Interdisciplinary Role Play Between Social Work and Theater Students

Dennison, Susan

doi:10.1080/08841233.2011.597670

Cited by 21 publications

(10 citation statements)

References 18 publications

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“…Twenty studies (38%) explicitly addressed culture and diversity in the study design, curriculum, purpose, instruments, client vignette scenarios, and/or findings. Of the 20 articles explicitly integrating culture, 8 (16%) stated that they used assessment tools that incorporated dimensions of culture and diversity (Carter et al, 2018; Costello et al, 2017; Dennison, 2011; Katz et al, 2014; Lu et al, 2011; Schreiber & Minarik, 2018; Scourfield et al, 2019; Tufford et al, 2017). In three (6%) of these studies, authors stated that elements of culture and diversity were incorporated in curricula or courses that students completed before the simulation session (Manning et al, 2016; Robinson, Thiel, Shirkey, Zurakowski, & Meyer, 2016; Sampson et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Oral reflections were also referred to as debriefing in some studies (e.g., Pecukonis et al, 2016) and often took place immediately after the simulation with a duration that ranged from 10 to 40 min (e.g., Bond et al, 2017; Kuehn et al, 2017; Carter et al, 2018). For written reflections, some studies required students to complete a reflection questionnaire immediately after the simulation (e.g., Manning et al, 2016), while others used the reflection papers as a graded assignment (e.g., Dennison, 2011; Gates & Brown, 2017; Schreiber & Minarik, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Recruiting and training actors is an important part of simulation activities, and some authors stated that systematic actor training procedures should be established (Badger & MacNeil, 2002; Olson et al, 2015), especially when using simulation for assessments such as OSCEs (Bogo, Lee, McKee, Ramjattan, & Baird, 2017; Sampson et al, 2018). As the costs of hiring actors may be prohibitive for some institutions, some studies identified strategies to reduce such costs by (1) recruiting former students to play simulated clients (Osborne et al, 2016), (2) working with actors who have already been trained (Miller, 2002, 2004), and (3) partnering with theater students/departments to have a mutually beneficial simulation-based learning plan (Dennison, 2011).…”

Section: Resultsmentioning

confidence: 99%

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Simulation in Social Work Education: A Scoping Review

Kourgiantakis

Sewell

et al. 2019

Research on Social Work Practice

117

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Purpose: This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices. Method: Using Arksey and O’Malley’s scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review. Results: Most studies were published in North America and included quantitative (37%), qualitative (31%), and mixed methods (33%). Simulation was used to teach generalist and specialized practice with interprofessional practice as the highest area of specialization. Simulation was also used for assessment purposes, and the Objective Structured Clinical Examination was a commonly reported method. We identified several facilitators and barriers to using simulation effectively for teaching and assessment. Conclusions: Our analysis permitted us to identify emerging best practices that can be used to guide teaching. Implications for SW research, teaching, and practice are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Simulation in Social Work Education: A Scoping Review

Kourgiantakis

Sewell

et al. 2019

Research on Social Work Practice

117

View full text Add to dashboard Cite

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“…The few studies that exist recognise experiential role-play activities as essential instructional practices (Osborn, West & Nance, 2017), and that such practices can carry emotional weight even though participants recognise them as fictional (Rodriguez et al, 2018;Taylor, 2018). Dennison (2011) highlights that even when such role-playing activities are perceived as stressful, students may prefer these activities as being more 'realistic'.…”

Section: Researchmentioning

confidence: 99%

Aware I Am Alone: Intersections of Solitude and Mindfulness

Cleveland

2020

PCh

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This paper explores the relationship between solitude and mindfulness. Parallels between the two constructs exist, allowing them to complement each other in furthering the well-being of individuals and communities. Three perspectives through which mindfulness may assist in forming foundational understandings of solitude are presented; these comprise Theoretical, Practice, and Research. The Theoretical lens provides introductory understandings of both solitude and mindfulness. On this basis, integral parallels between the two constructs are outlined. Next, Practice reviews solitude that is fostered through mindfulness practices. Further, additional models for recognising solitude as a part of mindfulness are proposed. Finally, Research summarises a current project that uses biophysical data to investigate mindfulness experienced both alone and together.

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“…Social work scholars note the potential of this interdisciplinary linkage to contribute to professional development of students allowing them access to greater engagement with course material, a more critical and reflexive conceptualization of knowledge, enriched understanding of client experiences, and the potential to contribute to improved service provision and resistance against oppression (Bozalek & Biersteker, 2010;Christensen, 2014;Dennison, 2011;Moxley, Feen-Calligan, & Washington, 2012;Ranta-Tyrkko, 2010;Shdaimah, 2009). In a special issue of Social Work Education journal exploring the interconnections between art and pedagogical practices, Hafford-Letchfield, Leonard, and Couchman (2012) highlight this emerging area of scholarship, and call for future research to support the development of this avenue.…”

mentioning

confidence: 99%

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

et al. 2017

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This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these arts-informed practices to teaching about topics related to oppression. The synthesis presented in this paper explored this potential through an interpretivist analysis of articles on the intersection of art and social work. Findings highlight the contribution of this approach to enhancing student engagement and critical reflexivity; creating a sense of collectivity and solidarity in the classroom; as well as transforming the role of the educator. Findings suggest the need for further research to explore the potential contributions of arts-informed approaches in social work education beyond a single classroom. Cet article présente la synthèse d’une recherche qualitative qui a exploré les intersections entre l’art et le travail social. Les recherches effectuées indiquent qu’il existe une augmentation de l’intérêt à intégrer les pratiques des arts créatifs dans les salles de classe de travail social, allant de la conception des devoirs aux activités en salle de classe. Les contributions potentielles de ces pratiques qui intègrent l’art à l’enseignement de sujets liés à l’oppression sont également mises en relief. Les synthèses présentées dans cet article explorent ce potentiel par le biais d’une analyse interprétative d’articles qui se situent à l’intersection de l’art et du travail social. Les résultats mettent en relief la contribution de cette approche à l’amélioration de l’engagement des étudiants et de la réflexion critique; à la création d’un sens de collectivité et de solidarité dans la salle de classe; ainsi qu’à la transformation du rôle de l’éducateur. Les résultats suggèrent qu’il faudrait mener d’autres recherches afin d’explorer les contributions potentielles des approches qui intègrent l’art dans l’enseignement du travail social au-delà de la simple salle de classe.

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Interdisciplinary Role Play Between Social Work and Theater Students

Cited by 21 publications

References 18 publications

Simulation in Social Work Education: A Scoping Review

Simulation in Social Work Education: A Scoping Review

Aware I Am Alone: Intersections of Solitude and Mindfulness

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

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