Showing papers in "Journal of Social Work Education in 2003"
TL;DR: The Just Practice Framework as mentioned in this paper is a social justice-oriented approach to social work, as a corrective to current models, and it is based on critical social theory, as opposed to the dominant theoretical approaches of social work practice.
Abstract: The 21st-century challenges to social justice, human rights, and citizenship posed by transnational capital, growing global inequality and social exclusion, and multiple forms of violence confront the limits of the social work imagination and call for creative and critical interventions that focus on social justice. In this article we contend that the dominant theoretical approaches to social work practice are inadequate, and we consider the possibilities and limitations of alternative approaches informed by critical social theory. We argue for the Just Practice Framework, a social justice-oriented approach to social work, as a corrective to current models.
138 citations
TL;DR: In this paper, the authors explore the reactions of the social work community to evolving developments in evidence-based health care as described in original sources such as Sackett,, Richardson, Rosenberg, and Haynes (1997) and Gray (1997).
Abstract: There are many lenses through which to explore the history of a profession.· One is in relation to reactions to new developments originating either outside or within the profession . What will be the reactions of the social work community to evolving developments in evidence-based health care as described in original sources such as Sackett, , Richardson, Rosenberg, and Haynes (1997) and Gray (1997)? Evidence-based practice originated in health care as an alternative to authority-based practice (for example basing decisions on uninformed opinions) . Origins suggested by Gray (2001) include: (1) the study of variations in service decisions and clinical practice, (2) gaps between practicerelated research findings and what was done, (3) economic pressures, (4) the knowledge revolution including the evolution of the systematic review and description of flaws in traditional modes of dissemination such as
128 citations
TL;DR: It is suggested that the strategies students report as the most valuable are not necessarily the strategies most frequently used by faculty.
Abstract: This study determines which Web-assisted teaching strategies social work students from a single university experience and perceive as valuable. The results demonstrate that most faculty use email, post grades online, and give out student email addresses to the class. Students perceive email communication with the instructor and the online provision of course information as the most valuable strategies. The impact of several student characteristics on value perception is also examined, revealing varying levels of influence. These findings suggest that the strategies students report as the most valuable are not necessarily the strategies most frequently used by faculty.
103 citations
TL;DR: In this article, a sample of 71 psychopathology course syllabi from 58 different graduate schools of social work was analyzed to determine whether different viewpoints and the concomitant empirical evidence were presented regarding four significant mental health topics: concepts of mental disorder, reliability and validity of psychiatric diagnoses, biological etiology, and drug treatment.
Abstract: A sample of 71 psychopathology course syllabi from 58 different graduate schools of social work was analyzed to determine whether different viewpoints and the concomitant empirical evidence were presented regarding 4 significant mental health topics: concepts of mental disorder, reliability and validity of psychiatric diagnoses, biological etiology, and drug treatment. There is little evidence that graduate psychopathology courses cover viewpoints other than the most conventional and institutional—that of biomedical psychiatry. A small handful of secondary (textbooks) rather than primary (research articles) sources provide the majority of the mental health content in these courses. Implications are discussed. The article includes an overview of both the relevant conventional and critical literature.
93 citations
85 citations
TL;DR: For instance, this paper found that the following types of scholarly publication are most desirable for obtaining tenure: (1) work printed in peer-reviewed publications; (2) publications that focus on social work rather than non-social work scholarship; (3) single authorship or lead authorship of collaborative work; (4) articles in first-tier journals or other national and international publishing outlets.
Abstract: A candidate’s publication record is an increasingly important criterion for awarding tenure in schools of social work. Yet suitable parameters have not been established in schools of social work for differentiating between the various forms of scholarly publication. This exploratory study shows that the following types of scholarly publication are most desirable for obtaining tenure: (1) work printed in peer-reviewed publications; (2) publications that focus on social work rather than non-social work scholarship; (3) single authorship or lead authorship of collaborative work; (4) articles in first-tier journals or other national and international publishing outlets.
84 citations
TL;DR: A growing body of research indicates that batterers often threaten, hurt, or kill family pets as a means of coercing and controlling their female partners and that women sometimes delay seeking shelter out of concern for the welfare of their pets as discussed by the authors.
Abstract: A growing body of research indicates that batterers often threaten, hurt, or kill family pets as a means of coercing and controlling their female partners and that women sometimes delay seeking shelter out of concern for the welfare of their pets. This article reviews the research on the link between animal abuse and domestic violence, describes the implications of this research for social work practice, and offers suggestions and resources for integrating this content into all aspects of the social work curriculum.
83 citations
TL;DR: For instance, the authors found that women and students with less statistical knowledge are more fearful of research courses, while older students and those with greater levels of social work empowerment find research courses to be more appealing.
Abstract: This study of 285 BSW students over a 4-year period examines the students' initial attitudes toward learning research and identifies associated characteristics. In contrast to social work students' reputation of being “research reluctant,” findings reveal considerable variation, with a large portion of students reporting overall positive attitudes. Ordinary least squares regressions revealed that women and students with less statistical knowledge are more fearful of research courses, while older students and those with greater levels of social work empowerment find research courses to be more appealing. The study findings suggest 3 pedagogical principles upon which various teaching strategies may be based.
79 citations
TL;DR: This article reported on the aggregate analysis of scores generated by a standardized instrument, the Teaching Evaluation Form (TEF; Hudson, 1982), at the College of Social Work, University of South Carolina.
Abstract: This study reports on the aggregate analysis of scores generated by a standardized instrument, the Teaching Evaluation Form (TEF; Hudson, 1982), at the College of Social Work, University of South Carolina. The data included more than 11,000 completions of the instrument in 508 class sections offered during a 4-year period. The analysis revealed a severely negatively skewed and truncated distribution of scores, with no low outlying instructors. It raises questions about the TEF’s usefulness for either administrative or teaching improvement purposes. In light of these questions, the paper discusses and recommends alternate approaches to evaluation of teaching in social work education.
69 citations
TL;DR: In this article, the authors report on a project designed to improve end-of-life (EOL) care in social work education by developing and using EOL-related content guidelines to conduct a critical review of social work textbooks.
Abstract: This article reports on a project designed to improve end-of-life (EOL) care in social work education. The project’s goals were to develop and use EOL-related content guidelines to conduct a critical review of textbooks frequently used in social work. A descriptive study design was employed using content analysis and quantification of the content in 50 texts, selected from a list of over 700 books. Ten content areas considered essential for competent social work practice in situations involving EOL care comprised only 3% of the total text. Results demonstrate a significant opportunity for improvement of EOL content in social work textbooks.
69 citations
TL;DR: In this paper, the authors describe the development of the Foundation Practice Self-Efficacy scale, which is designed to assess graduate social work programs' attempts to achieve the educational policy objectives for foundation-year graduate study set by the Council on Social Work Education.
Abstract: Building on research related to social cognitive theory and its construct of self-efficacy, this article describes the development of the Foundation Practice Self-Efficacy scale. This measure is designed to assess graduate social work programs' attempts to achieve the educational policy objectives for foundation-year graduate study set by the Council on Social Work Education. Preliminary evidence regarding the reliability, validity, and sensitivity to change of this measure are presented. The authors discuss changes in MSW students' self-efficacy over the course of the foundation year.
TL;DR: This article found that MSW students are highly attracted to clinical practice but are simultaneously attracted to traditional, non-clinical domains of social work; and they are least attracted to private practice and psychotherapy relative to other areas of Social Work.
Abstract: Secondary data analysis of a California statewide sample of nearly 7,000 entering MSW students between 1991 and 1999 sought to find out whether MSW students are less motivated by social work’s traditional mission of serving the poor and whether students of color are more motivated than Caucasian students by this mission. Results indicate that (1) MSW students are highly attracted to clinical practice but are simultaneously attracted to traditional, non-clinical domains of social work; and (2) they are least attracted to private practice and psychotherapy relative to other areas of social work. MSW students of color and Caucasian students are also generally more alike than different in professional philosophy; however, students of color, especially American Indians, express views more consistent with social work’s traditional mission.
TL;DR: In this paper, the authors examined the impact of the growth of social work programs on educational standards, the human services labor market, and the salary structure for social work graduates, and suggested that a perceived surplus of social-work education programs has been detrimental to the income potential of entry-level social workers, to the quality of Social work education, and to the competence of the graduates of social health education programs.
Abstract: Using a modified labor market analysis, this article examines the impact of the growth of social work programs on educational standards, the human services labor market, and the salary structure of social work graduates. The authors suggest that a perceived surplus of social work education programs has been detrimental to the income potential of entry-level social workers, to the quality of social work education, and to the competence of the graduates of social work education programs.
TL;DR: Multiple regression analysis showed that perceived self-efficacy, paperwork screening reminders, and inservice training hours explained 38.5% (35.8% adjusted) of the variability in screening behaviors.
Abstract: Because domestic violence is a serious threat to women’s lives and well-being, social workers are encouraged to screen, assess, and implement intervention. National Association of Social Workers members from Florida were surveyed in order to understand their screening barriers and behaviors. Participants with more Continuing Education Units, agency inservice hours, and additional training perceived fewer barriers to screening, screened more, and identified more domestic violence victims. Multiple regression analysis showed that perceived self-efficacy, paperwork screening reminders, and inservice training hours explained 38.5% (35.8% adjusted) of the variability in screening behaviors. Screening is an important component in the process of helping battered women.
TL;DR: In this paper, the authors present findings of a phenomenological study exploring how gender roles of social work students are affected through the process of intervention with battered women and suggest that such intervention continuously challenges the worker to reexamine identity-related topics.
Abstract: This article presents findings of a phenomenological study exploring how gender roles of social work students are affected through the process of intervention with battered women. We suggest that such intervention continuously challenges the worker to reexamine identity-related topics. The study was done through in-depth semistructured interviews conducted with 20 Israeli female undergraduate students, both Jewish and Arab. Their narratives revealed how encounters with battered women shape their experiences in domains such as family of origin, current intimate relationships, and gender attitudes. The meanings of the transformed narratives for the students are discussed along with implications for social work supervision and practice.
TL;DR: This paper examined factors associated with MSW students' (N = 5,793) desires to work with the poor and homeless over the course of their education and found that sociodemographic variables are the least stable predictors of students' interest in working with the poorest and homeless.
Abstract: This study examines factors associated with MSW students’ (N = 5,793) desires to work with the poor and homeless over the course of their education. Independent variable classes include (1) sociodemographic characteristics; (2) ideological beliefs as they relate to politics; (3) past social work-related experiences; (4) motivations for pursuing a graduate degree in social work; and, (5) field work experience and school attended. Findings show that sociodemographic variables are the least stable predictors of students’ interest in working with the poor and homeless, whereas ideological beliefs and personal motivations appear as the most noteworthy influences upon students’ desires to work with this population.
TL;DR: In this article, the authors present an educational model specifically designed to teach the interdisciplinary knowledge and skills necessary to work effectively with domestic violence, integrating domestic violence content with relevant legal regulations and procedures and social work interventions.
Abstract: Collaboration between social workers and lawyers has been of particular interest to schools of social work due to the increasing frequency with which social workers intervene with clients involved in the legal system. This article presents an educational model specifically designed to teach the interdisciplinary knowledge and skills necessary to work effectively with domestic violence. The model provides training in collaborative practice between social workers and lawyers while integrating domestic violence content with the relevant legal regulations and procedures and social work interventions. The article describes course content, teaching techniques, and student assessment, and discusses special challenges of interdisciplinary collaboration.
TL;DR: In this paper, the authors discuss how women issues, domestic violence, aging, and elder abuse all relate to social work education and then suggest how they can be integrated together into the social work curriculum through teaching about elder domestic violence.
Abstract: Women of all ages experience domestic violence, and the population of middle-aged and older women is growing rapidly. This article discusses how women’s issues, domestic violence, aging, and elder abuse all relate to social work education and then suggests how they can be integrated together into the social work curriculum through teaching about elder domestic violence.
TL;DR: In this paper, after the war on drugs is over, after the War on Drugs is Over, the authors present a survey of the state of the art in social work education.
Abstract: (2003). After the War on Drugs is Over. Journal of Social Work Education: Vol. 39, No. 2, pp. 193-212.
TL;DR: In this paper, genetic determinism as a failing paradigm in biology and medicine is discussed. But it is not discussed in the context of social work education, as discussed in this paper.
Abstract: (2003). Genetic Determinism as a Failing Paradigm in Biology and Medicine. Journal of Social Work Education: Vol. 39, No. 2, pp. 169-191.
TL;DR: In this paper, the authors of articles published in 21 North American social work journals during 1998 were contacted and asked to complete a survey evaluating their experiences with these journals' review processes.
Abstract: The authors of articles published in 21 North American social work journals during 1998 were contacted and asked to complete a survey evaluating their experiences with these journals’ review processes. Anonymous replies were received from 261 of these 438 potential respondents, yielding a return rate of 60%. This article presents information pertaining to the timeliness of editorial communications, the provision and length of editorial reviewer comments, the helpfulness of these remarks, the respect with which they were framed, the apparent competence of the reviewers, and the overall quality of the editorial review process.
TL;DR: In this paper, the authors present findings from a study of three professional groups most frequently involved in child maltreatment cases: child protection social workers, district attorney social workers and police detectives.
Abstract: This article presents findings from a study of 3 professional groups most frequently involved in child maltreatment cases: child protection social workers, district attorney social workers, and police detectives. The survey instrument examined the identification and concordance level of domestic violence indicators. Analysis of the research findings suggest varying differences across the 3 groups surveyed. The author discusses the importance of social work education in training professionals on domestic violence theories and assessment tools, and developing systems to assess for and address domestic violence issues, multidisciplinary approaches, and ethical practices for sharing client information.
TL;DR: Dawes as mentioned in this paper reviewed the psychotherapy literature and concluded that it reflects a similarity in effects achieved by professionals and nonprofessional als, and was recently elected to the American Academy of Arts and Sciences.
Abstract: the Rest of Us Systematically Fail to Think Rationally (Dawes, 2001). His areas of research interest include intuitive expertise, human coopera tion, irrationality, and methodology. He is well known for House of Cards: Psychology and Psy chotherapy Built on Myth (Dawes, 1994) in which he reviews the psychotherapy literature and concludes that it reflects a similarity in effects achieved by professionals and nonprofession als. He was recently elected to the American Academy of Arts and Sciences.
TL;DR: Newman's philosophy is compatible with educational preparation at both types of in stitutions and at schools that fall under the Carnegie Classification system as Doctoral/Research Universities-Extensive (universities that awarded 50 or more doc toral degrees per year across at least 15 disciplines) as mentioned in this paper.
Abstract: classic work provides an intellectual and practical case for the inseparability of re search and teaching. In addition to advanc ing and preserving knowledge through research, teaching, and scholarship, Newman emphasizes that among the university's responsibilities is the prepara tion of individuals for duties to society. Other educational obligations include the promo tion of free inquiry, scholarly honesty, civility in discourse, toleration of diverse beliefs and values, and trust in rationality and in public verifiability. There is less dissonance today between Newman's philosophy and the val ues of professional education in institutions labeled by the Carnegie Classification system as Doctoral/Research Universities-Extensive (universities that awarded 50 or more doc toral degrees per year across at least 15 disciplines) and Doctoral/Research Univer sities-Intensive (universities that awarded at least 10 doctoral degrees per year across three or more disciplines, or at least 20 doctoral degrees per year overall). As a matter of fact, Newman's philosophy is compatible with educational preparation at both types of in stitutions and at schools that fall under the
TL;DR: The ethical dilemmas of psychiatry cannot be resolved as long as the contradictory functions of healing persons and protecting society are united in a single discipline.
Abstract: The term “mental illness” implies that persons with such illnesses are more likely to be dangerous to themselves and/or others than are persons without such illnesses. This is the source of the psychiatrist’s traditional social obligation to control “harm to self and/or others,” that is, suicide and crime. The ethical dilemmas of psychiatry cannot be resolved as long as the contradictory functions of healing persons and protecting society are united in a single discipline.
Life is full of dangers. Our highly developed consciousness makes us, of all living forms in the universe, the most keenly aware of, and the most adept at protecting ourselves from, dangers. Magic and religion are mankind’s earliest warning systems. Science arrived on the scene only about 400 years ago, and scientific medicine only 200 years ago. Some time ago I suggested that “formerly, when religion was strong and science weak, men mistook magic for medicine; now, when science is strong and religion weak, men mistake medicine for magic”.1
We flatter and deceive ourselves if we believe that we have outgrown the apotropaic use of language (from the Greek apostropaios, meaning “to turn away”).
Many people derive comfort from magical objects (amulets), and virtually everyone finds reassurance in magical words (incantations). The classic example of an apotropaic is the word “abracadabra,” which The American Heritage Dictionary of the English Language defines as “a magical charm or incantation having the power to ward off disease or disaster”. In the ancient world, abracadabra was a magic word, the letters of which were arranged in an inverted pyramid and worn as an amulet around the neck to protect the wearer against disease or trouble. One fewer letter appeared in each line of the pyramid, until only the letter “a” remained to form the vertex of the triangle. As …
TL;DR: The social work education was almost exclusively lodged in research universities in the early 20th century as discussed by the authors, however, the substantial growth of programs over the last 30 years has occurred outside research university settings, and the research university is no longer the primary host for professional social work edu cation.
Abstract: THE HIGHER EDUCATION SETTING for professional social work education has changed tremen dously since its establishment in American universities in the early 20th century. Until relatively recently, social work education was almost exclusively lodged in research univer sities.1 However, the substantial growth of programs over the last 30 years has occurred outside research university settings, and the research university is no longer the pri mary host for professional social work edu cation. Concomitantly the schools of social work lodged in research universities now have considerably less influence and play a much smaller role in social work professional education. The future of social work education in
TL;DR: Researchers are increasingly citing Internet sources, including aggregated databases, online journals, websites, newsgroups, Internet-based discussion groups, and Internet-only newsletters as a source of information storage.
Abstract: previously unimaginable (Giffords, 1998; Holden, Rosenberg, & Weissman, 1996). In creasing amounts of data and information are being placed into an electronic format and are often only available through the World Wide Web. According to Lyman and Varian (2000), printed documents of all kinds currently com prise only 0.003% of the total information being generated, and magnetic storage de vices are rapidly becoming the universal medium for information storage. As a result, researchers are increasingly citing Internet sources, including aggregated databases, online journals, websites, newsgroups, Internet-based discussion groups, and Internet-only newsletters (American Psycho logical Association, 2001). Although there is a general expectation that this electronically stored information will last forever, the truth is that much of this information is quickly lost. As electronic archivist Brewster Kahle
TL;DR: The Journal of Social Work Education as discussed by the authors encourages submissions of original research that uses either quantitative, qualitative, or mixed methods to answer questions relevant to social work education, and encourages submissions that reflect multifunctional scholarship, diluting unnecessary tensions between social work research, teaching, and service.
Abstract: I am honored and humbled by the opportunity to provide editorial leadership to the Journal of Social Work Education for the next 3 years. My scholarship on social work education spans such topics as classroom research, social work doctoral education, part-time social work education, innovative strategies to teach content on developmental disabilities, mentorship in the academy, women and accreditation, and sexual harassment in educational settings. I look forward to learning much more about social work education as I review manuscripts and share with our consulting editors the difficult decision of choosing articles for publication. I am grateful for the hard work and leadership provided by previous editors-in-chief and hope that I can leave my mark on the Journal as others have done before me. In keeping with the Journal of Social Work Education's mission to serve as a forum for \"creative exchange on trends, innovations, and problems relevant to social work education,\" I encourage submissions of manuscripts that reflect multifunctional scholarship, diluting unnecessary tensions between social work research, teaching, and service. In 1991, Ernest Boyer published a report entitled Scholarship Reconsidered. In this report, the former president of the Carnegie Foundation, proposed that a \"more comprehensive, more dynamic understanding of scholarship\" be considered-\"one in which the rigid categories of teaching, research and service are broadened and more flexibly defined\" (Boyer, 1991, p . 16). Boyer urges colleges and universities to give the \"familiar and honorable term 'scholarship' a broader more capacious meaning, one that brings legitimacy to the full scope of academic work\" (p. 16). Specifically, Boyer maintains that scholarship should be thought of as having four separate, yet overlapping, functions. These are the scholarship of discovery; the scholarship of integration; the scholarship of application; and the scholarship of teaching. Each of these types of scholarship are worthy of a brief review. The scholarship of discovery refers to what is typically considered \"research\" by members of the academy. The acquisition of new knowledge and free inquiry using traditional scientific methods is a foundation of higher education. The Journal encourages submissions of original research that uses either quantitative, qualitative, or mixed methods to answer questions relevant to social work education. Boyer (1991) describes the scholarship of integration as the process of \"making
TL;DR: The last editor-in-chief of the Journal of Social Work Education (JSE) as discussed by the authors was Deborah Valentine, who has been appointed as the next editor in chief of the journal.
Abstract: This issue is the last in my role as editor-inchief. 1 thank CSWE for providing this opportunity. I welcome Deborah Valentine who has been appointed as the next editor-in-chief of the Journal of Social Work Education. I give my heartfelt thanks to the consulting editors who have taken the time to prepare detailed, constructive, critical reviews of manuscripts submitted to the Journal. I thank the able editorial staff, Mike Monti, Vic Fanney, John Cooney, and Xuan Bui for their help and goodwill. Anyone who reviewed the detailed level of attention to content in accepted manuscripts by the editorial staff would be impressed. I also would like you to know that the publication department of CSWE has recently experienced an unforeseeable staff problem causing a long delay in the timely processing of manuscripts. We are sorry about this, and as soon as the problem was discovered, steps were taken to correct it. I want to thank Aron Shlonsky, Amy D' Andrade, and Terry Shaw for their superb performance as statistical reviewers during this 3-year period. I have encouraged Deborah Valentine and the CSWE Publications and Media Commission to continue to arrange for statistical review of manuscripts under consideration for publication. The statistical consultants identified many problems in need of correction. Most authors were responsive to this feedback and we thank them for this. When there is a lack of responsiveness to requests for changes in misleading statistical analysis or regarding other concerns, a decision must be made about what to do. A couple of authors said that they had published material using the statistical methods before and thus we should publish their manuscript as is, even though it contained misleading statistical analyses. We declined to do so. We also declined to publish a manuscript when an author refused to cite the originator of the theory on which the paper was based. Most manuscripts we received reflect a concern with social work education and its recipients-a concern to enhance its quality. Our options as academics and researchers are influenced by the environment in which we work, which may not be conducive to free inquiry and measured, honest descriptions of research findings (e.g., Barzun,1991; Veblen, 1918/1993). Even careful peer review does not ensure high-quality material. Editorial options are influenced by the manuscripts received, by what material is proactively sought (e.g., invited essay by Yehudi Webster, 2002; interview with Robyn Dawes concern-