The Evaluation Self-Efficacy (ESE) scale was designed as an outcome measure for evaluation research courses in social work. A revised version of the Social Cognitive Theory–based ESE (ESE-II) was d...

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A Social Work Education Outcome Measure: The Evaluation Self-Efficacy Scale–II:

The study was designed to further the understanding of transphobia among students majoring in the helping professions including social work, occupational therapy, and nursing. The study's hypotheses examined the effects of transgender content in education (e.g., textbooks and lectures), religiosity, contact with transgender people, and several sociodemographic variables with transphobia. Differences in transphobia levels between social work students and those in aligned professions were also explored. The sample consisted of 600 students of a public, urban university in New York City who participated in an online survey. Measures included transphobia and transgender content scales. Students reported (75%) a deficient amount of transgender content in education, and almost one half of the sample reported moderate to high levels of transphobia. Other findings showed that transgender content in education was positively correlated with transphobia, and 1-way ANOVA showed that transphobia differed significantly across the majors. The author suggestions included increasing transgender content in textbooks, lectures, and class discussions as well as developing field sites that provide students with opportunities to serve this population.

Transphobia Among Students Majoring in the Helping Professions

Purpose:The need for psychometrically sound measurement approaches to social work educational outcomes assessment is increasing.Method:The research reported here describes an original and two replication studies of a new scale (N = 550) designed to assess an individual’s self-efficacy regarding social work competencies specified by the Council on Social Work Education as part of the accreditation of social work programs.Results:This new measure, the Self-Efficacy Regarding Social Work Competencies Scale (SERSWCS), generally performed in line with our expectations.Discussion:The SERSWCS is a measure that is based on substantial theoretical and empirical work, has preliminary evidence regarding the psychometric properties of the data it produces, can be used with large numbers of students in an efficient manner, is neither expensive or subject to user restrictions, and provides views of outcomes that have utility for pedagogical considerations at multiple curricular levels.

Self-Efficacy Regarding Social Work Competencies.

Cognitive and Affective Elements of Practice Confidence in Social Work Students and Practitioners

This article describes the results of a study comparing attitudes toward mental illness and perceptions of professional danger among new social work students (n=64) and other university students (n=111). Such topics have implications for social work education and curriculum development but have not been studied adequately. Results from multivariate analyses showed that new social work students generally had more positive attitudes toward serious mental illness. They had less fear, were less avoidant, and were more willing to help people with severe mental illness than other students. There were no differences in other attitudes, however, including the dangers posed by mental illness and the perceived dangerousness of the social work profession. Implications for educating social work students are discussed.

Attitudes About Mental Illness and Professional Danger Among New Social Work Students

This study explored baccalaureate social work students' self-efficacy at a rural southern university. Bandura's concept of self-efficacy is used as a theoretical base for the study. Students (N = 43) in introductory social work courses and in the field practicum course completed the Foundation Practice Self Efficacy Scale. Following The Council on Social Work Educations 2008 Educational Policy and Accreditation Standards, which recognizes field education as the signature pedagogy of social work education, field students were hypothesized to have higher levels of self-reported self-efficacy than entry-level students. Results suggest that senior level students were more confident in their abilities to practice social work than those students enrolled in an introductory social work course. Implications of this research for social work education are discussed, including the value of using self-efficacy scales in evaluating social work educational program outcomes.

Exploring Baccalaureate Social Work Students' Self-Efficacy: Did it Change over Time?

This study explored homophobic attitudes of baccalaureate-level social work students at a rural southern university. Students (N=151) were asked to complete an assessment that included the Hudson & Ricketts (1980) Index of Homophobia scale and an original sociodemographic questionnaire. Results suggest that the majority of students were homophobic (84%). Implications of this research and effective teaching strategies to combat homophobic attitudes are discussed.

Lolita Boykin

Papers

Exploring Baccalaureate Social Work Students' Self-Efficacy: Did it Change over Time?

Social Work Students and Homophobia: What Are Their Attitudes?