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Journal of Teaching in Social Work is a peer-reviewed journal published by Taylor & Francis, covering Social Work Education and Practice, Interprofessional Education and Collaboration, Service-Learning and Community Engagement.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Teaching in Social Work 12 (3): 45–58.
Formats any DOI in Journal of Teaching in Social Work style. No sign-up. |
| Publishes research in | Social Work Education and Practice Interprofessional Education and Collaboration Service-Learning and Community Engagement Counseling Practices and Supervision Homelessness and Social Issues |
| ISSN | 0884-1233 |
| Citation impact (2-yr) | 1.41 |
| h-index | 48 |
| i10-index | 491 |
| Total citations | 15,708 |
| Top institutions publishing here | Hunter College |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Abstract Migration across national borders has resulted in demographic changes in the United States, causing the country to become more multi-ethnic. This presents considerable challenges for graduate level educators who need to be responsive to the unique academic needs of diverse populations by considering students' previous experiences, values, and beliefs. This change requires educators to…
This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors’ initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and retraumatization among students in clinical…
Abstract To facilitate the recovery of people with mental illness (consumers of mental health services), social workers must be strengths-focused and believe in the potential for consumer growth and improvement. Unfortunately, social workers often share the negative, stigmatizing view of mental illness held by much of the general population. In this article, the authors describe…
ABSTRACT. This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from…
This article provides a detailed review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enables educators and practitioners to see holistic connections between the past and present. Historical review of the inclusion of diversity content is followed by definitions of culture, cultural competence, and…
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