Video narratives as a trauma-informed pedagogical tool in remote social work education.
This article describes the use of video narratives with undergraduate social work students to assist with implementing explicit and implicit curricula during remote instruction due to COVID-19. While use of video narratives was not originally planned in a senior capstone course, technology was quick...
| Publicado en: | Social Work Education Vol. 43; no. 7; pp. 1967 - 1984 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | This article describes the use of video narratives with undergraduate social work students to assist with implementing explicit and implicit curricula during remote instruction due to COVID-19. While use of video narratives was not originally planned in a senior capstone course, technology was quickly employed to help students process feelings about grief and loss associated with abruptly ending classes and activities. Modification of assignments to promote student discussions about the mutual crisis is consistent with a trauma-informed teaching approach. Data collected from a cohort of undergraduate social work students reveals strong satisfaction by students with the use of video narratives and supports their use in social work courses in the future, regardless of the requirement for remote instruction. Ideas for promoting the use of video narratives as a social work pedagogical tool during times of mutual crisis and more broadly are presented. |
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