A MODEL FOR TEACHING MINORITY CONTENT TO FIELD INSTRUCTORS: THE INTEGRATION OF MINORITY CONTENT IN THE FIELD INSTRUCTION CURRICULUM.
Item
-
Title
-
A MODEL FOR TEACHING MINORITY CONTENT TO FIELD INSTRUCTORS: THE INTEGRATION OF MINORITY CONTENT IN THE FIELD INSTRUCTION CURRICULUM.
-
Identifier
-
AAI8319790
-
identifier
-
8319790
-
Creator
-
PHILLIPS, LUCRETIA JETT.
-
Contributor
-
Simon Slavin
-
Date
-
1983
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Social Work
-
Abstract
-
The purpose of this exploratory demonstration training program was to present a strategy for the integration of minority content, using the Black example, into the traditional field instruction curriculum.;Field instructors who are responsible for the practicum are often insufficiently prepared to convey to students what they, the students, need to understand in order to work with Black clients. The lack of preparation covers both the methods of instruction as well as the substantive content to be conveyed by instruction. The training program proposed to bridge the gap between need and reality.;The program was conducted with a deliberate selected sample of experienced field instructors for New York University School of Social Work. The program had a dual focus: (a) To develop a model for teaching minority content to field instructors. (b) To enrich teaching skills of field instruction that are most useful in conveying the essential content in this subject area. (c) To enrich the substantive content over which field instructors must have mastery if they are to help students incorporate the content into their arsenal of professional skills. The conceptual framework for the program encompassed historical and contemporary conditions, a sociological and socioeconomic perspective, and the dual perspective. The educational framework for the program was influenced significantly by the educational objectives of the New York University School of Social Work, and assumptions related to the training for the profession. Together the concepts and method became the foundation for the program design and implementation.;A pretest and post-test were used to measure mastery of the content by the field instructors. A variety of materials and techniques were used in relation to the process, including group discussion, student process recordings; recordings of the student/supervisory conferences; case presentations; logs, etc.;Findings suggest that the knowledge of the field instructors about the crucial issues and concerns that impact on the Black client functioning increased, and that the program helped them to be more able to analyze and communicate this information to their students.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
D.S.W.
-
Program
-
Social Welfare
