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Skills development and theorising practice in social work education

Skills development and theorising practice in social work education
Skills development and theorising practice in social work education
This project analysed, for the first time, rich data recently collected relating to one course module in a social work degree programme: skills development and theorising practice. It evaluated the module within a principled theoretical framework, that of criticality development (critical action, critical self-reflection, critical thinking). It focused on the micro-analysis of developmental processes in classroom interactions, as well as the linkages between course outcomes and proposed key skill development as specified in the course documentation. The study illuminated the contributions and limitations of such a module to student critical development within the context of current social work education concerns, and will have implications for the debate on skills training in the new degree, by examining the detailed processes by which social work students develop interpersonal skills. The project's findings are directly applicable across social work education, and they should also be generalisable to other contexts, such as education for the health professions, because of the theoretical framing.
9780854328680
3
Subject Centre for Social Policy and Social Work (SWAP), University of Southampton
Ford, Peter
a83b6b4a-320e-4c2b-a4e1-c5efa5b8887c
Johnston, Brenda
19367bd6-ac46-4e33-a352-ace08c2d4323
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Ford, Peter
a83b6b4a-320e-4c2b-a4e1-c5efa5b8887c
Johnston, Brenda
19367bd6-ac46-4e33-a352-ace08c2d4323
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e

Ford, Peter, Johnston, Brenda and Mitchell, Rosamond (2006) Skills development and theorising practice in social work education (SWAP Report, 3) Southampton, UK. Subject Centre for Social Policy and Social Work (SWAP), University of Southampton 44pp.

Record type: Monograph (Project Report)

Abstract

This project analysed, for the first time, rich data recently collected relating to one course module in a social work degree programme: skills development and theorising practice. It evaluated the module within a principled theoretical framework, that of criticality development (critical action, critical self-reflection, critical thinking). It focused on the micro-analysis of developmental processes in classroom interactions, as well as the linkages between course outcomes and proposed key skill development as specified in the course documentation. The study illuminated the contributions and limitations of such a module to student critical development within the context of current social work education concerns, and will have implications for the debate on skills training in the new degree, by examining the detailed processes by which social work students develop interpersonal skills. The project's findings are directly applicable across social work education, and they should also be generalisable to other contexts, such as education for the health professions, because of the theoretical framing.

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More information

Published date: 2006

Identifiers

Local EPrints ID: 48920
URI: http://eprints.soton.ac.uk/id/eprint/48920
ISBN: 9780854328680
PURE UUID: 9f36d50b-d2e9-4c01-8738-a12a7544a82b
ORCID for Rosamond Mitchell: ORCID iD orcid.org/0000-0003-0325-528X

Catalogue record

Date deposited: 18 Oct 2007
Last modified: 10 Nov 2022 02:31

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Contributors

Author: Peter Ford
Author: Brenda Johnston

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