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Definition of Social Work
Definition*
The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work.
Commentary
Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice.
Values
Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the profession’s national and international codes of ethics.
Theory
Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour an
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Unemployment Jobless Rate Jumps to 9.4 Percent; Are Older Workers Being Targeted for La... - 0 views
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As unemployment jumps to 9.4 Percent, the highest jobless rate since August 1983, more older workers believe they have been discriminated against and targeted for layoffs.
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Licensed Clinical Social Worker, career interview from drkit.org - YouTube - 0 views
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"Licensed Clinical Social Worker, career interview from drkit.org" A video about the vocation.
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Definition of Social Work | IFSW - 0 views
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The International Federation of Social Workers updated its 1982 definition of the social work profession, a dynamic and evolving field. Social Work values multiple types of knowledge, including empirical knowledge and indigenous knowledge.
9More
Using Technology to Enhance Engaged Learning for At-Risk Students - 1 views
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Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems." (p. 43)
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technology can enhance student engagement and productivity. More specifically, technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization
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collaborative.
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meaningful, engaged learning.
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authentic tasks.
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the intersection of learning and technology,
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monitor and document each student's progress.
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This is what I am currently wrestling with: how do I monitor student contributions to my course if they work in a cooperative group? I hated being that kid in the group that did all the work!
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"Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems."
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Intergenerational communication in the classroom: recommendations for successful teache... - 0 views
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Traditionalists are often described as loyal, hardworking, conservative, and faithful to their employers. Many have worked faithfully for 30 years and have a very strong work ethic
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Baby Boomers are known to crave recognition, value respect, see education as a birthright, and favor personable communication to build rapport with peers and co-workers
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Xers tend to be skeptical, independent workers who highly value a balance between their work and their social life. They desire their time off more than extra pay or promotions and have little fear of changing jobs. In turn, they do not expect employer loyalty. This generation is shaped by a culture of instant results. They are comfortable with multitasking, are motivated to get the job done, value efficiency and directness, expect immediate responses, and look at education as a means to an end
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Millennials tend to be highly collaborative and optimistic and are very comfortable with technology (cell phones that are cameras, iPods, and PDAs). Like their parents, they focus on a work/life balance
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Table 1. Successful Communication Strategies for Four Generations
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Table 2. Teaching/Motivational Strategies for Four Generations
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description of intergenerational differences and how to improve student-teacher relationships -
description of intergenerational differences and how to improve student-teacher relationships (scroll down to find full text)
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2001 Beder - 0 views
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Their most commonly expressed intention was to meet learners' needs.
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Meeting learner's needs rather than challenging them to rise to find out more.
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In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
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They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
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Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
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This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
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We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
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teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
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This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
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Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
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I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
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If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
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I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
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Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
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Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
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New Theory Of Motivation Lists 16 Basic Desires That Guide Us - 0 views
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"Not everyone is naturally curious," Reiss said. "A child may be very smart, but still not be interested in school. But our educational system cannot deal with the idea that there is someone who cannot enjoy learning and never will. Educators are making a mistake when they think all children were born with more or less equal potential to enjoy learning."
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The failure to understand individual differences causes problems in everything from marital relationships to co-worker interactions. "People know that other people have different values and pursuits, but they cannot understand how this can be. Self-huggers waste enormous effort trying to change people who do not want to be changed."
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Social workers' learning about empirical research methods: a problem of pedagogy or epi... - 0 views
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Read Martin Webber's blog entry about empirical research methods and other types of knowledge in the discipline of Social Work.
