Practicing what we teach: Using case studies from 9/11 to teach crisis intervention from a generalist perspective

Caroline Rosenthal Gelman, Diane M. Mirabito

    Research output: Contribution to journalArticle

    Abstract

    Populations traditionally served by social workers are experiencing increasingly severe psychosocial stressors, necessitating that students be trained in crisis intervention. This paper provides educators with a theoretical framework integrating generalist practice and crisis intervention, which is applied to compelling case studies from September 11 with individuals, families, groups, organizations, and communities. The authors provide guidelines for discussion and teaching points to structure didactic and collaborative problem-based learning and encourage instructors to use examples from their own and their students' practice. Students learn to intervene with their clients and to appreciate the vital role that social workers assume in responding to disasters.

    Original languageEnglish (US)
    Pages (from-to)479-494
    Number of pages16
    JournalJournal of Social Work Education
    Volume41
    Issue number3
    DOIs
    StatePublished - Jan 1 2005

    Fingerprint

    crisis intervention
    social worker
    student
    didactics
    disaster
    instructor
    educator
    Teaching
    learning
    community
    Group

    ASJC Scopus subject areas

    • Education
    • Social Sciences (miscellaneous)

    Cite this

    Practicing what we teach : Using case studies from 9/11 to teach crisis intervention from a generalist perspective. / Gelman, Caroline Rosenthal; Mirabito, Diane M.

    In: Journal of Social Work Education, Vol. 41, No. 3, 01.01.2005, p. 479-494.

    Research output: Contribution to journalArticle

    @article{0b6d2a6d90754bc4a9f0e2c4199214e0,
    title = "Practicing what we teach: Using case studies from 9/11 to teach crisis intervention from a generalist perspective",
    abstract = "Populations traditionally served by social workers are experiencing increasingly severe psychosocial stressors, necessitating that students be trained in crisis intervention. This paper provides educators with a theoretical framework integrating generalist practice and crisis intervention, which is applied to compelling case studies from September 11 with individuals, families, groups, organizations, and communities. The authors provide guidelines for discussion and teaching points to structure didactic and collaborative problem-based learning and encourage instructors to use examples from their own and their students' practice. Students learn to intervene with their clients and to appreciate the vital role that social workers assume in responding to disasters.",
    author = "Gelman, {Caroline Rosenthal} and Mirabito, {Diane M.}",
    year = "2005",
    month = "1",
    day = "1",
    doi = "10.5175/JSWE.2005.200303116",
    language = "English (US)",
    volume = "41",
    pages = "479--494",
    journal = "Journal of Social Work Education",
    issn = "1043-7797",
    publisher = "Council on Social Work Education",
    number = "3",

    }

    TY - JOUR

    T1 - Practicing what we teach

    T2 - Using case studies from 9/11 to teach crisis intervention from a generalist perspective

    AU - Gelman, Caroline Rosenthal

    AU - Mirabito, Diane M.

    PY - 2005/1/1

    Y1 - 2005/1/1

    N2 - Populations traditionally served by social workers are experiencing increasingly severe psychosocial stressors, necessitating that students be trained in crisis intervention. This paper provides educators with a theoretical framework integrating generalist practice and crisis intervention, which is applied to compelling case studies from September 11 with individuals, families, groups, organizations, and communities. The authors provide guidelines for discussion and teaching points to structure didactic and collaborative problem-based learning and encourage instructors to use examples from their own and their students' practice. Students learn to intervene with their clients and to appreciate the vital role that social workers assume in responding to disasters.

    AB - Populations traditionally served by social workers are experiencing increasingly severe psychosocial stressors, necessitating that students be trained in crisis intervention. This paper provides educators with a theoretical framework integrating generalist practice and crisis intervention, which is applied to compelling case studies from September 11 with individuals, families, groups, organizations, and communities. The authors provide guidelines for discussion and teaching points to structure didactic and collaborative problem-based learning and encourage instructors to use examples from their own and their students' practice. Students learn to intervene with their clients and to appreciate the vital role that social workers assume in responding to disasters.

    UR - http://www.scopus.com/inward/record.url?scp=29144472199&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=29144472199&partnerID=8YFLogxK

    U2 - 10.5175/JSWE.2005.200303116

    DO - 10.5175/JSWE.2005.200303116

    M3 - Article

    AN - SCOPUS:29144472199

    VL - 41

    SP - 479

    EP - 494

    JO - Journal of Social Work Education

    JF - Journal of Social Work Education

    SN - 1043-7797

    IS - 3

    ER -