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作者 Wilson, Rose J
書名 Teaching and learning cultural competence in field education
說明 130 p
附註 Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0731
Adviser: Richard Breslin
Thesis (Ph.D.)--Saint Louis University, 2006
A recent work force study by the National Association of Social Workers indicates that social workers are lacking skills in cultural competence. A few published studies contend that social work field instructors, who are responsible for training students in field placements, are avoiding teaching culturally competent practice to students because they do not have confidence in their own skills. This study seeks to analyze evaluation data from the replication of a training model, developed by faculty at the University of Texas-Austin, School of Social Work, to help field instructors overcome their reluctance to train social work students in culturally competent practice
An ordinal, five-point Likert scaled questionnaire was used to ascertain changes in participants' levels of comfort and frequencies of behavior in teaching cultural competence to students. The questionnaire was administered at intervals of six months, pre, post training, and follow-up, using a within-group, repeated measures design; and with a non-representative sample, chosen for its diversity, necessitated the use of the non-parametric Friedman test to determine the model's effectiveness. Content analysis of qualitative data added to the evaluation of participants' progress in overcoming avoidance of teaching students skills in cultural competence
The quantitative data yielded little information about the effectiveness of the training model. The qualitative data was more useful in confirming aspects of the model that were effective in helping participants gain the confidence to teach culturally competent practice to students. Many field instructors cited the diversity of the group as an important element in the change process. Three major themes were expressed by the field instructors: (1) Concern with professionalism and ethical practice; (2) Awareness of the conflict between their investment in honest and open communication and their avoidance in teaching cultural competence; and (3) Frustration with their powerlessness to change cultural competence practices in the workplace, due to the resistance of supervisors. It is recommended that these themes receive more emphasis in the training sessions. In conclusion, the training model appears to be promising, but needs further evaluation with a stronger research design, utilizing a larger, more representative sample, and more attention to long-term outcomes
School code: 0193
DDC
Host Item Dissertation Abstracts International 68-02A
主題 Social Work
Education, Higher
0452
0745
Alt Author Saint Louis University
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