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Transforming Social Work Field Education: List of Figures

Transforming Social Work Field Education
List of Figures
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table of contents
  1. Half Title
  2. Title Page
  3. Copyright
  4. Dedication
  5. Contents
  6. List of Figures
  7. List of Tables
  8. Acknowledgements
  9. Introduction: Field Research Scholarship in Social Work Education
  10. PART I:Field Education Practice, Research, and Theory
  11. 1 Addressing Class in Field: Economic Justice and Unpaid Social Work Practicums
  12. 2 Social Work Field Education Experience with Non-Social Work Field Supervisors in Community Senior Service Setting
  13. 3 Enhancing Equity and Accessibility in Field Education: Reflections on Mobilizing Local Research Findings in One School of Social Work
  14. 4 The Current State of Developmental Social Work Theory and Field Education in Africa: A Scoping Review
  15. PART II:
  16. 5 A Social Work Student in Search of an Anti-Racist Education: A Conversation with Myself
  17. 6 Culturally Responsive Child Welfare Practices: An Integrative Review
  18. 7 Champions of Hurdles: A Multiple Case Study on the Experience and Meaning of Pursuing a Doctoral Degree for Ethiopian Women
  19. 8 Use of Self in Social Work: A Critical Race and Social Identity Perspective
  20. PART III:
  21. 9 Field Education and Immigrant Serving Sector
  22. 10 Social Justice, Systems, and International Social Work in Field Education
  23. 11 Advancing Community Development Field Placements in Pakistan: A Case Study on Community Drinking Water
  24. 12 Using an Advocacy Practicum to Establish a Framework for Virtual Community Consultations in the Ottawa Adult Autism Community
  25. 13 The Service Provider’s Dilemma: Confronting the Challenges of Service Delivery for Undocumented Victims of Intimate Partner Violence
  26. PART IV:
  27. 14 Field Education, Disability, and COVID-19: Navigating a Virtual World
  28. 15 Supporting Spiritual Competencies in Field Education and Practice
  29. 16 How to Enhance Brain Potential in Fieldwork Education? The Multimodal Integration of Imagination and Trauma (MIIT) Framework
  30. Conclusion
  31. List of Contributors
  32. Index

List of Figures

4.1 The Study Protocol

4.2 Literature Search Results

4.3 Common Developmental Social Work Courses

9.1 Immigrant Serving Sector at a Glance

13.1 Stages of Development

16.1 Conceptual Model of the Multimodal Integration of Imagination and Trauma (MIIT) Framework

16.2 How to Encourage Students to Co-create Solutions in Their Field Placements

16.3 Multimodal Integration and the Development of Social Work Competencies

16.4 Logic Model for Interventions Employing Multimodality

16.5 Intervention Rationale

16.6 The Working Principles of the Multimodal Integration of Imagination and Trauma (MIIT) Framework

16.7 The Nine Recommendations for Social work Educators, as They Relate to Each One of the Principles of the Multimodal Integration of Imagination and Trauma (MIIT) Framework

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Transforming Social Work Field Education
© 2022 Julie L. Drolet, Grant Charles, Sheri M. McConnell, and Marion Bogo
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