education enables individuals to develop the cognitive skills necessary to behave according to professional standards. Field practice enables individuals to transfer learning from classroom theory into practice, and dialogues with faculty, field supervisors, peers and veteran social workers inform individuals’ moral reasoning skills. Students from seven graduate schools of social work were invited to participate in an online survey consisting of three subscales, the POS-9, Field Placement, and the Pike Moral Reasoning Scale as well as several demographic questions. The POS-9 had a Cronbach’s alpha of .987. The Field Placement Scale had a Cronbach’s alpha of .982. Pike (1996) reports a Cronbach’s alpha of .78 on the Moral Reasoning Scale. A multiple regression analysis (n = 94) revealed that gender and scores on the POS-9 significantly predicts critically-reasoned beliefs. The overall effect size on responses to the three subscales was 8.262507: For the POS only, the effect size is 3.5851525, for the Field Placement, it is 10.57968, and for the Moral Reasoning scale it is 1.872507. Levels of moral reasoning were found to be more rule-based than reason-based. Based on these findings, it is recommended that graduate social work programs incorporate more problem-based learning strategies to enhance students’ levels of critical reasoning. The study offers the following recommendations: a.) continue to explore what is occurring for graduate social work students in their field placements; b.) to continue to what it means to be a professional and professionally educated by conducting other studies in graduate social work schools. Finally, it is recommended that there be additional research in the potential shifts in the social consciences and consciousness of graduate social work students to ascertain the roles of essential social work values in their lives. Future research could determine to what extent more current values and attitudes shapes the consciousness of professionals and how these impact professional behavior.

ISBN: 9781339416182Subjects--Topical Terms:

644197
Social work.

Effective ethics education for graduate social work students.
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245 1 0 $a Effective ethics education for graduate social work students.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
502 $a Thesis (Ph.D.)--Cleveland State University, 2015.
520 $a The study explored the relationships between curriculum, field practice, and individual moral reasoning and a critically reasoned belief system for graduate social work students. Effective competency-based education enables individuals to develop the cognitive skills necessary to behave according to professional standards. Field practice enables individuals to transfer learning from classroom theory into practice, and dialogues with faculty, field supervisors, peers and veteran social workers inform individuals’ moral reasoning skills. Students from seven graduate schools of social work were invited to participate in an online survey consisting of three subscales, the POS-9, Field Placement, and the Pike Moral Reasoning Scale as well as several demographic questions. The POS-9 had a Cronbach’s alpha of .987. The Field Placement Scale had a Cronbach’s alpha of .982. Pike (1996) reports a Cronbach’s alpha of .78 on the Moral Reasoning Scale. A multiple regression analysis (n = 94) revealed that gender and scores on the POS-9 significantly predicts critically-reasoned beliefs. The overall effect size on responses to the three subscales was 8.262507: For the POS only, the effect size is 3.5851525, for the Field Placement, it is 10.57968, and for the Moral Reasoning scale it is 1.872507. Levels of moral reasoning were found to be more rule-based than reason-based. Based on these findings, it is recommended that graduate social work programs incorporate more problem-based learning strategies to enhance students’ levels of critical reasoning. The study offers the following recommendations: a.) continue to explore what is occurring for graduate social work students in their field placements; b.) to continue to what it means to be a professional and professionally educated by conducting other studies in graduate social work schools. Finally, it is recommended that there be additional research in the potential shifts in the social consciences and consciousness of graduate social work students to ascertain the roles of essential social work values in their lives. Future research could determine to what extent more current values and attitudes shapes the consciousness of professionals and how these impact professional behavior.
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650 4 $a Ethics. $3 517264
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