Naomi R. Abramowitz

Bio: Naomi R. Abramowitz is an academic researcher. The author has contributed to research in topics: Mental health & Curriculum theory. The author has an hindex of 1, co-authored 1 publications receiving 17 citations.

Human Sexuality in the Social Work Curriculum.

Abstract: Social work must address itself to educating students in the field of human sexuality if it is to prepare them to deal adequately with the problems of the family, adolescence, mental health, etc. Social work has a limited literature in this area, and only recently have the curricula of schools of social work begun to reflect the interest in human sexuality. In this study, forty social work students were tested to determine how their SKI (Sex Knowledge Inventory) scores compared with those of other professional students. Tests revealed the social work student was not as knowledgeable as the student of medicine, law, or nursing.

Human Sexuality as a Critical Subfield in Social Work

Abstract: Human sexuality is of vital importance to social work practitioners, educators, and scholars. Yet historically, the profession’s leadership around it has waxed and waned, impacting practice. This article discusses the importance of human sexuality as a critical subfield within social work. It suggests that the mechanisms, namely textbooks, journals, and national conferences, for stimulating human sexuality social work scholarship are limited. The authors assert that the taboo of human sexuality limits the advancement of a cohesive professional discourse and contributes to the continued oppression of marginalized populations. Recommendations for providing better support for those who study, teach, and practice in the arena of human sexuality are offered.

Sexuality Content in the BSW Curriculum: A Pilot Study of Student Perceptions

Abstract: As attitudes about sexuality change, social workers may confront client issues and/or problems related to human sexuality. This article describes a pilot study of student perceptions of human sexuality curriculum content and their views regarding their sense of preparedness and anticipation in dealing with this area of practice. A convenience sample of undergraduate students (n=170) from BSW programs at public and private institutions in the northeastern United States completed a study- specific questionnaire. Preliminary findings suggest study participants were unable to identify sexuality content within their curriculum. Only 42% (n=71) perceived that they were adequately prepared to handle most sexuality issues, although many anticipate working with clients with sexuality issues in practice. Limitations of the study are addressed. Directions for future research are discussed that may contribute to a better understanding of the delivery of human sexuality content to BSW students.

Sexuality Social Justice and Social Work: Implications for Social Work Education

Abstract: This article focuses on reviewing the existing peer- reviewed literature to offer a working definition of the term sexuality social justice and explore how sexuality social justice is currently understood and applied in social work education. The authors recommend that given the recent increased visibility and discussion of sexuality- related issues in society, it is imperative for social workers to apply a social justice lens when addressing sexuality issues in bachelor's- level programs and classrooms. Given the limited studies and literature that are focused specifically on the topic of sexuality social justice as applied to social work practice as well as on undergraduate social work education, implications for future practice and education are presented and elaborated on.

Integrating human sexuality into rehabilitation practice

Abstract: Integration of attention to sexual concerns into social service practice is presently needed. Most counselors need some special training for dealing with their own discomfort in regard to sexual matters as well as basic sex education. A setting in which the patient feels comfortable in expressing sexual concerns in his/her own language is important. Parameters for helping the rehabilitation counselor evaluate the relative sexual health of the patient and assist the patient in shaping goals for sexual health are discussed. The role of the professional as educator, mobilizer, broker, advocate, and counselor in relation to the sexual health concept is discussed. The PLISSIT model as a mode for integrating the various roles is explored.