Showing papers in "Journal of Social Work Education in 2001"
Journal Article•
TL;DR: The Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) as mentioned in this paper is a set of requirements for baccalaureate and master's social work education.
Abstract: Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by creating policies and services to correct conditions that limit human rights and the quality of life. The social work profession works to eliminate poverty, discrimination, and oppression. Guided by a person-in-environment perspective and respect for human diversity, the profession works to effect social and economic justice worldwide. Social work education combines scientific inquiry with the teaching of professional skills to provide effective and ethical social work services. Social work educators reflect their identification with the profession through their teaching, scholarship, and service. Social work education, from baccalaureate to doctoral levels, employs educational, practice, scholarly, interprofessional, and service delivery models to orient and shape the profession's future in the context of expanding knowledge, changing technologies, and complex human and social concerns. The Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) promotes academic excellence in baccalaureate and master's social work education. The EPAS specifies the curricular content and educational context to prepare students for professional social work practice. The EPAS sets forth basic requirements for these purposes. Beyond these basic requirements of EPAS, individual programs focus on areas relevant to their institutional and program mission, goals, and objectives. The EPAS permits programs to use time-tested and new models of program design, implementation , and evaluation. It does so by balancing requirements that promote comparability across programs with a level of flexibility that encourages programs to respond to changing human, professional , and institutional needs. The EPAS focuses on assessing the results of a program's development and its continuous improvement. While accreditation is ultimately evaluative, in social work education it is based on a consultative and collaborative process that determines whether a program meets the requirements of the EPAS.
1,063 citations
844 citations
TL;DR: This article found that greater use of some activities was associated with satisfaction and perception of quality but not with field instructors' ratings of student performance, highlighting the importance to students of both doing and understanding and suggesting the need to distinguish student perceptions from performance.
Abstract: What activities are associated with MSW students’ performance in the field, perceptions of the quality of field instruction, and satisfaction with the field? Sixty-four MSW students reported on observational-participatory and conceptual linkage learning activities used in their first- and second-year placements. Greater use of some activities was associated with satisfaction and perception of quality but not with field instructors’ ratings of student performance. This study highlights the importance to students of both doing and understanding, and suggests the need to distinguish student perceptions from performance.
171 citations
TL;DR: In this paper, the authors report on the results of two surveys that asked BSW and MSW students to evaluate the supervision provided by their field instructors at two points during their practicum.
Abstract: This article reports on the results of two surveys that asked BSW and MSW students to evaluate the supervision provided by their field instructors at two points during their practicum. Students responded to a variety of questions pertaining to the supervisory assignments and activities of their field instructor. The author discusses the relationship between supervisory skills and students’ perceptions of enhanced learning. Early in the practicum, activities reported as most helpful to students were those that introduced them to the agency and clarified expectations of their performance. At the end of their experience, students perceived as most helpful those activities which helped them to be self-critical and to link classroom and field learning.
110 citations
TL;DR: The authors compared the self-reported research anxiety, computer anxiety, and research orientations of 149 full-time graduate social work, psychology, and business students at a research university and found that social work students reported more research and computer anxiety and generally believed that research was less important to their profession than students in the comparison groups.
Abstract: Although research teaching literature suggests that social work students may have different research learning attributes than students in other disciplines, minimal data exist to support this view. This study compared the self-reported research anxiety, computer anxiety, and research orientations of 149 full-time graduate social work, psychology, and business students at a research university. Social work students reported more research and computer anxiety and generally believed that research was less important to their profession than students in the comparison groups. Implications for teaching research to social work graduate students are discussed.
104 citations
TL;DR: The authors found that social workers are more politically active than the general public, but the most politically active respondents were engaged in professional associations and were more likely to feel capable of affecting the policy process, and suggested that social work educators can use strategies based on social learning theory to increase students' political participation in the future.
Abstract: This article reports on a survey of the political activity of 242 professional social workers. The research found that social workers are more politically active than the general public. Survey respondents engaged in a range of activities from voting to campaigning, but the most politically active respondents were engaged in professional associations and were more likely to feel capable of affecting the policy process. The authors suggest that social work educators can use strategies based on social learning theory to increase students’ political participation in the future.
104 citations
TL;DR: The social work profession suffers from a dearth of empirically based studies of practice outcomes as mentioned in this paper, which is the message conveyed in research texts, doctoral program standards, and disciplinary guidelines that research should build and test theory, rather than solve applied problems.
Abstract: The social work profession suffers from a dearth of empirically based studies of practice outcomes. One reason for this is the message conveyed in research texts, doctoral program standards, and disciplinary guidelines that research should build and test theory, rather than solve applied problems. Since many legitimate forms of empirical, scientific research do not involve theory testing, social work should consider itself less an academic discipline that advances social and behavioral science knowledge and more an applied profession that finds solutions to psychosocial problems. Research inquiries along these lines may or may not involve direct theory testing or development.
96 citations
TL;DR: For example, this article found that white social work students perceive structural factors as more important in causing poverty than white non-social work students, while female and non-white social workers tend to attribute poverty to both structural and individual factors.
Abstract: Feagin’s Poverty Scale was used to measure social work students’ and non-social work students’ perceptions of the causes of poverty. Present social work students, like previous ones, attribute poverty more to structural factors than individual factors. Further analysis, however, suggests that this may only be true for female and white social work students. Male and nonwhite social work students appear to attribute poverty to both structural and individual factors. White social work students perceive structural factors as more important in causing poverty than white non-social work students. Non-social work students did not overwhelmingly attribute poverty to individualistic factors as expected.
78 citations
TL;DR: A study of justice as a concept and value in the research curriculum is presented in this article, where researchers and instructors were asked to define justice, discuss how it informed their work, and indicate whether a justice focus required special topics, theories, or methods.
Abstract: This article presents a study of justice as a concept and value in the research curriculum. Twelve researchers and research instructors were asked to define justice, discuss how it informed their work, and indicate whether a justice focus required special topics, theories, or methods. The conceptual literature on justice, research textbooks, and syllabi were reviewed. Most respondents defined justice broadly, and did not perceive certain topics, theories, or methods as more relevant to justice than others. Further, justice was not systematically discussed in classes, syllabi, and textbooks. Questions for future investigation and implications for social work educators are discussed.
75 citations
TL;DR: This article examined the use of student debates to promote substantive knowledge and policy practice skills in a child welfare policy course and found that participants demonstrated significantly greater increases in self-reported knowledge of course topics when they participated in debates than when they observed debates or learned through standard forms of instruction.
Abstract: This article examines the use of student debates to promote substantive knowledge and policy practice skills. The authors present a pedagogical rationale for student debates, describe the incorporation of debates into a child welfare policy course, and report the results of an evaluation. Students demonstrated significantly greater increases in self-reported knowledge of course topics when they participated in debates than when they observed debates or learned through standard forms of instruction. The majority of students reported satisfaction with the debates, reported that participation improved their policy skills and knowledge, and rated the educational value of debates higher than traditional assignments.
62 citations
TL;DR: The authors discusses the declining ability of social work students to write proficiently and offers a brief historical review of different approaches to the writing problems of American students, including the development of a writing assistance program at a graduate school and the program's outcomes after its initial year.
Abstract: This article discusses the declining ability of social work students to write proficiently and offers a brief historical review of different approaches to the writing problems of American students. It describes the development of a writing assistance program at a graduate school and the program’s outcomes after its initial year. Using a global writing assessment, the authors found that 1/3 of entering MSW students had inadequate writing skills, and only 57% of these took advantage of the writing assistance offered.
TL;DR: This article examined the experiences of 22 tenure track mothers in university social work programs who responded to a mail survey and used qualitative analysis to explore the mothers' experiences combining the roles of academic and mother.
Abstract: This study examines the experiences of 22 tenure track mothers in university social work programs who responded to a mail survey. Qualitative analysis is used to explore the mothers’ experiences combining the roles of academic and mother. Struggles encountered, personal strategies used, and helpful university policies and barriers are described. Suggestions for change are offered.
TL;DR: Vernon and Smith as mentioned in this paper describe technology that can help educators to deal with plagiarism in social work education, which is a new occasional column in the Journal of Social Work Education.
Abstract: TechNotes is a new occasional column in the Journal of Social Work Education designed to bring to readers’ attention new developments in technology of relevance to social work education. In this first column, Robert F. Vernon, associate professor, School of Social Work, Indiana University/Purdue University at Indianapolis, Shirley Bigna, assistant director, Krannert Memorial Library, University of Indianapolis, and Marshall L. Smith, professor, Social Work Department, Rochester Institute of Technology, describe technology that can help educators to deal with plagiarism.
TL;DR: Following the mentoring experience, the undergraduates demonstrated a measurably greater identification with social work values, marking a significant change in professional identity which was not matched by comparison groups.
Abstract: This study explores the possibility of supplementing professional mentoring with computer-mediated mentoring among students. A section of graduate students in a second-year practice class mentored a section of undergraduates in a beginning practice class with semester-long email communication. Following the mentoring experience, the undergraduates demonstrated a measurably greater identification with social work values, marking a significant change in professional identity which was not matched by comparison groups.
TL;DR: In this paper, the Hudson and Ricketts Index of Attitudes toward Homosexuality (IAH) was used to measure levels of homophobia in a convenience sample of 124 students enrolled in social work programs in two major universities in the Republic of Korea.
Abstract: For this article, the Hudson and Ricketts Index of Attitudes toward Homosexuality (IAH) was used to measure levels of homophobia in a convenience sample of 124 students enrolled in social work programs in two major universities in the Republic of South Korea. The results indicated that BSW and MSW Korean students had high levels of homophobia, particularly in comparison to U.S. samples. In-class discussion of homosexuality was found to be significantly associated with lower levels of homophobia. The authors review these and other research findings and discuss implications for social work education in South Korea and the United States.
TL;DR: In this paper, a fallibilistic non-inductive trial-and-error testing of conjectured theories and methods, called Critical Rationalism, is described, which better advances professional knowledge and resolves the problems unresolved by the current methodology.
Abstract: Empirical clinical social work practice (one of the current scientific paradigms of the profession) has too narrow an understanding of how science is done. That perspective maintains that science is an inductive, positivist, often atheoretical process, which can lead to credible, justified knowledge. By reviewing Bruce Thyer's article, “The Role of Theory in Research on Social Work Practice,” through a Popperian falsificationist lens the difficulties of that approach are highlighted. An alternate approach, “Critical Rationalism,” a fallibilistic noninductive trial-and-error testing of conjectured theories and methods, is described. It is contentded that this approach better advances professional knowledge and resolves the problems unresolved by the current methodology.
TL;DR: This paper examined the amount of writing on Gay and Lesbian subject matter in 12 social work journals and two gay and lesbian journals 1988-1997 and found that two-thirds of the 121 social work journal articles published on homosexuality focus on HIV/AIDS.
Abstract: This article examines the amount of writing on gay and lesbian subject matter in 12 social work journals and two gay and lesbian journals 1988-1997. Two-thirds of the 121 social work journal articles published on homosexuality focus on HIV/AIDS. Gay and lesbian subject matter not related to HIV/AIDS constitutes only 1 % of this literature. Meeting the Council on Social Work Education requirement for curriculum content on sexual orientation will be difficult if educators rely only on social work journals for knowledge. The publication record for articles on homosexuality in the 12 journals under study must be strengthened.
TL;DR: The use of the Vanderbilt Psychotherapy Process Scale as a tool for evaluating clinical practice is offered as an addition to the use of single system designs of evaluation.
Abstract: In this article, the use of the Vanderbilt Psychotherapy Process Scale as a tool for evaluating clinical practice is offered as an addition to the use of single system designs of evaluation. An overview of the scale as a framework for teaching and evaluation of the therapeutic relationship is presented.
TL;DR: In this article, the Social Justice and Social Work Education: Vol. 37, No. 3, No 3, pp. 433-439, is discussed, with a focus on social justice and social work education.
Abstract: (2001). Social Justice and Social Work. Journal of Social Work Education: Vol. 37, No. 3, pp. 433-439.
TL;DR: In this article, a survey of deans and senior social work educators' ethical beliefs on dual relationships was conducted, where they were asked how they regarded different types of dual relationships and differences between dual relationships with current and former students.
Abstract: Dual relationships between social work educators and their current or former students is largely unstudied. This article reports on a survey of deans and senior social work educators’ ethical beliefs on dual relationships. Educators were asked how they regarded different types of dual relationships and differences between dual relationships with current and former students. They were also asked about ethics education in their schools. Beliefs about dual relationships varied, especially regarding current students and former ones. While ethics education in schools of social work is extensive, policies on dual relationships are scarce. Further research is needed on the ethics of dual relationships in social work education.
TL;DR: Self-report outcomes, examined in relation to the number of courses with integrated AOD content taken, suggest that these courses lead to significantly more self-reported assessment for substance abuse.
Abstract: This article measures the efficacy of two approaches to teaching students to assess clients for substance abuse: an alcohol and other drug (AOD) minor program and integration of AOD content into core courses. A quasi-experimental design involved nonrandom assignment to an AOD minors program or to a nonminors curriculum. Both groups reported on their usual AOD assessment and on AOD assessment in their first interview with their most recent client. Self-report outcomes, examined in relation to the number of courses with integrated AOD content taken, suggest that these courses lead to significantly more self-reported assessment for substance abuse.
TL;DR: In this article, the authors present suggestions for incorporating content on adult offenders and corrections across diverse curriculum areas, including human behavior in the social environment, practice, research, and social welfare policy.
Abstract: This article presents suggestions for incorporating content on adult offenders and corrections across diverse curriculum areas, including human behavior in the social environment, practice, research, and social welfare policy. Social work educators are provided with guiding principles for work with offenders and with many concrete strategies for integrating material on this often forgotten population into already existing courses.
TL;DR: The importance of instructor knowledge about student experiences in the field and ability to help students apply their classroom learning to their field practice was surveyed by as discussed by the authors, showing the importance of instructors' ability to organize student learning and serve as role models of social work professionals.
Abstract: BSW and first-year MSW students from one school of social work were surveyed to determine the impact of specific classroom teaching skills on their views of their instructor’s effectiveness. Findings show the importance of instructor knowledge about student experiences in the field and ability to help students apply their classroom learning to their field practice. The results also underscore the importance of instructors’ ability to organize student learning and serve as role models of social work professionals. Implications of the findings are discussed as well as suggestions for future study.
TL;DR: In this paper, the contribution of fieldwork to the preparation of social work practitioners in contemporary health care settings is discussed and two programs that may serve as alternative models of field work in such settings are discussed.
Abstract: This article discusses the contribution of fieldwork to the preparation of social work practitioners in contemporary health care settings. The authors present two programs that may serve as alternative models of fieldwork in such settings. Observations of the impact of these models, including a summary of two evaluations of one model, are discussed. The authors contend that a fieldwork structure using rotations may increase the value of fieldwork for students, both academically and in the employment process.
TL;DR: In this article, several key domains for Internet-based course work accommodations are identified: student privacy, online etiquette, ethical guidelines for online learning, and pedagogical integrity, and recommendations are made for optimizing the online learning experience for social work students with disabilities.
Abstract: Although the accommodation of students with disabilities in the traditional social work classroom has been discussed in the professional literature, the emergence of Internet-based courses raises new questions about accommodating students with disabilities. While the Internet has opened up new possibilities for learning, it has also interposed speed, uniformity, and efficiency as overriding principles, often running counter to accessibility and adaptability needs. Several key domains for Internet-based course work accommodations are identified: student privacy, online etiquette, ethical guidelines for online learning, and pedagogical integrity. Finally, recommendations are made for optimizing the online learning experience for social work students with disabilities.
TL;DR: In this paper, a debate between a critical rationalist and a positivist about the value and utility of theory in social work is discussed, and the critical rationalists' position and its criticism of the positivist approach to theory and the pursuit of science in Social Work are reviewed and explained in seven theses and a little commentary.
Abstract: This article is the last of four in a debate between a critical rationalist (falsificationist) and a positivist (justificationist) about the value and utility of theory in social work The critical rationalist position and its criticism of the positivist approach to theory and the pursuit of science in social work are reviewed and explained in seven theses and a little commentary Some criticisms about how critical rationalists choose among theories and interventions are answered Finally, the use and misuse of quasi-experimental research in social work are addressed briefly
TL;DR: Key features of the changing health care landscape are reviewed, a Centers for Disease Control funded prototypical social work practice model designed to fit the contours of that landscape is described, and five fundamental principles to guide successful adaptation of social work health care practice and educational preparation are suggested.
Abstract: A transforming health care system challenges educators to formulate curriculum that is relevant and anticipates evolving expectations and demands. This article reviews key features of the changing ...
TL;DR: In this paper, the authors examine the issue of scientific misconduct and its implications for the training of social work researchers and make recommendations toward the prevention and resolution of potential or actual instances of scientificmisconduct in social work research.
Abstract: This article examines the issue of scientific misconduct and its implications for the training of social work researchers. An analysis is presented of an increasing body of cases in which allegations have been made and violations of legal and ethical research standards have been substantiated. Case examples illustrate that fields closely related to social work are developing their own set of case experiences of scientific misconduct. Implications for faculty and curriculum development are explored. The authors make recommendations toward the prevention and resolution of potential or actual instances of scientific misconduct in social work research.
TL;DR: This paper found that practice interests and career aspirations of MSW students are more diverse and dynamic in nature than the debate in the literature on social work's mission would lead readers to believe.
Abstract: Data was collected biannually (1992-98) from a complete population of students entering and exiting accredited graduate programs of social work in California (N=5,793). Findings suggest that practice interests and career aspirations of MSW students are more diverse and dynamic in nature than the debate in the literature on social work’s mission would lead readers to believe. Although the proportion of all students most interested in each of the seven practice areas studied does not change throughout graduate studies, there is tremendous movement among individual students with respect to practice preferences during the course of their education.