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Applications for Gaining Communicatıon Skills in Social Work Education: Skills Laboratory

Year 2020, Volume: 31 Issue: 4, 1809 - 1826, 28.10.2020
https://doi.org/10.33417/tsh.756480

Abstract

Social work is an academic discipline focusing on human and human communication. Competence in communication in the social work profession is vital for interactions with all applicant groups and for all activities. For this reason, it is important for social workers to have communication skills and to use these skills in their professional interviews and interventions. Professional identity development is the basis of social work education and gaining students the knowledge, skills and values of the profession is an important components of this development. Skills laboratories where practice environments such as interview and observation room, mirrored room, game room are created are needed to help students gain communication skills in social work education. It is recommended to create curriculum that will include techniques such as role playing, video recording, communication with the game, creative drama, psycho-drama in these environments.

References

  • Allain, L., Brown, H. C., Danso, C., Dillon, J.,, Finnegan, P., Gadhoke, S., Shamash , M., F., ve Whittaker, F. (2006). User and carer ınvolvement in social work education: A University case study: manipulation or citizen control?, Social Work Education, 25 (4), 403-413.
  • Alptekin, K., Zengin, O., ve Topuz, S. (2012). Sosyal hizmet eğitiminde savrulma, Sosyal Hizmet Sempozyumu ”Farklılıkları Anlamak” , Konya.
  • Alptekin, K. (2016). Başlangıçtan bugüne ve yarına Türkiye’de sosyal hizmet eğitimi. Ankara: Nobel Akademik Yayıncılık.
  • Alter, C., ve Adkins C. (2001). Improving the writing skills of social work students, Journal of Social Work Education, 37 (3), 493-505.
  • Artan, T., ve Kumbasar, B. (2017). Sosyal hizmet mesleğinde etkili iletişim. Sosyal Çalışma Dergisi, 1 (2), 51-63.
  • Ayling, P. (2012). Learning through playing in higher education: promoting play as a skill for social work students, Social Work Education, 31 (6), 764-777.
  • Barker, R. L. (2003). The social work dictionary. Washington, DC: NASW Press.
  • Bolger J. (2008). Video feedback and its ımpact on the development of communication skills within social work education. Robert Gordon University. Master Thesis.
  • Boyd Webb, N. (2017). Çocuklarla sosyal hizmet uygulaması. Ercüment Erbay (Çev. Ed.), I. Baskı, Ankara: Nika Yayınevi., 194-222.
  • Bulut, I. (2003). A generalist approach in social work education in Turkey. Social Workve Society. 1(1), 128-137.
  • Burgess H. (2004) Redesigning the curriculum for Social Work Education: complexity, conformity, chaos, creativity, collaboration?, Social Work Education, 23 (2), 163-183.
  • Cartney, P. (2006). Using video ınterviewing in the assessment of social work communication skills. British Journal of Social Work, 36, 827–844.
  • Clare B., ve Mevik K. (2008). ‘Inclusive education’ teaching social work students to work with children. Journal of Social Work 8 (1), 28–44.
  • Çifçi, G.E., ve Altınova, H.H. (2012). Sosyal hizmet eğitiminde yaratıcı drama yönteminin öğrencilerin empati becerisine etkisi. Ankara Sağlık Bilimleri Dergisi, 1(2), 133-149.
  • Dinham, A. (2006) A Review of practice of teaching and learning of communication skills in social work education in england, Social Work Education, 25 (8), 838-850.
  • Elliott, R. ve Friere, B. (2007). Classical person-centered and experiential perspectives on Rogers (1957), Psychoterapy: Theory, Research, Practice, Training, 44 (3), 285-288.
  • Forrester, V., Kershaw, D., Moss, S., H., ve Hughes L. (2008).Communication skills in child protection: how do social workers talk to parents? Child and Family Social Work, 13, 41–51.
  • Fortune A.E., Lee M., ve Cavazos A. (2007) Does practice make perfect?, The Clinical Supervisior, 26 (1-2), 239-263.
  • Gibbons, J., ve Gray, M. (2002) An integrated and experience-based approach to social work education: The Newcastle model, Social Work Education, 21 (5), 529-549,
  • Grant L., ve Kinman G. (2012) Enhancing wellbeing in social work students: building resilience in the next generation, Social Work Education, 31 (5), 605-621.
  • Güney, S. (2017). Sosyal Psikoloji. 4. Basım, Ankara: Nobel Yayıncılık, 220-264.
  • Jones, S.H. (2015). Benefits and challenges of online education for clinical social work: Three examples. Clinical Social Work Journal, 43, 225–235.
  • Hargreaves, R., ve Hadlow, J. (1997). Role-play in social work education: Process and framework for a constructive and focused approach, Social Work Education, 16 (3), 61-73.
  • Kadushin, A., ve Kadushin, G. (1997). The social work interview. Columbia University Press.
  • Kırlıoğlu, M. (2019). Güçlendirmenin Özü “Güç”: Sosyal Hizmet Uzmanlarının İş Yerindeki Güçleri/Güçsüzlükleri. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 22(2), 646-662.
  • Knight, C. (2001). The skills of teaching social work practice in the generalist/ foundation curriculum, Journal of Social Work Education, 37 (3), 507-521.
  • Kumbasar, B. (2016). Hasta Odaklı Sağlık Hizmetlerinde İletişim. Sağlık Bilimleri ve Meslekleri Dergisi, 3 (1), 85-90.
  • Moran, C.C. ve Hughes L.P. (2006). Coping with stress: social work students and humour, Social Work Education, 25 (5), 501-517.
  • Moss, B. (2000) The use of large-group role-play techniques in social work education, Social Work Education, 19 (5), 471-483.
  • Moss, B., Dunkerly M. , Price B., Sullivan, W., Reynolds M., ve Yates B. (2007). Skills laboratories and the new social work degree: one small step towards best practice? service users' and carers' perspectives, Social Work Education, 26 (7), 708-722.
  • Munro, E. (2011) The munro review of child protection: final report. a child centred system, HMSO, London.
  • Nash, B.J.ve Schafer, E.C. (2013). Oyun terapisi: Temel kavramlar ve uygulamalar. İçinde:Oyun terapisinin temelleri, Edt. Schafer, C., Ankara: Nobel yayıncılık.
  • Nazlıer, E. N., ve Akoğlu, G. (2018). Sosyal hizmet eğitiminde yaratıcı dramanın önemi. Yaratıcı Drama Dergisi, 13 (2), 251-260.
  • O'Connor, L., Cecil, B., ve Boudioni M. (2009) Preparing for practice: an evaluation of an undergraduate social work ‘preparation for practice’ module, Social Work Education, 28 (4), 436-454.
  • Okvuran, A., (1994). Çağdaş insanı yaratmada yaratıcı drama eğitiminin önemi ve empatik beceri ve empatik eğilim düzeylerine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 27(1), 135-194.
  • Peeters, J. (2012). Sustainable development: A mission for social work? A normative approach. Journal of Social Intervention: Theory and Practice.21 (2), 5-22.
  • Price, B. M. (2015). Characteristics of a Helping Relationship. Your practicum in psychology: A guide for maximizing knowledge and competence., 2nd ed. Ed: Janet R. Matthews, Eugene Walker.
  • Richards, S., Ruch, G., ve Trevithick, P. (2005). Communication skills training for practice: the ethical dilemma for social work education, Social Work Education, 24 (4), 409-422.
  • Reardon, C. (2015). More than toys: Gamer affirmative Therapy. JSWT, 15(3),1-15.
  • Sharf, R. (2012). Theories of psychoterapyand Counselling: concepts and cases, 5th. Press, CA.Brooks Cole.
  • Sheafor, W.B. ve Horejsi, C.J. (2014). Sosyal hizmet uygulaması temel teknikler ve ilkeler. Baran Çiftçi D. (Ed.), 1. Basım, Ankara: Nika Yayıncılık.
  • Teater, B. (2015). Sosyal Hizmet Kuram ve Yöntemleri: Uygulama İçin Bir Giriş. Karatay, A (Çev. Ed.), Ankara: Nika yayıncılık, 139.
  • Thompson, J.J., ve Ergin, A. (1994). Sözcüklerle dökülmeyenler: Sınıfta sözsüz iletişim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 27(2), 529-546.
  • Thompson, N. (2016). Kuram ve Uygulamada Sosyal Hizmeti Anlamak. Cankurtaran, Öntaş, Ö., ve Hatiboğlu Eren, B.H. (Ed.), 3 Basım, Ankara: Dipnot yayınları.
  • Tuncay, T.,ve İl, S. (2009). Sosyal hizmet uygulamasında empatiyi yeniden düşünmek. Toplum ve Sosyal Hizmet, 20 (2).
  • Trevithick, P., Richards, S., Ruch, G., ve Moss, B. (2004). Teaching and learning communication skills in social work education. Social Care Institute for Excellence.
  • Trevithick, P. (2011). Social work skills and knowledge: A practice handbook. McGraw-Hill Education (UK).
  • Urdang E.(1999). The video lab, The Clinical Supervisor, 18 (2), 143-164.
  • Wong, D. K. P. (2001). Social work skills laboratory in action: Integrative and reflective learning through students’ participation. In D. Kember, S. Candlin, & L. Yan (Eds.), Further case studies of improving teaching and learning from the Action Learning Project Hong Kong, China: Action Learning Project. 131-139.
  • Yeşilkayalı, E. (2016). Sosyal çalışmada maneviyata duyarlı Müdahale. The Journal of Academic Social Science Studies (53), 227-237.
  • Zastrow, C. (2014). Sosyal Hizmete Giriş. Baran Çiftçi D. (Ed.), 2. Basım, Ankara: Nika Yayıncılık.
  • Zengin, O. (2013). Türkiye’de sosyal hizmet eğitiminde mevcut durum: tespitler, analizler ve öneriler. Sosyal Hizmet Sempozyumu, Kocaeli, Türkiye.

SOSYAL HİZMET EĞİTİMİNDE İLETİŞİM BECERİLERİNİ KAZANDIRMAYA YÖNELİK UYGULAMALAR: BECERİ LABORATUVARI

Year 2020, Volume: 31 Issue: 4, 1809 - 1826, 28.10.2020
https://doi.org/10.33417/tsh.756480

Abstract

Sosyal hizmet odağında insan ve insanla iletişim olan akademik bir disiplindir. Sosyal hizmet mesleğinde iletişimde yetkinlik, tüm müracaatçı gruplarıyla etkileşimlerde ve tüm faaliyetler için hayati önem taşımaktadır. Bu nedenle sosyal hizmet uzmanlarının çalıştıkları alanlarda yaptıkları mesleki görüşme ve müdahalelerde iletişim becerilerine sahip olmaları ve bu becerileri kullanabilmeleri önemlidir. Profesyonel mesleki kimlik gelişimi, sosyal hizmet eğitiminin temelidir ve mesleğin bilgi, beceri ve değerlerinin öğrencilere kazandırılması bu gelişimin önemli bir bileşenidir. Sosyal hizmet eğitiminde iletişim becerilerinin kazandırılmasında görüşme ve gözlem odası, aynalı oda, oyun odası gibi uygulama ortamlarının oluşturulduğu beceri laboratuvarlarına ihtiyaç vardır. Bu ortamlarda rol oynama, video kaydı, oyunla iletişim, yaratıcı drama, psiko-drama gibi teknikleri içerecek eğitim müfredatlarının oluşturulması önerilmektedir.

References

  • Allain, L., Brown, H. C., Danso, C., Dillon, J.,, Finnegan, P., Gadhoke, S., Shamash , M., F., ve Whittaker, F. (2006). User and carer ınvolvement in social work education: A University case study: manipulation or citizen control?, Social Work Education, 25 (4), 403-413.
  • Alptekin, K., Zengin, O., ve Topuz, S. (2012). Sosyal hizmet eğitiminde savrulma, Sosyal Hizmet Sempozyumu ”Farklılıkları Anlamak” , Konya.
  • Alptekin, K. (2016). Başlangıçtan bugüne ve yarına Türkiye’de sosyal hizmet eğitimi. Ankara: Nobel Akademik Yayıncılık.
  • Alter, C., ve Adkins C. (2001). Improving the writing skills of social work students, Journal of Social Work Education, 37 (3), 493-505.
  • Artan, T., ve Kumbasar, B. (2017). Sosyal hizmet mesleğinde etkili iletişim. Sosyal Çalışma Dergisi, 1 (2), 51-63.
  • Ayling, P. (2012). Learning through playing in higher education: promoting play as a skill for social work students, Social Work Education, 31 (6), 764-777.
  • Barker, R. L. (2003). The social work dictionary. Washington, DC: NASW Press.
  • Bolger J. (2008). Video feedback and its ımpact on the development of communication skills within social work education. Robert Gordon University. Master Thesis.
  • Boyd Webb, N. (2017). Çocuklarla sosyal hizmet uygulaması. Ercüment Erbay (Çev. Ed.), I. Baskı, Ankara: Nika Yayınevi., 194-222.
  • Bulut, I. (2003). A generalist approach in social work education in Turkey. Social Workve Society. 1(1), 128-137.
  • Burgess H. (2004) Redesigning the curriculum for Social Work Education: complexity, conformity, chaos, creativity, collaboration?, Social Work Education, 23 (2), 163-183.
  • Cartney, P. (2006). Using video ınterviewing in the assessment of social work communication skills. British Journal of Social Work, 36, 827–844.
  • Clare B., ve Mevik K. (2008). ‘Inclusive education’ teaching social work students to work with children. Journal of Social Work 8 (1), 28–44.
  • Çifçi, G.E., ve Altınova, H.H. (2012). Sosyal hizmet eğitiminde yaratıcı drama yönteminin öğrencilerin empati becerisine etkisi. Ankara Sağlık Bilimleri Dergisi, 1(2), 133-149.
  • Dinham, A. (2006) A Review of practice of teaching and learning of communication skills in social work education in england, Social Work Education, 25 (8), 838-850.
  • Elliott, R. ve Friere, B. (2007). Classical person-centered and experiential perspectives on Rogers (1957), Psychoterapy: Theory, Research, Practice, Training, 44 (3), 285-288.
  • Forrester, V., Kershaw, D., Moss, S., H., ve Hughes L. (2008).Communication skills in child protection: how do social workers talk to parents? Child and Family Social Work, 13, 41–51.
  • Fortune A.E., Lee M., ve Cavazos A. (2007) Does practice make perfect?, The Clinical Supervisior, 26 (1-2), 239-263.
  • Gibbons, J., ve Gray, M. (2002) An integrated and experience-based approach to social work education: The Newcastle model, Social Work Education, 21 (5), 529-549,
  • Grant L., ve Kinman G. (2012) Enhancing wellbeing in social work students: building resilience in the next generation, Social Work Education, 31 (5), 605-621.
  • Güney, S. (2017). Sosyal Psikoloji. 4. Basım, Ankara: Nobel Yayıncılık, 220-264.
  • Jones, S.H. (2015). Benefits and challenges of online education for clinical social work: Three examples. Clinical Social Work Journal, 43, 225–235.
  • Hargreaves, R., ve Hadlow, J. (1997). Role-play in social work education: Process and framework for a constructive and focused approach, Social Work Education, 16 (3), 61-73.
  • Kadushin, A., ve Kadushin, G. (1997). The social work interview. Columbia University Press.
  • Kırlıoğlu, M. (2019). Güçlendirmenin Özü “Güç”: Sosyal Hizmet Uzmanlarının İş Yerindeki Güçleri/Güçsüzlükleri. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 22(2), 646-662.
  • Knight, C. (2001). The skills of teaching social work practice in the generalist/ foundation curriculum, Journal of Social Work Education, 37 (3), 507-521.
  • Kumbasar, B. (2016). Hasta Odaklı Sağlık Hizmetlerinde İletişim. Sağlık Bilimleri ve Meslekleri Dergisi, 3 (1), 85-90.
  • Moran, C.C. ve Hughes L.P. (2006). Coping with stress: social work students and humour, Social Work Education, 25 (5), 501-517.
  • Moss, B. (2000) The use of large-group role-play techniques in social work education, Social Work Education, 19 (5), 471-483.
  • Moss, B., Dunkerly M. , Price B., Sullivan, W., Reynolds M., ve Yates B. (2007). Skills laboratories and the new social work degree: one small step towards best practice? service users' and carers' perspectives, Social Work Education, 26 (7), 708-722.
  • Munro, E. (2011) The munro review of child protection: final report. a child centred system, HMSO, London.
  • Nash, B.J.ve Schafer, E.C. (2013). Oyun terapisi: Temel kavramlar ve uygulamalar. İçinde:Oyun terapisinin temelleri, Edt. Schafer, C., Ankara: Nobel yayıncılık.
  • Nazlıer, E. N., ve Akoğlu, G. (2018). Sosyal hizmet eğitiminde yaratıcı dramanın önemi. Yaratıcı Drama Dergisi, 13 (2), 251-260.
  • O'Connor, L., Cecil, B., ve Boudioni M. (2009) Preparing for practice: an evaluation of an undergraduate social work ‘preparation for practice’ module, Social Work Education, 28 (4), 436-454.
  • Okvuran, A., (1994). Çağdaş insanı yaratmada yaratıcı drama eğitiminin önemi ve empatik beceri ve empatik eğilim düzeylerine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 27(1), 135-194.
  • Peeters, J. (2012). Sustainable development: A mission for social work? A normative approach. Journal of Social Intervention: Theory and Practice.21 (2), 5-22.
  • Price, B. M. (2015). Characteristics of a Helping Relationship. Your practicum in psychology: A guide for maximizing knowledge and competence., 2nd ed. Ed: Janet R. Matthews, Eugene Walker.
  • Richards, S., Ruch, G., ve Trevithick, P. (2005). Communication skills training for practice: the ethical dilemma for social work education, Social Work Education, 24 (4), 409-422.
  • Reardon, C. (2015). More than toys: Gamer affirmative Therapy. JSWT, 15(3),1-15.
  • Sharf, R. (2012). Theories of psychoterapyand Counselling: concepts and cases, 5th. Press, CA.Brooks Cole.
  • Sheafor, W.B. ve Horejsi, C.J. (2014). Sosyal hizmet uygulaması temel teknikler ve ilkeler. Baran Çiftçi D. (Ed.), 1. Basım, Ankara: Nika Yayıncılık.
  • Teater, B. (2015). Sosyal Hizmet Kuram ve Yöntemleri: Uygulama İçin Bir Giriş. Karatay, A (Çev. Ed.), Ankara: Nika yayıncılık, 139.
  • Thompson, J.J., ve Ergin, A. (1994). Sözcüklerle dökülmeyenler: Sınıfta sözsüz iletişim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 27(2), 529-546.
  • Thompson, N. (2016). Kuram ve Uygulamada Sosyal Hizmeti Anlamak. Cankurtaran, Öntaş, Ö., ve Hatiboğlu Eren, B.H. (Ed.), 3 Basım, Ankara: Dipnot yayınları.
  • Tuncay, T.,ve İl, S. (2009). Sosyal hizmet uygulamasında empatiyi yeniden düşünmek. Toplum ve Sosyal Hizmet, 20 (2).
  • Trevithick, P., Richards, S., Ruch, G., ve Moss, B. (2004). Teaching and learning communication skills in social work education. Social Care Institute for Excellence.
  • Trevithick, P. (2011). Social work skills and knowledge: A practice handbook. McGraw-Hill Education (UK).
  • Urdang E.(1999). The video lab, The Clinical Supervisor, 18 (2), 143-164.
  • Wong, D. K. P. (2001). Social work skills laboratory in action: Integrative and reflective learning through students’ participation. In D. Kember, S. Candlin, & L. Yan (Eds.), Further case studies of improving teaching and learning from the Action Learning Project Hong Kong, China: Action Learning Project. 131-139.
  • Yeşilkayalı, E. (2016). Sosyal çalışmada maneviyata duyarlı Müdahale. The Journal of Academic Social Science Studies (53), 227-237.
  • Zastrow, C. (2014). Sosyal Hizmete Giriş. Baran Çiftçi D. (Ed.), 2. Basım, Ankara: Nika Yayıncılık.
  • Zengin, O. (2013). Türkiye’de sosyal hizmet eğitiminde mevcut durum: tespitler, analizler ve öneriler. Sosyal Hizmet Sempozyumu, Kocaeli, Türkiye.
There are 52 citations in total.

Details

Primary Language Turkish
Subjects Sociology (Other)
Journal Section Articles
Authors

Dr. Öğr. Üyesi Ayten Kaya Kılıç 0000-0001-7884-7111

Hasan H. Tekin 0000-0002-6300-4098

Publication Date October 28, 2020
Submission Date June 23, 2020
Published in Issue Year 2020 Volume: 31 Issue: 4

Cite

APA Kaya Kılıç, D. Ö. Ü. A., & Tekin, H. H. (2020). SOSYAL HİZMET EĞİTİMİNDE İLETİŞİM BECERİLERİNİ KAZANDIRMAYA YÖNELİK UYGULAMALAR: BECERİ LABORATUVARI. Toplum Ve Sosyal Hizmet, 31(4), 1809-1826. https://doi.org/10.33417/tsh.756480