3. Do I use effective communication strategies? Is there always “time just to talk”? Do I seek family observations/information in assessment? In monitoring? Do family members have opportunities to ask questions or seek clarification? Do I present information at a time and in a format preferred by the family members? Do I keep my work with family members respectful, yet informal, and free of professionally precious jargon?

The adult learner.

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Interviewing For Solutions

SUMMARY The literature on Web-based education reflects a paradigm shift as hundreds of colleges and universities are offering online courses. This paper provides an overview of the current literature on Web-based education, including frameworks for analysis. Key publications on Web-based education in social work and human services are presented. Attention is given to the theoretical perspectives relevant to Web-based education such as adult learning theories and the shift to a constructivist approach. This paper concludes with a discussion on related issues such as evaluation, leadership, emotional aspects of Web-based instruction, and teaching practice skills through Web-based technology.

Key Issues in Web-Based Education in the Human Services: A Review of the Literature

Research anxiety significantly declined in a diverse sample of 59 MSW students in their first-year hybrid online research course in which the instructor used an array of innovative educational techniques empirically proven to reduce this phenomenon. The pretest/posttest study, the standardized survey instruments used, and a summary of these techniques are described. This approach offers a way to help students overcome their fears, develop confidence in their abilities, and master basic components of research methodology, which, in turn, may increase the likelihood that they will participate in evidence-based practices and other research-related activities after they graduate.

Reducing Research Anxiety among MSW Students

Given the growing prevalence of technology-based instruction, social work faculty need a clear understanding of the strengths and limitations of these methods. We systematically examined the evidence for technology-based instruction in social work education. Using comprehensive and rigorous methods, 38 articles were included in the review. Of these, 23 employed Web-based strategies, 12 employed interactive television-based strategies, and three combined both methods. Among the studies, there was a wide range of samples, content areas, measures, and data analyses. Results found that 84.2% of the studies reported that technology-based pedagogical methods produced academic outcomes equivalent or superior to traditional methods. Despite limitations, this body of evidence supports the continued use of technology in social work education as an alternative to classroom education. Future directions include the need for higher quality research and further investigations of specific issues relating to conte...

Technology in Social Work Education: A Systematic Review.

The purpose of the study is to examine the use of instructional technology in creating a mutual aid environment in the classroom. By developing and exploring Internet-based exercises designed to promote interaction in a distance education environment, the authors tested the hypothesis that instructional technology offers opportunities to promote mutual aid among students. This article describes these exercises and presents the results of a student survey about the application of mutual aid in distance education.

Mutual Aid in the Classroom: An Instructional Technology Application.

A student-alumni mentor program that combines aspects of academic and workplace mentoring was developed and implemented in a school of social work. Foundation-year MSW students (mentees) were match...

Mentoring Connections: Implementing a Student–Alumni Mentor Program in Social Work

Trauma-informed care is a rapidly emerging approach in child welfare and is significantly aligned with the core tenets and techniques of solution-focused practice. The integration of solution-focus...

Solution-Focused Trauma-Informed Care (SF-TIC): An Integration of Models

Despite recent studies suggesting that rates of child sexual abuse have decreased markedly (Jones & Finkelhor, 2001), the number of children estimated to be victims of child sexual abuse is formidable A national estimate suggested that 32 children per 1,000 are victimized annually (Sedlak & Broadhurst, 1996) Although every victimized child is not reported to child protection services, the number of children reported has increased dramatically (Bierker, 1989; Finkelhor, 1979, 1984; Patterson, 1992; Sas, Wolfe, & Gowdey, 1996; Strand, 1994), as has the number of children who could serve as witnesses in court proceedings (Haugaard & Reppucci, 1988) For example, extrapolating data from New York State to the nation, Ceci and deBruyn (1993) estimated that 100,000 children could be involved in family court or criminal justice proceedings (1993) Social workers have played an important part in the legal process and are attuned to developmental needs of children and their concerns Moreover, social workers are recognized as experts in the area of child sexual abuse because they work with abused children more regularly than other professional groups (Mason, 1992) Increasingly, social workers are being called on by the legal system to provide information about the nature of sexual abuse and its impact on children (Wolfe, Sas, & Wilson, 1987) In addition, social workers have become more involved in efforts to educate the child about and facilitate their ability to participate in the courtroom processes (Doueck, Weston, Filbert, Beekhuis, & Redlich, 1997; Lipovsky, 1994) Often, there may be two different social workers working with the same family, one providing therapy or treatment and the other--typically through the auspices of a victim witness program--helping the child and her family understand the court processes (Because most victims of sexual abuse and their social workers are female, for the sake of consistency, this articles uses feminine pronouns Masculine pronouns are used for alleged perpetrators) The victim-witness's social worker often has a case management function in that she is responsible for linkage among the various systems: medical, legal, protective, and therapeutic Because the victim--witness's social worker may be called into the family situation long after the abuse has occurred and late in the legal process and because she is constrained by her role to help the child through criminal court proceedings, there can be a gap for the child between the therapeutic role of the clinical social worker and the system advocate role of the child victim soci al worker (see, for example, Doueck et al, 1997) Through an expansion of traditional clinical practice and an integration of a diversity of social work roles, including networker, broker, educator, and mediator, this gap can be bridged Assuming an advanced generalist approach, which broadly recognizes that social workers intervene using more sophisticated role assumptions while attending to multiple and complex system demands (Schatz, Jenkins, & Sheafor, 1990), we refer in this article to the social work therapist, who encompasses the expanded role of practice and the advanced generalist approach, as a "child-centered social worker" or CCSW We review the roles of the child-centered social worker and compare the functions with those of a more traditional clinical social worker Literature Review The short-term and long-term negative effects of the sexual abuse of children are well-documented (Bowers, 1990; Briere, 1992; Linberg & Distad, 1985; Meiselman, 1978; Nelson, 1991; Sgroi, 1982) In addition, the very system set up to investigate and substantiate the abuse and to identify and punish the offender can further traumatize the child (Bauer, 1983; Berliner, 1985; Berliner & Stevens, 1980; Buildey, 1981; Conte, 1984b; DeFrancis, 1969; Finkelhor & Browne, 1985; Gagnon, 1965; King, Hunter, & Runyan, 1988; MacFarlane, 1978; Sgroi, 1982; Tedesco & Schnell, 1987) …

The Child -Centered Social Worker and the Sexually Abused Child: Pathway to Healing

Alumni mentoring in social work allows students to connect with experienced practitioners in a nonevaluative context and for alumni to strengthen university connections. This study describes and ev...

Denise J. Krause

Papers

Mutual Aid in the Classroom: An Instructional Technology Application.

Mentoring Connections: Implementing a Student–Alumni Mentor Program in Social Work

Solution-Focused Trauma-Informed Care (SF-TIC): An Integration of Models

The Child -Centered Social Worker and the Sexually Abused Child: Pathway to Healing

Formalizing Alumni Mentoring in Social Work Education: Lessons Learned From a Three-Year Program Evaluation