Notice bibliographique
Résumé
Challenges Facing LGBT Students in Placement In trying to understand the issues currently facing LGBT social work students, it is important to attend to the larger context of social work education and the extent to which current social work programs address LGBT issues. A recent survey of program directors and faculty (Martin et al., 2009) found that several areas of the curriculum neglect important topics related to practice with LGBT populations. Best practices with respect to LGBT and questioning youth and their families seem notably deficient. Only 59% of social work faculty and program directors surveyed rated their students as prepared to work with LGBT clients, while 47% considered their students prepared to work with LGBT youth (p. 10). Despite this widespread perception of a lack of student and practitioner competency, only 19% of social work programs reported having assessment mechanisms in place to evaluate student competence to work with LGBT people (Martin et al., 2009, p. 10). One complicating factor for assessing student competence is that there is no accepted set of comprehensive standards for practice with LGBT populations, a dilemma to which I will return later in this article.We confront the challenge of educating students to work with LGBT populations amid a professional atmosphere of uncertainty and ambivalence. There is no way to estimate the number of LGBT students in social work programs; the Council on Social Work Education does not ask programs to collect these data and, as a result, few programs do. The needs and experiences of transgender students in field placements are almost completely invisible in the research literature (for an exceptional discussion of transgender issues in social work education, see the film Bad Fit , 2005). A select number of studies about gay, lesbian, and bisexual social work students' experiences in the United States, Canada, and the United Kingdom have emerged over the last decade in social work (Chung, 2008; Daley, Newman, & Bogo, 2008; Diehm, 2004; Dooley, 2007; Fairclough, Bernard, Fletcher, & Ahmet, 2012; Hylton, 2005, 2006; Hunt, Cowan, & Chamberlain, 2007; Messinger, 2004, 2007; Newman, Daley, & Bogo, 2009). These studies identify a series of issues and concerns that arise for LGBT students in field, including:* obtaining information about the LGBT-friendliness of potential field agencies;* managing decisions about disclosure to supervisors, co-workers, and clients;* managing stresses of not disclosing sexual orientation or gender identity, if applicable;* handling colleagues' and clients' discomfort with the student's gender identity or sexual orientation;* managing conflicts regarding the student's self-presentation related to traditional gender norms;* dealing with assumptions of heterosexuality and gender normativity among agency staff and embedded in agency policies and practices;* working with homophobic or transphobic supervisors, staff, and clients;* dealing with personal issues that arise related to one's same-sex relationship;* managing inappropriate interactions with supervisors, co-workers, and clients;* creating and maintaining appropriate boundaries with LGBT clients;* addressing staff's discriminatory actions and attitudes related to LGBT clients; and* dealing with hate-based violence in the agency.The seriousness of these concerns is further complicated by field educators and field instructors who do not prepare LGBT students to address these issues with clients and colleagues, and who are themselves unprepared to respond to such issues when they arise. Michelle Topal and I raised many of these professional concerns in our Affilia article in 1997, making recommendations designed to help social work programs and agencies better serve these students. The next section will review these recommendations and the ways in which some social work programs and agencies have adopted these changes. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,029 | 0,031 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,002 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,040 | 0,021 |
| Communication savante | 0,018 | 0,012 |
| Science ouverte | 0,007 | 0,020 |
| Intégrité de la recherche | 0,022 | 0,042 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».