Showing papers in "Journal of Social Work Education in 2004"
TL;DR: In this paper, the application of cultural competence principles to practice with gay, lesbian, bisexual, and transgendered clients is examined, where attitude, knowledge, and skill components are addressed to delineate a culturally competent approach to social work with sexual minorities.
Abstract: In recent years, social work has placed an increasing emphasis on culturally competent practice. Although use of that term has referred primarily to practice with ethnic and racial minorities, the concept has been broadened to include social work with other culturally diverse populations. This article examines the application of cultural competence principles to practice with gay, lesbian, bisexual, and transgendered clients. Attitude, knowledge, and skill components are addressed to delineate a culturally competent approach to social work with sexual minorities. Implications for practice, education, and the profession are also discussed.
173 citations
TL;DR: In this article, the authors argue that social work students may be adversely affected by their exposure to trauma cases through reading assignments and classroom discussion, and several guidelines to reduce and alleviate this risk are suggested.
Abstract: There is a growing need to prepare social work students to work with trauma survivors. The framework of vicarious traumatization is used to argue that social work students may be adversely affected by their exposure to trauma cases through reading assignments and classroom discussion. Several guidelines to reduce and alleviate this risk are suggested.
134 citations
TL;DR: The authors used a classical pretest-posttest control group design to measure changes in participants' responses after a 45-minute seminar provided 48 undergraduate social work students with techniques on how to better handle stressful situations When compared to the control group, responses from the students who received the seminar showed significant changes and these students reported levels of stress and apprehension that were significantly lowered.
Abstract: This study used a classical pretest-posttest control group design to measure changes in participants' responses after a 45-minute seminar provided 48 undergraduate social work students with techniques on how to better handle stressful situations When compared to the control group, responses from the students who received the seminar showed significant changes, and these students reported levels of stress and apprehension that were significantly lowered These findings suggest that formal efforts are important for short-term assistance to help students cope with stress encountered during the course of their studies Recommendations for future research and intervention in this area are made
126 citations
TL;DR: In this article, the authors present and characterize the empirical literature that relates to the professional socialization of social work students and then contrast it with some of the early medical and nursing studies in this area.
Abstract: The purpose of this article is to present and characterize the empirical literature that relates to the professional socialization of social work students and then contrast it with some of the early medical and nursing studies in this area. This article argues that unlike the professional socialization studies in medicine, nursing, and other disciplines, which benefit from the findings of qualitative, exploratory research, social work frequently reduces the study of a complex process to attitude and value dimensions, without empirical agreement on what those dimensions are or how to best measure them. The prevailing structural functionalist stance adopted by social work researchers excludes a broader framework by which socializing forces and their interplay could be discovered and identified. Implications and recommendations for social work education are noted.
120 citations
TL;DR: The importance of field instruction to social work education has been emphasized by as discussed by the authors, who argue that the transition of knowledge into practice, acquired in the field, does not achieve professional justification, and since its earliest beginnings, field instruction has been the place where theory, ethics and skill come together to inform the professional judgments social work practitioners make.
Abstract: HOW MANY OF YOU remember the name of the professor of your first classroom course in graduate school? How many of you remember the name of your first field instructor? These two questions have been used to begin a training seminar for new field instructors. When all hands wave in the air after the second question, the critical importance of field instruction to social work education is immediately apparent. In his introduction to a 1991 classic collection of field literature (Schneck, Grossman, & Glassman, 1991), Field Education in Social Work: Contemporary Issues and Trends, Alfred E. Kadushin underscores this importance: \"Only in the transition of knowledge into practice, acquired in the field, does social work education achieve professional justification\" (p. 11). Since its earliest beginnings, field instruction has been the place where theory, ethics, and skill come together to inform the professional judgments social work practitioners make. The Instructional Mission of Social Work
96 citations
TL;DR: The results of an exploratory study assessed foundation-year MSW students' level of anxiety regarding several aspects of field learning, including concerns related to their agency, working with clients, the supervisory relationship, and social work education as mentioned in this paper.
Abstract: This article presents the results of an exploratory study assessing foundation-year MSW students' level of anxiety regarding several aspects of field learning, including concerns related to their agency, working with clients, the supervisory relationship, and social work education. Older students, those who had taken even one social work class prior to entering their practicum, and those with more than a year of work or volunteer experience in social services reported significantly less anxiety about beginning practicum than their colleagues. Implications and recommendations for social work admissions criteria, course curriculum content, field education initiatives, and future research in this area are discussed.
88 citations
TL;DR: In this article, the reliability of ratings and consistency of descriptions generated by experienced field instructors using only their acquired practice wisdom as a framework to evaluate students was evaluated using 10 field instructors independently divided 20 student vignettes into as many categories as necessary to reflect various levels of student performance.
Abstract: This study determined the reliability of ratings and consistency of descriptions generated by experienced field instructors using only their acquired practice wisdom as a framework to evaluate students. Ten field instructors independently divided 20 student vignettes into as many categories as necessary to reflect various levels of student performance, described their categories, and ranked the individual vignettes within each category. The independently generated categories and their descriptions were very similar across instructors, and the inter-rater reliability was very high both for the placement of vignettes into categories (0.77) and the rankings (0.83).
78 citations
TL;DR: In this paper, a problem-based learning (PBL) model is proposed to help students integrate social work theories with practice and build their competence in self-directed learning, and the experience was generally positive.
Abstract: This article comments on the weaknesses of conventional field education models and presents a problem-based learning (PBL) model piloted at the University of Hong Kong. The PB Lprogram has three components: paper cases, skills workshops, and field project. Its aim is to help students integrate social work theories with practice and build their competence in self-directed learning. Findings on the preliminary assessment of the students' learning are reported. The experience was generally positive. The tutors' opinions of how the PBL program can fit in a social work curriculum and contribute to student learning are included, and the author describes the types of support required for model implementation.
70 citations
TL;DR: In this article, the authors extended a 1990 study and presented multiple measures for assessing journal quality and found that journal rankings have changed since 1990 and are considerably different from the SSCI ratings.
Abstract: Although journals are the primary vehicle though which social work professionals explore innovative interventions, research strategies, and policy ideas, journal quality has received little attention in the literature. This project extends a 1990 study and presents multiple measures for assessing journal quality. The primary data source is a national survey of 556 faculty from accredited schools of social work; additional data were compiled from the Social Science Citation Index (SSCI). Findings indicate that journal rankings have changed since 1990 and are considerably different from the SSCI ratings. Multiple evaluation systems are recommended for assessing social work journal quality.
68 citations
TL;DR: In this paper, an end-of-year survey of 52 field instructors revealed gaps in the ability of instructors to directly address cultural concerns with student supervisees (Bain & Garcia, 1999).
Abstract: An earlier end-of-year survey of 52 field instructors revealed gaps in the ability of instructors to directly address cultural concerns with student supervisees (Bain & Garcia, 1999). For this stud...
57 citations
TL;DR: In this article, the authors report the results of a full survey (N=446) of all accredited social work education programs and examine several factors that affect a program's willingness to place students internationally.
Abstract: During the last 2 decades, social work education programs have sought to incorporate cross-cultural and international content into their curriculum, including the establishment of international field placements. This study reports the results of a full survey (N=446) of all accredited social work education programs. Findings include the number of programs placing students internationally, the number of students placed, the countries into which they are placed, whether these students are graduates or undergraduates, and whether these international placements represent an ongoing commitment by the programs. Several factors are examined which are hypothesized to affect a program's willingness to place students internationally.
TL;DR: In this article, the authors argue for the informed use of self-efficacy theory as one pragmatic guide for the design of teaching methods uniquely suited to social work practice and provide recommendations for how this research can be applied in social work education.
Abstract: Social work educators face the enormous challenge of preparing students to tackle the complex realities they will face in professional practice In this conceptual article, the author argues for the informed use of self-efficacy theory as one pragmatic guide for the design of teaching methods uniquely suited to social work practice Research concerning the known sources of self-efficacy is reviewed and recommendations for how this research can be applied in social work education is presented The strengths and limitations of self-efficacy theory in the context of social work perspectives and values are also discussed
TL;DR: The results of an exploratory study of the experiences of lesbian and gay social work students in field placement as discussed by the authors revealed 11 categories of sexual orientation related issues that they confronted in field placements, including heterosexist and homophobic attitudes and behaviors, unwelcoming agency climates, and challenges related to disclosure of sexual orientation in the agency.
Abstract: This article describes the results of an exploratory study of the experiences of lesbian and gay social work students in field placement In-depth interviews with 30 lesbian and gay social work students and graduates revealed 11 categories of sexual–orientation related issues that they confronted in field placements, including heterosexist and homophobic attitudes and behaviors, unwelcoming agency climates, and challenges related to disclosure of sexual orientation in the agency Participants also suggested resources that might improve the field placement experience The implications of the findings for social work students, academic programs, and placement agencies are discussed
TL;DR: The authors explored the experiences of 18 MSW students who received group supervision as the primary method of field instruction and found that various factors influence students' ability to participate in group learning, such as their previous experiences with each other, level of competence, and skill as a group member.
Abstract: The purpose of this study was to further understanding of group supervision in field education. The goal was to illuminate factors that students identified as important for a group climate that facilitated learning. A qualitative interview methodology was used to explore the experiences of 18 MSW students who received group supervision as the primary method of field instruction. Numerous factors influence students' ability to participate in group learning, such as their previous experiences with each other, level of competence, and skill as a group member. The respondents also described specific behaviors of the field instructor as group supervisor that they valued.
TL;DR: In this paper, the authors discuss program staffing mandates of the Council on Social Work Education's (2001a) Educational Policy and Accreditation Standards and present survey results indicating national efforts to increase the number of social work faculty who hold both a doctor ate and a professional social work degree.
Abstract: JSWE's Research Notes column reports on research findings from narrowly focused studies relevant to social work education. In this article the authors discuss program staffing mandates of the Council on Social Work Education's (2001a) Educational Policy and Accreditation Standards and present survey results indicating national efforts to increase the number of social work faculty who hold both a doctor ate and a professional social work degree.
TL;DR: In this paper, the authors show how Classroom Assessment Techniques (CATs) can minimize some of the major barriers to student learning in the curricular area of social welfare policy.
Abstract: Drawing on multidisciplinary research that focuses on the different ways novices and experts learn, this article shows how Classroom Assessment Techniques (CATs) can minimize some of the major barriers to student learning in the curricular area of social welfare policy. The author describes three major challenges to the teaching of social welfare policy, relevance, content—and prior knowledge and misconceptions—and suggests how the judicious use of specific CATs can mitigate them.
TL;DR: This study presents an evaluative study of a combined BSW and MSW program's use of standardized clients—actors trained to portray a client in a realistic and reproducible manner.
Abstract: This study presents an evaluative study of a combined BSW and MSW program's use of standardized clients—actors trained to portray a client in a realistic and reproducible manner. Two standardized client cases were used: one for BSW and foundation MSW students and one for advanced MSW students. The logistics of implementing standardized clients across the BSW and MSW program as well as student and faculty evaluations regarding the use of standardized clients are also presented.
TL;DR: In this paper, a case analysis model and a field seminar format is developed to enhance students' abilities to integrate theory and practice in relation to their work with practicum clients, and the authors discuss the feasibility of implementing this model and offer considerations for further research.
Abstract: This article introduces a case analysis model and field seminar format developed to enhance students' abilities to systematically integrate theory and practice in relation to their work with practicum clients. The authors draw upon learning theories and empirical research to explain the utility of the model and then describe specific components of the field seminar format including structured student assignments, associated classroom pedagogy, and an evaluation plan. The authors discuss the feasibility of implementing this model and offer considerations for further research.
TL;DR: The Partnership for Integrated Community-Based Learning (PIL) as discussed by the authors is an example of "engaged" social work education that integrates social work's teaching, research, and service missions and promotes public-spirited, culturally competent leadership, and community-capacity building.
Abstract: In this article, the authors describe the Partnership for Integrated Community-Based Learning as an example of “engaged” social work education that integrates social work's teaching, research, and service missions and promotes public-spirited, culturally competent leadership, and community–capacity building. The article includes a description of the community and program contexts of that partnership, the core components of the partnership model, collaborator views on the project's benefits, and key challenges in institutionalizing its long-term mission of strengthening community–campus partnerships.
TL;DR: In this article, a framework for using the Myers-Briggs Type Indicator (MBTI) to help social work field instructors work effectively with students of a variety of personality types is presented.
Abstract: This article provides a framework for using the Myers-Briggs Type Indicator (MBTI) to help social work field instructors work effectively with students of a variety of personality types. The article describes the MBTI and includes strategies for using it to assess students' needs, determine issues in supervisory style, and enhance supervisor-student relationships. Within the framework are strategies for respecting and responding to type differences and for learning to act against preference to work effectively with students of different types. The authors emphasize the ethical use of the MBTI in field instruction and limitations of its use.
TL;DR: This paper examined the issues that arise when field instructors encounter social work interns with psychiatric problems and discussed how legal decisions and the Americans with Disabilities Act (ADA) provide the organizing framework for developing appropriate policies for addressing these situations.
Abstract: This article examines the issues that arise when field instructors encounter social work interns with psychiatric problems The authors discuss how legal decisions and the Americans with Disabilities Act (ADA) provide the organizing framework for developing appropriate policies for addressing these situations Findings from a survey that asked 61 field instructors about their experiences with such students and their knowledge of ADA guidelines provide additional information for policy development Based on the survey and the legal guidelines, the authors present a problem-solving framework and recommendations to guide academic programs toward an approach that protects the rights of all parties involved
TL;DR: In this paper, the critical elements of an existing training program designed to systematically prepare contract faculty for teaching responsibilities in social work education programs are described, and the program can be used as a model by social health education programs in preparing and integrating this crucial segment of the instructional workforce.
Abstract: Social work education programs often rely on adjunct or contract instructors to teach a portion of their curriculum. Such teachers can supplement full-time faculty who are unavailable, and they can be used to bolster segments of the curriculum that would benefit from their specialized practice knowledge and skills. This article describes the critical elements of an existing training program designed to systematically prepare contract faculty for teaching responsibilities in social work education programs. This program can be used as a model by social work education programs in preparing and integrating this crucial segment of the instructional workforce.
TL;DR: In this paper, the authors explore the range of boundaries that contemporary social workers may encounter as they attempt to negotiate the demands of evidence-based practice, and make recommendations for a critical, but not insular, approach to selecting evidence bases for social work interventions.
Abstract: Increasing demands that social work be a profession committed to evidence-based practice have coincided with innovations in information technology, which potentially give social workers unprecedented access to a plethora of sources and types of evidence. Because these innovations can enable access to evidence beyond traditional boundaries, the question of how we establish the borders of acceptability warrants consideration. This article explores the range of boundaries that contemporary social workers may encounter as they attempt to negotiate the demands of evidence-based practice. Recommendations for a critical, but not insular, approach to selecting evidence bases for social work interventions are provided.
TL;DR: Suggestions are offered for the use of this information in the classroom, which may better prepare future practitioners for competent practice with minority elders with Alzheimer's disease and other forms of dementia.
Abstract: This article focuses on African American, American Indian/Native American, Asian/Pacific Islander American, and Hispanic/Latino American elders and caregivers who are affected by Alzheimer's disease and other types of dementia. Three specific areas are considered for each of these ethno-cultural groups: (a) diverse perceptions of Alzheimer's disease and other types of dementia; (b) barriers to service utilization; and (c) caregiving responsibilities. Finally, suggestions are offered for the use of this information in the classroom, which may better prepare future practitioners for competent practice with minority elders with Alzheimer's disease and other forms of dementia.
TL;DR: In this paper, three U.S. Supreme Court cases are used to present the concept of due process as it applies to student dismissals from professional education programs, and the cases provide guidance to social work faculty struggling to manage students who are performing poorly in their field education course and are at risk of being dismissed from the program.
Abstract: Three U.S. Supreme Court cases are used to present the concept of due process as it applies to student dismissals from professional education programs. The cases provide guidance to social work faculty struggling to manage students who are performing poorly in their field education course and are at risk of being dismissed from the program. Due process requirements and the rationale that has guided court decisions in this context are presented, as well as field education policy recommendations.
TL;DR: The authors argue that contextual barriers often prevent social workers from ensuring that patients' and clients' perspectives are adequately represented in ethical deliberations, and propose that educators also teach students strategies for how to engage in effective ethical advocacy.
Abstract: Educators have traditionally taught ethics by using models of ethical reasoning, which assume that ethical reasoning skills are sufficient tools for helping social workers to effectively voice clients' and patients' needs in diverse settings. Using hospitals as an example, the authors argue that contextual barriers often prevent social workers from ensuring that patients' and clients' perspectives are adequately represented in ethical deliberations. The authors propose that educators also teach students strategies for how to engage in effective ethical advocacy. Specific strategies that educators can incorporate into course discussions are presented.
TL;DR: The Baccalaureate Education Assessment Package (BEAP) was developed to assist undergraduate social work educators with program evaluation and provides a national database for comparative purposes.
Abstract: The Baccalaureate Education Assessment Package (BEAP) was developed to assist undergraduate social work educators with program evaluation. The package consists of 6 instruments for student, graduate, and employer feedback and addresses questions related to program processes and curriculum. The BEAP objectives include assisting baccalaureate social work programs with meeting accreditation assessment standards and providing a national database for comparative purposes. In 2001, approximately 30% of baccalaureate programs nationwide were using the package. A review of assessment literature is provided, and the package is evaluated using a checklist of characteristics of good assessment.
TL;DR: In this paper, the authors investigated the level of moral reasoning of battered and non-battered women on the Defining Issues Test and found no significant differences between the moral development of the two groups.
Abstract: This study investigated the level of moral reasoning of battered and non-battered women. This article reports the findings from a comparison group of battered and non-battered women (N=92) on the Defining Issues Test. The study examined the relationships between a dependent variable—level of moral development—and two independent variables—history of domestic violence and relationship status (separated or joined). Analysis of covariance (ANCOVA) revealed no significant differences between the moral development of battered and non-battered women. Implications for social work education are discussed and strategies for infusing content on domestic violence are provided.