This book’s original contribution to a crowded literature on work and learning will attract strong international interest. Its focus on the philosophy of learning at work brings a fresh perspective on a topic normally viewed through psychological, anthropological and sociological eyes. It assembles a host of internationally recognized scholars who reflect on the various philosophies of work-based learning. Full of distinctive and original contributions that provide perceptive insights into the subject, the work will be a practical support to teachers, trainers and researchers at the same time as it gives readers a clear philosophical grounding in learning at work. It is, however, not simply a book about philosophy, but a gazetteer of approaches to education in work that will sustain and inspire those who provide, engage in, and support the learning of new knowledge and skills in the workplace. With adaptability to new employment opportunities so vital to existing workers, the authors stand behind continued provision of work-based learning in the face of tightening economic constraints.
As a social work student or practitioner it is essential to be able to understand, recognize and critically reflect on your own emotions and those of others. Consciously or unconsciously, emotions play an integral role in day-to-day decision making, assessments and relationship building, and a lack of emotional awareness and understanding can result in poor practice and a failure to think critically. Practical and engaging, this book encourages you to consider the role of emotions in the light of your own experiences and practice contexts. Key topics include: Understanding what emotions are and how they apply to social work practice Recognizing and reflecting upon the emotional content of practice Incorporating emotions in reflective journals, reports, case notes, critical incident analysis and academic writing Understanding the conscious and unconscious emotions at play in your practice and how these can impact upon the development of positive relationships Enhancing understanding of self and the importance of resilience Understanding the role of emotions in supervision, support and reflection In addition, each chapter includes case studies, to make the link between theory and practice, reflective exercises to encourage the reader to consider the discussion from their own contexts and perspectives. There will also be key learning points to summarise the main ideas presented at the end of each chapter. This is an invaluable book for all social work students and early career practitioners aiming to boost their self-awareness and personal wellbeing, and ultimately improve their practice. “This is a timely publication that reinforces the centrality of emotions and emotional intelligence in social work practice – a must read for all aspiring and practising social workers.” Gillian Ruch, Professor of Social Work, School of Education and Social Work, University of Sussex, UK “What Understanding Emotions in Social Work does is cuts across all layers of the social work curriculum and indeed the “resistance and lethargy’’ regarding ‘’the role of emotions within social work practice” that Ingram refers to. It affords us with a medium through which to explore the substance of that which causes us to react and provides us with a space in which to learn more about what it means to respond; both to ourselves and to those we engage with. It is a book for anyone involved in professional social work education and practice; one that will become a well-thumbed addition to the discerning practitioner’s library. “ Amanda M L Taylor, Senior Lecturer, School of Social Work, University of Central Lancashire, UK “Understanding Emotions in Social Work: Theory, practice and reflection, highlights the importance of emotion in social work practice. Dr Richard Ingram clearly makes the case that the recognition of, reflection upon, responsiveness to, and regulation of emotion, contributes to effective social work practice, as well as, the development of healthy practitioners and practice environments. This book reinforces how social work is primarily a human interactive and relational practice in which emotion and affect have a pivotal role. I highly recommend Understanding Emotions in Social Work as an essential text for students, social workers, supervisors and managers.” Associate Professor Kieran O’Donoghue, Head of School of Social Work, Massey University, New Zealand "This is one of those books that you will keep on your desk and look back at time and time again. It is written in a very accessible style and is easily picked up. Dr. Ingram locates emotions within social work practice and guides the reader through a number of case study's and learning activities to explore this concept in-depth. This has been a very helpful text book during my final placement." Darren Gibson, Social Work Student, Dundee University, UK
The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.
A perennial issue in social work is the lack of clear evidence showing how to be a successful advocate and how to create enthusiasm among students for policy practice. Researchers are now applying theory to understand better the topics of effective social work advocacy and policy practice. The results of testing conceptual models with carefully gathered evidence are beneficial, helping us to advance our knowledge more quickly than merely collecting descriptions of case studies that remain unintegrated into a larger context. Improvements in understanding how to conduct effective advocacy emerge, helping practitioners to be more successful in their advocacy efforts. Similarly, bringing evidence and data to teaching methods improves confidence in their applicability to more than one course or institution. Readers of this book will discover how to be more effective policy practitioners as well as more engaging instructors by focusing on theories and evidence which demonstrate successful advocacy and teaching. This book was originally published as a special issue of the Journal of Policy Practice.
Organized around the authors' coherent and cohesive Generalist Intervention Model, this introductory guide to generalist social work practice gives students the knowledge and skills they need to work with individuals and families, as well as the foundation to work with groups, communities, and organizations. Updated to reflect current topics and practice, the book focuses on micro levels of social work practice while also discussing the interrelationship between the micro, mezzo, and macro levels. Part of the BROOKS/COLE EMPOWERMENT SERIES, UNDERSTANDING GENERALIST PRACTICE, 7th Edition, clearly identifies content related to the latest Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) with icons throughout the text. New learning objectives, which are correlated to chapter headings and summaries, guide students' reading and reinforce their understanding. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
CULTURALLY COMPETENT PRACTICE: A FRAMEWORK FOR UNDERSTANDING DIVERSE GROUPS & JUSTICE ISSUES continues its strong tradition of presenting a model for understanding, measuring, and evaluating cultural competence. Author Doman Lum explains how clients and workers can become culturally competent and proficient by working through culturally based problems together. This innovative text emphasizes cultural competence as a dialogical process. It challenges students and professors to continue the conversation to achieve greater mutual understanding and social justice. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
This book provides an authoritative overview of mental health theory, policy, and practice. Exploring the complex moral and ethical dimensions underpinning the field, the book engages with the key issues encountered by practitioners working in the modern mental health system. Using real world scenarios, case studies, and reflective exercises, it asks students to critically examine the world of mental health practice from the perspective of users of mental health services and their careers.
Organized around the coherent and cohesive Generalist Intervention Model, this guide to generalist social work practice incorporates the knowledge, skills, and professional values needed to work with individuals and families, as well as the foundation to work with groups, communities, and organizations. Updated with new material on empathy, interdisciplinary collaboration, working with LGBTQ clients and clients with disabilities, and other topics, the book focuses on micro levels of social work practice while also discussing the interrelationship among the micro, mezzo, and macro levels. Part of the Brooks/Cole Empowerment Series, UNDERSTANDING GENERALIST PRACTICE, 8th Edition, clearly identifies content related to the latest Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) with icons throughout the text. Learning objectives, correlated to chapter headings and summaries, guide students' reading and reinforce their understanding. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
This is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching.
Utilizing findings from more than 200 interviews with students, staff, and faculty at a US university, this volume explores the immediate and real-life impacts of COVID-19 on individuals to inform higher education policy and practice in times of crisis. Documenting the profound impacts that COVID-19 had on university operations and teaching, this text foregrounds a range of participant perspectives on key topics such as institutional leadership and loss of community, managing motivation and the move to online teaching and learning, and coping with the adverse mental health effects caused by the pandemic. Far from dwelling on the negative, the volume frames the lived experiences and implications of COVID-19 for higher education through a positive, progressive lens, and considers how institutions can best support individual and collective thriving during times of crisis. This text will benefit researchers, academics, and educators in higher education with an interest in the sociology of education, higher education management, and eLearning more broadly. Those specifically interested in student affairs practice, as well as the administration of higher education, will also benefit from this book.
This book explores the development of the rapidly evolving field of entrepreneurial learning by bringing together contributions from an international team of researchers, who offer new understanding of its emerging development and its potential scope for the future. Using the three domains of theory, education, and learning-in-practice, this book offers differing and complementary perspectives on entrepreneurial learning: Conceptual work which reviews and summarises prior work in the field and advances theoretical understanding of entrepreneurial learning research, enabling a review of the development of research in this area over time. Applied work around entrepreneurship education which develops understanding of teaching and learning practices in educational and institutional contexts. Exploration of learning in ‘real’ business contexts, including new venture creation, family business and small business development, and ‘intrapreneurial’ learning in larger organisations. Using global perspectives, originating from the different cultural contexts of the USA, UK, Nordic and Chinese perspectives, the chapters converge to address issues, questions and opportunities for the future development of entrepreneurial learning. This book will be of interest to educators and researchers in the areas of entrepreneurship, enterprise education and entrepreneurial development, as well as policy makers and business advice and support agencies.
Building on the successful outcomes of a five-year initiative undertaken in New York City, Alma Carten, Alan Siskind, and Mary Pender Greene bring together a national roster of leading practitioners, scholars, and advocates who draw upon extensive practice experiences and original research. Together, they offer a range of strategies with a high potential for creating the critical mass for change that is essential to transforming the nation's health and human services systems. Strategies for Deconstructing Racism in the Health and Human Services closes the gap in the literature examining the role of interpersonal bias, structural racism, and institutional racism that diminish service access and serve as the root cause for the persistence of disparate racial and ethnic outcomes observed in the nation's health and human services systems. The one-of-a-kind text is especially relevant today as population trends are dramatically changing the nation's demographic and cultural landscape, while funds for the health and human services diminish and demands for culturally relevant evidence-based interventions increase. The book is an invaluable resource for service providers and educational institutions that play a central role in the education and preparation of the health and human service workforce.