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| Preface | |
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| About the Author | |
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| So You Want to Go into Social Work: Where to Begin | |
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| Introduction | |
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| The Who, What, Where, When, and Why of Social Work | |
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| Who Goes into Social Work? | |
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| What Is Social Work? | |
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| Explaining Social Work in Lay Terms | |
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| The Shadow | |
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| Where Do Social Workers Practice? | |
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| When Do People Go to Social Workers? | |
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| Why Social Work? | |
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| Interviewing a Social Worker | |
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| Primer for Social Work Education | |
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| Taking Charge of Your Education | |
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| Andragogy | |
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| Bloom's Taxonomy of Educational Objectives | |
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| Kolb's Learning Styles Inventory | |
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| Your Goals for Social Work Education | |
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| Why Am I Going into Social Work? | |
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| What If Social Work Is Not for Me? | |
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| Knowing Your Own Program | |
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| Sources of Information | |
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| Securing Contact Information | |
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| Types of Information to Gather | |
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| What Are the Vision, Mission, Goals, and Objectives of the Program? | |
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| Matching Mission and Goals | |
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| What Are the Requirements for Admission to the Program? | |
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| Basic Requirements | |
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| What Are the Requirements for Successful Completion of the Program? | |
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| What I Need in a Program | |
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| What Types of Support Can I Expect from the Program? | |
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| Financial Support | |
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| Academic | |
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| Vocational | |
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| Housing | |
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| Social | |
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| Moral | |
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| Spiritual | |
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| Physical | |
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| Psychological | |
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| Program-Specific Applications | |
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| Behavioral Examples for Personal Statement | |
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| Critiquing a Personal Statement | |
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| Using Program-Specific Knowledge throughout Your Educational Journey | |
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| Course Selection | |
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| Required Courses and Core Content | |
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| Tailoring Required Courses | |
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| Concentrations and Certificates | |
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| Selecting a Concentration or Certificate Program | |
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| Elective Courses | |
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| Choosing Electives | |
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| Methods of Delivery | |
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| Methods of Delivery | |
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| Course Sequencing | |
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| Factors for Sequencing | |
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| Plan of Study | |
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| Designing a Plan of Study | |
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| Challenges Unique to Social Work | |
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| Developing a Social Work Identity | |
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| Social Work Heroes | |
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| Balancing Generalist and Specialist Perspectives | |
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| Generalist and Specialist Opportunities | |
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| Integrating the Value Base of Social Work | |
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| Personal and Professional Values | |
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| Ensuring Professional Suitability | |
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| Identifying Professional Suitability Requirements | |
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| Linking Theory, Knowledge, Practice, and Self-Awareness | |
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| Beginning Self-Awareness | |
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| Succeeding with Limited Resources | |
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| Budgeting | |
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| Social Work Writing | |
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| General Writing Guidelines | |
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| Class and Conference Notes | |
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| Receiving Feedback on Note Taking | |
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| Study Notes | |
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| Critical Thinking Papers | |
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| Examples of Critical Thinking | |
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| Reflective Papers and Process Recordings | |
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| Practicing Reflection | |
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| Tests | |
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| Progress Notes and Psychosocial Assessments | |
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| Rewriting Notes and Assessments | |
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| Client Contracts | |
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| Forensic Records | |
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| Grant-Proposal Writing | |
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| Research | |
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| Professional Dossier | |
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| Values and Aspirations | |
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| Oral Presentations | |
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| Informal Presentations | |
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| Preparation for Informal Presentations | |
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| Formal Presentations | |
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| Lectures | |
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| Learning through Observation | |
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| Workshops | |
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| Workshop Facilitation Skills | |
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| Experiential Exercises | |
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| Visualizing for Stress Reduction | |
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| Self-Care | |
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| Biopsychosocial-Spiritual Perspective | |
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| Stress, Burnout, and Vicarious Trauma | |
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| De-stress | |
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| Self-Awareness | |
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| Monitoring for Stress | |
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| Time Management | |
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| Developing and Accessing Support Systems | |
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| Building on Strengths | |
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| Identifying Strengths | |
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| Creating Meaning | |
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| Time-Outs | |
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| Diversity Concerns | |
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| Diversity and Self-Awareness | |
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| Beginning with Your Own Diversity | |
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| Diversity among Faculty and Field Instructors | |
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| Diversity as a Continuum | |
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| Diversity among Peers | |
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| Easier and Harder | |
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| Diversity among Clients | |
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| Preparation for Field | |
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| Library Research | |
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| Identifying Relevant Research | |
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| Playing Favorites | |
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| Reading and Critically Appraising Scholarly Literature | |
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| Critiquing Literature | |
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| Working in Student Groups | |
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| Types of Groups | |
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| Why Work in Groups | |
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| Strategies for Effective Groups | |
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| Group Membership | |
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| Personal Group Style | |
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| Building Positive Group Norms | |
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| Dealing with Specific Challenges | |
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| Knowing Your Conflict Style | |
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| Parallel Process | |
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| Working Relationships with Professors | |
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| Ways to Build Positive Working Relationships | |
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| Getting to Know You | |
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| Dual Relationships | |
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| Managing Conflict with Professors | |
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| Accepting Feedback | |
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| Making the Most of Field | |
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| Preparing for Your Field Education | |
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| Choosing Types of Field Placements | |
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| Preparing to Meet with Your Faculty | |
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| Field Liaison | |
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| Field Interviews | |
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| First Impressions-Role Reversal | |
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| Preparing for Your First Day in the Field | |
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| Processes of Teaching and Learning in the Field | |
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| Learning Plans | |
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| Readings | |
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| Observing | |
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| Practicing with Your Field Instructor Present | |
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| Practicing Alone | |
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| Process Recordings | |
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| Process Recording Practice | |
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| Videorecording Your Practice | |
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| Case Conferences and Group Supervision | |
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| Raising Difficult or Embarrassing Issues | |
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| Evaluation | |
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| Integrative Classroom-Field Seminars | |
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| Field-Related Problems | |
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| Handling Challenges in the Field | |
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| Where to Go from Here | |
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| Learning Attitudes | |
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| Learning Opportunities | |
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| Professional and Career Development | |
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| Ongoing Support Systems | |
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| Ongoing Learning and Professional Priorities | |
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| Glossary | |
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| Bibliography | |