Ellen Katz
Dados Biográficos
| ID | 5937786 |
|---|---|
| NOME | Ellen Katz |
| PRENOMES | Ellen |
| SOBRENOME | Katz |
| ASSINATURA | KATZ E |
| AFILIAÇÕES | University of Toronto |
| ORCID | 0000-0001-7750-6067 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Mindfulness and cognitive training interventions that address intersecting cognitive and aging needs of older adults
Mindfulness and cognitive training interventions are promising models to address impacts (e.g., anxiety and stress) of cognitive impairment among older adults. Combining strategies may yield better outcomes than models offered in isolation. However, there are numerous uncertainties about these interventions, potential for combination, and implementation. Social workers are well placed to offer these interventions. Findings From an initial search …
Evaluating an embodied mindfulness approach to teach reflective practice to MSW students
Reflection is a key component of practice, supporting social workers to learn from past experiences and navigate the uncertainty and ambiguity that is common within our work. While the benefits of reflective practice are well documented, there remains considerable debate as to how it is taught and evaluated, with variability across the health and social service professions. The authors sought to evaluate an embodied approach to teaching reflectiv…
Towards Understanding the Client and Observer in the Peer-to-Peer Role-Play
The longstanding use of the peer-to-peer role-play offers social work students an introduction to developing their skills of intervention in a simulated client encounter. This experiential exercise permits students to practice the generalist skills involved in engaging, assessing, intervening, and terminating with clients in distress. Although the student social worker is the central player of this exercise, the client and observer have integral …
Reconceptualizing Attachment Theory Through the Lens of Polyamory
Shame in Family Systems With Developmental Trauma
This article highlights the importance of recognizing and working with shame when clinicians are supporting families who have experiences of developmental trauma. This article will help clinicians identify the existence of shame in parents, children, and therapist; differentiate shame from guilt; understand the connection to developmental trauma; and draw information from case examples. This article draws from clinical wisdom and experience, prov…
Exploring micro-skills as the underpinnings of effective social work practice
This article explores the underpinnings of direct social work practice, applying theoretical concepts to demonstrate how to increase practice effectiveness. Given the challenges and stresses of the profession, social workers require training that equips them with skills for every field of practice, every situation and all levels of stress. The heart of direct practice is seen as a psychophysiological integration of skills (concrete tools that pra…
Cognitive and affective processes
Social workers engage with and hold the emotional context of clients, while managing their own cognitive and affective reactions. As such, the importance of attending to social work students’ emotional reactions in the classroom to effectively prepare them for field education and practice has been recognized. A greater understanding of cognitive and affective processes and how to teach students to be increasingly self-aware can better equip futur…
Simulation as Vicarious Learning in the BSW Classroom
While direct client experience is the optimal environment for social work students to learn interviewing skills, vicarious learning, or learning through observing peers or an instructor in a simulated client encounter, also affords students the opportunity for personal growth and reflection. To explore students’ experiences of vicarious learning this study involved Year 4 BSW students who observed the course instructor conduct 10, 1-hour, live si…
BSW Student Perspectives on the Utility of Brief, Classroom-Based Mindfulness Practices
This exploratory study set out to examine the impact of weekly mindfulness practices on Year 4 Bachelor of Social Work students’ ability to develop attentional processes, therapeutic presence, and empathy in classroom-based role-play scenarios and practicum placements. Participants (n = 24) received a brief, 10– 15 minute mindfulness practice each week at the start of class. Individual interviews were conducted (n = 9) following completion of the…
Taking the Show on the Road in Holding Academic Classes in Community Agencies
Social work educators often teach students clinical knowledge within a university classroom, whereas students tend to learn clinical practice through their practicum experiences. This article describes data from a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to graduate students. In this study, students participated in a newly developed and delivered 3-hour weekly co…
Illuminating Students’ Pre-Practicum Conceptual and Emotional States
Pre-practicum student reflections were studied using an Objective Standard Clinical Examination adapted for social work. One hundred and nine students conducted simulated interviews and immediately wrote answers to reflective questions. Reflections were studied using descriptive qualitative methodology. Three patterns emerged: students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easi…
Evaluating an Objective Structured Clinical Examination (OSCE) Adapted for Social Work
Objectives: To evaluate an objective structured clinical examination (OSCE) adapted for social work in a lab course and examine the degree to which it predicts competence in the practicum. Method: 125 Masters students participated in a one-scenario OSCE and wrote responses to standardized reflection questions. OSCE performance and reflections were rated on previously standardized scales, competence in field was evaluated using the online practice…
Evaluating an Objective Structured Clinical Examination (OSCE) Adapted for Social Work
Objectives: To evaluate an objective structured clinical examination (OSCE) adapted for social work in a lab course and examine the degree to which it predicts competence in the practicum. Method: 125 Masters students participated in a one-scenario OSCE and wrote responses to standardized reflection questions. OSCE performance and reflections were rated on previously standardized scales, competence in field was evaluated using the online practice…
Illuminating Students’ Pre-Practicum Conceptual and Emotional States
Pre-practicum student reflections were studied using an Objective Standard Clinical Examination adapted for social work. One hundred and nine students conducted simulated interviews and immediately wrote answers to reflective questions. Reflections were studied using descriptive qualitative methodology. Three patterns emerged: students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easi…
Taking the Show on the Road in Holding Academic Classes in Community Agencies
Social work educators often teach students clinical knowledge within a university classroom, whereas students tend to learn clinical practice through their practicum experiences. This article describes data from a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to graduate students. In this study, students participated in a newly developed and delivered 3-hour weekly co…
Evaluating an Objective Structured Clinical Examination (OSCE) Adapted for Social Work
Objectives: To evaluate an objective structured clinical examination (OSCE) adapted for social work in a lab course and examine the degree to which it predicts competence in the practicum. Method: 125 Masters students participated in a one-scenario OSCE and wrote responses to standardized reflection questions. OSCE performance and reflections were rated on previously standardized scales, competence in field was evaluated using the online practice…
Illuminating Students’ Pre-Practicum Conceptual and Emotional States
Pre-practicum student reflections were studied using an Objective Standard Clinical Examination adapted for social work. One hundred and nine students conducted simulated interviews and immediately wrote answers to reflective questions. Reflections were studied using descriptive qualitative methodology. Three patterns emerged: students rely primarily on their personal and/or professional experience rather than theoretical knowledge; they are easi…
Taking the Show on the Road in Holding Academic Classes in Community Agencies
Social work educators often teach students clinical knowledge within a university classroom, whereas students tend to learn clinical practice through their practicum experiences. This article describes data from a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to graduate students. In this study, students participated in a newly developed and delivered 3-hour weekly co…
BSW Student Perspectives on the Utility of Brief, Classroom-Based Mindfulness Practices
This exploratory study set out to examine the impact of weekly mindfulness practices on Year 4 Bachelor of Social Work students’ ability to develop attentional processes, therapeutic presence, and empathy in classroom-based role-play scenarios and practicum placements. Participants (n = 24) received a brief, 10– 15 minute mindfulness practice each week at the start of class. Individual interviews were conducted (n = 9) following completion of the…
Shame in Family Systems With Developmental Trauma
This article highlights the importance of recognizing and working with shame when clinicians are supporting families who have experiences of developmental trauma. This article will help clinicians identify the existence of shame in parents, children, and therapist; differentiate shame from guilt; understand the connection to developmental trauma; and draw information from case examples. This article draws from clinical wisdom and experience, prov…
Exploring micro-skills as the underpinnings of effective social work practice
This article explores the underpinnings of direct social work practice, applying theoretical concepts to demonstrate how to increase practice effectiveness. Given the challenges and stresses of the profession, social workers require training that equips them with skills for every field of practice, every situation and all levels of stress. The heart of direct practice is seen as a psychophysiological integration of skills (concrete tools that pra…
Cognitive and affective processes
Social workers engage with and hold the emotional context of clients, while managing their own cognitive and affective reactions. As such, the importance of attending to social work students’ emotional reactions in the classroom to effectively prepare them for field education and practice has been recognized. A greater understanding of cognitive and affective processes and how to teach students to be increasingly self-aware can better equip futur…
Simulation as Vicarious Learning in the BSW Classroom
While direct client experience is the optimal environment for social work students to learn interviewing skills, vicarious learning, or learning through observing peers or an instructor in a simulated client encounter, also affords students the opportunity for personal growth and reflection. To explore students’ experiences of vicarious learning this study involved Year 4 BSW students who observed the course instructor conduct 10, 1-hour, live si…
Towards Understanding the Client and Observer in the Peer-to-Peer Role-Play
The longstanding use of the peer-to-peer role-play offers social work students an introduction to developing their skills of intervention in a simulated client encounter. This experiential exercise permits students to practice the generalist skills involved in engaging, assessing, intervening, and terminating with clients in distress. Although the student social worker is the central player of this exercise, the client and observer have integral …
Reconceptualizing Attachment Theory Through the Lens of Polyamory
Mindfulness and cognitive training interventions that address intersecting cognitive and aging needs of older adults
Mindfulness and cognitive training interventions are promising models to address impacts (e.g., anxiety and stress) of cognitive impairment among older adults. Combining strategies may yield better outcomes than models offered in isolation. However, there are numerous uncertainties about these interventions, potential for combination, and implementation. Social workers are well placed to offer these interventions. Findings From an initial search …
Evaluating an embodied mindfulness approach to teach reflective practice to MSW students
Reflection is a key component of practice, supporting social workers to learn from past experiences and navigate the uncertainty and ambiguity that is common within our work. While the benefits of reflective practice are well documented, there remains considerable debate as to how it is taught and evaluated, with variability across the health and social service professions. The authors sought to evaluate an embodied approach to teaching reflectiv…
Psychology (12 obras) · Interprofessional Education and Collaboration (7 obras) · Social Work (7 obras) · Social Work Education and Practice (7 obras) · Medical education (6 obras) · Medicine (6 obras) · Pedagogy (6 obras) · Social Psychology (6 obras) · Psychotherapist (5 obras) · Sociology (5 obras)