A Quasi-Trial Investigation of an In-Service Training to Improve Social Workers' Professional Competence in China

Autor/inn/en	Zhang, Huan; Wang, Yean; Liu, Ziyu; Chui, Ernest Wing-tak
Titel	A Quasi-Trial Investigation of an In-Service Training to Improve Social Workers' Professional Competence in China
Quelle	In: Research on Social Work Practice, 29 (2019) 5, S.506-518 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Huan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731518757917
Schlagwörter	Social Work; Counselor Training; Program Evaluation; Competence; Foreign Countries; Teamwork; Program Effectiveness; Comparative Analysis; Caseworker Approach; Professional Development; Caseworkers; China + Suchen Sie Ihr Suchwort? Soziale Arbeit; Programme evaluation; Programmevaluation; Kompetenz; Ausland
Abstract	Objective: This study examines the impact of the PC 3-sessions Training Project (PC-project), designed to improve professional competency among social workers in China. Methods: Using a quasi-experimental approach, 170 social workers from social work organizations (SWOs) or community organizations (COs) participated. The experimental group (Group 1), with 127 members, participated in all three sessions; comparison Group 2, with 22 participants, attended the last two sessions; and comparison Group 3, with 21 individuals, participated in the third session. Results: Those who participated in all three sessions improved in four dimensions of professional competency: teamwork skills, community work skills, case management skills, and supportive skills, while the comparison groups showed no significant improvement. In addition, social workers in COs developed their professional competency in more dimensions than those in SWOs. Conclusions: The PC-project is effective in improving social workers' professional competencies; hence, this program should be used in China for training and continuous development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01