The Clothesline Project

Abstract

Social workers participate with many different populations including perpetrators, victims, and survivors of domestic violence. It is crucial that students in the social work field are educated in the arena of domestic violence. The purpose of this study is to explore the effect of intimate exposure to this population through an experiential learning project, the Clothesline Project, as an enhancement to field experience and classroom instruction for MSW students. Participants included 31 female, social work graduate students. As part of a class assignment, students were given the opportunity to participate in the Clothesline Project, a project for victims of domestic violence. After completing the project, students were invited to participate in a focus group to discuss their experiences. Thematic analysis of the transcripts indicated a positive learning experience for both clinical and management students involved in the project. Findings also indicated that students were affected by the size, structure, cohesiveness, and physical setting of the groups. The use Teresa Cheek, LMSW, is affiliated with ALS Association, South Texas Chapter, San Antonio, TX. Kristen Rector, CMSW, is

Evaluating the Effect of a Specialized MSW Course on Violence Against Women

“…In addition, the MANCOVA revealed that these attitudes and beliefs were significantly decreased as compared with students in other courses. These findings are especially important because of the demonstrated relationship between attitudes about survivors and practitioners' actual practice behaviors (Bent-Goodley, 2007;Cheek, Rector, & Davis, 2007;Tower, 2003). Thus, it is essential that we prepare social workers to enter the field to work directly or indirectly with survivors and that such preparation should promote accurate knowledge and dispel myths and stereotypes about survivors.…”

Use It or Lose It? Predicting Learning Transfer of Relationship and Marriage Education Among Child Welfare Professionals

“…Various academic disciplines have demonstrated the success of experiential learning. Cheek, Rector, and Davis (2007) found that social work graduate students who integrated experiential learning into their curriculum reported enhanced knowledge and understanding in their course objectives. Similarly, gerontology social work students who took what they had learned in the classroom and applied it to their targeted population during the semester in the form of experiential learning exhibited improved understanding and confidence within their gerontology curriculum (Downey, & Miles, 2005).…”

Teaching Macro Social Work through Experiential Learning: Student Reflections on Lessons Learned in Building School-Community Partnerships

“…Experiential learning that contributes to social change and centers around reflection on the process provides in-vivo teaching opportunities to facilitate students' learning. Students engaged in experiential learning show increased self-awareness and improved cultural competency (Pugh, 2014), have a more nuanced understanding of the population (Cheek, Rector, & Davis, 2007), and also show a more complex understanding of, and commitment to, social justice (Cramer et al, 2012).…”