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Training Social Workers to be Inclus...

Singh, Melissa I.

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Training Social Workers to be Inclusive Practitioners: The Role of Faculty Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Training Social Workers to be Inclusive Practitioners: The Role of Faculty Development./
作者:	Singh, Melissa I.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Social work. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10686217
ISBN:	9780355574883

Training Social Workers to be Inclusive Practitioners: The Role of Faculty Development.
Singh, Melissa I.

Training Social Workers to be Inclusive Practitioners: The Role of Faculty Development. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 182 p.

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2017.

As the landscape of America changes, it is critical for social workers to successfully engage, assess, intervene, and evaluate diverse client populations. As such, it is important for schools of social work to prepare graduate students to engage in "diversity and difference in practice" (Council on Social Work Education, 2015, p. 7). Virtual education holds unique challenges and opportunities for teaching social work students how to address diversity. In this exploratory qualitative study, faculty teaching in an online master of social work degree program participated in focus groups (N = 23), one-on-one interviews (N = 3), and an online survey (N = 70) regarding their experiences teaching diversity. Using the Clark and Estes' (2008) framework, the findings are categorized by knowledge, motivation, and organizational influences to teaching diversity:

ISBN: 9780355574883Subjects--Topical Terms:

644197
Social work.

Training Social Workers to be Inclusive Practitioners: The Role of Faculty Development.
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520 $a Knowledge: Faculty members need up to date diversity-related information, to understand how their positionality influences pedagogy, to consider the implications of instructor-to-student privilege, to engage all students, to recognize how student regional differences can have an impact on course curriculum and appreciate consistent and continual faculty reflection , which may enhance pedagogy.
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520 $a Organization: Faculty members expressed a need for supportive resources, evaluation of diversity-related, synchronous content and delivery, clear and consistent messages from leadership, an opportunity to discuss and share tools and resources, and training.
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