Javier Ferrer-Aracil

This paper analyzes perceptions of competencies and other employability-related factors in Social Work from two complementary perspectives: that of final-year Bachelor’s students in Social Work, and that of Social Work professionals serving as field supervisors during practicum. A quantitative, cross-sectional, and descriptive study was conducted. A total of 96 individuals from a Spanish public university participated: 77 fourth-year students and 19 professionals. Data were collected through two ad hoc questionnaires on competencies related to employability, the usefulness of practicum and the degree of job placement, additional training, geographic mobility, and the transition to employment. In both groups, although from different positions and perspectives, professional ethics and responsibility, social commitment, and teamwork were highlighted. Likewise, practicum and the Degree in Social Work were considered highly useful for finding employment, and the establishment of partnerships with companies and institutions was identified as the most effective measure to improve employability. In contrast, different results were observed among students and professionals with regard to additional training, mobility, and the transition to employment. The results underscore the value of further exploring the connection between higher education and the professional world, as well as studying the transition to professional practice.

Social Work is a discipline committed to the well-being of people and the planet. It is a profession that, over the years, has internalized environmental problems as part of its theoretical and practical dialectic. The global crises have brought about a paradigm shift that influences the approach to current social problems. Universities and social work training promote the incorporation of an environmental, critical, and sustainable approach to social and environmental problems. This empirical study of quantitative design and descriptive and explanatory purpose aims to understand the perceptions and attitudes towards the environment by students of the Degree in Social Work of the University of Alicante (Spain) and their perceptions and attitudes about the relationship between environment and social work. The study was carried out through an ad hoc questionnaire composed of 11 questions and 23 measurement variables. Data was analyzed through SPSS. A total of 102 students aged between 20 and 49 participated. The results show students' recognition of and concern for environmental problems, taking into account personal, cultural, and political factors that influence these perceptions, as well as the associations between their attitudes and perceptions and the perception of their own behavior towards the environment. It concludes with the need to strengthen ecosocial thinking in students of Social Work and incorporate their knowledge into professional practice.

Introducción: Este trabajo analiza la aplicación de las técnicas grupales role-playing fishbowl en la enseñanza del Trabajo Social. Se analiza la percepción del alumnado sobre el contenido y metodología de la actividad, así como la adquisición de competencias éticas. Metodología: 111 estudiantes de las asignaturas de Prácticas Externas del Grado en Trabajo Social de la Universidad de Alicante (España) completaron el proceso de recogida de información. Se empleó el método cuantitativo de tipo descriptivo y explicativo. Resultados: Se observa una percepción positiva tanto acerca del contenido y la metodología de la actividad como de su impacto en la adquisición de competencias éticas. Discusión: Se analizan e interpretan los principales resultados, relacionándolos con el cuerpo de conocimiento existente sobre la ética en Trabajo Social. Conclusiones: Se concluye que la combinación de las técnicas role-playing y fishbowl es adecuada para el desarrollo de competencias éticas, según la percepción del alumnado participante.

Introducción: Este trabajo analiza las actitudes hacia la inmigración y las personas inmigrantes en el alumnado de Trabajo Social y cómo éstas pueden estar asociadas a distintas variables demográficas. Participaron 101 estudiantes del Grado en Trabajo Social de la Universidad de Alicante (España). Metodología: La investigación adoptó un método cuantitativo de carácter descriptivo y explicativo. Se empleó el cuestionario como instrumento para recoger los datos. Se realizaron análisis tanto univariados como bivariados. Resultados: Se identifican actitudes positivas por parte del alumnado de Trabajo Social, aunque también variaciones tanto en función de los diferentes aspectos de las actitudes evaluados como de las variables sociodemográficas del alumnado. Discusión: Se contextualizan las actitudes mostradas por el alumnado, resaltando cómo estas se alinean con el conocimiento existente en la literatura. Conclusiones: Se concluye que el alumnado de Trabajo Social considera la inmigración fundamentalmente una oportunidad. Se sugiere diseñar experiencias educativas que refuercen las actitudes positivas y contribuyan al desarrollo de competencias interculturales en el alumnado.

Introducción: Este estudio evalúa la aplicación del Teatro del Oprimido en la enseñanza-aprendizaje del Trabajo Social. Se analiza la percepción del alumnado sobre los contenidos, metodología y organización de la actividad, así como sobre la adquisición de competencias de pensamiento crítico a través de ella. Metodología: Participaron 114 estudiantes del Grado en Trabajo Social de la Universidad de Alicante (España). Se empleó el método cuantitativo de tipo descriptivo y explicativo. Se utilizó el cuestionario como instrumento de recogida de datos. Se realizaron análisis tanto univariados como bivariados. Resultados: Se observa una percepción positiva del alumnado acerca de la experiencia, valorando tanto el método empleado como el impacto de la actividad en la adquisición de competencias. Discusión: Se analizan e interpretan los principales resultados de la investigación, vinculándolos con el cuerpo de conocimiento preexistente. Conclusiones: Se concluye que el Teatro del Oprimido es un método eficaz para el desarrollo del pensamiento crítico.

Diversity is a characteristic inherent to the human species (Ramírez-Goicoechea, 2011), manifesting itself in a multitude of dimensions, from culture and language to different forms of economic org...

Debating represents an active teaching–learning method in higher education. Engaging in debates helps to acquire and develop transversal skills, which are essential to successfully function in personal, academic, and professional spheres. In this quantitative, descriptive, and explanatory study, we analyse how attitudes included within transversal competences were acquired through a debate activity conducted as a part of the social work programme at the University of Alicante. A total of 74 students participated, with an average age of 22.34 years, the majority of which were women. The students were divided into two evaluation groups: a peer evaluation group and a teacher evaluation group. Using an ad hoc questionnaire, three categories of variables were studied: sociodemographic variables; organisational and activity evaluation variables; and variables relating to the acquisition of attitudes. The results indicated that debating favoured communication, innovation and entrepreneurship, social commitment, critical thinking, information management, autonomy and self-regulation, as well as teamwork. Variations were also found according to the university admission modality and the evaluation agent. These results highlight not only how useful debating can be as a pedagogical tool, but also the need to consider different contextual factors when implementing debate activities in the context of university studies.

Service-learning (SL) is a participatory teaching–learning methodology through which students learn certain content while also meeting a number of real social needs in their environment. The implementation of SL in different areas and educational stages has been extensively described. However, its potential as a community and intercultural development strategy at the local level has not been widely studied. Through a documentary analysis, the present work sought to understand the characteristics of socio-educational interventions, which, based on the service-learning methodology, aim at improving coexistence in local communities with a high degree of cultural diversity. A total of 18 projects were included in a community programme implemented in the municipality of Elche (Spain) between 2010 and 2016. They all focused or included the promotion of intercultural coexistence among their objectives. The study design was quantitative, with a descriptive and explanatory, univariate and bivariate analysis using the IBM Statistical Package for Social Sciences 26. The results showed that service-learning can contribute to the improvement of intercultural coexistence. Moreover, a number of SL basic, pedagogical and organisational components are enhanced when integrated into broader community development processes.

El objetivo de la presente investigación fue analizar el fenómeno de la participación comunitaria durante la pandemia causada por el COVID-19, contextualizándolo en el espacio geográfico de la provincia de Alicante (España). Los datos fueron recogidos mediante un cuestionario ad hoc autoadministrado. Participaron 260 personas residentes en la provincia de Alicante, seleccionadas mediante muestreo no probabilístico por conveniencia. Los resultados mostraron el impacto de la enfermedad en la vida colectiva de las personas, en su identificación y pertenencia comunitarias, en su adhesión a proyectos comunes, así como en sus conductas altruistas. El trabajo concluye apuntando que: 1) El distanciamiento físico impuesto por la COVID-19 no necesaria ni automáticamente se traduce en distanciamiento social, puesto que durante la pandemia se desarrollan múltiples experiencias de colaboración y solidaridad ciudadana; 2) Las desigualdades sociales se mantienen en los ejes de género y procedencia cultural en lo referido a la participación, ya que son las mujeres y las personas extranjeras quienes afrontan mayores obstáculos; 3) Existe un alto nivel de desinformación sobre las actividades y decisiones que afectan a las comunidades, lo que concuerda con el bajo nivel de participación en estructuras y proyectos colectivos.