Showing papers in "Journal of Social Work Education in 1992"
TL;DR: As a whole, respondents were found to value the religious or spiritual dimension in their own lives, to respect the function it serves for people in general, and to address, to some extent, religious and spiritual issues in practice.
Abstract: This article presents findings from a study that examined the attitudes and behaviors toward religion and spirituality held by 328 randomly selected Virginia licensed clinical social workers, psychologists, and professional counselors. Significant differences were found among the three groups, with social workers generally holding a middle position in comparison with psychologists and professional counselors. As a whole, respondents were found to value the religious or spiritual dimension in their own lives, to respect the function it serves for people in general, and to address, to some extent, religious and spiritual issues in practice. Limited professional training in this area was reported, however, with 79% (n = 259) of the respondents stating that religious or spiritual issues were rarely or never addressed during the course of their graduate education and training. Implications for social work education and practice are discussed.
205 citations
TL;DR: This paper investigated the math anxiety and math backgrounds of 163 undergraduate social work students and 256 non-social work majors and found that social work majors were found to have much higher levels of math anxiety than a cross section of students enrolled in introductory statistics courses.
Abstract: Social work students often complain and grumble about having to take courses in research methods and statistics. Do their complaints originate from deep-seated math anxiety? The current study investigated the math anxiety and math backgrounds of 163 undergraduate social work students and 256 non—social work majors. Social work majors were found to have much higher levels of math anxiety than a cross section of students enrolled in introductory statistics courses and found to have taken fewer math courses in high school and college.
88 citations
TL;DR: In this article, the authors examine whether current education for skilled action is sufficiently scientific, learned, and scholarly to belong in the academic world and offer the concept of the reflective practitioner, and place it in relation to social work education, its literature, and some of the epistemological considerations of recent years.
Abstract: Skill development is essential curricular content for social work education. The necessity for teaching this content has had an impact on the profession’s struggle to find a place in the modern university. This paper examines whether current education for skilled action is sufficiently scientific, learned, and scholarly to belong in the academic world. The authors offer the concept of the reflective practitioner, and place it in relation to social work education, its literature, and some of the epistemological considerations of recent years.
67 citations
TL;DR: The Inclusionary Cultural Model combines teaching traditional sociocult... as mentioned in this paper ) is a model for social work that aims to educate students to perform as sensitive and knowledgeable professionals in multiethnic settings.
Abstract: Schools of social work must educate students to perform as sensitive and knowledgeable professionals in multiethnic settings. The Inclusionary Cultural Model combines teaching traditional sociocult...
55 citations
TL;DR: In this paper, the authors examined the influence of institutional supports offered by the practice setting and by the university on intention to continue and actual continuance, as well as intrinsic rewards and personal issues.
Abstract: Evidence indicates that the turnover of field instructors is high, thus threatening the quality and costs of social work education. To determine the factors that contribute to the high turnover rate, the authors surveyed new field instructors. The authors examined the influence of institutional supports offered by the practice setting and by the university on intention to continue and actual continuance, as well as intrinsic rewards and personal issues. The results contribute to an understanding of the career path of field instructors and suggest new short-term strategies to increase retention of field instructors. The authors conclude that the voluntary and somewhat precarious nature of university—agency partnerships for social work education needs to be reconsidered.
42 citations
TL;DR: A model for distance education as a means for schools of social work to deliver curricula to students who face problems enrolling in campus-based or off-campus sites is proposed.
Abstract: Distance education, which has existed for many years, has become even more popular as a result of recent technological advances. This article proposes a model for distance education as a means for schools of social work to deliver curricula to students who face problems enrolling in campus-based or off-campus sites. The components of the model—videotapes, an on-site discussion leader/field instructor, computers, and direct observation by field instructors—fit well within the general requirements of group interaction in the delivery of a social work curriculum. Problems that may arise using the model include the extra time and training required for faculty to produce videotapes, the recruitment of discussion leaders/field instructors, and how to structure the delivery system so students can practice interviewing, assessment, and other abstract concepts. The author also suggests means for evaluating the model as well as policy changes universities and schools of social work may need to effect to successfull...
37 citations
TL;DR: In this paper, the authors evaluated the scholarly productivity of 284 randomly selected doctoral graduates from 30 social work programs and found that the level of article productivity among doctoral graduates was normative, and the productivity of doctoral program faculty was found to be related to the program's doctoral graduates.
Abstract: Scholarly publication is becoming increasingly important in social work. Not only does publication reflect the knowledge development effort of the profession, but it apparently positively affects the careers of the authors. In the current study, the authors evaluated the scholarly productivity of 284 randomly selected doctoral graduates from 30 social work programs. The authors accumulated and aggregated for each program counts of publications appearing in the Source Index of the Social Sciences Citation Index.Findings indicated that the level of article productivity among doctoral graduates was normative. In addition, the productivity of doctoral program faculty was found to be related to the productivity of the program’s doctoral graduates. The authors suggest that perhaps productive faculty provide positive role models to their students; this mentoring relationship contributes to graduate productivity outcomes.
37 citations
TL;DR: This article conducted a survey of students in a New York State masters of social work program and found that students' plans for private practice were influenced by their interest in treatment modalities and client groups that lend themselves to a private practice setting.
Abstract: Observers have expressed concern about the large number of social work students who expect to enter private practice. To explore why many students plan to enter private practice, the author conducted a survey of students in a New York State masters of social work program. Findings indicated that students’ plans for private practice were influenced by their interest in treatment modalities and client groups that lend themselves to a private practice setting. In addition, students who placed great importance on being their own boss, earning a good income, and having flexible work hours were more likely than other social work students to plan to enter private practice. Students who placed great importance on helping the most disadvantaged people in their community were less likely than other students to plan to enter private practice.
32 citations
TL;DR: The Continuing Crisis in Social Work Research: Conundrum or Solvable Problem? Journal of Social Work Education: Vol. 28, No. 3, pp. 370-382 as mentioned in this paper.
Abstract: (1992). The Continuing Crisis in Social Work Research: Conundrum or Solvable Problem? Journal of Social Work Education: Vol. 28, No. 3, pp. 370-382.
32 citations
TL;DR: The authors evaluated a ten-week course designed for social work field instructors interested in developing a critically reflective approach to field instruction and found that participants significantly increased their overall ability to think critically when compared to the control group.
Abstract: This study evaluated a ten-week course designed for social work field instructors interested in developing a critically reflective approach to field instruction. The course trained participants to think critically about their role in preparing professional social workers. A pretest-posttest nonequivalent compari son group design was utilized. The Watson—Glaser Critical Thinking Appraisal was used as the measurement instrument. Using t-tests, the findings indicate that the participants significantly increased their overall ability to think critically when compared to the control group. The implications for practicum instruction are addressed.
31 citations
TL;DR: The authors conducted an exploratory study to inquire into the field placement process for students with disabilities and found that there were biases, considerations, and accommodations made by schools and agencies that interfered with students' educational needs.
Abstract: An exploratory study was conducted to inquire into the field placement process for students with disabilities. Fourteen students with disabilities and twelve field directors were interviewed. Findings were grouped into seven areas: (1) field education expectations, (2) special and general considerations for placement, (3) agencies’ response to requests for placement, (4) schools’ response to agencies, (5) students’ response to placement, (6) factors promoting acceptance of students in the field, and (7) reasonable accommodation. Results indicate that there were biases, considerations, and accommodations made by schools and agencies that interfered with students’ educational needs. In addition, respondents’ definitions of reasonable accommodation varied, yet maintained some common elements.
TL;DR: In this article, a curriculum infusion model for use in the Human Behavior and the Social Environment (HBSE) sequence is presented, which provides content about persons with mental retardation from a micro and a macro perspective.
Abstract: Persons with mental retardation are a vulnerable population with multiple needs and an important minority group that has suffered from a variety of discriminatory practices. Yet, the social work education currently does not have an educational standard for including this population in the curriculum. Students of social work—future social workers—can make important social service contributions to this special population, but only if the students are educated about this group. This article presents a curriculum infusion model for use in the Human Behavior and the Social Environment (HBSE) sequence. This model, which is efficient and easy to implement, provides content about persons with mental retardation from a micro and a macro perspective. Although inclusion of content on this population in the HBSE sequence will provide basic knowledge about mental retardation, the author recommends that such content be included in all of the foundation sequences.
TL;DR: In this article, the authors present norms of citations (objective indicators of reputation) for professors, associate professors, and assistant professors, derived from the Citation Index of the Social Sciences Citation Index (SSCI).
Abstract: Ideally, an educator’s reputation should be based primarily on that person’s scholarly publications. However, reputation is more than the sum of one’s scholarly efforts. In this article, the authors seek to add objective information to the subjective decision-making process involved in hiring, promoting, or providing tenure to educators. The authors present norms of citations—objective indicators of reputation—for professors, associate professors, and assistant professors. These norms were derived from the Citation Index of the Social Sciences Citation Index (SSCI). Four studies were undertaken to examine scholarly productivity using the same basic methodology: citation analysis. In Study 1, the authors examined a sample of educators listed in the Encyclopedia of Social Work. These experts were used as a national norm against which other educators could compare themselves. Study 2 was based on a citation analysis of deans of all graduate schools of social work. In Study 3, the authors examined “local norm...
TL;DR: In this paper, the authors present data on selected student characteristics and course performance collected from 162 students in several sections of an MSW foundation research course in a single university, where the sections had the same curricular content but were taught by four instructors with quite different professional backgrounds and teaching styles.
Abstract: A review of the literature indicates that little empirical knowledge exists about what influences learning in master of social work (MSW) research courses. The current study presents data on selected student characteristics and course performance collected from 162 students in several sections of an MSW foundation research course in a single university. The sections had the same curricular content but were taught by four instructors with quite different professional backgrounds and teaching styles. Student performance did not differ across the different instructors. Undergraduate grade point average was positively correlated with performance, and having an undergraduate major in social service was negatively correlated, but other student characteristics were unrelated to performance.
TL;DR: The authors reported an approach to improving the integration of research and practice instruction by engaging students in a research project through role-playing and peer feedback, which was implemented as part of a required second-year master of social work course.
Abstract: This paper reports an approach to improving the integration of research and practice instruction by engaging students in a research project Through the project, the students evaluate an effort to improve their interviewing and relationship-building skills The skills-development component relies primarily on student role playing and peer feedback, and was implemented as part of a required second-year master of social work research course Two randomized experimental evaluations of the project’s effectiveness in improving interviewing skills yielded inconsistent results The authors describe strategies for teaching and assessing interviewing skills and for teaching research
TL;DR: In this paper, the dual roles of social work within the university as both an academic discipline and as a profession are considered and eight criteria are identified that clearly differentiate professional disciplines from academic disciplines.
Abstract: Social work has long attempted to gain public recognition and support as a profession and as a “legitimate” university program. Although efforts to improve the image of social work as a profession have been moderately successful, attempts to solve the problems within the university setting are yielding less than satisfactory results. This article carefully considers the dual roles of social work within the university as both an academic discipline and as a profession. Eight criteria are identified that clearly differentiate professional disciplines from academic disciplines. These criteria are presented in an attempt to help identify the problems with which social work educators struggle. Five guiding principles—(1) cooperation, (2) identity, (3) education, (4) leadership, and (5) fact-finding—are offered for consideration as strategies and solutions for developing a plan of action.
TL;DR: In this paper, a review of efforts over the past 50 years to conceptualize field learning and an analysis of current data on student performance criteria identified eight learning objectives for field study.
Abstract: The current study represents an effort to determine whether a universally recognized set of objectives for field-based learning in micro-level practice exists despite apparently widespread belief to the contrary among social work educators. A review of efforts over the past 50 years to conceptualize field learning and an analysis of current data on student performance criteria identified eight learning objectives for field study. These objectives reflect both traditional concepts and contemporary demands on the profession. Based on these learning objectives, the authors have proposed a method for evaluating student performance in the field.
TL;DR: In this paper, a study of minority social work students admitted to a baccalaureate program between 1980 and 1987 examines the factors contributing to retention or attrition, and possible strategies for reaching out to students "at risk".
Abstract: Recruitment of minority students into schools of social work means little if students are unable to complete their studies. Retention of social work students has rarely been studied at the undergraduate or graduate levels, or as it pertains to minorities. This article reports on a study of 352 social work students, predominantly minority, admitted to a baccalaureate program between 1980 and 1987. It examines the factors contributing to retention or attrition, and possible strategies for reaching out to students "at risk." It also presents the research methodology as a model for future studies.
TL;DR: In this article, the authors support the Continuum in Social Work Education (CESE) education, arguing that "the Continuum of Social Work education should be maintained throughout the entire curriculum".
Abstract: (1992) Should We Support the Continuum in Social Work Education? Yes! Journal of Social Work Education: Vol 28, No 1, pp 6-10
TL;DR: Findings from a national survey of undergraduate and graduate social work programs in the United States confirmed differences in the nature of benefits awarded to undergraduate and Graduate field instructors and recommended that the profession seek to understand better what motivates field instructors.
Abstract: This article provides a comprehensive overview of benefits awarded to agency-based social work field instructors. Findings from a national survey of undergraduate and graduate social work programs in the United States confirmed differences in the nature of benefits awarded to undergraduate and graduate field instructors. In addition, study findings revealed variations in the pattern of awarded benefits among regions and among schools of varying size. The most frequently awarded benefits included use of the library holdings or equipment, continuing education programs, and official designation as adjunct faculty member. The authors suggest that, given the current economic atmosphere, programs become more creative in their provision of benefits that are attractive but inexpensive. Moreover, the authors recommend that the profession seek to understand better what motivates field instructors.
TL;DR: In this article, the use of an analogy between child abuse and cultural wounding is proposed to provide a metaphorical understanding of minority cultures from the overtly physical wounding of castration to more subtle forms of psychological wounding that occur through denying the importance or value of one's culture, the range of cultural wounding that occurs as a result of oppression, devaluing or stigmatizing is presented.
Abstract: Developing cross-cultural sensitivity currently is a primary challenge for social work educators In this article, the authors propose the use of an analogy between child abuse and cultural wounding to provide a metaphorical understanding of minority cultures From the overtly physical wounding of castration to the more subtle forms of psychological wounding that occur through denying the importance or value of one’s culture, the range of cultural wounding that occurs as a result of oppression, devaluing or stigmatizing is presented It will be shown that the use of the child abuse metaphor will allow the student to understand the feelings and behaviors of those oppressed and through a new level of empathy, learn to join the oppressed in a different type of problem—solving effort
TL;DR: In the last two decades, the nature of this debate has changed and its intensity has increased as mentioned in this paper, leading many to believe that social work practice would have to become more research-based, if it were to compete successfully in a world of finite resources.
Abstract: need to make their profession "scientific." In the last two decades, the nature of this debate has changed and its intensity has increased. Two developments were instru mental in bringing about this change: the effectiveness studies of the early 1970s (Fischer, 1973), which cast doubt on the efficacy of social work services, and the popularization of single-case designs, which promised to put the power of science into the hands of practitioners. These developments led many to believe that social work practice would have to become more research-based, if it were to compete successfully in a world of dimin ishing resources. According to this view, social work practice should be based on research-derived knowledge, and it should be evaluated using methods of empirical research. These beliefs provide the ratio nale for what is known as empirically based practice. Empirically-based practice can take var ious forms; however, common underlying beliefs and assumptions can be identified.1 The most encompassing of these beliefs is that social work research (and, by implica tion, practice) should be based on the canons of conventional science—an empir icist epistemology, realist ontology, and a deterministic view of human nature. It follows from this foundation that the
TL;DR: In this article, the authors surveyed graduate students at a large state university and found that, among those students, enrollment status, the total number of roles enacted, and the interaction between these variables had no effects on psychological adjustment scores.
Abstract: Although empirical evidence suggests that part-time and full-time graduate programs in social work are equivalent with respect to various academic outcomes, little is known about the effects of enrollment status on students’ psychological adjustment to the educational process. The effects of extracurricular role enactment similarly are unclear. The author surveyed graduate students at a large state university and found that, among those students, enrollment status, the total number of roles enacted, and the interaction between these variables had no effects on psychological adjustment scores. However, students who were both enrolled full-time and employed full-time had lower levels of adjustment than did other students. Among part-time female students, the extracurricular role of marriage was associated with lower adjustment. The author discusses the study results in light of the scarcity and expansion hypotheses, as derived from role theory. Practical implications for social work graduate education are p...
TL;DR: In this article, the authors argue that Scholarly Productivity should not be the primary criterion for tenure decision making in social work education, and they conclude that it is not the best criterion.
Abstract: (1992). Should Scholarly Productivity be the Primary Criterion for Tenure Decisions? No! Journal of Social Work Education: Vol. 28, No. 2, pp. 135-138.
TL;DR: In this article, an integrative skills assessment approach for teaching students to perform assessments is presented, which combines assessment methods and skills from three practice models: (1) psychosocial, (2) cognitive-behavioral, and (3) systems.
Abstract: In recent years, assessment methods and skills have been increasingly emphasized in the social work literature. Little information, however, has been provided about how to teach students assessment skills in a classroom setting. This article addresses that gap in the literature and presents an integrative skills assessment approach for teaching students to perform assessments. This approach is based on technical eclecticism and combines assessment methods and skills from three practice models: (1) psychosocial, (2) cognitive—behavioral, and (3) systems. Knowledge and skills about measurement, computerized assessment models and expert systems also are included in this approach to teaching assessment skills. The authors provide suggestions and tools for teaching assessment skills in a classroom, including an integrative skills assessment protocol and several techniques that may be used to teach students to gather assessment data. In teaching assessment skills, possible links may be developed with the field ...
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TL;DR: In this paper, the authors examine the current vision of the profession of social work embodied in its great and little traditions, and they advocate using a competence-oriented model to define outcomes for each level of the continuum and to design educational programs to meet those outcomes.
Abstract: This paper examines the current vision of the profession of social work embodied in its great and little traditions. It advocates incorporating the great and little traditions of our profession in the conceptualization of the educational continuum. It advocates use of a competence-oriented model to define outcomes for each level of the continuum and to design educational programs to meet those outcomes. Finally, it advocates blending the great and little traditions of the profession in the educational designs developed at each level.
TL;DR: In this paper, questionnaires were sent to all U.S. accredited baccalaureate social work programs and found that the majority of respondents perceived the established governance and administrative structures of their programs as either adequate or very adequate.
Abstract: Autonomy and visibility are important issues for social work education. Although a specific accreditation standard on autonomy exists, research reveals limitations in autonomy can result in difficulty attaining or maintaining accreditation. In 1980, accredited undergraduate units identified themselves using more than 50 different titles. By 1990, this diversity had been reduced, and the more common title “Social Work Program” was used by more than one third of all units. What is unknown is whether these changes resulted in more freestanding programs or more programs within a host department and greater or less visibility and autonomy. To explore these issues, questionnaires were sent to all U.S. accredited baccalaureate social work programs. Results indicated that the majority of respondents perceived the established governance and administrative structures of their programs as either adequate or very adequate. However, nearly 25% of the respondents found the support staff arrangement unsatisfactory. More...
TL;DR: In this article, the authors report the results of a survey that examined how faculty in graduate schools of social work are teaching practice content in marriage counseling and their perceptions of its relevancy to social work practice.
Abstract: Social workers often provide services and therapy for couples; however, little literature has been published that suggests models for teaching—from a social work perspective—marriage counseling or social work with couples. This article reports the results of a survey that examined how faculty in graduate schools of social work are teaching practice content in marriage counseling and their perceptions of its relevancy to social work practice. Findings indicated that some content on social work practice with couples is evident in most master of social work programs. Moreover, faculty perceived social work practice with couples as moderately relevant to all practice settings listed in the survey.