Teaching Gender in Social Work - MailChimp
Teaching Gender in Social Work - MailChimp
Teaching Gender in Social Work - MailChimp
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• learn<strong>in</strong>g and teach<strong>in</strong>g about family work skills and techniques;<br />
• prepar<strong>in</strong>g social work students for fieldwork placements <strong>in</strong> agencies<br />
that work with families;<br />
• provid<strong>in</strong>g a basis for discussion <strong>in</strong> supervision;<br />
• develop<strong>in</strong>g staff <strong>in</strong> the form of a refresher course or where a<br />
practitioner is new to family work or chang<strong>in</strong>g his or her role <strong>in</strong> an<br />
organisation;<br />
• show<strong>in</strong>g potentially anxious families what to expect <strong>in</strong> family<br />
counsell<strong>in</strong>g; and<br />
• offer<strong>in</strong>g a means of understand<strong>in</strong>g the powerful <strong>in</strong>fluence of family<br />
dynamics when work<strong>in</strong>g with family sub-systems and/or <strong>in</strong>dividuals.<br />
Audiences evidently differ <strong>in</strong> terms of how they capture the content and<br />
<strong>in</strong> their ability to criticise what they have seen. Some do so from an elementary<br />
level, focus<strong>in</strong>g mostly on content and the narrative story of the family, while<br />
others add to this an ability to critique the process and skills demonstrated, based<br />
on their own models of practice. Ellis and Garland 40 describe work<strong>in</strong>g with the<br />
teach<strong>in</strong>g material, thereby giv<strong>in</strong>g us some tips on the teach<strong>in</strong>g process:<br />
This lesson was conducted with f<strong>in</strong>al year students. An <strong>in</strong>structor has shown the material<br />
twice. On the first show<strong>in</strong>g, students were asked to critique the video. Some<br />
responded to this task by say<strong>in</strong>g what was wrong with the demonstrated practice, while<br />
others were able to identify and name skills, but to vary<strong>in</strong>g degrees without an <strong>in</strong>formed<br />
basis for the critique. On the second show<strong>in</strong>g, students were asked to consider<br />
how implement<strong>in</strong>g a different model of practice would change the questions asked and<br />
skills utilised. This promoted engagement with the video material on a different and<br />
deeper level. It also enabled these f<strong>in</strong>al year students, who were consolidat<strong>in</strong>g their own<br />
model of practice, to extend their understand<strong>in</strong>g of systemic and narrative approaches<br />
to family work if these are their preferred approaches, or to compare and contrast these<br />
approaches with another model, for example a cognitive-behavioural approach.<br />
40<br />
Ibid.<br />
74