Showing papers in "Journal of Social Work Education in 1985"
TL;DR: In this article, a survey of MSW students at a southern university examines factors associated with student satisfaction with field agency, field instructor, and field learning, finding that students associated the quality of supervision and relevance of learning most highly with satisfaction in their placement experiences.
Abstract: Students' perceptions of their field placements rarely are taken into account in the literature on field practicum and supervision. This survey of MSW students at a southern university examines factors associated with student satisfaction with field agency, field instructor, and field learning. The survey covers student and agency characteristics, learning goals and structure, supervision, and school-agency linkages. Students associated the quality of supervision and relevance of learning most highly with satisfaction in their placement experiences. Being treated as a professional in the agency, school-agency linkages, student characteristics, and amount of time engaged in specific social work activities were found not to be major factors in student satisfaction with field work.
69 citations
TL;DR: The authors reviewed, summarized, and analyzed recent empirical research on social work practice education and discussed the general directions of social work practices education and implications of research findings, concluding that "important questions remain, however, about the effectiveness of various teaching programs, methods, and procedures".
Abstract: This paper reviews, summarizes, and analyzes recent empirical research on social work practice education. It describes general directions of social work practice education and discusses implications of research findings. Findings attest to the profession's commitment to developing social work practice methods based upon testable theories, knowledge, and skills. Important questions remain, however, about the effectiveness of various teaching programs, methods, and procedures.
27 citations
TL;DR: In this paper, the authors report research findings on factors that threaten the reliability and validity of student course evaluations (SCEs) and provide recommendations for minimizing these threats, and also present recommendations to enhance the use of SCEs.
Abstract: Although university administrators widely use student course evaluations (SCEs) in evaluating faculty performance, faculty members are skeptical about what SCEs actually measure. Faculty lack information about SCE reliability and validity and whether administrators use them fairly in making personnel decisions. This article reports research findings on factors that threaten the reliability and validity of SCEs. It provides recommendations for minimizing these threats. It reports findings of a recent survey of social work deans on their opinions about and use of SCEs. The article also presents recommendations to enhance the use of SCEs.
24 citations
TL;DR: In this article, the authors present a framework which provides systematic inclusion of topics pertaining to racial, cultural, ethnic, and women's issues and concerns through all social work curriculum and practice.
Abstract: Attempts to incorporate into social work educational programs subject matter related to culture, ethnicity, and women have not produced sequential articulated content. This article presents a framework which provides systematic inclusion of topics pertaining to racial, cultural, ethnic, and women's issues and concerns through all social work curriculum and practice.
19 citations
TL;DR: The structural and philosophical aspects of collaborative education, with particular attention to the joint Master of Social Work-Master of Public Health (MSW-MPH) program, are explored in this paper.
Abstract: The joint degree has grown increasingly popular because it is seen as a way of becoming more competitive in a tight job market. Many schools of social work view it as a way of attracting students. This article explores the structural and philosophical aspects of collaborative education, with particular attention to the joint Master of Social Work-Master of Public Health (MSW-MPH) program. Important issues that should be considered before initiating a joint degree option are also discussed.
17 citations
TL;DR: In this paper, the authors describe how integration seminars can be helpful in dealing with the dynamic tensions that develop between content in the classroom and in the field setting, and make a case for adopting this educational approach as a means for helping students derive practice principles, develop skills of critical self-analysis, demonstrate and benefit from peer learning, and arrive at a synthesis of theory and practice.
Abstract: This article describes how integration seminars can be helpful in dealing with the dynamic tensions that develop between content in the classroom and in the field setting. A case is made for adopting this educational approach as a means for helping students derive practice principles, develop skills of critical self-analysis, demonstrate and benefit from peer learning, and arrive at a synthesis of theory and practice.
16 citations
TL;DR: It is proposed that changes in attitudes toward research and about what constitutes research are important and valid goals of the research seminar.
Abstract: A research seminar is presented as a model for matching research teaching to practice needs and maximizing the relevance of research for practitioners. Assuming the behavioral principle of “successive approximation,” skills are taught in a stepwise fashion that allows for gradually building competency in evaluating therapy research. In addition, experiential methods are used to allow for practice and cognitive/ emotional changes to occur. It is proposed that changes in attitudes toward research and about what constitutes research are important and valid goals of the research seminar.
13 citations
TL;DR: In this paper, the authors report the results of a national study designed to identify preferred curriculum content important to the "professional foundation" in social work education and find that there is a high degree of consensus on curriculum material thought to be appropriate for a professional foundation.
Abstract: This paper reports the results of a national study designed to identify preferred curriculum content important to the “professional foundation” in social work education. All BSW program directors were surveyed, using the Delphi Technique, to evaluate potential curriculum content The heavy response indicated a strong interest in this timely issue. The authors found that there is a high degree of consensus on curriculum material thought to be appropriate for a professional foundation.
12 citations
TL;DR: In this paper, the authors examine the continuum in terms of educational quality through competence outcomes in BSW programs and of implications for MSW programs and specifically address the question of how particular interpretations of the continuum concept, by institutionalizing it through accreditation, could affect these competence outcomes.
Abstract: The continuum in social work education appears to be an idea whose time has come. Like many such concepts which wield power for action, the continuum notion must be considered closely for clarity and consensus in the social work profession. Interpretations of the continuum, as advanced by the new CSWE Curriculum Policy Statement (CPS), will affect both social work educators and the overall quality of social work education greatly. In the pursuit of excellence during an era of retrenchment, no component of social work education seems more crucial. To paraphrase Socrates, however, the unexamined concept is not worth using. The focus of this paper is to examine the continuum in terms of educational quality through competence outcomes in BSW programs and of implications for MSW programs. The paper specifically addresses the question of how particular interpretations of the continuum concept, by institutionalizing it through accreditation, could affect these competence outcomes. This critical examinat...
11 citations
TL;DR: This paper surveyed graduate social work deans and requested that they evaluate an extensive list of commonly-reported community service activities, and constructed a rank ordering of the activities which are most valued.
Abstract: Community service generally is not valued highly or rewarded by university administrators and peers Social work faculty tend to perform activities which reflect a wide range of quality and value to the recipient The authors surveyed graduate social work deans and requested that they evaluate an extensive list of commonly-reported community service activities The authors then constructed a rank ordering Findings indicate that activities which are most valued tend to employ professional expertise, are unpaid, are offered to professionals or agencies, reflect a sizable time commitment, and provide visibility for the school
10 citations
TL;DR: In this paper, the authors provide evidence that social work education has not met its responsibility to the handicapped, and challenge educators to prepare students more adequately for this area of service.
Abstract: The purpose of the paper is twofold: (1) to provide evidence that social work education has not met its responsibility to the handicapped, and (2) to challenge educators to prepare students more adequately for this area of service. Data from a 1979 survey of social work schools is used to illustrate the status of curricular response to the needs of the handicapped. A curriculum study conducted in 1959 by the CSWE is used to compare current and past responses to this special population. We conclude that social work education has, since the 1950s, failed to respond adequately to the needs of this group. The Commission on Educational Planning drafts of the CSWE Curriculum Policy Statement are cited to demonstrate continuing neglect of this special population. Suggestions are presented for enriching curricula and providing leadership in this area.
TL;DR: The authors suggests that the relationship between women and the welfare state is shaped by a "family ethic" that in many ways parallels the work ethic known to shape the relationship of women and men.
Abstract: Developing new scholarship on women is a recognized need in social work education It can be furthered by applying a “gender lens” to the knowledge of the relationship between women and the welfare state Reflecting historical concerns about providing public aid to the able-bodied male pauper and the impact of relief on the work ethic, social welfare literature has focused on male recipients while generalizing its findings to women As a result, the story of the female pauper remains largely untold This paper suggests that the relationship between women and the welfare state is shaped by a “family ethic” that in many ways parallels the work ethic known to shape the relationship between the welfare state and men The family ethic is defined and applied to major income maintenance programs: public aid and social security This article suggests foci for change
TL;DR: Central issues in developing a curriculum geared expressly to preparing a “integrated practitioner” who is, by design, prepared as a social problem specialist are examined.
Abstract: While social work historically concerned itself with social problems, assisting victims of these problems may receive greater attention than viewing the problems themselves as appropriate targets for change efforts. Social work education has reflected this emphasis and traditionally focused more on practice methods than on solving social problems. The authors contend that there is a need for an “integrated practitioner” who is, by design, prepared as a social problem specialist. This paper examines central issues in developing a curriculum geared expressly to preparing such practitioners.
TL;DR: The best ways to incorporate the contextual knowledge required for the rural specialty into the educational sequence are considered—what kind of contextual knowledge fits at the undergraduate level and what specialized knowledge fits primarily in graduate concentrations.
Abstract: This paper will elaborate upon the notion of rural social work as a specialty and will focus on how educational programs can address the specialty. It will consider the best ways to incorporate the contextual knowledge required for the rural specialty into the educational sequence—what kind of contextual knowledge fits at the undergraduate level and what specialized knowledge fits primarily in graduate concentrations. The paper also will discuss the issue of whether the required specialized knowledge falls into a given sequence, such as methods or policy, or whether it cuts across them all. Throughout this paper, the term “rural” refers to open country and other non-metropolitan environments and is interchangeable with non-metropolitan (non-metro). The growing rural specialty is concerned not just with open country but with small and medium sized towns.
TL;DR: The authors propose specific course content for practice in human behavior, social environment, organization, and policy sequences which are essential to prepare social work students for careers in health care.
Abstract: The challenge faced by social work faculties interested in education for health care practice is to develop curricula which integrate health-specific content with traditional foundation content. This paper presents guidelines for developing such curricula. The authors propose specific course content for practice in human behavior, social environment, organization, and policy sequences which are essential to prepare social work students for careers in health care.
TL;DR: The authors found that the curricula in schools of social work attempt to keep pace with the need for administrative content but not for much-needed content in financial management, and that there is a gap in the extent to which schools respond to this need, the content that is being taught, and how it was being taught.
Abstract: Social work administrators in social service organizations face an increasingly hostile environment with changing demands. The curricula in schools of social work attempt to keep pace with the need for administrative content but not for much-needed content in financial management. The national survey described here found a gap in the extent to which schools respond to this need, the content that is being taught, and how it is being taught. The continuing gap in the curriculum is of concern to social work educators and practitioners alike.
TL;DR: In this paper, the authors review the history of social work education and conclude that professional status, so actively sought, in fact was undermined significantly by not incorporating the baccalaureate degree into the original concept of professional education in social work.
Abstract: Until 1974, professional education for social work was defined as graduate-only, although before 1974, baccalaureate education had advocates as entry-level practice certification for social work. Historically, social work's quest for professional status, particularly since 1915, was a major barrier to considering undergraduate education as an acceptable professional credential This article reviews 1931–1959, a central period in the history of social work education. The author concludes that professional status, so actively sought, in fact was undermined significantly by not incorporating the baccalaureate degree into the original concept of professional education in social work.
TL;DR: In this paper, a conceptual framework for identifying and interrelating a broad range of employment policy options is presented, which can be used to clarify types of unemployment, identify public and private roles in employment policy, discuss the history and diversity of employment policies, identify current policy emphases and new policy proposals, and describe potential social work roles in policy implementation.
Abstract: Because employment and unemployment are fundamental issues in social welfare, it is useful for social workers to become knowledgeable of various employment policy options and their impacts. To facilitate this process in social work education, this paper presents a conceptual framework which identifies and interrelates a broad range of employment policy options. The framework can be used (1) to clarify types of unemployment, (2) to identify public and private roles in employment policy, (3) to discuss the history and diversity of employment policy options, (4) to identify current policy emphases and new policy proposals, and (5) to describe potential social work roles in employment policy implementation.
TL;DR: In this paper, the authors describe three interactive approaches used in teaching aging content through an intergenerational classroom setting, volunteer work, and a field trip, where students are given opportunities to integrate knowledge with practice issues.
Abstract: This paper describes three interactive approaches used in teaching aging content. Through an intergenerational classroom setting, volunteer work, and afield trip, students are given opportunities to integrate knowledge with practice issues. A review of the literature regarding the three approaches identified above is included along with a discussion of four propositions that the interactive approach addresses. An evaluation and discussion of the interactive approach is included along with recommendations for implementing it.
TL;DR: Analysis of the clinical practice of social work workers in family medicine residency training centers in eight southeastern states shows that workers tend to select therapeutic over social interventions and split the two in actual practice.
Abstract: This paper reports the findings of a recently conducted study of the clinical practice of social work in family medicine residency training centers in eight southeastern states. Findings indicate that the practice of social work is firmly entrenched and expanding in this primary health care setting. Analysis of the clinical practice of these workers shows that workers tend to select therapeutic over social interventions and split the two in actual practice. A unique dimension of practice is the synthesis of social worker functions of resident education with coordination of patient health care. This study indicates that social work clinical practice in primary health care settings is inadequately conceptualized and needs a preferred practice model.
TL;DR: In this article, an evaluation of methods to teach graduate students oral and writing skills for case advocacy is presented. And the results suggest that students who learned the skills improved the organization, feasibility, and quality of their advocacy responses more than students who did not learn the skills.
Abstract: Case advocacy in social work is more conceptual than operational. Social work educators can enhance the practice of case advocacy by helping students learn to argue for clients and for professional causes. This paper describes an evaluation of methods to teach graduate students oral and writing skills for case advocacy. Results suggest that students who learned the skills improved the organization, feasibility, and quality of their advocacy responses more than students who did not learn the skills.
TL;DR: In this paper, the authors describe how social work students at Ahmadu Bello University, Zaria, Nigeria, built a dispensary as part of their fieldwork in a newly-introduced social work methodology course.
Abstract: Social work education in Nigeria is taught only in polytechnic schools and in-service training institutes. Only recently have social work course units been introduced at the university level; no Nigerian university offers a degree in the field, yet. The social work courses available are offered toward degrees in sociology. This paper describes how social work students at Ahmadu Bello University, Zaria, Nigeria, built a dispensary as part of their fieldwork in a newly-introduced social work methodology course. It discusses implications for social work education in Nigeria.
TL;DR: In this article, the authors describe creative structures and strategies used to better serve and further empower client population groups, which can help identify specific competencies which are particularly important for social work graduates in community organization and planning.
Abstract: Despite budget cutbacks, some community organizations and planning agencies have used situational incentives of the contemporary retrenchment situation productively. This article describes creative structures and strategies used to better serve and further empower client population groups. These innovative and successful models can help identify specific competencies which are particularly important for social work graduates in community organization and planning at this time.
TL;DR: In this article, the authors describe a format and learning process for experientially teaching and training graduate students to do family therapy, which parallels and is continuous with the existing communication skills laboratories, yet also includes a method of confronting the discontinuity inherent in the circular/relational dimension of family therapy.
Abstract: This paper describes a format and learning process for experientially teaching and training graduate students to do family therapy. Its approach parallels and is continuous with the existing communication skills laboratories, yet also includes a method of confronting the discontinuity inherent in the circular/relational dimension of family therapy. The format consists of (1) student logs, (2) relaxation training, (3) modeling/demonstration, (4) family interview practice, and (5) videotape feedback. The learning process activities are designed to increase the students' ability to stay in tune with their own and the family's sensory experience and to increase students' ability to think and perceive holistically. The main activity of the three-hour course consists of role-playing family therapy sessions. The four skill clusters or levels of interview development described are: (1) responsiveness, (2) systems orientation, (3) confronting family structure, and (4) strategic orientation.
TL;DR: In this paper, the question of generic skills versus specialist skills was studied by relating it to intended practice specialty and general levels of interpersonal effectiveness, and it was shown that general levels in emotional sensitivity are a function of personal effectiveness and not self-selected practice specialty.
Abstract: The question of generic skills versus specialist skills is an important one for social work theory building. Sensitivity to emotions, seen as one specific skill, was studied by relating it to intended practice specialty and general levels of interpersonal effectiveness. The findings indicate that general levels of emotional sensitivity are a function of interpersonal effectiveness, and not self-selected practice specialty. The type of emotional sensitivity, however, is related to practice aspirations but not to effectiveness. Different styles of processing emotional information are discussed.
TL;DR: The National Association of Social Workers developed a methodology for conducting systematic content analysis of social work jobs and the curriculum of a social work program as mentioned in this paper, which is quite valuable as a curriculum development tool in social work education.
Abstract: The National Association of Social Workers developed a methodology for conducting systematic content analysis of social work jobs and the curriculum of a social work program. Although the methodology was created so employers could respond to the declassification phenomenon, potentially it is quite valuable as a curriculum development tool in social work education. A social work program in New Zealand illustrates the usefulness of this approach in curriculum development.
TL;DR: In this article, the authors discuss the use of a student self-assessment system (Sequential Criterion-Referenced Educational Evaluation) in social work education and report a pilot study which examines the system's reliability and validity.
Abstract: This report discusses the use of a student self-assessment system (Sequential Criterion-Referenced Educational Evaluation) in social work education. It reports a pilot study which examines the system's reliability and validity. The results support the utility of this repeated assessment in social work education.
TL;DR: This paper analyzed questionnaire data from social workers and sociologists who teach in combined undergraduate departments and found that members of both disciplines generally prefer working together, with the exception of social workers from relatively larger departments.
Abstract: This study analyzes questionnaire data from social workers and sociologists who teach in combined undergraduate departments. Selected findings include: (1) members of both disciplines generally prefer working together, with the exception of social workers from relatively larger departments; (2) social workers active in research generally prefer combined departments more than nonresearchers; (3) preference toward working together or apart appears to influence the respondent's perception of departmental interactions.
TL;DR: In this paper, the authors define the social work retreat, present a rationale for its use within the larger context of social work education, present findings from two different retreats, illustrate specific activities that have been used, and suggest recommendations for using the Social Work retreat in other programs.
Abstract: This paper addresses a structured retreat experience as a technique for professional development that integrates formal and informal educational processes. The authors define the social work retreat, present a rationale for its use within the larger context of social work education, present findings from two different retreats, illustrate specific activities that have been used, and suggest recommendations for using the social work retreat in other programs.
TL;DR: A new model of part-time social work education, leading to a nationally recognized credential, has been introduced in Britain to professionalize members of the social service work force who are not trained for the jobs they perform as discussed by the authors.
Abstract: A new model of part-time social work education, leading to a nationally-recognized credential, has been introduced in Britain to professionalize members of the social service work force who are not trained for the jobs they perform. Based on research on the CSS training model (including interviews in 1978, 1980, and 1982 with British government officials, CCETSW staff, and college and social agency personnel involved in CSS training), this paper describes the development of this new type of training. It provides information on curriculum design, accreditation standards, and the results of a number of pilot programs. Issues that have emerged with the development of these programs in Britain are discussed and some observations pertaining to related issues in the U.S. are offered.