Save 30% on Advancing Human Rights in Social Work Education! For a limited time, save more than 30% on CSWE Press's "Advancing Human Rights in Social Work Education," an essential volume for the current moment bringing together a host of scholars to address curriculum development and teaching methodologies for integrating human rights into social work education. Editors Kathryn R. Libal, S. Megan Berthold, Rebecca L. Thomas, and Lynne M. Healy offer readers ideas for course design, teaching strategies, and ample reference material such as specialized treaties of specific relevance to social work, country and shadow reports, and complaint mechanisms. Read an excerpt and order your copy today! https://ow.ly/OMwl50SiUEG
Council on Social Work Education’s Post
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DSW Student, Child and Adolescent Therapist, Professor, and Founder of Agents of Change Social Work Test Prep
Calling all DSW students and graduates.. the time to have your voice heard is now! 🚨 Urgent Action Needed! 🚨 I encourage you to pay close attention to the proposed changes in the CSWE accreditation standards for Practice Doctorate Programs (PDPs). These changes could significantly impact the integrity and rigor of our DSW programs. Here are some key concerns from the proposed changes: 1. **Lack of Director Involvement:** Not a single DSW program director was involved in the revision process of the accreditation standards. This absence of direct input undermines the credibility and relevance of the proposed changes. 2. **Blurred Distinction between MSW and DSW:** The revised standards fail to recognize the distinct nature of doctoral education compared to MSW/BSW programs. This oversight demonstrates a fundamental misunderstanding of DSW programs and could lead to a reduction in the degree's significance. 3. **Diminished Rigor and Expertise:** The proposed standards seem to dilute the rigor of DSW programs by aligning them too closely with undergraduate and master's level standards. This includes the removal of scholar-practitioner language and a decrease in post-MSW experience and teaching requirements. It's crucial that we speak up and provide feedback before the April 30th deadline. Our collective voice can ensure that the accreditation standards reflect the true essence and value of DSW programming. We need to advocate for the integrity and excellence of our DSW programs. Please share widely with your networks. We are stronger together! Melissa E. Catlin Denis, LCSW RYT Jasmine Cohen Dina Pilgrim Fran Kuehn HEATHER BURTON Leah Topek-Walker Heidi Billittier, LMSW Adriana Silva, LCSW Jeanette Lukas Venus C. Flowers Sherry Schwartz, LCSW Kathryn Jacob, LMSW Patricia Huber-Villano, LCSW-R Tracie Strabel Denise Link Dr. Kenyuatia L. Gash, DSW, LCSW-QS, BCD, MAC, CCTP-II
We want your feedback! The first draft of "Accreditation Standards for Practice Doctorate Social Work Programs" is open for public comment through Tuesday, April 30, 2024. Help shape the future of social work education: www.cswe.org/PDPfeedback.
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As globally inclusive education is being promoted, educator/teacher, you need to have a good observation skills and some knowledge about different types of disorders. It must be mandatory for school management to have clear guidelines and procedures when concerns rises about a child’s behavior. It must be assessed to know the root cause of it. The child may have a disorder. Is also advised for schools to have a SEND unit for they will assist the class teachers and developing IEP for the special needs students. Educational body needs - to create awareness programs for all, students and teachers, with regards to equality and diversity. This knowledge helps them to understand how they should be treated and how to treat others. – to develop an ethos that values and respects all people. – to take positive action to offer support and encouragement to groups (schools) and individuals (teachers/students), whose progress can be limited by cultural expectations or beliefs and prejudices. CGPM can assist on developing programs, guidelines and procedures regarding inclusive education. Checkout the link below 👇 https://lnkd.in/gNbqbd92
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Experienced strategist | Designs and develops global synergy and collaboration | Cultivates an innovative environment
The article emphasises the crucial role of self-understanding in effective self-advocacy. By highlighting the need for a paradigm shift in education, it highlights the significance of teaching individuals how to think and fostering critical thinking skills. Focusing on one's strengths and weaknesses, understanding one's optimal learning methods and communication preferences. Ultimately, the article asserts that by embracing self-awareness and effectively communicating personal needs, individuals can advocate for a fulfilling life, recognising the evolving nature of self-understanding across diverse roles and contexts. https://lnkd.in/dKXY-nmD
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As Educators(classroom teachers), your influence within the broader education system will sometimes be limited. There are times when stepping back and gaining a broader perspective, or “rising above,” allows you to see where changes are needed and how best to advocate for them. This could mean engaging with policymakers, joining professional networks, or participating in educational research that informs systemic improvements. Some of us need to step outside to advocate for change or else policy makers will make ‘changes’ and impose them on us. How do you want it?
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Kindly read new article with great insights on project for child development on St. Maarten.
Education and artistic expression
educationandartisticexpression.com
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Day 2 of the 26th Annual Conference. The day concluded with an insightful plenary session titled "Higher Education, Human Rights, and the Right to Collaborate." This session highlighted a key takeaway: Do we have the right to challenge authority and engage in genuine academic debate? How do we create safe spaces for academics to engage?
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TNG Consulting, ATIXA (Association of Title IX Administrators), and NABITA (National Association for Behavioral Intervention and Threat Assessment) firmly oppose any legislative action eliminating or limiting DEI programs in public education. We call on higher education institutions and K-12 schools and districts to preserve these programs, positions, and professionals and when necessary, to litigate to prove these restrictive laws are legally untenable. Read our joint position statement defending the need for DEI work and inclusive education: https://hubs.li/Q02t9mJd0
DEI is Essential to the Educational Enterprise
tngconsulting.com
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From article: Katharine and I spoke about how all kids benefit from rules and strict expectations. But the kids at the lowest end of the socioeconomic ladder benefit the most. Kids who are advantaged can often manage to navigate the world without strict norms or rules. But disadvantaged kids benefit the most from strict standards. Not necessarily for academic excellence, which may be out of reach for some of them, but for basic soft skills, which are not out of reach. Many schools are dismantling both academic standards and expectations of social decorum. I was happy to see Michaela firmly uphold both. https://lnkd.in/g7ARAQfZ
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Dr. Shaker; a passionate professional of Strategic HRD, OD, L&D, Strategic Leadership, Quality Management, and Organizational Excellence combining hands-on experience with academic credentials.
Critical pedagogy is the development of critical consciousness, a way of seeing the world with all its contradictions, a process that starts by simply creating the context for people to question their everyday experience. The purpose is to look beyond what we unquestionably accept and take for granted in everyday life. Seeing situations with fresh eyes lifts the blinkers: we see the contradictions of life that are unjust and that lead to social inequalities. This locates us, as educators, in a process of education for liberation.
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I often think about the fact that some of the most important work of teaching - reflecting on the semester and revising materials and planning for the next semester - is very frequently unpaid in adjunct teaching. Even though the whole adjunct system is a mess for many reasons, it would definitely be a big deal if every contract simply had 5 hours tacked on to it reserved for revision and planning at the end of a term. This is one of those things that is partly "pedagogy" but also about a structural feature of job titles and contracts that is tough to address purely through pedagogical advocacy.
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3moImpressive.Soccial work in Education is a powerful tool for today's generation