Showing papers in "Journal of Social Work Education in 1990"
TL;DR: The authors survey the views of social work faculty on the place, if any, that spirituality should have in the social work curriculum and find that there is considerable support for a course on this subject.
Abstract: Although social work recognizes that spirituality is a basic dimension of human development, little attention is being given to this dimension by social work programs. This study surveys the views of social work faculty on the place, if any, that spirituality should have in the social work curriculum. Results suggest that there is considerable support for a course on this subject. Possible explanations for opposition to such a course also are explored. Suggestions are provided for introducing spirituality content into the curriculum.
117 citations
TL;DR: This article found that the proportion of social work students who have no commitment to social work is quite small and there is a large fraction of students who express a strong interest in traditional social work client groups and practice activities while simultaneously planning to enter private practice as therapists.
Abstract: This study replicates and extends earlier research on the career interests of MSW students. The conclusions contradict those of previous researchers, who have reported that most social work students primarily are interested in becoming therapists and do not want to work with the most helpless and vulnerable client populations. The findings of this study suggest that the proportion of social work students who have no commitment to the mission of social work is quite small. There is, however, a large fraction of students who express a strong interest in traditional social work client groups and practice activities while simultaneously planning to enter private practice as therapists. The implications of these findings for students' career decisions are discussed.
110 citations
TL;DR: In this paper, the authors examine an approach to teaching effective intervention involving ethnic and racial groups and helping students integrate cultural factors and society's concerns into clinical practice. But they do not discuss the classroom processes of teaching culturally sensitive and competent interpersonal practice.
Abstract: The rapid growth and increasing visibility of ethnic and racial groups has vigorously challenged social work to educate students for ethnic-competent practice in cross-cultural settings. This article examines an approach to teaching effective intervention involving ethnic and racial groups and helping students integrate cultural factors and society's concerns into clinical practice. Pedagogical issues and classroom processes of teaching culturally sensitive and competent interpersonal practice are discussed. Implications are drawn for culturally sensitive education and issues are raised for critical examination.
73 citations
TL;DR: This article examined the characteristics and practice orientations of the Class of 1990 and found that while students' personal characteristics have shifted dramatically, their motivations and goals are largely compatible with traditional social work functions.
Abstract: Graduate students' commitment to serve poor and disadvantaged populations is a recurrent concern among social work educators. In the context of increasing federal abandonment of public service, faculty fear a trend is developing among MSW students toward careers in private practice, jeopardizing the profession's capacity to fulfill its traditional roles. Based on a national survey of full-time graduate students in public and private programs, this paper examines the characteristics and practice orientations of the Class of 1990. Comparison of 1990 graduates with earlier cohorts suggests that while students' personal characteristics have shifted dramatically, their motivations and goals are largely compatible with traditional social work functions.
71 citations
TL;DR: This paper described a teaching model which focuses on the last approach, development of cognitive sophistication, as a means of preparing social work students for culturally sensitive practice, and the model was offered as a three-hour class unit, descriptively named "Identifying the 'Isms'" and defined in a manner such that all students willingly admitted that they were biased against some category of persons.
Abstract: Four approaches may be used to reduce prejudices in students: Exhortation; providing information; intergroup contact; and development of cognitive sophistication. The paper describes a teaching model which focuses on the last approach—development of cognitive sophistication—as a means of preparing social work students for culturally sensitive practice. Developed by the author, the model was offered as a three-hour class unit, descriptively named “Identifying the ‘Isms’”. The unit content was presented in three stages: (a) Bias was defined in a manner such that all students willingly admitted that they were biased against some category of persons, (b) the functions of bias were discussed, and (c) a series of vignettes were given to the class for analysis as to whether bias existed in the situation described and, if it existed, what function it served. Feedback from students suggests that the model is effective in encouraging students to admit and to confront their own biases and in developing stud...
70 citations
TL;DR: The authors examines organized religion as a driving force within the social welfare state and looks at religious organizations as human service providers, following a brief historical overview, the contemporary significance of organized religion for special population groups is discussed.
Abstract: This paper examines organized religion as a driving force within the social welfare state and looks at religious organizations as human service providers. Following a brief historical overview, the contemporary significance of organized religion for special population groups is discussed. Information is presented on religious institutions, religiously affiliated organizations, and religious congregations for incorporation into existing courses in social work policy, organization, administration, and community practice.
62 citations
TL;DR: A study evaluating the impact of a training seminar for new field instructors on student perceptions of the field experience found that students with trained field instructors were more satisfied with the faculty field liaison.
Abstract: The field work component of social work education plays an important role in fusing the knowledge, skills, and values of the profession. Moreover, field instructors must be competent to ensure the success of the educational process. Thus, the training of new field instructors is critical to this success. This article reports the findings of a study evaluating the impact of a training seminar for new field instructors on student perceptions of the field experience. A 10-session seminar in field instruction was offered to new direct practice field instructors as a requirement for continued supervision of students. Students' responses to a questionnaire about their field instruction indicated that seminar attendance was related to the degree of emphasis on teaching students from process recordings and also on discussion of student learning needs. Students with trained field instructors were more satisfied with the faculty field liaison. Overall, trained instructors demonstrated expected supervisory ...
46 citations
TL;DR: This article examined how a school's productivity rank varied by type of journal, faculty size and over time, and found that the authors' affiliations varied with the journal type and the size of the faculty.
Abstract: This paper updates, extends and refines a study published in this Journal a decade ago on the academic affiliation of social work authors. The study reported in this article looked at different types of journals and examined how a school's productivity rank varied by type of journal, faculty size and over time.
45 citations
TL;DR: Generalist social work at both the initial and advanced levels involves a way of viewing practice that focuses on the interface between systems, on a client-centered and problem-focused philosophy, and on an openness to multiple theories and approaches for improving people's well-being as discussed by the authors.
Abstract: Social work has long sought a conceptual framework to describe its most basic approach to service delivery: generalist social work practice. A milestone in that process was the series of Milford conferences in the 1920s during which the elements of “generic casework” were first identified. This article presents a model that advances and clarifies the concepts of generalist social work as viewed at the beginning of the 1990s. Generalist social work at both the initial and advanced levels involves a way of viewing practice. It is a perspective that focuses on the interface between systems, on a client-centered and problem-focused philosophy, and on an openness to multiple theories and approaches for improving people's well-being. Practice at the initial level requires a set of competencies necessary to provide services consistent with the understanding derived from the perspective. Advanced generalist social work represents increased complexity in the learning process and greater breadth and depth ...
35 citations
TL;DR: The authors argued that the epistemological frameworks of social work education, and its pedagogical styles, must be deconstructed and reformulated if a gender-inclusive curriculum is to be achieved.
Abstract: This article suggests directions for moving beyond the incomplete curricular reform that has characterized much of the compliance with the CSWE curriculum policy standards on women. Drawing upon the insights of contemporary interdisciplinary feminist scholarship, it argues that the epistemological frameworks of social work education, and its pedagogical styles, must be deconstructed and reformulated if a gender-inclusive curriculum is to be achieved. This comprehensive process goes beyond the addition of women as a new topic in the core curriculum to include changes in the knowledge base, teaching strategies, and the departmental practices of educators.
28 citations
TL;DR: The generalist-advanced generalist continuum is particularly well suited to practice in small towns and rural areas because it provides an educational strategy for preparing both entry level and advanced level social workers with the full range of skills needed for practice in these environmental contexts.
Abstract: Social work faculty and practitioners have long argued the definition and parameters of the advanced generalist concept This article explores the concept of generalist-advanced generalist in practice and in education and advances a paradigm for framing the Bachelor of Social Work-Master of Social Work educational continuum It further argues that the generalist-advanced generalist continuum is particularly well suited to practice in small towns and rural areas It further argues that the generalist-advanced generalist continuum is particularly well suited to practice in small towns and rural areas because it provides an educational strategy for preparing both entry level and advanced level social workers with the full range of skills needed for practice in these environmental contexts because content on advanced generalist practice is infused in all foundation, field instruction, and areas of specialty in the advanced curriculum
TL;DR: In this paper, the authors discuss social work students' personal impressions of teaching effectiveness and use Kelly's repertory grid for eliciting and evaluating the criteria for effective teaching held by four undergraduate students.
Abstract: This paper discusses social work students' personal impressions of teaching effectiveness. As an alternative instrument to the traditionally used questionnaire, Kelly's (1955) repertory grid was used for eliciting and evaluating the criteria for effective teaching held by four undergraduate students. It is suggested that the repertory grid technique is a powerful heuristic tool for investigating teaching effectiveness in social work education.
TL;DR: This article identified the major impact of religious fundamentalism on the family, set forth assessment guidelines, and presented training strategies for teaching family practitioners to work with the religiously fundamentalist family, and trained them to recognize the systemic effects of fundamentalism.
Abstract: Social workers engaged in family treatment frequently encounter families in which religious fundamentalism serves as a major steady-state and boundary maintenance mechanism. Without recognition of the systemic effects of religious fundamentalism, family therapists will lose the family from treatment or will be rejected by the family as a source of help. This article identifies the major impact on the family, sets forth assessment guidelines, and presents training strategies for teaching family practitioners to work with the religiously fundamentalist family.
TL;DR: In this paper, a panel study of an MSW research curriculum was conducted to evaluate the effect of integrating a practice orientation into the research courses and found that students became more favorable in their attitudes toward research and became more knowledgeable about research methods and statistics.
Abstract: A panel study of an MSW research curriculum was conducted to evaluate the effect of integrating a practice orientation into the research courses The study followed a cohort of 60 students throughout their tenure in the program Information on students' knowledge, attitudes, and experiences with research was collected at four points in time The findings indicate that students became more favorable in their attitudes toward research and that they became more knowledgeable about research methods and statistics Students also reported that they planned to engage in activities that are characteristic of empirically-based practice These findings support the curriculum changes of the past decade that have moved to close the gap between research and practice
TL;DR: The authors provides evidence of the need for biological content, considers obstacles to infusing biological material into existing curricula, and suggests alternative models for integrating biological knowledge into master's level social work programs.
Abstract: Although for some time social work has paid lip service to the notion of “biopsychosocial” as a core concept for practice-relevant behavioral science, the literature suggests that the “bio” component is often neglected in social work curricula. This articles provides evidence of the need for biological content, considers obstacles to infusing biological material into existing curricula, and suggests alternative models for integrating biological knowledge into master's level social work programs.
TL;DR: In social work education, almost all efforts to teach quantitative analysis are relegated to statistics and research courses as mentioned in this paper, which suggests that the only value of quantitative thinking is in formal research.
Abstract: In social work education, almost all efforts to teach quantitative analysis are relegated to statistics and research courses. This approach suggests that the only value of quantitative thinking is in formal research. Arguing to the contrary, this paper outlines some reasons why numeracy is essential to day-to-day social work practice. The mathematics preparation of social work students is reviewed and some attributes of the numerate practitioner are described. Some beginning steps are recommended to implement the proposed instructional strategy of integrating real-life quantitative modules in the curriculum. Numerate: marked by the capacity for quantitative thought and expression (Webster's, 1985)
TL;DR: The authors discusses two primary factors which affect the younger student in transition, developmental needs and the external environment, and strategies for assisting in the transition through intervention in academic advising and teaching roles.
Abstract: The transition from student to social worker is a process which social work educators cannot control but can facilitate. Through classroom and field instruction faculty assumer responsibility of preparing students' professional knowledge, skills, and values; however, our responsibilities should extend beyond curriculum delivery. Drawing on Schlossberg's (1984) model of transitions, this article discusses two primary factors which affect the younger student in transition—developmental needs and the external environment—and strategies for assisting in the transition through intervention in academic advising and teaching roles.
TL;DR: In this paper, the authors focus on the availability of hardware and software, the extent to which computer-related courses are integrated into the curriculum, and the types of computers, uses, and users in schools of social work.
Abstract: The introduction of information technology into social work education is essential and inevitable. Little, however, is known about the current use of computers in schools of social work. This study is the first to focus on the variety and availability of hardware and software; the extent to which computer-related courses are integrated into the curriculum; and the types of computers, uses, and users in schools of social work. The sample consists of non-US schools drawn from the membership of the International Association of Schools of Social Work (IASSW) and US schools drawn from the membership of the Council on Social Work Education (CSWE). The study tested three hypotheses: A. Schools in the United States use computers significantly more and for more advanced purposes than do schools in other countries; B. Schools that offer graduate degrees will be better equipped with computers and use them more extensively; and C. The larger the school, the greater the number of computers and the higher the ...
TL;DR: The authors found that student ratings of field instructors were more strongly associated with students' global satisfaction than with instructor self-reports, and suggested that better indicators of practicum quality are needed.
Abstract: Researchers have suggested that practicum planning might be improved by considering student ratings of the practicum. However, deriving decision aids from empirical studies on the field experience is problematic because validity and reliability of student ratings has not been demonstrated. The study reported in this article compared student ratings of field instructor behavior with field instructor self reports. Shulman's (1982) supervision questionnaire was mailed to a random sample of 40 social work graduate students and field instructors. Student ratings of field instructors were more strongly associated with students' global satisfaction than with instructor self-reports. Better indicators of practicum quality are needed.
TL;DR: A framework for developing comprehensive, versatile curricula which adequately prepare students to confront the unprecedented challenges created by this epidemic is described.
Abstract: The need for skilled social workers in the AIDS epidemic cannot be ignored. New graduates and current social work students need to understand complex biopsychosocial, ethical and political issues in order to provide effective, timely and appropriate services to persons with AIDS and their significant others. This article describes a framework for developing comprehensive, versatile curricula which adequately prepare students to confront the unprecedented challenges created by this epidemic.
TL;DR: The authors compared the cognitive development of students beginning their social work education at the bachelor's level with those beginning at the graduate level and found that graduate students scored significantly higher in their ability to see situations in more mature and complex ways.
Abstract: Accreditation standards for graduate and undergraduate social work programs are based on the policy that there is a single professional foundation. But is this an appropriate policy if the undergraduate and graduate students are quite different in their developmental levels? This study compared the cognitive development of students beginning their social work education at the bachelor's level with that of students beginning at the graduate level. Although the groups were similar in their levels of commitment and empathy, graduate students scored significantly higher in their ability to see situations in more mature and complex ways. If further research supports our contention that graduate students are at a higher level of cognitive development, is the same foundation content (which includes knowledge, skills, values, and experiential learning in the field) appropriate at both levels?
TL;DR: An attempt to incorporate AIDS education throughout the undergraduate social work curriculum and educate students as compassionate, ethical professionals prepared to provide services to people with AIDS is presented.
Abstract: The article presents an attempt to incorporate AIDS education throughout the undergraduate social work curriculum. A two-tiered model of AIDS education is developed. The first stage focuses on students as a sexually active, at-risk group and provides information for their personal use. Building upon this base, the model proceeds to educate students as compassionate, ethical professionals prepared to provide services to people with AIDS. A number of learning exercises are discussed that can be integrated into the social work curriculum.
TL;DR: In this paper, the authors describe a method of engaging social work students in the evaluation of their own practice using role plays, field placements, and class assignments, which is grounded in adult learning theories and the literature on research use by practitioners.
Abstract: The social work profession has strived for nearly a century to implement scientific methods to evaluate practice. Evidence indicates, however, that social workers currently do not evaluate their own practice. In this article, the author describes a method of engaging social work students in the evaluation of their own practice. Using this method, students focus on their implementation of the critical components of the initial interview in classroom role plays, field placements, and class assignments. The rationale for this approach is grounded in adult learning theories and the literature on research use by practitioners. An initial interview checklist is presented as one example of a tool for operationally defining initial interview components and for monitoring the implementation of these components.
TL;DR: In this paper, the authors present a detailed analysis and typology of the language and provisions of field work training agreements currently used by social work education programs, including a lack of understanding and the waiver of rights and responsibilities without adequate consent.
Abstract: This paper presents a detailed analysis and typology of the language and provisions of field work training agreements currently used by social work education programs. Problem areas, including a lack of understanding and the waiver of rights and responsibilities without adequate consent, are identified. Recommendations for developing appropriate agreements that protect the interests of all parties are presented.
TL;DR: This paper addresses the gap in the literature by presenting a framework for such a curriculum relevant to practica in other specializations based on the roles associated with three domains of practice in hospitals.
Abstract: In schools of social work, specializations frequently provide an organizing philosophy and structure for program delivery. Health specializations increasingly are being offered. Components for a curriculum in health have been addressed by educators and practitioners, but the focus for discussion has primarily been on course content with little attention to a curriculum for the practicum. This paper addresses the gap in the literature by presenting a framework for such a curriculum relevant to practica in other specializations. This framework is based on the roles associated with three domains of practice in hospitals. Each practice role serves as a broad objective for the student's knowledge and skill to be learned. In addition, the paper discusses educational issues that commonly arise in hospital practicum.
TL;DR: In 1979, 274 baccalaureate social work programs were accredited by the Council on Social Work Education (COWE) and 34 programs no longer held accredited status as mentioned in this paper.
Abstract: In 1979, 274 baccalaureate social work programs were accredited by the Council on Social Work Education. Ten years later 34 programs (12.4%) of this group no longer held accredited status. This article presents the results of a study of these schools. Data on each program was acquired through a questionnaire and a review of institutional documents such as catalogs. This article includes demographic patterns of the institutions and programs, the reasons for program termination, present existence of any human service-related program, and future plans of the institution for social work education and accreditation. This information should prove useful to colleges and universities contemplating establishing social work programs and to social work education as a whole.
TL;DR: In this article, the authors interviewed social work administrators and faculty of the 21 colleges and universities currently involved in the nine undergraduate consortia, and compiled information about the origin and development of the collaborative programs, their structure and nature, and their advantages and disadvantages.
Abstract: In just one decade, the number of consortia and schools in collaborative programs has declined. Moreover, several consortia, including those with as many as five schools 10 years ago, no longer exist, and some of these schools have ceased offering accredited social work programs. However, some new consortia are emerging. To determine the significance of these trends, the investigator interviewed by telephone social work administrators and faculty of the 21 colleges and universities currently involved in the nine undergraduate consortia. In addition, the investigator reviewed institutional catalogs and compiled information about the origin and development of the collaborative programs, their structure and nature, and their advantages and disadvantages as perceived by the respondents. Benefits of collaborative programs are that they enrich programs and provide density. Although cooperative arrangements present problems, the problems can be overcome if the institutions involved communicate successfu...