Defining the Minimum Expectation of MSW Students: Implementation and Application of Technical Standards

Autor/inn/en	Zerden, Lisa de Saxe; Naylor, Sarah M.; Thomas, Sharon; Brigham, Rebecca B.; Bailey, Tiffany
Titel	Defining the Minimum Expectation of MSW Students: Implementation and Application of Technical Standards
Quelle	In: Journal of Social Work Education, 57 (2021) 3, S.534-544 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2019.1671269
Schlagwörter	Expectation; Ethics; Professionalism; Professional Education; Social Work; Graduate Students; Masters Programs; Program Implementation; Students with Disabilities; Academic Accommodations (Disabilities); Student Behavior; Behavior Standards; North Carolina + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Ethik; Professionalität; Berufsausbildung; Soziale Arbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Disability; Disabilities; Schüler; Schülerin; Behinderung; Student behaviour; Schülerverhalten
Abstract	The call for professional education programs to clarify the standards students are held accountable to is particularly challenging for social work. For social work educators, tackling this task not only involves grappling with their role as gatekeepers to the profession but also ensuring that such standards preserve the profession's commitment to accessibility in the student body. This article describes the process and lessons learned at one graduate school of social work who developed and implemented technical standards for professional and ethical behavior for MSW students. The challenges articulating professional standards for students beginning their social work education are shared and the discussion serves as a guide to inform the future development and implementation of similar standards across social work programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01