Social Work Educational Organizations and Accrediting Bodies

Implications for accrediting bodies for social work education and practice include expanding the understanding of social work practice skills to include holistic engagement skills and dynamic attunement. It is indeed possible to integrate holistic engagement skills within existing competency and capability measures to support faculty in initiating or expanding related efforts (Kelly & Horder, 2001). Similarly, based on the research reviewed in Chapter 1, holistic pedagogies not only offer skills development but also impact the overall learning environment within the classroom, thus affecting the implicit curriculum (Bogo & Wayne, 2013).

We recommend that these organizations (e.g., the Social Work Reform Board in Britain) emphasize integrative capability as a potential evolving measure of student proficiency. Recall from Chapter 2 that integrative capability is defined as using the dynamic process of engaging fully, responding, and learning through dynamic attunement, experience, and context to continually improve professional practice. Regarding scholarship and educational practice in holistic pedagogies, national leadership organizations are encouraged to invite innovation studies of holistic pedagogies and provide a platform for wide distribution of faculty activities and ideas on holistic pedagogies. Highlighting holistic pedagogies, interactive whole person teaching methods, or holistic practice methods through breakout sessions and special commissions of national conferences would also begin to provide a clearinghouse for educators already employing related methods and establish a resource network for those wanting to learn.

 
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