Reframing social work practice education: practice educators’ perceptions of the Professional Capabilities Framework (PCF) and the support provided during implementation

Burton, Jenni

doi:10.1080/02650533.2019.1594177

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…In addition to the need for further education in the field of ICT, many authors point to the need for educating social workers in other areas [47][48][49][50][51]. These could be closely linked to the concept of sustainability, which would help them better manage the solution of social situations in relation not only to clients but also to themselves because social workers work in (a) precarious, (b) complex, and (c) managerially oriented work environment [49,52,53], which puts pressure on their competencies, including the digital ones.…”

Section: Discussionmentioning

confidence: 99%

The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

Kalenda

Kowaliková

2020

Sustainability

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The aims of this study are (1) to draw attention to the digital exclusion of vulnerable children as a systemic (socio-ecological) problem that is gaining momentum during emergencies; (2) to reflect the subjectively perceived readiness of social workers as one of the actors in the system, whose task is to contribute to the mitigation of risks arising from digital exclusion of the target group and to ensure the sustainability development of society; (3) from the position of the target group, to reflect the situation of their digital literacy and thus exclusion; and (4) to make recommendations to public policy makers and social workers to mitigate these risks and to promote sustainability. We draw on the socio-ecological model of social work which views a person in the context of their environment. The aim of the research was to analyze the use of information and communication technologies (ICTs) in social work with vulnerable children and their families and to detect system deficits contributing to digital exclusion. Based on a questionnaire survey (N = 105), interviews with representatives of the target group (N = 20), and expert interviews (N = 4), both the main shortcomings in the digital skills of employees and the needs of the target group were identified and systemic measures were proposed.

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Section: Discussionmentioning

confidence: 99%

The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

Kalenda

Kowaliková

2020

Sustainability

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“…The benefits of CPD experienced by educators seem to depend on the support that they receive. During education, social work educators who had positive attitudes towards the offered learning opportunities proactively sought support (Burton, 2020), and the motivation of teachers in higher education was related to the perceived level of organisational support and their relationship with their superiors (Pauli et al., 2018). Similarly, medical faculty found that mentor support increased the benefits of CPD programmes (Sandi & Chubinskaya, 2020).…”

Section: Introductionmentioning

confidence: 99%

An empirical model of social and healthcare educators' continuing professional development in Finland

Koskimäki

Mikkonen

Kääriäinen

et al. 2021

Health Social Care Comm

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The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross‐sectional survey study design was adopted, and a total of 422 part‐time and full‐time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.

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Applying Logotherapy in Teaching Meaning in Life in Professional Training and Social Work Education

Chan

2023

The British Journal of Social Work

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Meaning in life is an important topic for professional training and social work education. This article aims to illustrate how Viktor Frankl’s logotherapy could be applied as the framework in teaching meaning in life to social work students and helping professionals. It critically examines the experience of teaching meaning in life and integrating it with various training and education components, such as human behaviours, end-of-life and bereavement care, and self-care of helping professionals. Reflections on these teaching experiences suggest that the significance of teaching meaning in life is recognised by helping professionals and students, especially its dual influence on both personal and professional aspects. Lack of systematic and continuous training and education of meaning in life may be a hindrance for more in-depth understanding and learning. More case examples and discussion may help advance helping professionals’ practice to facilitate service users’ meaning searching. Reflecting on meaning in life may also facilitate helping professionals’ coping with existential challenges in work, but such self-care training should be offered regularly to provide continuous support. This article suggests that teaching meaning in life may have great implications for the psychological health of helping professionals and the service users who receive their professional services.

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Reframing social work practice education: practice educators’ perceptions of the Professional Capabilities Framework (PCF) and the support provided during implementation

Cited by 3 publications

References 27 publications

The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

An empirical model of social and healthcare educators' continuing professional development in Finland

Applying Logotherapy in Teaching Meaning in Life in Professional Training and Social Work Education

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