Showing papers in "Journal of Social Work Education in 1994"
TL;DR: In this article, the authors investigated the views of 280 full-time social work educators from 25 schools of social work on including such content in social work programs and found that the majority (82.5%) supported inclusion of a specialized course, primarily as an elective.
Abstract: Recently, there have been calls to re-examine the need for instruction on religion and spirituality in the social work curriculum. This study investigated the views of 280 full-time social work educators from 25 schools of social work on including such content in social work programs. Results showed that the majority (82.5%) supported inclusion of a specialized course, primarily as an elective. A positive attitude toward religion and spirituality in social work practice was the most important predictor of support for the inclusion of such content in the curriculum. Findings also revealed concerns about how the topic of religion and spirituality might be handled in practice and in the classroom. Issues related to appropriate course focus and teaching approaches in this content area are presented.
189 citations
TL;DR: In this article, the authors report the findings of a study undertaken to determine if the issues and priorities have changed in the past decade, using the Delphi technique to identify field instruction issues and research priorities.
Abstract: A 1980 study using the Delphi technique identified field instruction issues and research priorities. In this article, the author reports the findings of a study undertaken to determine if the issues and priorities have changed in the past decade. Twelve national experts reached a consensus on 29 of 61 statements/issues and on three research priorities for the next decade. As in 1980, the study participants viewed the Delphi technique as having strength in gaining consensus, allowing dialogue between geographically separated experts, and serving as an effective means of learning for participants. The prioritized research agenda developed by the experts in 1991 includes the need for empirical analysis of outcomes related to field education; models to ensure quality of field instruction; and processes to help field instructors assist students, especially in integrating classroom and field instruction.
185 citations
TL;DR: This article examined the influence of selected life events and such factors as prior employment, volunteering, and influential persons via a survey of 415 social work students and a comparison group of 203 nonsocial work students.
Abstract: Little is known about why students choose social work for a career. Certain life events in the family of origin may exert a compelling influence, though other factors are certainly involved. This study examines the influence of selected life events and such factors as prior employment, volunteering, and influential persons via a survey of 415 social work students and a comparison group of 203 nonsocial work students. Social work students were more likely to report problems such as alcoholism and emotional illness within their families of origin and to attribute these experiences to their choice of career.
123 citations
TL;DR: Recommendations are made for schools and CSWE to revitalize group work in the curriculum and discuss the consequences of this lack on student learning, faculty development, field education, and the social work curriculum.
Abstract: Although social work practice with groups is on the rise, social work education has neglected to prepare students for group work practice. The results of a 1991 survey show that graduate education has practically eliminated group work as a specialized area of study. Most schools offer group work only as an elective, and few students graduate with a course in this subject. Additionally, students in foundation courses learn little about group work theory and have limited or no group field work experience in which to develop practice skills. The authors discuss the consequences of this lack on student learning, faculty development, field education, and the social work curriculum. They make recommendations for schools and CSWE to revitalize group work in the curriculum.
69 citations
TL;DR: In this article, the authors argue that Social Work education should address religious issues in the context of social work education, and they conclude that "social work education should be addressed with respect to religious issues."
Abstract: (1994). Should Social Work Education Address Religious Issues? Yes! Journal of Social Work Education: Vol. 30, No. 1, pp. 7-12.
58 citations
TL;DR: In this paper, the authors argue that social work education should not address religious issues, and they conclude that "social work education addressing religious issues is not a good idea." The Journal of Social Work Education: Vol. 30, No. 1, pp. 12-17.
Abstract: (1994). Should Social Work Education Address Religious Issues? No! Journal of Social Work Education: Vol. 30, No. 1, pp. 12-17.
55 citations
TL;DR: In this paper, the authors report the findings of a study on the current screening practices used by bachelor of social work programs for judging students' fitness for entry into the major and the field practicum.
Abstract: At one time or another, all social work faculty encounter a student who is not well suited for professional social work practice. However, finding ways to effectively screen students to ensure their suitability for a career in social work seems a formidable task for educators. This article reports the findings of a study on the current screening practices used by bachelor of social work programs for judging students' fitness for entry into the major and the field practicum. The findings raise several issues about the appropriateness of screening practices and policies currently in place at the bachelor's level; recommendations for addressing these issues are included.
54 citations
TL;DR: In this article, the authors draw on feminist social work practice scholarship and on feminist pedagogy, primarily from the field of education, to identify and discuss the application of that literature to the practice classroom in schools of social work.
Abstract: This article draws on feminist social work practice scholarship and on feminist pedagogy, primarily from the field of education, to identify and discuss the application of that literature to the practice classroom in schools of social work. The author describes epistemologies of adult learning, particularly those that identify the unique ways women organize and impart meaning to information; discusses their relevance for integrating feminist pedagogical principles in the practice classroom; and draws parallels between student learning in the feminist “liberatory” classroom and practice with clients.
50 citations
TL;DR: Transpersonal psychology is the only one of the four force theories that includes the spiritual dimension as discussed by the authors, and it has been shown that transpersonal psychology can be used to address the problems of values deficits, moral apathy, existential despair, spiritual emergencies and the like.
Abstract: Social workers in the 1990s are facing a postmodern world, with unique practice challenges in both the micro and macro levels of practice. Because psychological services are reactive, serving the clients that come out of a particular social context, different theories have emerged over time to address the ills of the day. Many of the practice challenges for social work practitioners today are related to diseases of the spiritual dimension or what has been labeled “spiritual malaise,” including values deficits, moral apathy, existential despair, spiritual emergencies, and the like. Transpersonal psychology is the only one of the four force theories that includes the spiritual dimension. To remain relevant in a postmodern world, social work education must fill the current void in curricula by incorporating the comprehensive perspective of transpersonal theory into education and practice.
43 citations
TL;DR: This article presented a method for assessing the prestige of journals in the diverse field of social work, and demonstrates its application in a 1990 survey in which 421 senior faculty at accredited graduate schools of Social Work rated the familiarity and perceived quality of 120 journals in their field.
Abstract: Academic journals are the primary means of disseminating new knowledge. A journal's prestige is a key determinant of its contents' visibility, readership, impact on practice, and use and citation in future research. This article presents a method for assessing the prestige of journals in the diverse field of social work, and demonstrates its application in a 1990 survey in which 421 senior faculty at accredited graduate schools of social work rated the familiarity and perceived quality of 120 journals in their field. The findings have value for researchers seeking to publish their work in the most appropriate journal and for persons attempting to assess the scholarly contribution of social work educators.
38 citations
TL;DR: The authors reviewed and assessed the state of scholarship and research in social work through diverse perspectives, among them research methods found in the core literature, the scholarly productivity of faculty and doctoral graduates, the research curricula in graduate programs, and the use of scholarship by practitioners.
Abstract: One of the defining elements of a profession is its capacity to generate and transmit knowledge about practice. This paper reviews and assesses the state of scholarship and research in social work through diverse perspectives, among them research methods found in the core literature, the scholarly productivity of faculty and doctoral graduates, the research curricula in graduate programs, and the use of scholarship by practitioners. Finally it posits challenges for improving the profession's research training, scholarly production, and knowledge transmission.
TL;DR: In this paper, a flow chart is used to evaluate problem behavior for academic versus disciplinary violations, and the authors suggest procedures to ensure the legal foundation for the social work faculty's actions and due process for students.
Abstract: As a result of the Horowitz v. Board of Curators of the University of Missouri (1976) case in medical education, social work faculty may evaluate and discipline students using academic criteria rather than the more restrictive disciplinary procedures that currently are enforced on most college campuses. A flow chart assists faculty to evaluate problem behavior for academic versus disciplinary violations. The author suggests procedures to ensure the legal foundation for the social work faculty's actions and due process for students, and recommends the National Association of Social Workers (1990) Code of Ethics as appropriate principles for conduct. In addition, the author uses court rulings from the past 25 years to detail appropriate procedures for evaluating students and conducting hearings. Finally, he discusses the role of university lawyers, and offers recommendations for informing lawyers about the unique situation of professional education, emphasizing the potential liability of problem st...
TL;DR: In this paper, the authors examine an advocacy/empowerment model of organizing as a framework for developing university/community agency partnerships in the delivery of social work field instruction in new sites.
Abstract: This article examines an advocacy/empowerment model of organizing as a framework for developing university/community agency partnerships in the delivery of social work field instruction in new sites. Application of the model's four main components—outreach, partnership, direction planning, and change—is demonstrated in three case studies involving the social work field education office and diverse frontline community agencies. The partnerships developed through this model enable the university and community agencies to share in creating and implementing field opportunities that prepare students for emerging social work practice arenas.
TL;DR: In this article, 15 advanced standing and 23 two-year program Master of Social Work students interviewed a simulated client blind raters working from videotapes of these interviews reliably evaluated the students' use of three core interviewing skills: Facilitation, Questioning/Clarification, and Support/Empathy No statistically significant differences were found between the two groups of students on these skills.
Abstract: Fifteen advanced standing and 23 two-year program Master of Social Work (MSW) students interviewed a simulated client Blind raters working from videotapes of these interviews reliably evaluated the students' use of three core interviewing skills: Facilitation, Questioning/Clarification, and Support/Empathy No statistically significant differences were found between the two groups of students on these skills These results support the Council on Social Work Education policy of offering advanced standing to graduates of accredited Bachelor of Social Work programs
TL;DR: Theories for Practice Necessary for Social Work Education: No! as discussed by the authors, Vol. 30, No. 2, pp. 148-152, 1994] and are not necessary for practice.
Abstract: (1994). Are Theories for Practice Necessary? No! Journal of Social Work Education: Vol. 30, No. 2, pp. 148-152.
TL;DR: It is found that articles focusing on women's issues comprised less than 10% of all articles published in the sampled journals during the decade, but that only about 15% of the articles women write are onWomen's issues.
Abstract: The authors of this article conducted a review of selected social work journals published between 1982 and 1991 to determine the coverage given to women's issues during this period. Because this study was similar to one conducted for the previous decade, the authors were able to analyze trends over time as well as differences among various journals. The findings indicate that articles focusing on women's issues comprised less than 10% of all articles published in the sampled journals during the decade. The study also found that women authored over 75% of the articles and books on women's content, but that only about 15% of the articles women write are on women's issues.
TL;DR: Examples of current and potential applications in social work education demonstrate that hypermedia CBE can emulate the dynamic, iterative learning process of knowledge acquisition, knowledge testing, and content integration through practice simulation.
Abstract: Hypermedia computer-based education (CBE) is an emerging information technology that makes possible user-directed, nonsequential exploration of, and interaction with, information presented through a variety of media including text, animation, graphics, sound, and video. This article describes hypermedia CBE and briefly reviews the research on its instructional efficacy. A synopsis of the theoretical foundation covers cognitive theory concepts of information networks and associative learning, web teaching principles, andragogical theory as it relates to social work education, and hypermedia CBE structure. Examples of current and potential applications in social work education demonstrate that hypermedia CBE can emulate the dynamic, iterative learning process of knowledge acquisition, knowledge testing, and content integration through practice simulation.
TL;DR: The authors argue that integration can be achieved only through the development of new paradigms that include women's experiences and propose an approach based on a historico-structural perspective reinforced by social work values and ecological and critical perspectives.
Abstract: Female faculty at Arizona State University's School of Social Work joined forces to revise syllabi for required MSW courses with the intent of integrating content on women. They argue that integration can be achieved only through the development of new paradigms that include women's experiences. They propose an approach based on a historico-structural perspective reinforced by social work values and ecological and critical perspectives. Examples of the curricular modifications introduced by this approach are given.
TL;DR: In this paper, the authors report the findings from a replication of their research on the importance placed on various faculty activities by graduate deans and directors and assess community service activities as to their perceived significance.
Abstract: The authors of this article report the findings from a replication of their research on the importance placed on various faculty activities by graduate deans and directors. In particular, community service activities were assessed as to their perceived significance. Similarities and changes since the earlier research are discussed in relation to current trends and issues within higher education.
TL;DR: The authors conducted a survey of more than 150 baccalaureate, master's, and doctoral social work education programs and provided substantive data about the types of assessment systems in place at all three levels of education.
Abstract: Although assessing program outcomes has become increasingly important in higher education, no systematic research has been undertaken to determine the outcome measurement systems used across the entire continuum of social work education. This study, based on a 1992 survey of more than 150 baccalaureate, master's, and doctoral social work education programs, is the first to provide substantive data about the types of assessment systems in place at all three levels. It describes the frequency of use of various systems, makes comparisons across the levels of education, and discusses the implications for social work education at each level.
TL;DR: The authors discusses existing literature on task forces and makes a recommendation for adjusting educational requirements to cross-reference courses in the social work curriculum that teach substantive topics and, at the same time, use innovative methods to teach group skills.
Abstract: In contemporary society, task forces are commonly used to deal with community-based social problems. Task forces develop, change, and implement policies at all levels of government, and within all types of organizations, including the public, private, and nonprofit sectors. Unfortunately, social work educators have not been involved in teaching the policy-practice skills of working on a task force. This article discusses existing literature on task forces. Gersick's (1988) model of task group development is used to structure the teaching of the task force approach. An advanced policy course on homelessness is used as an illustration, and a recommendation is made for adjusting educational requirements to cross-reference courses in the social work curriculum that teach substantive topics and, at the same time, use innovative methods to teach group skills.
TL;DR: The authors extend previous research on publication activity of graduate faculty by reporting the journal article production of undergraduate social work faculty over a 7-year period in seven major social work journals.
Abstract: Scholarship is receiving an ever-increasing emphasis within social work education, particularly at the undergraduate level. Decisions on recruitment, reappointment, tenure, salary, and promotion often are influenced by publication productivity. The authors extend previous research on publication activity of graduate faculty by reporting the journal article production of undergraduate social work faculty over a 7-year period in seven major social work journals. As expected from earlier studies, relatively few faculty produced a sizable proportion of the articles. However, articles written by only one author were less common than previous research suggested. The majority of articles appeared in three of the journals reviewed: Social Work, Journal of Social Work Education, and Families in Society (formerly Social Casework). The most prolific undergraduate faculty were likely to come from programs located in combined bachelor of social work/master of social work settings in relatively large public un...
TL;DR: Point/Counterpoint as mentioned in this paper is a regular feature of the Journal of Social Work Education that provides a vehicle for the expression of contrasting views on controversial topics in social work education, including theories for practice.
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, Barbara Simon (Associate Professor, Columbia University) and Bruce Thyer (Professor, University of Georgia, Athens) address the question: Are theories for practice necessary?
TL;DR: In this article, the authors describe an innovative program designed to create a joint university and local municipality agency in Israel, which was structured to be a teaching laboratory that would offer innovative services for social work clients and a unique field placement for students.
Abstract: The authors describe an innovative program designed to create a joint university and local municipality agency in Israel. The agency was structured to be a teaching laboratory that would offer innovative services for social work clients and a unique field placement for students. Four major goals involved joint outcomes for both university and municipality. These included (a) demonstrating evaluation research as a means of accountability and as a tool for practice; (b) using generic social work methods for work with families; (c) reaching out to difficult and high-risk clients with innovative programs; and (d) using the laboratory as a training center for welfare workers, agency supervisors, and students from all levels of the social work programs. The authors describe and evaluate each of the goals, discussing the implications for teaching and for social work practice.
TL;DR: This article found that the development of communication competence, the mastery of content on socialization and the small group, and the cultivation of basic social work values were commonly viewed as essential skills for social work programs.
Abstract: Bachelor of Social Work (BSW) curriculum design is generally considered a collaborative process involving educators, students, practitioners, and employers. The social agency contributes in critical economic, pedagogical, and political ways. The literature is ambiguous, however, regarding compatibility of educators' and practitioners' views on curricula, homogeneity of perceived training needs, and societal changes necessitating curriculum revision. In this study, 77 agency personnel reported their views of 56 BSW curriculum items. The development of communication competence, the mastery of content on socialization and the small group, and the cultivation of basic social work values were commonly viewed as essential. BSW program directors, graduates, and potential employers generally had compatible views. Practice conditions—especially service position (direct or indirect), field of practice, and client age group—influenced curriculum priorities. Changes in educational priorities across a decade ...
TL;DR: In this article, the authors present an Interdependent Model that integrates field instruction with the clinical and research curricula to educate students to become accountable practitioners, and describe the application of this model in teaching single-system evaluation to social work students with support from faculty, field advisers, and agency practitioners who provide field supervision.
Abstract: This article presents an Interdependent Model that integrates field instruction with the clinical and research curricula to educate students to become accountable practitioners. It describes the application of this model in teaching single-system evaluation to social work students with support from faculty, field advisers, and agency practitioners who provide field supervision. The merits of using this model as compared to other more common, less comprehensive approaches to social work education are examined. Issues relating to the implementation of the Interdependent Model are also discussed.
TL;DR: In this article, the integration of field practice with the content of the holistic academic practice curriculum of the school was a primary objective of these designs, and issues in field teaching using these approaches are reviewed and guidelines for the field instructor are suggested.
Abstract: This article addresses the issue of the field education component in a holistic curriculum. It presents two designs for field instruction that were introduced in a university-based laboratory setting. The integration of field practice with the content of the holistic academic practice curriculum of the school was a primary objective of these designs. The first design emerged out of a holistic/multi-method assignment and the second was derived from a holistic/generalist orientation applied to a problem area or population. Issues in field teaching using these approaches are reviewed and guidelines for the field instructor are suggested.
TL;DR: In 1992-93, the School of Social Work at the University of Illinois at Urbana-Champaign was confronted with proposals for elimination, merger, and consolidation as mentioned in this paper.
Abstract: During 1992-93, the School of Social Work at the University of Illinois at Urbana-Champaign was confronted with proposals for elimination, merger, and consolidation. This case study examines the proposals and the rationales behind the School's strategies to counter them. Implications for social work programs in similar circumstances are discussed.
TL;DR: In this article, the results of a 1990 survey of all deans of graduate schools of social work in the U.S. during the academic years 1988-90 were presented.
Abstract: This study presents the results of a 1990 survey of all deans of graduate schools of social work in the U.S. during the academic years 1988-90. A 63-item questionnaire was mailed to deans of 102 accredited schools of social work. The 53 responses provided information about the deans' demographic characteristics, professional tasks, reasons for entering administration, professional preparation, reading activities, perceptions of the deanship, developments in higher education, and issues and problems confronting the profession and social work education. This research is preliminary to a larger study of the deanship in schools of social work.
TL;DR: In this paper, the authors define and explain a set of 14 characteristics of excellence to assist schools that wish to develop measures of excellence and to conduct an excellence assessment process, which are developed in focus group research used in undergraduate and graduate programs.
Abstract: The author defines and explains a set of 14 characteristics of excellence to assist schools that wish to develop measures of excellence and to conduct an excellence assessment process The characteristics of excellence were developed in focus group research used in undergraduate and graduate programs Distinctive and practical aspects of excellence are explained in relation to educational organizations and the accreditation process, and serve as the philosophical distinctions that guided group efforts Seven excellence characteristics relate to distinctive aspects of educational programs, and seven relate to the practical aspects of program functioning