Showing papers in "Journal of Social Work Education in 1998"
TL;DR: In this article, the authors explored ways that application of David Kolb's learning style model can improve the quality of field education and found that the preferred learning styles of students and supervisors, along with variables that affect learning styles and student satisfaction with the field experience, have already improved student-supervisor relationships locally and have implications for social work field programs elsewhere.
Abstract: This article explores ways that application of David Kolb’s learning style model can improve the quality of field education. It first explains Kolb’s theories concerning preferred learning styles, the need to complete four learning stages in sequence (concrete experience, reflective observation, abstract conceptualization, and active experimentation), and combinations of preferred learning styles in quadrants. It then reports on the authors’ research involving 45 students and 40 field supervisors at the University of Minnesota, Duluth, in 1995–96. Findings about the preferred learning styles of students and supervisors, along with variables that affect learning styles and student satisfaction with the field experience, have already improved student–supervisor relationships locally and have implications for social work field programs elsewhere.
107 citations
TL;DR: In this article, the authors report data collected from a national survey of all accredited social work programs conducted between December 1995 and February 1996, the purpose was to assess current usage of dista...
Abstract: This article reports data collected from a national survey of all accredited social work programs conducted between December 1995 and February 1996. The purpose was to assess current usage of dista...
103 citations
TL;DR: Findings from a 1995-96 national survey of MSW programs that focused on the nonacademic admissions criteria and procedures they use to assess applicants are reported on.
Abstract: The gatekeeping role in social work education begins with the admissions review process. This article reports on findings from a 1995-96 national survey of MSW programs that focused on the nonacademic admissions criteria and procedures they use to assess applicants. Over 80% of the respondents identified nonacademic indicators used to assess the suitability of applicants; 100% reported using some form of screening procedure (e.g., reference letters, personal interviews); and 66% provided samples of admissions review materials. The authors assess the commonalities found among sample materials, describe challenges in using nonacademic admission criteria, and present a model for defining and assessing student suitability throughout the professional education process.
69 citations
TL;DR: In this article, the authors compared live instruction over televised distance learning for MSW students in two different practice courses and found that the live instruction was superior to the televised instruction in terms of instructional quality.
Abstract: Fifty-seven MSW students enrolled in two different practice courses were exposed to approximately equal amounts (five 4-hour sessions) of live, in-class instruction and two-way interactive televised instruction. Separate post-course evaluations of both teaching methods, using a previously published measure of instructional quality, significantly favored live instruction over televised distance learning. More empirical research demonstrating the potential benefits of distance learning technology is urgently needed prior to the widespread adoption of these methods.
68 citations
TL;DR: In this article, the authors explore the benefits of teaching geographic information systems (GIS) technology as a tool in social work curricula and present four examples of GIS applications developed by social work graduate students.
Abstract: This article explores the benefits of teaching geographic information systems (GIS) technology as a tool in social work curricula. GIS software makes customized and interactive maps that can help social workers gain a better understanding of multifaceted communities. The authors present four examples of GIS applications developed by social work graduate students demonstrating the potential of GIS in social work, and they outline steps for teaching GIS in social work practice courses. Employment and other opportunities are also discussed.
62 citations
TL;DR: In this paper, the impact of a multimethod grief course on graduate social work students' level of death acceptance and sense of preparedness to respond to personal and professional losses was examined.
Abstract: Despite the centrality of grief as a universal response to loss, and its prevalence in the social work domain, little empirical attention has been given to the impact of grief instruction in social work courses. This article presents results of a study examining the impact of a multimethod grief course on graduate social work students' level of death acceptance and sense of preparedness to respond to personal and professional losses. A quasi-experimental, nonequivalent control group design was used. Findings suggest that the grief course assisted students to perceive greater competence in their knowledge, skills, and sense of preparation for working with grieving clients, and that the course increased cognitive and affective dimensions of death acceptance in students. Implications for future research and for social work education are discussed in light of the study limitations.
60 citations
TL;DR: A framework for culturally relevant practice that prepares students to assess the impact of institutionalized oppression on their clients, develop interventions that reduce the negative effects of sustained oppression, and empower clients to challenge existing oppressive conditions is presented.
Abstract: This article presents a framework for culturally relevant practice that prepares students to assess the impact of institutionalized oppression on their clients, develop interventions that reduce the negative effects of sustained oppression, and empower clients to challenge existing oppressive conditions. The framework was developed as a synthesis of recurring themes from the literature on several oppressed groups, and, the author suggests, is broad enough to apply to clients from different marginalized groups. Suggestions for teaching the framework in practice courses — including assignments to evaluate student applications of the framework — are also provided.
45 citations
TL;DR: In this paper, the authors describe the results of a quasi-experimental study that compared students' perceptions of empowerment in two sections of a graduate social work course at a large public university in Spring 1997.
Abstract: A fundamental responsibility of social workers is to empower clients to participate in decisions that affect their lives. Social work educators can best teach this concept by empowering their students. This article describes the results of a quasi-experimental study that compared students' perceptions of empowerment in two sections of a graduate social work course at a large public university in Spring 1997. One section was taught through a traditional format of lectures, exams, and papers; the other through techniques intended to empower students: learning contracts, formative evaluations, and narrative evaluations. The authors conclude that student perception of empowerment is positively affected by these teaching techniques.
43 citations
TL;DR: The authors surveyed 206 BSW and MSW students at 7 accredited Florida social work programs on their level of satisfaction with placements in child welfare agencies and explored relationships between these measures and student demographics, placement characteristics, and intent to work in a child welfare agency upon graduation.
Abstract: One objective of partnerships between schools of social work and public human services is to increase the number of graduates who work in child welfare agencies. The study reported here surveyed 206 BSW and MSW students at 7 accredited Florida social work programs on their level of satisfaction with placements in child welfare agencies. The study measured satisfaction with 5 aspects of the placements, and explored relationships between these measures and student demographics, placement characteristics, and intent to work in a child welfare agency upon graduation. The author discusses the findings and their implications for partnership initiatives aimed at reprofessionalizing public human services.
43 citations
TL;DR: This paper reported on an exploratory study of social work field directors nationwide, which confirmed that placements have been lost because of managed care, but also noted that schools and agencies are reassessing their relationship and can collaborate to create different learning opportunities in the new environment.
Abstract: Managed care is changing the provision of services to clients and the availability of field placements for students. This exploratory study, reporting on an October 1996 survey of social work field directors nationwide, confirms that placements have been lost because of managed care. Yet, it also notes that schools and agencies are reassessing their relationship and can collaborate to create different learning opportunities in the new environment. The findings have implications for deans, program directors, field directors, and regional and national organizations (such as the Council on Social Work Education) in the areas of revising the curriculum, confronting student expectations, and establishing new relationships with agencies.
42 citations
TL;DR: This article examined the relationship between student ratings of teaching ability and several course, student, and instructor variables, including course organization, rapport with students, and fair grading, and found that strong positive relationships between student rating of teaching effectiveness and ratings of skills reflecting course organization and fairness.
Abstract: This empirical study examined the association between social work students' ratings of teaching ability and several course, student, and instructor variables. Over 5,000 standardized evaluation forms rating instructors' specific skills and overall effectiveness were collected between 1991-93 at a school of social work in a large urban university. The results showed strong positive relationships between ratings of teaching effectiveness and ratings of skills reflecting course organization, rapport with students, and fair grading. This study supports the legitimacy of student ratings in assessing faculty, and the authors discuss implications for faculty development of the strong relationship between effective teaching and organizational skills.
TL;DR: In this paper, the authors investigated the correlation between admissions criteria and academic performance at one state university and found that two admissions criteria, undergraduate GPA and GRE score, and two applicant characteristics, gender and race, were significantly correlated with academic performance.
Abstract: The authors report on an investigation of the correlation between admissions criteria and academic performance at one state university. The admissions data used in this study were collected from 654 MSW students who attended the school from 1985 to 1992. Test scores on a comprehensive exam taken by these MSW students prior to graduation were used as the measure of academic performance. The authors found that two admissions criteria, undergraduate GPA and GRE score, and two applicant characteristics, gender and race, were significantly correlated with academic performance.
TL;DR: The results of a national survey of 51 social work doctoral program directors indicate that although the majority of doctoral programs include preparation for teaching as a program objective, they offer limited formal course work and few opportunities for supervised teaching experiences as mentioned in this paper.
Abstract: The results of a national survey of 51 social work doctoral program directors indicate that, although the majority of doctoral programs include preparation for teaching as a program objective, they offer limited formal course work and few opportunities for supervised teaching experiences. The authors discuss the results of this survey and make recommendations for better preparing social work doctoral students for their roles as teachers.
TL;DR: In this article, the authors explore the benefits of teaching geographic information systems (GIS) technology as a tool in social work curricula and present four examples of GIS applications developed by social work graduate students.
Abstract: This article explores the benefits of teaching geographic information systems (GIS) technology as a tool in social work curricula. GIS software makes customized and interactive maps that can help social workers gain a better understanding of multifaceted communities. The authors present four examples of GIS applications developed by social work graduate students demonstrating the potential of GIS in social work, and they outline steps for teaching GIS in social work practice courses. Employment and other opportunities are also discussed.
TL;DR: This article found that the reward most valued by field instructors was the opportunity to participate in the academic side of the students' education, in particular teach ing in the classroom as an occasional guest lecturer.
Abstract: been linked to rewards provided for do ing the job. LaCerte, Ray, and Irwin (1989) examined field instructors' per ceptions of the value of rewards offered by the institution, hypothesizing that those who received some tangible reward would feel more valued and supported. They found that the reward most valued by field instructors was the opportunity to participate in the academic side of the students' education, in particular teach ing in the classroom as an occasional guest lecturer. Rohrer, Smith, and Peterson (1992) surveyed graduate and undergraduate field instructors to deter mine what benefits they received from
TL;DR: Investigation of variation in manuscript submission and acceptance, both within and across academic rank, among 509 faculty of 45 social work graduate programs suggests that higher academic rank was negatively associated with the frequency of manuscript submissions and positively associated with manuscript acceptance.
Abstract: In recent years publication has become the central criterion in the appointment, promotion, and tenure of graduate faculty. Because normative data about publication effort and success have not been available to guide faculty personnel decisions, the author investigated variation in manuscript submission and acceptance, both within and across academic rank, among 509 faculty of 45 social work graduate programs. The results suggest that although faculty of all ranks made regular efforts to publish and achieved considerable success, higher academic rank was negatively associated with the frequency of manuscript submissions and positively associated with manuscript acceptance. The author concludes that the consistency of these empirical relationships in the cross-sectional data might evidence adherence to a traditional, academic model of publication within the schools where these faculty teach.
Journal Article•
TL;DR: Two admissions criteria, undergraduate GPA and GRE score, and two applicant characteristics, gender and race, were significantly correlated with academic performance at one state university.
Abstract: The authors report on an investigation of the correlation between admissions criteria and academic performance at one state university. The admissions data used in this study were collected from 654 MSW students who attended the school from 1985 to 1992. Test scores on a comprehensive exam taken by these MSW students prior to graduation were used as the measure of academic performance. The authors found that two admissions criteria, undergraduate GPA and GRE score, and two applicant characteristics, gender and race, were significantly correlated with academic performance.
TL;DR: In this paper, a task-centered model for field instruction that provides discrete guidelines for those who supervise students in the field is described, and strategies for setting and achieving target goals through a collaborative teaching-learning process.
Abstract: Although the practicum is a central component of social work education, it is rarely offered in a clearly structured manner that systematically operationalizes the principles of effective field education. This article describes a task-centered model for field instruction that provides discrete guidelines for those who supervise students in the field. The model offers strategies for setting and achieving target goals through a collaborative teaching–learning process. Evaluation of the field trial, recommendations for future development of the model, and potential applications are also discussed.
TL;DR: This paper used a sample of tenured and tenure-track social work faculty whose primary responsibility is classroom teaching and found that these faculty tend to teach 4 classes per academic year, which is generally less than prescribed by their workload policies.
Abstract: Past research on social work faculty workload has relied on deans and directors as respondents. This is the first study to use a national sample of tenured and tenure-track social work faculty whose primary responsibility is classroom teaching. Findings reveal that these faculty tend to teach 4 classes per academic year, which is generally less than prescribed by their workload policies. The difference is made up with funded research and other projects, field and liaison duties, and part-time administrative duties. Faculty average about 50 hours per week on their overall responsibilities and tend to be satisfied with their workload, with the major exception of wanting more time to devote to scholarship.
TL;DR: The authors describes the features, benefits and challenges of cooperative small group learning and how it can be implemented in social work research courses and discusses preparing students for cooperative learning, making appropriate assignments, and evaluating effectiveness.
Abstract: In cooperative learning, students work together in small groups to discuss material and solve problems. In social work research courses, cooperative learning help students overcome their resistance to understanding and using research concepts and skills. This article describes the features, benefits, and challenges of cooperative small group learning and how it can be implemented in social work research courses. The author discusses preparing students for cooperative learning, making appropriate assignments, and evaluating effectiveness.
TL;DR: This article examines each of these dilemmas involving conflicts of interest, client confidentiality, informed consent, negligent care and client abandonment, and pressures to breach fiduciary responsibilities manifested under managed care.
Abstract: As managed care continues to alter the landscape of health and mental health services, so too does it affect social work education. In addition to changes in curricular emphases and the availability and selection of field education sites, managed care presents students with legal and ethical issues involving conflicts of interest, client confidentiality, informed consent, negligent care and client abandonment, and pressures to breach fiduciary responsibilities. This article examines each of these dilemmas and illustrates ways they are manifested under managed care. The authors describe resources for anticipating, avoiding, or addressing such difficulties. They conclude with recommendations for assisting students with this difficult content.
TL;DR: In this article, the authors examine the role of social work practice, education, and research in service provision for people with developmental disabilities, and discuss the evolution of service delivery from the medical model to the developmental model, to the current support model.
Abstract: This article discusses the evolution of service delivery for people with developmental disabilities from the medical model to the developmental model to the current support model. Today's service delivery paradigm has changed the conceptualization of consumers, service intent, and the role of professionals. In this context, the author examines the role of social work practice, education, and research in service provision for people with developmental disabilities.
TL;DR: Impact for social work education in five areas: articulating social work's great tradition, developing career opportunities, building alliances with students and educators in other professional schools, engaging in ongoing faculty development, and infusing the social work curriculum with geriatric content.
Abstract: This article reports the results of a qualitative study of the professional identities, roles, and relationships of a variety of geriatric case managers located in nine demonstration sites around the United States. Beginning with an overview of social work and nursing roles in health care settings, the authors provide background on the study and its methods, followed by results that highlight the voices of persons interviewed. They conclude with implications for social work education in five areas: articulating social work's great tradition, developing career opportunities, building alliances with students and educators in other professional schools, engaging in ongoing faculty development, and infusing the social work curriculum with geriatric content.
TL;DR: The authors reported the results of a validation study of Hudson's Teaching Evaluation Form (TEF), a measure of teaching effectiveness based on student evaluations, and showed that internal consistency reliability coefficients were extraordinarily high across the five samples.
Abstract: This article reports the results of a validation study of Hudson's Teaching Evaluation Form (TEF), a measure of teaching effectiveness based on student evaluations. Analyses of data from two independent pilot tests (involving 1,707 students, Spring/Summer 1994) and from three schools of social work (1,649 students, Spring 1996) showed that internal consistency reliability coefficients were extraordinarily high across the five samples. The results of factor analysis demonstrated the content and construct validity of the TEF. Finally, comparison, through logistic regression, with deans' ratings of teaching effectiveness strongly supported the convergent construct validity of the instrument.
TL;DR: In this article, a model that infuses multicultural content into the field curriculum and enhances faculty diversity is presented. But the model is limited to one school of social work in the US.
Abstract: Schools of social work have long struggled with issues of diversity and how best to train students to work effectively with diverse populations. This article offers a model that infuses multicultural content into the field curriculum and enhances faculty diversity. It describes how diversity has become one of the major objectives of one school's field practice seminars through three unique features: (1) the pairing of community facilitators with faculty facilitators to increase instructors' awareness of diversity, (2) the use of ongoing workshops to train facilitators to address issues of diversity, and (3) the conscious inclusion of diversity content in the seminar curriculum through a variety of methods. This article describes the initiative, its development and key features, evaluation methods, and implications for its adoption at other schools of social work.
TL;DR: In this article, a cultural framework for viewing alcohol and drug abuse is presented, which, if used as a teaching tool, can lead to increased cultural awareness among students, and illustrate the powerful role of culture in shaping behaviors such as drinking and drug use and to focus on several cultures or ethnic groups simultaneously.
Abstract: This article elaborates a cultural framework for viewing alcohol and drug abuse which, if used as a teaching tool, can lead to increased cultural awareness among students. The framework helps educators to illustrate the powerful role of culture in shaping behaviors such as drinking and drug use and to focus on several cultures or ethnic groups simultaneously. The authors give examples of how the framework can be used to: discuss cases and clinical problems in the classroom; conduct classroom exercises comparing cultures and differences within cultures; structure student homework and paper assignments; and prepare course materials and lectures.
TL;DR: Point/Counterpoint as discussed by the authors is a regular feature of the Journal of Social Work Education, which provides a vehicle for the expression of contrasting views on controversial topics in social work education.
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 feature, two or more individuals 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, Susan P. Kemp (assistant professor, School of Social Work, University of Washington) and Lynn Videka-Sherman (dean, School of Social Welfare, State Universty of New York, University at Albany) address the question: Should two years of practice experience be essential to teach required practice courses?
TL;DR: The authors argue that research projects can match researchers investigating condi tions in high-risk poor and minority communities with MSW students who need to intervene with families in these communities. Yet both social work interns and their supervisors tend to be fearful of entering homes in poor urban neighborhoods that are perceived as dangerous.
Abstract: minority communities, particularly poor urban neighborhoods where institutional supports for families and children are uncertain and relatively scarce (Boyd Franklin, 1989; Duncan, Brooks-Gunn, & Klebanov, 1994; Huston, McLoyd, & Garcia Coll, 1994). There is growing rec ognition among social work clinicians and educators that intervening with poor and minority families is difficult and fre quently requires homevisiting. Yet both social work interns—especially those from middle-class backgrounds—and their supervisors tend to be fearful of entering homes in poor urban neighborhoods that are perceived as dangerous. In this ar ticle, we argue that research projects can match researchers investigating condi tions in high-risk poor and minority com munities with MSW students who need to