The Power of Perspective: Teaching Social Policy with Documentary Film

Shdaimah, Corey S.

doi:10.1080/08841230802238161

Cited by 27 publications

(17 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Experts suggest that video can be a particularly effective pedagogical tool within social policy due to its ability to humanize abstract theories and debates (Ager, Parquet, & Kreutzinge, 2008;Leukefeld, 2011;Shdaimah, 2009), and we saw this happening in a class presentation setting. One group had composed a video that argues for the importance of Supplemental Nutrition Assistance Program (SNAP) benefits.…”

Section: Learning Outcomesmentioning

confidence: 91%

Multimodal Composition and Social Justice: Videos as a Tool of Advocacy in Social Work Pedagogy

Tetloff

Hitchcock

Battista

et al. 2014

Journal of Technology in Human Services

View full text Add to dashboard Cite

Section: Learning Outcomesmentioning

confidence: 91%

Multimodal Composition and Social Justice: Videos as a Tool of Advocacy in Social Work Pedagogy

Tetloff

Hitchcock

Battista

et al. 2014

Journal of Technology in Human Services

View full text Add to dashboard Cite

“…There are a range of pedagogical approaches employed in classroom learning to train students on advocacy. While some curricula focus on infusing social and political advocacy content across courses (DeRigne, Rosenwald, & Naranjo, ), other programs have developed specific courses dedicated to social policy and advocacy (DeRigne, ; Leukefeld, ; Shdaimah, ). Examples of courses include a social welfare policy class (Bernklau Halvor, ), as well as interdisciplinary courses that bring together students from other fields to promote interdisciplinary collaborative approaches to advocacy (e.g., journalism, political science, and social work) (DeRigne et al., ).…”

Section: Models Of Advocacy Trainingmentioning

confidence: 99%

“…Examples of courses include a social welfare policy class (Bernklau Halvor, 2012), as well as interdisciplinary courses that bring together students from other fields to promote interdisciplinary collaborative approaches to advocacy (e.g., journalism, political science, and social work) (DeRigne et al, 2014). There are a number of methods and approaches employed to support learning in these courses, including: (a) the decision case method (DeRigne et al, 2014;Wolfer & Gray, 2007); (b) scaffolding activities such as teaching students to understand and write policy briefs (DeRigne et al, 2014;Sundet & Kelly, 2002); and, (c) employing mixed media such as documentaries, political blogs, and internet-based videos (DeRigne et al, 2014;Leukefeld, 2011;Shdaimah, 2009).…”

Section: Classroom Preparationmentioning

confidence: 99%

From Private Practice to Academia: Integrating social and political advocacy into every MFT Identity

Goodman

Morgan

Hodgson

et al. 2017

J Marital Family Therapy

View full text Add to dashboard Cite

While advocacy was essential to establishing the field of marriage and family therapy, at present a social and political advocacy skill set is lacking for the typical marriage and family therapist (MFT). This article reviews the importance of being active in social and political advocacy and highlights the attributes of MFTs’ professional identity that uniquely position us for success in these areas. Other mental health fields’ pedagogical approaches to training and education are explored, and recommendations are made for how MFTs can begin to increase their competency in advocacy. Ideas for incorporating advocacy into a professional identity are presented for MFTs at every level of professional experience. Finally, the concept self‐of‐the‐advocate is introduced and discussed.

show abstract

“…This activity facilitates meaningful learning and stimulates knowledge and the development of attitudes, emotions and values (Liles, 2007;Shdaimah, 2009). It also motivates students to get involved in a case or simulated situation, helping them to position themselves as a professional.…”

Section:  Viewing Clips and Filmsmentioning

confidence: 99%

Personal and Professional Development (or Use of Self) in Social Educator Training. An Experience Based on Reflective Learning

Díaz

Noell

Palaudarias

et al. 2013

Social Work Education

View full text Add to dashboard Cite

Working on use of self with professionals in social education from the initial training stage onwards is often deemed a necessary contribution to their personal and professional development. Despite this, it is difficult to find references to programs and experiences that have been undertaken from this perspective. In this article we present a recent experience from a university in Catalonia (Spain) which aimed to work on self-knowledge and professional identity through implementation of the reflective learning model prior to students' practical work experience. The first section of the article is dedicated to contextualizing the experience of training social educators in Spain. A theoretical framework is then provided, including a description of course content, methodology and assessment, and finally the experience is assessed by noting strengths and weaknesses detected in the process.

show abstract

The Power of Perspective: Teaching Social Policy with Documentary Film

Cited by 27 publications

References 14 publications

Multimodal Composition and Social Justice: Videos as a Tool of Advocacy in Social Work Pedagogy

Multimodal Composition and Social Justice: Videos as a Tool of Advocacy in Social Work Pedagogy

From Private Practice to Academia: Integrating social and political advocacy into every MFT Identity

Personal and Professional Development (or Use of Self) in Social Educator Training. An Experience Based on Reflective Learning

Contact Info

Product

Resources

About