Showing papers in "Journal of Social Work Education in 1991"

A teaching model to unite classroom and field

Abstract: Integration of theory and practice is always an objective of professional education. In reality, social work students frequently experience a discontinuity when they move from the classroom into the practicum. Many concepts learned in the classroom seem difficult to apply in practice and appear irrelevant to learning practice skills. A teaching model that can be presented both in the classroom and field is described in this article. Students can apply this model, which is relevant to both micro and macro settings, in diverse practice situations.

Gatekeeping: a model for screening baccalaureate students for field education

Abstract: Historically, social work educators have been gatekeepers for the profession; they have been responsible for determining whether students will become social workers. Given the current issues facing the profession, a need exists to continue emphasizing the gatekeeping role. This article presents an evaluation model that assesses readiness and potential of undergraduate students to enter field education. In addition, the article identifies issues to consider in implementing such a model, including faculty and university support of and student response to the gatekeeping process. Moreover, it evaluates the experiences of one university that has used the model since 1980.

Policy-Practice in Social Work: Models and Issues

Abstract: The emergence of policy—practice is a recent development in social work. In this article, policy—practice is defined as a direct social work practice mode with the potential to strengthen the social work profession's abilities to meet its century-long commitments of providing policy-informed services to those in need of them. At the same time, policy—practice advocates for and participates in policy implementation and change. This article examines policy—practice and places it within the context of the profession's historic cause—function debate and identifies several barriers that have complicated development. Most important, the article reviews five policy-practice models found in the literature: (1) social worker as policy expert, (2) social worker as change agent in external work environments, (3) social worker as change agent in internal work environments, (4) social worker as policy conduit, and (5) social worker as policy itself.

Attitudes toward Poverty during Undergraduate Education.

Abstract: The commitment of social workers to serving economically disadvantaged clients has been questioned in an era of growing political conservatism. This empirical study examines perceptions of the causes of poverty of three groups of undergraduate social work students. Results confirm that students appear to develop beliefs about poverty that are consistent with desired professional values. Beginning, intermediate, and advanced BSW students rated structural explanations as the most salient and accorded the least importance to factors related to personal client deficiencies. However, a rise in fatalistic interpretations of poverty along with an increasingly external locus of control orientation characterized students who had completed their social welfare policy course. Strategies for enhancing curricula are suggested.

Legal Issues Related to Social Work Program Admissions

Abstract: Social work programs are faced with making difficult decisions when considering student admissions. Social work educators have the responsibility for first-line gatekeeping for the profession. This responsibility involves screening out the “unsuitable” applicant. Educators must exercise caution and be aware of the legal constraints affecting admissions and retention decisions. This study analyzes relevant court cases and reviews by a number of legal experts. Guidelines are developed to assist social work educators in the admission process.

Faculty, Practitioner, and Student Attitudes toward Research

Abstract: This article reports the findings of a study that examined Israeli faculty, practitioner, and student attitudes toward research, their perceptions of the attitudes of social work students to research, and the extent to which social work faculty incorporate methodological issues into their nonresearch classes. Overall, the orientation of the three groups to research is positive. Faculty and practitioners, however, perceive students as less favorably disposed to the incorporation of research than do the students themselves. Because of their low evaluation of student attitudes, faculty and practitioners who instruct students in the field may feel constrained to limit research content. Thus, they may convey a negative message to students about the importance of research in social work practice.

Should Training for Private Practice Be a Central Component of Social Work Education? No!

Abstract: Point/Counterpoint is a regular feature of the Journal of Social Work Education Its purpose is to provide a vehicle for the expression of contrasting views on controversial topics in social work education Our goal is to illuminate important debates and explore the diverse perspectives that are shaping social work education In each issue of the journal, two social work educators are invited to comment on a topic about which they have differing viewpoints Each commentator is given an opportunity to make a brief rebuttal In this issue, Robert Barker and Harry Specht address the question: “Should training for private practice be a central component of social work education?”

A Continuum of Male Controls and Violence against Women: A Teaching Model

Abstract: The prevalence and severity of violence against women is a critical issue for social work educators to address. This article describes a teaching model that educators can use to educate social work students and professionals about the widely existing, severe, subtle and overt forms of male controls and violence against women. Forms of male controls and violence against women discussed include: sexist language, gender-biased research, differential treatment, street hassling, sexist media, pornography, sexual harassment, battering, sexual assault, and femicide. Results presented are from an evaluation of a three hour workshop for professionals and from a qualitative analysis of student comments after a weekend class which used this model. Evaluation of this model suggests that participants found the content to be useful and relevant to their social work practice and education. Resource lists are provided to give educators a starting point for learning more about male controls and violence against w...

Gender-Sensitive Curricula in Social Work Education: A National Study

Abstract: In March 1988, the author surveyed all accredited graduate and undergraduate social work programs to determine the extent to which gender-sensitive material has been incorporated into curricula. Results suggest that a number of women's issues, particularly domestic violence and sexism, received coverage in the social work curriculum. Several other issues, most notably lesbianism, reproductive rights, and sexism in social work, typically were not addressed in required social work course content. Virtually none of the schools required students to take a course focused exclusively on women's issues; few offered such a course. Finally, the data suggest that the presence of a strongly feminist faculty was associated with the degree to which an institution covered women's issues.

Publication Productivity of African-American Social Work Faculty

Abstract: Publication productivity has received increasing attention in the social work literature. A major shortcoming of the social work literature on productivity is the paucity of attention given specifically to the publication efforts of ethnic minority social work educators. This article presents findings from the first national survey to specifically focus on publication productivity among African-American social work faculty. The data generated from the survey reveal that productivity is associated more with individual-level factors than structural factors, a minority of African-American faculty are producing most of the publications, and African-American social work faculty are producing slightly fewer publications than the broader population of social work faculty.

Evaluation of Student Learning Outcomes in MSW Programs

Abstract: Directors of 64% of the 99 CSWE-accredited Master of Social Work (MSW) programs in the United States responded to a survey that examined how programs evaluate educational outcomes. The findings revealed that educators in the majority of programs assess acquisition of foundation and advanced knowledge on a course-by-course basis using a variety of traditional methods. Educators in only 14% of the programs conduct qualifying examinations before student enrollment in the advanced curriculum, and those in approximately 33% of the programs conduct comprehensive examinations upon students' completion of the advanced curriculum. Most programs rely on self-report alumni surveys to additionally assess post-MSW outcomes. The results point to a number of issues that need to be considered in the profession's attempt to ensure academic accountability.

Should Training for Private Practice Be a Central Component of Social Work Education? Yes!

Abstract: Point/Counterpoint is a regular feature of the Journal of Social Work Education. Its purpose is to provide a vehicle for the expression of contrasting views on controversial topics in social work education. Our goal is to illuminate important debates and explore the diverse perspectives that are shaping social work education. In each issue of the journal, two social work educators are invited to comment on a topic about which they have differing viewpoints. Each commentator is given an opportunity to make a brief rebuttal. In this issue, Robert Barker and Harry Specht address the question: “Should training for private practice be a central component of social work education?”

Women in Social Work Education: Progress or Promise?

Abstract: The literature on the status of female social work educators has addressed the problems these educators face in the areas of salaries, academic rank and tenure, publication rates, and level of decision making. Given this attention to the status of these educators, one might expect positive resolutions to these problems. This article, which is based on a review of both the current literature and statistics on US social work faculty, evaluates the status of women faculty in social work academia to determine if progress has been made. Findings reveal that female educators are seeing slow improvment in some areas; however, inequalities continue. The authors suggest strategies for supporting the development and retention of women faculty.

An International Perspective of Field Instruction.

Abstract: Social work educators and practitioners have long debated several issues confronting field instruction. For example, they have addressed the structure of field placement, school versus agency-based supervision, remuneration to agencies that accept student placements, and the use of employer agencies as field settings. Because problem-solving increasingly involves working with people in nations other than the United States, it is important to gain an international perspective on field instruction issues. To this end, an international study was conducted to examine social work field instruction and the educational context in which it occurs. This article reports the findings of that study, which involved 51 countries. The universality of field instruction as an integral part of educational program, is apparent, as are the similarity of issues, problems, and proposed solutions Moreover, the findings indicate areas in which social work education has greater international consistency than education fo...

Blue Smoke and Mirrors: The Continuum in Social Work Education

Abstract: The continuum between generalist and specialist is not as useful an organizing concept for social work education as its supporters believe. Instead, less ambiguous central organizing constructs are needed for baccalaureate and master's education. Instead of a continuum, the authors suggest that the two programs be conceived as independent entities. The baccalaureate degree should focus on the training of case managers in public service agencies. The master's degree should prepare graduates with specific skills and knowledge that represent genuinely advanced practice. This formulation calls into question the notion of a common professional foundation and eliminates the practice of granting advanced standing.

Designing Student Work Groups for Increased Learning: An Empirical Investigation

Abstract: Although instructors traditionally have used student group projects as an educational tool, little guidance is available to faculty on how to establish groups to maximize student learning The study reported in this article examined 97 graduate students to identify relevant antecedent, structural, and process variables that would affect student group learning The findings indicate that method of group selection, initial preference to be in a group, and level of interpersonal conflict are significantly associated with learning The authors present implications for faculty interested in helping students learn to work in task groups, to learn from each other, and to learn about the course content

On-Line Bibliometric Analysis for Researchers and Educators

Abstract: Researchers and educators interested in bibliometric analysis increasingly are discovering the advantages of on-line bibliographic data bases, which are easy and inexpensive to use. Using Dissertation Abstracts International and Books in Print data bases, the study reported in this article tracked the growth of dissertation and book production in social work from 1959 to 1988. Potential applications of on-line bibliometric analysis are discussed, including its use in the evaluation of scholarly productivity, the study of the history of social work, and the management of knowledge development processes within the profession.

Student Knowledge of and Attitudes toward Psychotropic Drugs

Abstract: Expanding social work roles in medication management and psychoeducation, especially in mental health, clearly require that students possess an enlarged knowledge base and a set of enlightened attitudes regarding psychotropic medications and their use This article reports the results of a survey that investigated the knowledge of and attitudes toward psychotropic medications among a population of social work students If the survey results were scored like a school exam, then the average student surveyed scored a “C !” The article also suggests that both personal and professional experiences in the mental health field apparently influence knowledge of and attitudes toward psychotropic drugs It is recommended that social work course content be expanded to include relevant information on psychotropic drugs

Effects of Brief Computer Training on Attitudes toward Computer Use in Practice: An Educational Experiment.

Abstract: The question of how best to introduce microcomputer technology into the regular social work curriculum is a difficult one. Although initial exposure and learning in context are pedagogically desirable, the prospect of adding more content to beginning practice courses is problematic. This article reports the results of an experiment designed to examine the effects of a minimal training intervention on master of social work degree students' interest in, use of, and attitudes toward computer use in social work practice. Two sections of Social Work Practice 1 taught by the same instructor were used. All students reported high interest, usage, receptivity, and ownership. At posttest and one-semester follow-up, nonsignificant differences were found between training and control sections on measures of use, interest, and attitude. Integration of microcomputer training across the social work practice curriculum is recommended.

A culturally syntonic approach to the field education of latino students

Abstract: Field education is conceived of as a form of experiential learning. However, during that professional developmental process, ethnic minority students often experience cultural conflicts between their developing professional identities and their ethnic identity. Thus, the relationship between the student trainee and field work instructor is a crucial one. This article examines the components of the training process as well as the dynamics of the field instructor—Latino student trainee relationship in the context of the challenges both instructors and Latino students face in education. Challenges involve definition of the Latino social worker's role, degree of identification with the Latino culture, the other roles students play, and an understanding of the importance of family in the Latino culture. Culturally relevant instructional models are presented.

To Assess or Not to Assess Is No Longer the Question: Potential of Program Monitoring.

Abstract: This article traces the historical development of evaluation in higher education and discusses current views on available options such as “reputational” or “resource,” professional testing, and comprehensive assessment. A case is made for longitudinal computer-based program monitoring by defining the approach and presenting a case study. Clearly there are pros and cons with such an approach; cons include the necessary time and personnel investment. Among the pros are continual data feedback allowing for informed administrative and educational adjustment, as well as the ability to document the impact of programmatic changes.

Infusing Content about Jews and about Anti-Semitism into the Curricula

Abstract: The social work profession has overlooked the topic of Jews as a cultural-religious minority group and the problem of anti-Semitism. Yet, current accreditation standards mandate that social work programs educate students about the differences among ethnic, racial, and cultural groups. This article traces the history of the Jews and the dynamics of anti-Semitism. The author suggests that this content be incorporated into the social work curricula at the micro practice level. Students should explore their own ethnic identities and religious backgrounds. This self-exploration will enable them to be open to new information and to be aware of misinformation about other groups. At the macro practice level, role plays would help students practice their responses to anti-Semitic incidents and would sensitize them to the feelings of members of oppressed groups. Overall, the profession needs to research this content and work to eliminate anti-Semitism.

Freirian Codifications and Social Work Education

Abstract: Although social workers have been writing about the significance of the Freirian framework for decades, a gap exists in the social work literature on Freirian conscientization—Freire's term for the ongoing learning process involved in co-learning. This article attempts to fill that gap by outlining an approach to training students that will enable them to facilitate conscientization. The approach involves the construction and use of politicizing pictures, which Freire called “codifications”. The author describes Freire's method and gives detailed guidance on how to provide training suitable for social work students. The benefits for social work students with this training are that they will be better able to facilitate reflection and abstraction, will become more sensitive to different oppressed groups, and will become more dialogical.

Social Work and the Liberal Arts: Renewing the Commitment.

Abstract: Throughout the history of professional social work education, the liberal arts have been regarded as not simply the most suitable basis for professional education but as the essential basis As undergraduate programs developed more fully, liberal arts content inevitably decreased Also, because graduate programs rely increasingly on undergraduate programs for students, the need to define clearly the nature and purpose of liberal education for social work students has become even more apparent This article addresses the purposes of liberal education and the “content” versus “perspective” controversies and their relation to social work preparation The premise is that social work has a natural alliance with the liberal arts For one reason, social work is a complex set of “ideals” reflecting many ideas that have had currency over the century in the literature, politics, economics, history, philosophy, and the human and natural sciences that compose the liberal arts Social work is not so much “tec

Should Field Instructors Be Social Workers

Abstract: Despite the importance of the field experience in social work education, scant attention has been paid to the educational requirements for field instructors. Differences in the type and level of education might influence how they approach their task, instructional methods, and ability to determine students' readiness for professional social work practice. This article reports the findings of a study exploring the differences in educational background and role approach between 80 social work-educated and non-social work-educated field instructors. Field instructors reported discomfort with empirical research and frustration with the inflexibility of their roles and a lack of adequate supervisory time; they generally agreed on valued student qualities. Overall, the study revealed few differences between the two subgroups of respondents, suggesting that the profession's mandate for social worker—provided field instruction be examined.

Social Work Faculty in Retirement: A National Study.

Abstract: This article reports a study that explored the retirement experiences of a national sample of retired social work educators. A total of 267 educators responded to a mailed questionnaire that addressed five areas: (1) general characteristics of the subjects, (2) their preretirement experiences, (3) their postretirement experiences, (4) current social and health status, and (5) their perspectives on changes in social work education and practice. The sample was found to be relatively young, healthy, moderately professionally active, financially secure, and relatively satisfied with their retirement experiences. Critical differences were found on the five variables by gender, terminal degree, and institutional affiliation.

Is There a Role for Clinical Doctoral Education? Yes!

Abstract: The trend toward doctoral education for clinical social work is unmistakable. The question social workers need to answer is: How ought we encourage its progress, rather than obstruct its evolu tion? Of the 48 doctoral programs in social work in university settings in the US and Canada, 21 specifically report having a focus or specialization in clinical or direct practice social work. Of these 21, 10 require a clinical practicum. There are two successful non-university based Institutes for Clinical Social Work: One in Califor nia, and the one which I head in Illinois. Others reportedly are planned elsewhere. In 1979 when we began planning our Institute in Illinois, Smith College and the California Institute were the only other institutions to offer a clinical doctorate.

Evaluation as an imperative for social services preservation: a challenge to the department of veterans affairs

Abstract: Throughout the Department of Veterans Affairs (DVA), the largest single employer of professional social workers, there is increasing demand for clinicians to be accountable for the outcomes of client intervention This article discusses how issues of accountability threaten the leadership role of the social work profession in the DVA extended care services continuum Many innovations are needed to prepare direct services staff with the research skills they need to complete practice assessments and program evaluations One project—the development of a research partnership between the doctoral social work program at the University of Kansas, Lawrence, and the Colmery-O'Neil DVA Medical Center—is analyzed to highlight system obstacles and administrative approaches that can reduce barriers between the academic and practice sectors Examples of fiscal and personnel resources use are included as research partnership strategies of relevance to other schools and to DVA medical centers

Rebuttal to Harry Specht

Abstract: Harry Specht's argument against private practice is really an argument against social work's involvement in psychotherapy. He says it's not social work, despite the fact that social work provides more psychotherapy than any other profession in the nation, and more professional social workers are involved in it than in any other method of intervention.