Читать книгу I Congreso Internacional de trabajo social digital - Paula Méndez Domínguez - Страница 7

AUTHORS

• Erika Gergerich, New Mexico State University

SUMMARY

School of social work programs are designed to offer education as laid out by CSWE so that students may attain “competency” in certain domains. Social work students and professionals are also expected to practice in accordance with the NASW Code of Ethics. While ethics and competencies are included in all social work courses, there are additional materials that are necessary in order to prepare for very specific realities in the social work profession, such as writing case notes or steps to getting and maintaining one’s license.

In an effort to identify material most appropriate for the addition of a Social Work Professionalism course, New Mexico State University’s (NMSU) School of Social Work considered a number of things. First, the curriculum committee sought feedback from social work professionals in the community. These professionals identified gaps in various skills that they perceived in student interns in field placement. Second, as a Hispanic Serving Institution near the U.S./Mexico border, the unique needs of these students were considered. Many of the students at NMSU are first generation to the United States as well as the first generation of their family to attend college and therefore often unfamiliar with expectations related to social norms surrounding professionalism. Third, common issues leading to sanctions for licensed social workers were examined. Finally, consideration was given to current events such as the COVID-19 Pandemic, racial injustice, “fake news,” and the Me-Too Movement and what such issues mean for workplace decorum.

The School of Social Work at NMSU established a Professionalism course for the senior year of the Bachelor of Social Work curriculum. Information for this presentation is based on the course and its various adaptations between 2016-2020.

The professionalism course includes eleven units: 1) Public speaking, 2) gender, sex, and communication, 3) professional writing and documentation, 4) appropriate use of technology, 5) diversity in the workplace, 6) interdisciplinary collaboration, 7) running effective meetings, 8) satisfaction surveys, 9) resumes and cover letters, 10) interviewing, negotiating and accepting an offer, and 11) preparing for the licensing exam, maintaining your license and career development. This presentation will focus on aspects related to the online design of the course, as well as professionalism specific to digital/electronic social work communication. There will be a brief description of the course curriculum, an explanation of how social work-specific professionalism is unique, and how the course continuously evolves to adapt to changes in our society and profession, especially in response to COVID-19.

The free-form comments on course evaluations between 2016 and 2020, submitted upon course completion, were analyzed for themes. Three overarching themes emerged: Course content, course timing, and delivery format. Comments related to course content fell into two categories; those related to the usefulness of the information and materials during students’ academic careers and those related to the course content aiding in the preparation for future careers as social workers. Many students commented on their thoughts related to how the course content has aided in their development as future professionals.

The course evaluations contained statements related to the timing of the course within the BSW program curriculum. The comments conveyed suggestions that the course be taught prior to the search for practicum placements as the information presented aids in the development of resume and interviewing skills.

This also highlights the necessity for such information to be provided possibly even earlier, for first generations students in particular.

While many students stated that they enjoyed the online format, there were comments related to the preference for this course to be delivered in a face-to-face format. These students stated that they felt they may have been able to take away more from the class in a site-based format. Overall, the student feedback was both affirming and constructive.

Conclusion: Recommendations include placing the Professionalism course earlier in the BSW curriculum, offering additional “live” sessions for students to engage in real time, and continuous inclusion of consideration for current events.

OBJECTIVES

− Identify methods of online learning ideal for instruction of professionalism.

− Describe 2-3 topics of instruction, useful to first-generation students Objective.

− Offer recommendations for improvement in online instruction to first-generation students.

URL: https://youtu.be/g-SHHI2M3kk