Download Critical Learning for Social Work Students by Sue Jones PDF

By Sue Jones

Social paintings firms wish newly-qualified staff who can perform as hugely prompted and self-flourishing execs. To get to this degree, social paintings measure scholars have to be serious, analytical and evaluative of their pondering, studying and writing. And whereas teachers may perhaps spotlight this desire while marking assignments, there's constrained area to discover those subject matters inside an already tight social paintings curriculum. This revised moment variation is helping to take on this challenge and is going to the center of those crucial talents.

By utilizing sensible examples and interactive positive aspects serious studying for Social paintings scholars may help advisor you thru your measure and directly to changing into a fully-developed and significant practitioner. It covers key components of serious considering similar to constructing a transparent and logical argument in addition to the applying of self-evaluation and knowing the 'professional self'. For this variation there's a new bankruptcy on constructing emotional intelligence.

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What are the main claims? What is the position of the author? Are the points and arguments well developed? 35 Chapter 2 Developing critical reading Is the argument deep or surface level? Do I agree or refute it and why? How would I evaluate the content? In what context is the writer making these claims? Is the evidence convincing; how would I evaluate it? 2 Write your responses to these questions now and put them into your learning log. Use the questions given above to guide your responses. Put a heading ‘Critical reading’ and the activity number then write each critical question with your answer underneath it.

16. The authors make assumptions about (a) what the reader knows about the context of social work in Britain today (b) the nature of the social work task. 4 continued 17. The article gives the impression that stereotypes exist by suggesting that (a) all social work is in crisis (b) social workers frequently move a lot. 18. The authors make comparisons by (a) underestimating the intensity of change (b) saying how weaknesses can be dealt with. 19. The authors make us complicit in their beliefs by (a) using ‘we’ when referring to transforming social work practice (b) arguing that this change is achievable.

Eventually the student asked her practice teacher to help her to develop some strategies in order that she would not make the same mistake again. What elements would you select for your ‘critical reading’? You might unpack the evidence that the student social worker gives for her assumptions and, like the practice teacher, refute this as a reason to deny the candidate the opportunity to help others. You should also identify with the alternative, the student perspective, and be able to juxtapose (show how you appreciate them both) these.

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