Transformative learning in graduate education: masters of social work students’ experiences of personal and professional learning

Damianakis, Thecla; Barrett, Betty; Archer-Kuhn, Beth; Samson, Patricia; Matin, Sumaiya; Ahern, Christine

doi:10.1080/03075079.2019.1650735

Cited by 25 publications

(14 citation statements)

References 28 publications

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“…By integrating recognition of paradigmatic influences with reflective processes [ 30 ] we aim to reduce students’ conscription to essentialism and dualities [ 23 , 24 , 25 , 31 ]. Social work education requires:…”

Section: Resultsmentioning

confidence: 99%

“…She notes it to be inclusive of “mitigating risk and alleviating symptoms” (p. 101) while also emphasising “self-determination” and “connectedness, hope and optimism about the future, identity, meaning in life, and empowerment” (p. 103) and focusing on “social, occupational, recreational and relationship pursuits of individuals” (p. 103) [ 19 ]. This learning intends to be critically reflective, reflexive and personally and professionally transformative [ 23 , 24 , 25 , 26 ]. Innovative practice in mental health may be disorienting, however, “a disorienting experience is the foundation for transformation” [ 24 ] (p. 491).…”

Section: Discussionmentioning

confidence: 99%

“…As mental health social workers who teach in this field, and consistent with the mandate of the profession, the authors of this paper came together to explore the place of social work education in preparing future practitioners in fully realising the profession’s potential to be engaged in system and practice transformation [ 23 , 24 , 25 , 26 ]. The authors met regularly over 8 months from November 2020 to draw on our research, pedagogy and practice wisdom and relevant literature to collectively critically reflect on discourses that shape mental health social work [ 27 ].…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Engaging with Transformative Paradigms in Mental Health

Whitaker

Smith

Brasier

et al. 2021

IJERPH

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When graduates of Australian social work courses embark on a career in mental health, the systems they enter are complex, fragmented and evolving. Emerging practitioners will commonly be confronted by the loneliness, social exclusion, poverty and prejudice experienced by people living with mental distress; however, social work practice may not be focused on these factors. Instead, in accordance with the dominant biomedical perspective, symptom and risk management may predominate. Frustration with the limitations evident in this approach has seen the United Nations call for the transformation of mental health service delivery. Recognising paradigmatic influences on mental health social work may lead to a more considered enactment of person centred, recovery and rights-based approaches. This paper compares and contrasts influences of neo-liberalism, critical theory, human rights and post-structuralism on mental health social work practice. In preparing social work practitioners to recognise the influence of, and work more creatively with, intersecting paradigms, social work educators strive to foster a transformative approach to mental health practice that straddles discourses.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Engaging with Transformative Paradigms in Mental Health

Whitaker

Smith

Brasier

et al. 2021

IJERPH

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“…According to the analysis, occupational therapy refers to the application of relevant knowledge of human Occupational Therapy International development, psychology, behavioral therapy, learning theory, and system theory to help college students meet their needs, increase their self-knowledge ability, establish a correct outlook on life and values, cultivate life skills and leisure hobbies, and establish regular living habits. The study also is aimed at improving social skills and promoting good work attitude and workability [28]. In this study, negative PANSS scale symptom scores, general college student scores, total scores, ADL, social skills, and social adaptive functioning scores decreased after labor education and occupational 9 Occupational Therapy International therapy compared to preintervention, and the difference was statistically significant (P < 0:05) and also significantly decreased compared to preintervention, and the difference was statistically significant (P < 0:05); scores increased dramatically compared to preintervention, and the difference was statistically significant (P < 0:01) and also significantly increased compared to nonorganic integration, with a statistically significant difference (P < 0:01).…”

Section: Labor Education and Occupationalmentioning

confidence: 99%

Exploration of Strategies for Organic Integration of Labor Education and Occupational Therapy for College Students

Wei-zheng

2022

Occupational Therapy International

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This paper analyzes the actual functions of the labor education and occupational therapy phase through an in-depth study of labor education and occupational therapy for college students and explores the strategies of organic integration of labor education and occupational therapy for college students. This paper carries out a holistic theoretical construction of labor education in schools and systematically analyzes the components of labor education objectives in colleges and universities, labor education contents in schools, labor education implementation in schools, and labor education evaluation in schools. The main goal of labor education in colleges and universities is to guide students in establishing a scientific concept of labor and constructing a labor education resource system. It focuses on strengthening the construction and improvement of the labor education theoretical system, promoting the construction of labor education disciplines and professional courses, and attaching importance to the training of labor education teachers in the new era to contribute to the perfection of labor education. The system of labor education practice should be innovated. Of course, the labor practice activities based on institutionalization should be implemented. The cycle of labor activities based on the principle of continuity should be strengthened, and the effectiveness of labor education should be improved totally from explicit and implicit instructions. The core of occupational therapy is to help college students adapt to social work, give full play to their self-worth, obtain economic resources, and improve self-confidence. The organic integration of labor education and occupational therapy shows that it can help students ease their social adaptability and adapt to social functions, improve the reemployment rate, and improve students’ overall health. Therefore, the practical research on labor education and occupational therapy should be strengthened.

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“…Research Tinkler et al (2019) shows that learning offerings that integrate phenomena, including cultural contexts, can improve critical thinking skills and train students' reasoning power. The statement aims to show that novice teachers have cognitive abilities and concrete teaching skills, especially in society (Damianakis et al, 2020;Durmaz, 2018;Tinkler et al, 2019). The presentation of learning in a cultural context is relevant to studies Barke et al (2012); Cheng and Gilbert (2009) that chemistry is present in aspects of human life so that elements of culture and science become one unit.…”

Section: Introductionmentioning

confidence: 99%

Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter?

Winarti

Almubarak²,

Saadi³

et al. 2022

j.tadris.kimiya

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Culture is an essential part of human life; cultural involvement in learning can train students to find the meaning of life, including the contribution of chemistry in the cultural context of society. Teachers reported that they struggle to meet students' needs relevant to differences in culture and ability. The study aimed to investigate college students' understanding of chemistry by involving their culture with various methods, including transformative teaching and problem-solving. The research method used descriptive with a qualitative approach. The data collection techniques were projects, interviews, observation, and questionnaires. The findings revealed that the learning process involving cultural aspects could show the contribution of chemical elements in society, especially the formation of scientific cognition. Culturally responsive chemistry teaching is an innovative learning approach to training college students' understanding (novice teachers). The research concludes that a good chemistry teacher can understand the needs of students, especially knowing their cultural background. To effectively teach from diverse backgrounds, schools need teachers who understand the impact of student's home and community cultures on their educational experience. This research can also develop an instructional design, train novice chemistry teachers’ teaching skills, and develop curriculum.

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Transformative learning in graduate education: masters of social work students’ experiences of personal and professional learning

Cited by 25 publications

References 28 publications

Engaging with Transformative Paradigms in Mental Health

Engaging with Transformative Paradigms in Mental Health

Exploration of Strategies for Organic Integration of Labor Education and Occupational Therapy for College Students

Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter?

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