Economic and Financial Well-Being in the Social Work Curriculum: Faculty Perspectives

Autor/inn/en	Hageman, Sally A.; Sherraden, Margaret; Birkenmaier, Julie M.; Loke, Vernon
Titel	Economic and Financial Well-Being in the Social Work Curriculum: Faculty Perspectives
Quelle	In: Journal of Social Work Education, 57 (2021) 2, S.251-263 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hageman, Sally A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2019.1661919
Schlagwörter	Well Being; Social Work; Counselor Training; Money Management; Economic Factors; Counselor Client Relationship; Low Income Groups; Barriers; College Faculty; Teacher Attitudes; Decision Making; Group Discussion; Curriculum Development; Welfare Services; Public Policy; Course Content; Teaching Methods + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Soziale Arbeit; Ökonomischer Faktor; Fakultät; Lehrerverhalten; Decision-making; Entscheidungsfindung; Gruppendiskussion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fürsorgeeinrichtung; Öffentliche Ordnung; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Little is known about financial and economic content (FEC) in social work education, despite the importance of preparing students for practice with low- to moderate-income clients. Additionally, little knowledge exists about faculty perspectives on teaching FEC. This article reports on a qualitative study that examines the perspectives of social work faculty on (1) current coverage and range of FEC in social work education; (2) the degree to which they are receptive to and interested in expanding FEC in the social work curriculum; and (3) the barriers to and their recommendations for expanding FEC in social work education. Semistructured interviews were conducted with 30 social work faculty from programs across the United States engaged in curriculum decisions. Findings show FEC is intentionally taught in various courses, such as social welfare policy, and FEC issues also emerge in an unplanned way in class discussions. Faculty believe FEC is important and relevant for social work practice; however, barriers to including FEC--such as lack of curricular space, time related to program requirements, and lack of faculty preparation--inhibit including additional FEC content. Overall, respondents are cautious but positive about better preparing social workers with additional FEC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01