Showing papers in "Journal of Social Work Education in 1999"
TL;DR: This article investigated 208 students from two schools of social work on their views and experiences with religion and spirituality in education and practice and found that a generally favorable stance toward the role of religion in social work practice and relatively high endorsement and utilization of spiritually oriented interventions with clients.
Abstract: This study investigated 208 students from two schools of social work on their views and experiences with religion and spirituality in education and practice. Results revealed a generally favorable stance toward the role of religion and spirituality in social work practice and relatively high endorsement and utilization of spiritually oriented interventions with clients. These findings are striking given that the majority of respondents reported little exposure to content on religion and spirituality in their educational program, thus raising concern about potential harm to clients. Results from the study are compared with previous research on social work practitioners and faculty, and implications for social work education are presented.
191 citations
TL;DR: In this article, the validity and utility of social work research education education was investigated, and an array of traditional measures, each with its own limitations and compromises, were employed. But none of these measures can answer the question "does social work education work?"
Abstract: Does social work research education work? To answer this question, instructors employ an array of traditional measures, each with its own limitations and compromises. The validity and utility of st...
111 citations
TL;DR: In this paper, a teaching framework that combines culturally sensitive and culturally competent perspectives in preparing students for cross-cultural clinical social work is described, which encourages students to develop openness to cultural diversity.
Abstract: This article describes a teaching framework that combines culturally sensitive and culturally competent perspectives in preparing students for cross-cultural clinical social work. Both content and proven instructional methods are presented for the framework’s three components: (a) an overview of social constructivism; (b) an exploration of culture and self, which encourages students to develop openness to cultural diversity; and (c) a social constructivist approach to the help-seeking process of clients, which provides students with guidelines for exploring the culture-specific content of clients’ problem-solving efforts. This framework helps students to understand clients’ social realities nonpresumptuously and to engage in respectful clinical social work intervention.
95 citations
TL;DR: Intergroup dialogues as mentioned in this paper is an innovative pedagogical method to address cultural diversity and social justice issues in social work curricula, which is aimed at exploring cultural identities and differences, fostering deeper understanding about issues of oppression and privilege, and building alliances for social change.
Abstract: This article reports on intergroup dialogues, an innovative pedagogical method to address cultural diversity and social justice issues in social work curricula. Intergroup dialogues—facilitated face-to-face meetings of students from different social identity groups—are aimed at exploring cultural identities and differences, fostering deeper understanding about issues of oppression and privilege, and building alliances for social change. Intergroup dialogue can also serve as a foundation to prepare social workers for cultural ly competent and social justice-oriented practice. Results from a formative evaluation are included together with suggestions for social work programs interested in incorporating intergroup dialogues into their curricula.
93 citations
TL;DR: In this paper, the authors studied factors that affect social work students' willingness to work with the growing number of elders with Alzheimer's disease and found that the principal contributing factors are willingness to care for elders, previous close contact with elders, proximity with elders with dementia, and preference for working with older versus younger clients.
Abstract: This study sought to determine factors that affect social work students’ willingness to work with the growing number of elders with Alzheimer’s disease. An in-class survey of 333 BSW and MSW students at three Florida universities throughout 1996 produced data on measures of the dependent variable (willingness to work with elders with Alzheimer’s disease) and 16 independent variables (potential influences). Path analysis and a stepwise regression analysis allowed construction of a model with a prediction variance of 54%, indicating that the principal contributing variables are willingness to work with elders, previous close contact with elders, close contact with elders with Alzheimer’s disease, and preference for working with older versus younger clients. These and some less influential factors suggest ways that social work educators can encourage students to serve this vulnerable population.
87 citations
TL;DR: This article compares grades earned by incoming MSW students in traditional classroom-based statistics courses and those taught using software-based content and no regular classes.
Abstract: This article compares grades earned by incoming MSW students in traditional classroom-based statistics courses and those taught using software-based content and no regular classes. Traditional-lear...
79 citations
TL;DR: The authors discusses two years of experience teaching participatory action research at a school of social work, focusing on the challenges that educators planning courses in action-oriented research are likely to meet.
Abstract: This article discusses participatory action research, a methodology that incorporates subjects in the research and indexes results to transforming the lives of those involved. The approach is gaining momentum and recognition in academic circles but still often limited to specialized training centers. The author discusses two years of experience teaching participatory action research at a school of social work, focusing on the challenges that educators planning courses in action-oriented research are likely to meet.
72 citations
TL;DR: The evaluation indicates positive findings for the distance learners in terms of grade outcomes, interaction with instructor, classmates and perceptions of the instructor, and some barriers in the learning environment and access to support services.
Abstract: This study presents the results of an evaluation of a graduate-level direct practice course taught through a distance education program that utilized face-to-face satellite television instruction. The study also compared the learning process and delivery system of a distance education direct practice course with that of an on-campus direct practice course. The evaluation indicates positive findings for the distance learners in terms of grade outcomes, interaction with instructor, classmates and perceptions of the instructor. The evaluation also indicated some barriers in the learning environment and access to support services. Recommendations are made for improving the barriers for social work practice courses taught by distance learning methods.
67 citations
TL;DR: Cooperative learning as mentioned in this paper employs formally structured groups of students working together to maximize their own and other students' learning in a social work education setting, which has been shown to benefit the social work curriculum.
Abstract: Cooperative learning strategies employ formally structured groups of students working together to maximize their own and other students’ learning. This educational approach changes the classroom environment from one in which students are passive recipients of the instructor’s knowledge, to one in which they are active participants in their own education. Cooperative learning strategies have received little attention in the social work education literature, despite proven educational benefits elsewhere. This article defines cooperative learning, reviews the educational theory and research that support it, demonstrates its relevance to social work education, and provides case examples for use throughout the social work curriculum.
53 citations
TL;DR: This article explored factors associated with effective interorganizational relationships between a school of social work and field agencies and found that agencies with formal agreements with the university had more complex student programs and more reciprocal activities than other types of sampled organizations.
Abstract: Factors associated with effective interorganizational relationships between a school of social work and field agencies were explored in a survey of 62 randomly selected field educators. The study examined the relationships between three categories of agencies and the university on four dimensions: commitment to education; organizational supports and resources; interpersonal relations; and collaborative and reciprocal activities. Findings revealed that agencies with formal agreements with the university had more complex student programs and more reciprocal activities than other types of sampled organizations. Strengths and distinctive contributions of the different types of organizations to the university and to field education are illuminated.
50 citations
TL;DR: In this article, a preliminary study examined the relationship between pre-admission data and later problems in the practicum and classroom for students in a two-year graduate social work program and found that students in the problem group were on average older than other students, were more likely to be male, had lower undergraduate grade point averages, had more experience in social service related work, and were rated lower in emotional maturity based on personal statements.
Abstract: This article reports a preliminary study examining the relationship between pre-admission data and later problems in the practicum and classroom for students in a two-year graduate social work program. Pre-admission data for those students identified as having problems by two or more faculty members were compared with data from randomly selected files of students who were not identified. Students in the problem group were on average older than other students, were more likely to be male, had lower undergraduate grade point averages, had more experience in social service related work, and were rated lower in emotional maturity based on personal statements. The authors encourage schools to provide additional supports to students at risk for problems, rather than arbitrarily reject applicants meeting these criteria.
TL;DR: In this paper, a theoretical framework for professional values education is presented, which incorporates personal, social, political, and professional values dimensions, each with explicit learning objectives and educational outcomes, and teaching principles based on the theoretical framework and implications for social work education, along with practical teaching suggestions.
Abstract: This article provides a historically grounded theoretical framework for professional values education. The approach incorporates personal, social, political, and professional values dimensions, each with explicit learning objectives and educational outcomes. It is premised on the assumption that the currently prevalent infusion model of values education is necessary but not sufficient because it describes and clarifies values, but does not help students integrate professional social work values as they critically reassess prior experiences and values learning. Teaching principles based on the theoretical framework and implications for social work education, along with practical teaching suggestions, are presented.
TL;DR: The basis for the phenomenon of multiple authorship, the implications of multiauthor scholarship, and the potential ethical questions that may arise from such collaborations are explored.
Abstract: Academic careers and granting of tenure within the university are directly linked to a record of scholarly production. This growing emphasis on publishing appears to have contributed to an increase in collaborations among faculty members, resulting in an increase in multiple-author publications. This article explores the basis for the phenomenon of multiple authorship, the implications of multiauthor scholarship, and the potential ethical questions that may arise from such collaborations. Guidelines from related professions are reviewed in regard to their utility for social work. Finally, the authors make suggestions in regard to when and under what circumstances multiple authorship is appropriate and beneficial.
TL;DR: The forces that confront today's advocate are examined, ways to address these issues with new technologically based advocacy techniques are suggested, and ways to incorporate these techniques into the social welfare policy curriculum are suggested.
Abstract: The 1990s have not been easy times for social welfare advocates and their clients. Not only must advocacy efforts contend with repressive new legislation, but the creation of a new, diffuse policy environment makes many traditional advocacy techniques either ineffective or difficult to use. This article examines the forces that confront today's advocate, suggests ways to address these issues with new technologically based advocacy techniques, and suggests ways to incorporate these techniques into the social welfare policy curriculum. Techniques discussed include database applications, e-mail, Internet publishing, and Internet-based research.
TL;DR: This paper presented data from a secondary analysis of a 1992 survey of graduate social work faculty to identify their views of the importance of content on diverse populations and types of oppression, finding that a large majority of respondents rated content on several population groups and type of oppression to be important or very important.
Abstract: This article presents data from a secondary analysis of a 1992 survey of graduate social work faculty to identify their views of the importance of content on diverse populations and types of oppression. The large majority of respondents rated content on several population groups and types of oppression to be important or very important. In most categories, however, the respondents rated including content on populations rather than on types of oppression to be more important, at a statistically significant level. The authors discuss the implications of this finding and place it in the context of current writings on multicultural social work.
TL;DR: In this article, a study of teaching strategies designed to improve students' anticipated professional behavior (APB) with gay and lesbian clients is presented. But the authors focus on changing students' APB, rather than their attitudes, toward this population.
Abstract: This article reports on a study of teaching strategies designed to improve students’ anticipated professional behavior (APB) with gay and lesbian clients. Early in the fall 1995 term, 110 students in social work courses at four schools were asked to respond—on a continuum from preferred to unacceptable responses—to four vignettes concerning gay and lesbian clients. Following different educational interventions, the students again responded to the vignettes. Analysis explored the effects of having gay or lesbian friends, academic major, attitude toward gay men and lesbians, and other factors. The results indicate that students’ APB improved over the semester, though the effects of the four interventions were not significantly different. The authors conclude that the profession should develop standards for practice with gay and lesbian clients, and that educators should focus on changing students’ APB, rather than their attitudes, toward this population.
TL;DR: In this article, the authors explore the actual and potential misuses of the World Wide Web in regard to access to "paper mills" and other information sources that make plagiarism relatively easy.
Abstract: This article explores the actual and potential misuses of the World Wide Web in regard to access to “paper mills” and other information sources that make plagiarism relatively easy. The authors describe their experience accessing such paper mill products and present results of a quasi-experiment in which participants graded three papers: one an actual student submission and two purchased off the Internet. Findings suggest reason for concern about student misuse of the World Wide Web. The authors argue that different strategies for the design of class assignments must be considered by all educational programs to diminish enhanced opportunities for “cybercheating.”
TL;DR: In this article, the authors propose some approaches and resources for integrating recording into classroom instruction, which is an integral component of social work practice, and most social work students graduate inadequately equipped for their recording responsibilities.
Abstract: Recording is an integral component of social work practice. The focus of recording has changed in recent years as social work records have become increasingly important measures of accountability and of organizational and professional effectiveness. Technology and concerns about defensive practice are also changing the nature of social work recording. At the same time, many old issues remain unresolved, including concerns about client privacy, style, and content. For more than 50 years, social work educators have been criticized for failing to teach recording skills, yet today few texts and curricula on recording exist. Most social work students graduate inadequately equipped for their recording responsibilities. This article proposes some approaches and resources for integrating recording into classroom instruction.
TL;DR: In this paper, 19 leaders and potential employers in the health and human services field participated in structured interviews in summer 1996 at a large graduate school of social work regarding the knowledge, skills, and attitudes they look for in MSW graduates.
Abstract: Nineteen leaders and potential employers in the health and human services field participated in structured interviews in summer 1996 at a large graduate school of social work regarding the knowledge, skills, and attitudes they look for in MSW graduates. Common desired characteristics were (a) knowledge of the research process, (b) writing and communication skills, (c) critical thinking skills, and (d) an attitude of openness and flexibility. This article describes the research process, how it was used to inform curriculum revision, and implications for social work education
TL;DR: In this article, distance learning techniques were used to operationalize the concept of "globalization from below" in a social work methods course, where students communicate by e-mail to share information and discuss social issues through professional "pen pal" relationships with students overseas.
Abstract: This article discusses distance learning techniques used to operationalize the concept of “globalization from below” in a social work methods course. In the E-Mail Partnership Project, one of the major course assignments, students communicate by e-mail to share information and discuss social issues through professional “pen pal” relationships with students overseas. The author reviews the course design, describes the project and its benefits, discusses the technical and cross-cultural issues that emerged throughout, and presents evaluation results Evaluation results suggest that international e-mail communication is one way to infuse international content into the curriculum.
TL;DR: A survey of doctoral program directors about the inclusion of philosophical issues in the curriculum and their satisfaction with it was conducted by as discussed by the authors, who reported that such content is commonly included in research courses, but that program directors face tensions with including content on epistemologies other than logical positivism.
Abstract: Although debate continues about philosophical, especially epistemological, issues in social work, little attention has been given to doctoral education and curricula in this area. This article reports on a 1997 survey of doctoral program directors about the inclusion of philosophical issues in the curriculum and their satisfaction with it. The survey asks about traditional and emergent epistemologies, including heuristics, social constructivism, and other forms of postmodernism. Responses to Likert-type and open-ended questions suggest that such content is commonly included in research courses, but that program directors face tensions with including content on epistemologies other than logical positivism.
TL;DR: This article explored the frequency with which purposive samples of managers and direct practitioners reported engaging in 35 "administrative competencies" and found no significant differences in frequency for 10 of these dimensions.
Abstract: Writers have long argued that social workers require some level of competence in supervisory and administrative roles, but there has been scant research identifying what competencies are necessary for all practitioners. This study explored the frequency with which purposive samples of managers and direct practitioners reported engaging in 35 “administrative competencies.” Questionnaires (sent to managers in 1992–93 and to practitioners in 1996) asked respondents to rate their frequency for performing each administrative competency on a 10-point scale. Following data analysis in which the 35 competencies were reduced to 12 management dimensions, the authors found no significant differences in frequency for 10 of these dimensions. Moreover, the two groups’ job behavior patterns were remarkably similar. These findings suggest that social work education should provide the knowledge and skills necessary for human services management, possibly through an advanced generalist model of education.
TL;DR: In this article, the authors present a developmental vulnerability/resilience and risk/safety framework to educate social work students about intimate partner violence, which adopts a multidimensional per...
Abstract: This article presents a developmental vulnerability/resilience and risk/safety framework to educate social work students about intimate partner violence. The framework adopts a multidimensional per...
TL;DR: In this article, a model of collaboration is described to develop and actively promote specialized curriculum and training opportunities in the field of mental retardation and developmental disabilities. The model builds on the "best practices" of existing collaborative efforts between UAPs and social work programs.
Abstract: Schools of social work vary widely in their ability and commitment to prepare students for practice with individuals with disabilities. Given their teaching and training expertise and resources, University Affiliated Programs (UAPs) are uniquely positioned to partner with schools of social work to remedy this situation. This article describes a model of collaboration to develop and actively promote specialized curriculum and training opportunities in the field of mental retardation and developmental disabilities. The model builds on the “best practices” of existing collaborative efforts between UAPs and social work programs.
TL;DR: This article provides an example of how a program with limited resources designed a strategy to foster curriculum integration by developing a field practicum assignment in which the goals and objectives focus on the confluence and shared mutuality of practice and research content.
Abstract: This article offers a strategy for students to more rigorously assess their professional growth related to assessment and planning skills, and provides an example of how a program with limited resources designed a strategy to foster curriculum integration by developing a field practicum assignment in which the goals and objectives focus on the confluence and shared mutuality of practice and research content. Discussion surrounding obstacles encountered in the implementation process and recommendations regarding future applications of the pilot model are presented.
TL;DR: A contradiction in the accreditation process of BSW programs is critically analyzed, raising the issue of the relative priority of standards and the reality of social work practice in the marketplace.
Abstract: This article critically analyzes a contradiction in the accreditation process of BSW programs. While the standards mandate that undergraduate social work education must prepare students for beginning generalist practice, they concurrently mandate that the results of systematic outcome evaluations must inform program planning and curriculum design. When a program’s outcome measures indicate that students upon graduation perform primarily direct practice, case management functions, must the curriculum reflect this emphasis rather than an even-handed generalist approach? This contradiction raises the issue of the relative priority of standards and the reality of social work practice in the marketplace.
TL;DR: This article, the penultimate report of the Doctoral Faculty Decade Publication Project, focuses on journal articles published by 45 social work faculties from 1994 through 1997, and then summarizes total publications from 1990 through 1997.
Abstract: This article, the penultimate report of the Doctoral Faculty Decade Publication Project, focuses on journal articles published by 45 social work faculties from 1994 through 1997, and then summarizes total publications from 1990 through 1997. Eleven especially productive faculties were responsible for almost half (49.4%) of all publications since 1990. Although a few demonstrated upward or downward changes in ranking during the middle years of the decade, most of the highly ranked faculties in 1993 retained their ranking through 1997. Plans for data collection and analysis for the final years of the project (1998-99) are discussed.
TL;DR: Light's (1998) investigation offers sub-stantial evidence to debunk the notion of innovation as a challenge to the prevailing wisdom, a view in keeping with Lawrence Lynn's, who believes innovation is an original disruptive act.
Abstract: The most commonly used and agreed upon definition of innovation is something new, a change, a challenge to the status quo. Innovation does not be have in a predictable fashion. It can have a moderate impact on routine or require radical, new behavior and patterns of reacting. Innovation can occur with the addition of a product or service, in how a product is produced, within an organization's structure, in deciding how incentives are managed, or as a byproduct of groups of individuals who create pro grams and conduct outcome research to assist the organization move closer to wards its goals and objectives. Innovation does not require brilliance, nor excessive resources. What innovation does require are new ways of accomplishing our goals. Light (1998) looks at innovation as a challenge to the prevailing wisdom, a view in keeping with Lawrence Lynn's, who believes innovation is "an original disruptive act" (1992). Innovation does not require the elimination of minimal standards; on the other hand, ordinary good practice need not be innovative. Based on a five-year review of 26 non profit and government organizations, Light's (1998) investigation offers sub stantial evidence to debunk the notion
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