Teaching Soft Skills Competencies in US Social Work Programs

Autor/inn/en	Bajjaly, Stephen; Saunders, Laura
Titel	Teaching Soft Skills Competencies in US Social Work Programs
Quelle	In: Journal of Teaching in Social Work, 43 (2023) 2, S.193-210 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bajjaly, Stephen) ORCID (Saunders, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2023.2176403
Schlagwörter	Soft Skills; Social Work; Professional Education; College Faculty; Teaching Methods; Feedback (Response); Graduate Study; Undergraduate Study; Teacher Attitudes + Suchen Sie Ihr Suchwort? Soziale Arbeit; Berufsausbildung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Lehrerverhalten
Abstract	Social workers need to possess professional skills and personal qualities, often referred to as "soft skills," along with disciplinary knowledge, to be successful and to deliver high-quality client services. This study reports on the importance US social work faculty place on soft skills, the extent to which these faculty incorporate soft skills training into their courses, the methods they use to teach soft skills, and whether they provide feedback on student learning. Data were collected through an online survey distributed in spring 2020 to baccalaureate and master's faculty at US schools of social work. Results indicate social work educators view soft skills education as important and feel largely responsible for teaching these skills and providing feedback. The teaching methods most readily employed are passive in nature and there is limited emphasis toward teaching many of the soft skills competencies specifically noted in the 2015 accreditation standards promulgated by the Council on Social Work Education (CSWE). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01