Showing papers in "Journal of Social Work Education in 2000"
TL;DR: In this article, the authors argue that social work is not adequately prepared to practice in the aging society and recommend addressing these challenges through educational innovations, which can make unique professional contributions to older persons and the late-life family.
Abstract: Longevity is one of the great achievements of the 20th century and its implications for the new century will be profound. The unprecedented demographic shift to an increasingly older society will have a dramatic impact on individual choices over the life course, the structure of the family, and multiple social institutions. Social work can make unique professional contributions to older persons and the late-life family. This article asserts, however, that social work is not adequately prepared to practice in the aging society. The authors document the challenges to social work and recommend addressing these challenges through educational innovations.
225 citations
TL;DR: In this paper, the authors describe the use of systems theory concepts in designing, implementing, and evaluating a distance education program, as well as the incorporation of feedback in making modifications to the program.
Abstract: In the interest of developing a conceptual framework for distance education, the authors describe the use of systems theory concepts in designing, implementing, and evaluating a distance education program. They describe input, throughput, and output factors used in creating and operating the program, as well as the incorporation of feedback in making modifications to the program. The systems perspective allowed the authors to better understand the interaction of variables affecting the operation of the program and where changes can be made to address problems and enhance student learning.
191 citations
TL;DR: This paper developed a two-day training module for child welfare workers to gain knowledge and skills through didactic and experiential learning to cope with stress and secondary trauma that occurs when they observe and hear the affect-laden experiences described by clients.
Abstract: Although child welfare workers (CWW) are assigned a critical role to protect children, little focus has been placed on helping them cope with stress and secondary trauma that can occur when they observe and hear the affect-laden experiences described by clients. This article summarizes two focus groups which provided data to develop a two day training module for CWW to gain knowledge and skills through didactic and experiential learning. The model offers coping strategies to respond to job stress and vicarious traumatization. Benefits and implications for agency and school collaboration are discussed.
165 citations
TL;DR: The authors compared the effects of experiential learning on policy-related values, competency, and activity levels of two groups of recent MSW graduates from one university and found that the experientially trained students were significantly more likely to perceive themselves as competent policy practitioners and to perform policy related activities after graduation.
Abstract: This study compares the effects of experiential learning on policy-related values, competency, and activity levels of two groups of recent MSW graduates from one university The study group received experiential service learning in the MSW program, primarily in an advanced policy course, while the comparison group did not The author explains experiential teaching and service learning methods, as well the activities included in the policy course Results indicate that both groups placed a high value on political skills However, the experiential group was significantly more likely to perceive themselves as competent policy practitioners and to perform policy-related activities after graduation
153 citations
TL;DR: In this paper, the authors discuss six major developments shaping the future of social work practice and education in the United States, with particular attention to their implications for field education, including economic globalization, the changing political climate, the growing use of technology, demographic shifts and their impact on cities, and changes in universities.
Abstract: This article discusses six major developments shaping the future of social work practice and education in the United States, with particular attention to their implications for field education. These include economic globalization, the changing political climate, the growing use of technology, demographic shifts and their impact on cities, the changing nature of social service agencies, and changes in universities. The article analyzes how these sweeping changes compel social work educators to reassess their underlying assumptions and, based upon this analysis, suggests some calculated risks to take.
117 citations
TL;DR: This article reviewed key concepts and applications of chaos theory in the context of general systems theory and concluded that chaos theory shows promise as a solution to many problems posed by the now dated general systems approach.
Abstract: The search for a unified conceptual framework for social work has floundered as the profession has struggled with general systems theory and, most recently, the eco-systems perspective. Social work has also ignored chaos or complex systems theory, which, as the successor to general systems theory, some believe is the third major scientific revolution of the 20th century, following relativity and quantum theories. This article reviews key concepts and applications of chaos theory in the context of general systems theory and concludes that chaos theory shows promise as a solution to many problems posed by the now dated general systems approach.
104 citations
TL;DR: Using a keyword search of the literature on minority gay and lesbian issues of the past decade, the authors identified 22 articles pertaining to African Americans, Latinos, and Asian Americans.
Abstract: Using a keyword search of the literature on minority gay and lesbian issues of the past decade, the authors identify 22 articles pertaining to African Americans, Latinos, and Asian Americans. Fourteen factors which are frequently discussed in these articles including discrimination issues, oppression, assimilation, rejection, and social support are summarized to address the common experiences among these three groups and unique factors affecting each of them. The selected literature focuses heavily on the deficit aspects and seldom identifies the strengths of these cultures.
103 citations
TL;DR: In this paper, the authors present the results of a study investigating how individuals currently in leadership positions within the Council on Social Work Education and the National Association of Social Worke (NAOSW).
Abstract: This article presents the results of a study investigating how individuals currently in leadership positions within the Council on Social Work Education and the National Association of Social Worke...
102 citations
TL;DR: In this article, the authors report the findings from a 1994 study of social work students and find significant relationships among hardiness, spiritual well-being, and self-esteem, and discuss the need to explore the role of spiritual wellbeing as well as implications for research, practice and education.
Abstract: The challenge today for social work students is how to address the professional and educational demands placed on them as they attend to the development of the whole person. This article reports the findings from a 1994 study of social work students. Data collected from a survey of 105 social work students showed significant relationships among hardiness, spiritual well-being, and self-esteem. Spiritual well-being and hardiness were found to be strong predictors of self-esteem. This article discusses the need to explore the role of spiritual well-being as well as implications for research, practice, and education.
95 citations
TL;DR: In this article, the authors examine the effect that use of increasingly sophisticated and costly technology is having on social work education and provide suggestions for maintaining a social work perspective in the face of increased technology usage.
Abstract: This article examines the effect that use of increasingly sophisticated and costly technology is having on social work education. While much of the literature addresses the positive aspects of technology in the profession, the authors consider the negative implications of technology for productivity, program development, and social relationships, to name a few. The authors provide suggestions for maintaining a social work perspective in the face of increased technology usage.
69 citations
TL;DR: In this article, the authors discuss challenges that educators face in attempting to develop culturally competent social workers who understand the dynamics of oppression and embrace a commitment to promoting social justice, and provide recommendations based on evaluating the use of computer technology to meet the challenges inherent in teaching and learning processes related to combining cultural diversity and societal oppression content.
Abstract: This article discusses challenges that educators face in attempting to develop culturally competent social workers who understand the dynamics of oppression and embrace a commitment to promoting social justice. An educational model is described, focusing on the use of an interactive Web forum aimed at providing a safe vehicle for student dialogue. Usage patterns of the website are summarized and data from student evaluations are analyzed. The authors provide recommendations based on evaluating the use of computer technology to meet the challenges inherent in teaching and learning processes related to combining cultural diversity and societal oppression content.
TL;DR: The authors examines multiculturalism as an organizing concept about human diversity in social work education in terms of the groups to be included and the significance of multiple cultural identities and concludes by describing four principles for multiculturalism and their application in the social work curriculum.
Abstract: This article examines multiculturalism as an organizing concept about human diversity in social work education in terms of the groups to be included and the significance of multiple cultural identities. The author reformulates the goals of multiculturalism in relation to the attachments people have to their cultural groups and to mainstream U.S. American culture. Attention is given to the future of a multicultural society in light of demographic trends beyond 2000 and the continuing significance of race and racism in the United States. The author concludes by describing four principles for multiculturalism and their application in the social work curriculum.
TL;DR: In this article, the authors promote the inclusion of such content in the traditional social work curriculum as an innovative educational approach and advocate the use of such educational content for the future of social work.
Abstract: Social work has an image problem in the popular media. Historically, social workers abdicated control for shaping public opinion to media producers who had no investment in the future of the profession. Since 1992, this author, colleagues, and students from the University of Nevada, Reno, School of Social Work, have been producing independent television documentaries for broadcast purposes. A systematic approach to media instruction has evolved. This article promotes the inclusion of such content in the traditional social work curriculum as an innovative educational approach.
TL;DR: In this paper, the authors discuss social work literature on Latinos, current and emerging trends in this literature, and the implications of these trends for social work education for social workers and social work students.
Abstract: The growth of the Latino population in the United States and their internal migration to new regions will have a strong influence on social work practice. To be culturally competent when working with this population, social workers and social work students must have adequate knowledge, values, and skills necessary for work with Latinos. In this article the authors discuss social work literature on Latinos, current and emerging trends in this literature, and the implications of these trends for social work education.
TL;DR: In this paper, a comparison of MSW student perceptions of the classroom learning environment among one on-campus and two distance sites linked electronically via interactive instructional television for 13 courses from 1994 through 1998 was conducted.
Abstract: This article reports the comparison of MSW student perceptions of the classroom learning environment among one on-campus and two distance sites linked electronically via interactive instructional television for 13 courses from 1994 through 1998 The authors describe supports provided by the school to make the distance classroom environments comparable Data analysis revealed no statistically significant differences in students’ overall perceptions between distance and on-campus sites or between the two distance sites, although some differences in policy and practice courses are noted Implications of the findings and recommendations for future research are presented
TL;DR: The authors conducted a survey of 212 faculty in BSW and MSW programs and found that faculty assigned themselves high self-ratings in teaching practice, yet had difficulty identifying key concepts in group work and requested various forms of assistance.
Abstract: Identifying group work content in social work education was the primary purpose of a survey of 212 faculty in BSW and MSW programs. Respondents assessed their knowledge in teaching practice with individuals, families, groups, and communities. Several contradictory findings are reported. The authors found that faculty assigned themselves high self-ratings in teaching practice. Yet, they had difficulty identifying key concepts in group work and requested various forms of assistance. The authors analyze the results and conclude with recommendations for aligning group work content with practice in social work curricula.
TL;DR: The authors compared three groups of students in a research methods course, one group took the course in a classroom from which interactive television (ITV) broadcasts originated, another group participated in the same section from a remote site, and a third group enrolled in a different section using an ITV-free classroom.
Abstract: Literature on social work student experiences in distance education is limited, as are studies of student experiences using valid comparison groups. This study compares three groups of students in a research methods course. One group took the course in a classroom from which interactive television (ITV) broadcasts originated; another group participated in the same section from a remote site; and a third group enrolled in a different section using an ITV-free classroom. Students reported very favorable and comparable experiences—no statistically significant differences found. Regardless of setting, the majority of students indicated they would enroll again in courses offered in their respective formats.
TL;DR: In this paper, an evaluation of a distance education program that offered all undergraduate social work courses over an interactive television network to four rural sites is reported. But, the evaluation indicated few differences in satisfaction and student outcomes between the on-campus and distance cohorts.
Abstract: This article reports on an evaluation of a distance education program that offered all undergraduate social work courses over an interactive television network to four rural sites. Evaluations indicate few differences in satisfaction and student outcomes between the on-campus and distance cohorts. The on-campus and distance-site instructors also report a high level of satisfaction. Furthermore, results of an alumni survey conducted seven years following termination of the program found all graduates licensed to practice social work and 92% of these graduates currently employed as professional social workers. The article concludes with a description of lessons learned from the program.
TL;DR: In this paper, the authors illustrate the challenges of creating a faculty development program on technology through the presentation of experiences with one such program, the Virtual Guild, focusing on the areas of program design and faculty motivation.
Abstract: This article illustrates the challenges of creating a faculty development program on technology through the presentation of experiences with one such program, the Virtual Guild. Using examples from the Virtual Guild, the authors focus on the areas of program design and faculty motivation. The discussion of program design involves selecting content and determining the program format. Motivational issues discussed include individual- and organizational-level factors, as well as the combined effect of these factors on faculty participation.
TL;DR: In this paper, a study of career influences for a sample of African-American and other black graduates of MSW programs was conducted, finding that career advancement, acquisition of new skills, professional status and credibility, and understanding professionalism in social work was the dominant influence.
Abstract: This article reports on a study of career influences for a sample of African-American and other black graduates of MSW programs. The study isolated significant relationships between enrollment influences and selected demographic and career-related variables. ”Very important“ influences were career advancement, acquisition of new skills, professional status and credibility, and understanding professionalism in social work. Desire for professional development in social work was the dominant influence. Findings suggest that recruitment of African-American/black graduate social work students should incorporate strategies that address issues of job satisfaction, and recognize career priorities and professional aspirations. Implications for graduate social work education are discussed.
TL;DR: In this article, the authors argue that to challenge oppression, clinical practice must address the dialectical relationship between private troubles and public issues while transforming professional relationships that disempower clients.
Abstract: In the new millennium, oppression will continue to affect social workers’ clients. This article discusses training clinical practitioners to address oppression. Drawing on poststructural, postmodern, feminist, and social constructivist theories, the article argues that to challenge oppression, clinical practice must address the dialectical relationship between private troubles and public issues while transforming professional relationships that disempower clients. The article describes a second-year MSW clinical practice sequence taught from feminist, poststructuralist, postmodern, and social constructionist perspectives, where students learn to assess the impacts of oppression, discover clients’ strengths, and respond in personal, social, and political contexts.
TL;DR: In this article, a qualitative survey was used to explore the experiences of Native Americans in social work education and found that most respondents identified the need for more cultural material and support for non-Anglo students pursuing an education grounded in Anglo cultural norms.
Abstract: While much attention has been paid to cultural competence in assisting clients, little has been directed to evaluating the degree to which social work education respects the cultural norms and values of students from diverse populations. A qualitative survey was used to explore the experiences of Native Americans in social work education. The amount of cultural content in social work education has increased in recent years, yet most respondents identified the need for more cultural material. Although there are struggles for non-Anglo students pursuing an education grounded in Anglo cultural norms, supports are sometimes available to balance them.
TL;DR: Based on two years of experience with a distance MSW program, the authors present an evolving model for the development, management, and evaluation of distance education graduate programs that use interactive video technology.
Abstract: Based on two years of experience with a distance MSW program, the authors present an evolving model for the development, management, and evaluation of distance education graduate programs that use interactive video technology. The model includes five core components: (a) accreditation standards compliance, (b) resource requirements, (c) curriculum adaptation, (d) faculty development, and (e) program evaluation. While not an exhaustive listing, these components are advanced as central to the effective planning and administration of distance education programs in social work.
TL;DR: In this paper, the authors analyze the treatment of multiculturalism in the 1999 National Association of Social Workers Code of Ethics, arguing that it presents multiculturalism as a knowledge base and area in which social workers should demonstrate competence rather than as a guiding principle of virtuous practice.
Abstract: The authors analyze the treatment of multiculturalism in the 1999 National Association of Social Workers Code of Ethics, arguing that it presents multiculturalism as a knowledge base and area in which social workers should demonstrate competence rather than as a guiding principle of virtuous practice. They criticize the ramifications of this application, and propose three arguments for repositioning multiculturalism in the Code as a principle of ethical practice rather than a specific knowledge area.
TL;DR: This article examined assumptions about the possible cause-effect relationship between class size and student achievement, and why social work programs increasingly substitute non-tenure-track and part-time personnel for tenure-track faculty.
Abstract: This article examines assumptions about the possible cause–effect relationship between class size and student achievement, and why social work programs increasingly substitute non-tenure-track and part-time personnel for tenure-track faculty. Data are presented that cast doubt on previous conclusions that lowering mandated student–faculty ratio guidelines for MSW and BSW programs would improve student learning. The author suggests that programs have a monetary motive for the increasing use of non-tenure-track and part-time personnel. The author also discusses areas to focus on for improving student achievement beyond class size and the student–faculty ratio.
TL;DR: In this article, the authors argue that Convicted Felons should not be denied admission to a social work education program, and they conclude that "convicted felons should be allowed admission to the program."
Abstract: (2000). Should Convicted Felons be Denied Admission to a Social Work Education Program? No! Journal of Social Work Education: Vol. 36, No. 3, pp. 409-411.
TL;DR: In this article, the authors report the findings of a study reviewing ethics complaints filed with the National Association of Social Workers from 1986-97 and details the degree to which students, faculty, and field instructors are the subject of allegations and findings of misconduct.
Abstract: This article reports the findings of a study reviewing ethics complaints filed with the National Association of Social Workers from 1986-97 and details the degree to which students, faculty, and field instructors are the subject of allegations and findings of misconduct. The research is examined in light of the literature on supervision, academic misconduct, and student and personnel grievances. It concludes with recommendations for promoting ethical practice in social work education.
TL;DR: In this article, the authors examine the context and process for making the change toward a gender-integrated curriculum and argue that change agents must understand the type of culture characterizing a school, the variety of leaders available, opportunities that might activate effective leadership, and the contingencies that affect curriculum decisions.
Abstract: Gender integration seeks to bring gender to the center of the curriculum by examining critically how gender influences knowledge development and ways of knowing. This undertaking calls for a major transformation, since women's realities and experiences have traditionally been marginal or absent in social work knowledge construction. In this article, the authors examine the context and process for making the change toward a gender-integrated curriculum. The authors argue that change agents must understand the type of culture characterizing a school, the variety of leaders available, the opportunities that might activate effective leadership, and the contingencies that affect curriculum decisions.
TL;DR: In this paper, the authors compared MSW field instruction at one local and two distance campus locations and described four "Action Steps" to design, implement, and evaluate the program with a focus on quality and comparability across sites.
Abstract: This article compares MSW field instruction at one local and two distance campus locations. The authors describe four “Action Steps” to design, implement, and evaluate the program with a focus on quality and comparability across sites. Data from students following their first-year field placement in 1995-96 are presented, including their perceptions of local and home-campus program resources, program responsiveness to local agency structures and culture, and program responses to confidentiality issues, a key issue in the comparatively smaller distance sites. The article concludes with suggestions for future development of field instruction in distance education programs.