Whiting & Birch (E-Journals)
Not a member yet
1165 research outputs found
Sort by
Students’ participation in group production of instructional resources for teaching technical drawing: Academic achievement and interest reflections
No full textThis study investigated the effect that students’ participation in the production of instructional resources for teaching has on the achievement of Nigerian students in Technical Drawing. A pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. 139 students constituted the subjects in the experimental group and 113 students constituted the subjects in the control group for the study. Four research questions and four null hypotheses, guided the study. Technical Drawing Achievement Test (TDAT) and Technical Drawing Interest Inventory (TDII) served as data collection instruments. The TDAT and TDII were trial-tested to determine their reliability coefficient via Pearson Product Moment Correlation Coefficient formula and Cronbach Alpha respectively. Derived mean Coefficient and ANCOVA was used to answer research questions and hypotheses. The study revealed that the mean achievement and interest scores of students who participated in the production of instructional resources were higher than the mean achievement and interest scores of students who did not participate in the instructional resources production. Consequently, researchers recommended that teachers should always involve students in groupwork – production of instructional resources for teaching technical drawing in order to stimulate students’ interest for better academic achievement
Editorial
Get PDFThe Editorial to Groupwork 25(3) which announces a new section of the journal on Groupwork in Practic
Using groupwork to enhance parental presence and emotional availability
No full textAbstract: In this paper we focus on the process of a group through the lens of a case study. Within this we pursue two goals. Firstly we combine approaches derived from Bowlby’s (1982 & 1988) ideas on attachment and emotional availability (AEA), with mindfulness, non-violent resistance (NVR) and systemic practices and Eye Movement Desensitization and Reprocessing (EMDR), to provide a method for situating our work. Secondly we propose some integrated ideas for the formation and development of parent related groupwork. In conclusion we offer our recommendation for groupwork practice to enhance parents’ emotional availability, highlighting some of the strengths and issues encountered during the process of the group
The value of peer support and a strengths-based approach in a groupwork programme for fathers in a family support setting
No full textThis paper seeks to share and critically explore the learning gained through the genesis, realisation, and facilitation process of Just for Dads, a groupwork programme for fathers, run in a family support setting. It highlights the importance of and challenges involved in engaging men in practice, and in groupwork aimed at fathers in particular. It recounts the significance of using a strengths perspective as a framework for engaging fathers in groupwork and highlights its value as experienced by participants and facilitators. The dynamic of peer learning which developed as a key part of the groupwork process is discussed, both in relation to how it was experienced by participants and also the degree to which the facilitators were part of that dynamic. Overall the paper aims to document and air key issues arising in this relatively unexplored arena of groupwork and family support practice
Motivational interviewing and social work education: The power of relationship based practice
Get PDFMotivational interviewing is increasingly recognised as an effective intervention within health and social care settings. It has an established evidence base which appeals to commissioners of services in this time of austerity and also has links with relationship-based practice which has seen a resurgence in the literature in recent years. This article outlines the key principles of motivational interviewing and the influences that can assist behavioural change and explores how this approach can be transferred to practice education. It suggests that motivational interviewing, which is founded on principles of person centred and partnership working, can be utilised by both health and social workers who operate as practice educators. In order accurately to assess the knowledge and skills of students in accordance with the requirements of the relevant professional body, practice educators need effectively to engage with students. This article suggests that adhering to the ‘spirit’ of motivational interviewing and adopting some of the tools and techniques which form the basis of this approach, can assist practice educators to develop effective relationships with students. The principles and philosophy of motivational interviewing in supervision sessions can assist practice educators to develop student confidence, self-awareness and if necessary engage in a process of change
The dialectical stance in nurturing the Net Generation of social workers: The interplay of changeableness and unchangeableness
Get PDFAbstract: Generational gap and different socio-economic context between social work students (and social workers) and clients hinder the sense-making of clients’ needs for rendering responsive services. Similarly, a generation gap is found between practice teachers (or fieldwork instructors) and social work students, which may affect the practice teaching and learning process. This current discussion addresses the challenges faced in training the Net Generation (born after 1980) of social work students. A dialectical stance – embracing the changeableness in pedagogy and the unchangeableness in the practical moral nature of social work practice – is proposed for preparing social work graduates to have the capability to practice for the good of human beings. Building on the findings of her previous study, the author illustrates this dialectical stance based on five pairs of practice teachers and their students in an exercise of pedagogical practice wisdom in social work practice teaching in Hong Kong. Implications for practice teachers are also drawn
The entanglement of the stuff and practice of human service work: A case for complexity
No full textThe fact that social welfare professions including social work, youth work and community work deal with the lives and relationships of human beings is far from controversial. What is contentious is that in light of increasing intellectual work on the nature of social practices there is a failure in the human services literature to adequately examine the interdependencies and entanglements between conceptualisations of the stuff that the helping professions deals with and understandings of practice. This article examines the nexus and mediations between the phenomena and practice of social service work. The case is made that human services and the human beings they deal with are often imagined and represented in one-dimensional, unambiguous, calculable and orderable ways that align with neo-liberal inspired and technical approaches to practice. I argue that these accounts are inadequate and I suggest that practices of care and the people engaged in such practices should be constituted as complex, unpredictable, wicked and emergent. A key to good practice in the people professions is acknowledging and attending to this complexity and aporia
Beyond the ecomap: GIS as a promising yet chronically under-utilized method in social work
No full textSocial work has used the ecomap approach to situate individuals within their environments since the 1970’s. While a useful tool, ecomaps have limitations, including their qualitative nature and pen-and-paper technology. GIS mapping, when conceptualized as an evolution of ecomaps, can situate individuals in their environment and quantify threats and resources. Social work literature mentions the usefulness of GIS as far back as the 1990’s, however current application of mapping in the profession is still quite rare. The purpose of this brief review is to examine the current state of GIS in social work teaching and published research, explore reasons why social work has been slow to adopt this methodology, and invigorate social work’s knowledge of and interest in mapping
Book groups in social work education: a method for modelling groupwork practice
Get PDFThe use of book groups as a learning medium in social work education has evolved rapidly over the last few years, with universities and practice settings across the UK and beyond adopting the approach to supplement traditional teaching methods (Taylor, 2014). Where employed, student social workers and practitioners have found book groups to be effective for consolidating understandings that support professional development. Thus far, however their use within modules of learning as a means to demonstrating groupwork practice has not been fully realised. The following account proposes a teaching approach which is twofold in nature. On the one hand it engages students, within their initial social work training, in a group experience and on the other, through the group, makes explicit the knowledge and skills essential to effective groupwork for practice. This paper offers book groups as medium through which students can develop groupwork knowledge and skills; and makes the point that groupwork remains a viable method of intervention in social work practice