Showing papers in "Journal of Social Work Education in 2005"
TL;DR: This paper explored students' perspectives of "safe" and "unsafe" classroom environments based on data from a survey of 121 baccalaureate and master of social work students at a western university.
Abstract: Based on data from a survey of 121 baccalaureate and master of social work students at a western university, this study explores students' perspectives of "safe" and "unsafe" classroom environments. The majority reported that being in a safe classroom changed both what and how much they learned. Students offered a wide range of instructor, fellow student, personal, and classroom characteristics that contribute to the creation of safe and unsafe spaces. Responses about such characteristics were relatively consistent across genders, race (measured as being White or of color), and program level. Implications for social work education and research are offered.
287 citations
TL;DR: In this article, the authors present results of a qualitative study of values development in U.S. and Scottish social work students who participated in a study-abroad program, and six themes emerged: opening the mind to new ways of thinking; awareness and insight into one's own values and beliefs; social awareness and challenges to societal values and belief; appreciation of difference, cultural sensitivity, and anti-discriminatory practice; social justice; and professional identity development.
Abstract: This article presents results of a qualitative study of values development in U.S. and Scottish social work students who participated in a study-abroad program. Six themes emerged: opening the mind to new ways of thinking; awareness and insight into one's own values and beliefs; social awareness and challenges to societal values and beliefs; appreciation of difference, cultural sensitivity, and anti-discriminatory practice; social justice; and professional identity development. Implications for social work study-abroad programs and future research are discussed.
157 citations
TL;DR: This article found that students were more satisfied with field education and rated their social work skills higher if they valued what they learned in field (task value), took pleasure in field activities (intrinsic motivation), and had a greater sense of self-efficacy about field tasks.
Abstract: For this study, 188 students from 4 social work programs completed a questionnaire about their motivation and performance in field practicum. Achievement motivation included task value, intrinsic motivation, perception of task difficulty, confidence, and self-efficacy. Students were more satisfied with field education and rated their social work skills higher if they valued what they learned in field (task value), took pleasure in field activities (intrinsic motivation) and had a greater sense of self-efficacy about field tasks. However, achievement motivation was unrelated to field instructor evaluation of student skills. Discussion includes suggestions for increasing student achievement motivation.
116 citations
TL;DR: In this paper, the authors compared two methods using qualitative and quantitative approaches to teach social welfare policy and concluded that both approaches are equally effective in helping students to increase their knowledge of policy concepts and may help students feel more competent in using policy-related skills.
Abstract: The use of experiential approaches to teach social welfare policy suggests that such methods may increase undergraduate social work students' knowledge of and skill in working on social and economic justice issues. This article compares 2 such methods using qualitative and quantitative approaches. The first teaches social welfare policy as a service learning course and the second integrates social welfare policy into the students' practicum experience. The authors conclude that both approaches are equally effective in helping students to increase their knowledge of policy concepts and may help students feel more competent in using policy-related skills.
68 citations
TL;DR: In this article, the experiences of 19 women who self-identify as lesbian or bisexual as they pursue degrees in accredited master of social work educational programs located within the Southern United States are examined.
Abstract: This article examines the experiences of 19 women who self-identify as lesbian or bisexual as they pursue degrees in accredited master of social work educational programs located within the Southern United States. The pervasive discomfort and silence surrounding lesbian and bisexual issues, as well as the privileging of heterosexuality experienced by these women, are presented as being reflective of the contextual settings of these programs. Furthermore, factors including the location and structure of, and the presence of other gay, lesbian, or bisexually identified people within these programs, are discussed as mitigating the heteronormativity experienced by these women.
64 citations
TL;DR: A framework for contextualized assessment that can be used by generalist practitioners is provided and the relevance of assessing appraisals and emotional responses within the context of environmental and individual risk and protective factors is discussed.
Abstract: Given the prevalence of domestic violence and the likelihood that many victims will not receive services from specialized domestic violence providers, this article provides a framework for contextualized assessment that can be used by generalist practitioners. Drawing from stress and coping theory, the authors discuss the relevance of assessing appraisals and emotional responses within the context of environmental and individual risk and protective factors. Through an illustrative case assessment, the authors describe the contextualized assessment process and its ramifications for strategic safety planning.
62 citations
TL;DR: This article found that working a half-time job while pursuing a full-time course load is typical for most undergraduate social work students and that the average number of hours worked and perceived work interference with studies were associated with lower overall grade point average.
Abstract: This article reports on an exploratory research study that found that working a half-time job while pursuing a full-time course load is typical for most undergraduate social work students. Average number of hours worked and perceived work interference with studies were associated with lower overall grade point average.
56 citations
TL;DR: In this paper, an exploratory qualitative study investigated the learning process in field education from the perspective of two major stakeholder groups, instructors and students, and found that field instructors (n=80) and students participated in the study.
Abstract: This exploratory qualitative study investigated the learning process in field education from the perspective of two major stakeholder groups. Field instructors (n=80) and students (n=100) participa...
53 citations
TL;DR: In this paper, the use of two self-report subscales of the Multicultural Competence Inventory (MCI) for evaluating worker self-perceptions of competency was proposed.
Abstract: The standards of the National Association of Social Workers (2001) for culturally competent practice and the Council on Social Work Education's (2001) accreditation standards require monitoring and evaluation of the multicultural competencies of students and professional social workers. The absence of assessment instruments impedes feedback about compliance and the effectiveness of multicultural practice. Results of the present study support the use of 2 self-report subscales of the Multicultural Competence Inventory (MCI) for evaluating worker self-perceptions of competency. The MCI will also help provide empirical feed-back about students' views of their own progress, particularly within programs emphasizing social justice and diversity.
51 citations
TL;DR: This paper examined factors that affect the willingness of social work students to accept jobs in aging and found that age and personal/professional experiences with older people (but not gender, race, or educational level) significantly predicted willingness to accept job in aging.
Abstract: The aging of the United States population is creating an increased need for social workers and other helping professionals with training in gerontology. Recent estimates indicate that less than 3% of MSW students are enrolled in an aging concentration, as compared to 19.0% enrolled in children/youth concentrations. This study (N=126) examines factors that affect the willingness of social work students to accept jobs in aging. Results of a hierarchical logistic regression indicate that age and personal/professional experiences with older people (but not gender, race, or educational level) significantly predicted willingness to accept jobs in aging.
45 citations
TL;DR: The authors described an action research project undertaken in Australia to confront Eurocentrism in our social work curricula and explored the legitimacy of non-indigenous teachers taking action to reconcile indigenous knowledges in curricula.
Abstract: This article describes an action research project undertaken in Australia to confront Eurocentrism in our social work curricula. Our aims, action, and reflections are discussed. Further, we explore the legitimacy of non-indigenous teachers taking action to reconcile indigenous knowledges in curricula. The findings have relevance for international social work education.
TL;DR: This paper examined the impact of social work education on the social policy preferences of social health students through a panel study of 3 cohorts of students at universities in 2 countries (the United States and Israel) and found that the initial policy preference of the students at the beginning of their studies at the 3 universities differed, by the end their studies the students' preferences were similar and supportive of the welfare state model.
Abstract: This article examines the impact of social work education on the social policy preferences of social work students through a panel study of 3 cohorts of students at universities in 2 countries—the United States and Israel. The findings of the study indicate that though the initial policy preferences of the students at the beginning of their studies at the 3 universities differed, by the end of their studies the students' preferences were similar and supportive of the welfare state model.
TL;DR: The Universal Instructional Design (UID) framework as discussed by the authors provides a framework for providing universal access to all students in social work education by adapting already developed social work curricula to fit the needs of an individual student with a disability, and building in accommodations in the front-end of curriculum design that promote a more inclusive environment for all students.
Abstract: This article provides an analysis of the current method of accommodating students with disabilities in social work education and presents a new framework for providing universal access to all students in social work education: Universal Instructional Design (UID). UID goes beyond adapting already developed social work curricula to fit the needs of an individual student with a disability, to building in accommodations in the front-end of curriculum design that promote a more inclusive environment for all students. The 4 components of UID are discussed, along with the challenges to its implementation.
TL;DR: In this paper, the authors present discussion on the practice and cultural issues that influence dual relationships in various environments, reviews the materials available to social work educators, and describes how social workers can train students for making more complex assessments of potential dual relationships.
Abstract: When the National Association of Social Workers (1999) ratified the Code of Ethics in 2000, it was an acknowledgement that dual relationships can be part of sound social work practice. The educational materials that are available to educators do not move sufficiently beyond a risk-reduction approach to dual relationships to an assessment of how a dual relationship can be assessed and ethically maintained. This article presents discussion on the practice and cultural issues that influence dual relationships in various environments, reviews the materials available to social work educators, and describes how social work educators can train students for making more complex assessments of potential dual relationships. The article includes recommendations for problem-solving models that are applicable to the complexity of dual relationship assessment and recommends more descriptive vocabulary to assist in contextualizing discussions about dual relationships.
TL;DR: This article examined the experiences and perspectives of 76 doctoral-degreed social work faculty about the factors that affected their career decisions and discussed similarities and differences between women and men in job-related decision making.
Abstract: This study uses quantitative and qualitative findings from a mail and online questionnaire to examine the experiences and perspectives of 76 doctoral-degreed social work faculty about the factors that affected their career decisions. The authors discuss similarities and differences between women and men in job-related decision making. Respondent perceptions of gender-related barriers and organizational supports when working toward career goals are presented and implications for social work education programs are explored.
TL;DR: The authors presented a cross-national study of social work students' interest in working with the elderly, based on a sample of 679 graduating BSW students from 7 countries: Australia, Brazil, Engl...
Abstract: The article presents a cross-national study of social work students' interest in working with the elderly, based on a sample of 679 graduating BSW students from 7 countries: Australia, Brazil, Engl...
TL;DR: The Geriatric Social Work Practicum Partnership Program's experience with rotation is described, which is the planned and systematic movement of students between two or more field practicum sites and supervision from more than one field instructor.
Abstract: The Geriatric Social Work Practicum Partnership Program was funded to attract graduate students to the field of aging and to strengthen field education in geriatric social work. Rotation was selected to achieve the program's goals to provide students with exposure to the spectrum of care in geriatric social work services. This paper describes the program's experience with rotation, which is the planned and systematic movement of students between two or more field practicum sites and supervision from more than one field instructor. Implementing rotation required the establishment of a university–community partnership. Students' positive reaction to rotation indicates that it warrants further implementation and evaluation
TL;DR: In this article, the authors propose a transdisciplinary practice model for interprofessional collaboration within the context and process of field experiences in public schools, which is based on a common goal, discipline-specific objectives, and co-facilitated activities.
Abstract: This article proposes a model for interprofessional collaboration within the context and process of field experiences in public schools. The model evolved out of a collaborative venture between the schools of social work and education at Boston College. The placement of pairs of social work and education interns in urban schools provided an opportunity to identify the nature of collaboration that is transdisciplinary and not parallel practice. This transdisciplinary practice model is based on a common goal, discipline-specific objectives, and co-facilitated activities. The discussion includes issues of project design and implementation as well as the advantages and challenges of interprofessional field work.
TL;DR: This paper evaluated 99 baccalaureate social work students' reactions to simulation kits that replicated visual impairments common with the aging process and found that increased exposure to activities that simulate the disabilities and experiences of oppression in older adults provided an opportunity to reduce ageism.
Abstract: This study evaluated 99 baccalaureate social work students' reactions to simulation kits that replicated visual impairments common with the aging process. Through qualitative research methods, students' preconceived notions and reported incidents of ageism were assessed in light of their reactions to increased understanding of visual changes. The outcome was greater self-awareness and critical reflection of ageism and discrimination. Students reported enhanced awareness of personal, social, and professional implications. This research supports previous data which suggest that increased exposure to activities that simulate the disabilities and experiences of oppression in older adults provide an opportunity to reduce ageism.
TL;DR: In this paper, a multidimensional framework that broadens current approaches to "best practices" inquiry to include the perspectives of both the consumers of services and professional practitioners and a value-based critique is proposed.
Abstract: This article offers a multidimensional framework that broadens current approaches to "best practices" inquiry to include (1) the perspectives of both the consumers of services and professional practitioners and (2) a value-based critique. The predominant empirical approach to best practices inquiry is a necessary, but not sufficient, component of seeking state-of-the-art knowledge. A best practices inquiry is improved when it is broadened to include experiences and preferences of consumers, the wisdom of professionals in a given field, and a critical appraisal of the values inherent in best practices interventions themselves. Implications for social work education are discussed.
TL;DR: The authors examined the linkages among social work education programs, professional development, and school social workers' perceived level of cultural competence in urban public school systems that had a majority African American student enrollment.
Abstract: The purpose of this article is to report on findings from an exploratory study that examines the linkages among social work education programs, professional development, and school social workers' perceived level of cultural competence in urban public school systems that have a majority African American student enrollment. This study seeks to shed light on the need to engage in empirical investigations concerning cultural competence and school social work practice. Findings from this study highlight the need for both social work education programs and postgraduate professional development programs to monitor practitioners' preparation for culturally competent practice in urban public school systems.
TL;DR: In this paper, a replication study continued the examination of the psychometric properties of the Foundation Practice Self-Efficacy scale (FPSE) with a sample of MSW students.
Abstract: This replication study continued the examination of the psychometric properties of the Foundation Practice Self-Efficacy scale (FPSE) with a sample of MSW students. As in the original study, evidence was found regarding the reliability, validity, and sensitivity to change of this measure. First, internal reliability estimates for the FPSE all exceeded .95. Second, in terms of validity, the large positive correlation that had been predicted between the FPSE and the Social Work Empowerment scale was observed. Third, the amount of change in students' FPSE total scale scores between pretest and posttest was statistically significant.
TL;DR: This article provided educators with a theoretical framework integrating generalist practice and crisis intervention, which is applied to compelling case studies from September 11 with individuals, families, groups, organizations, and communities.
Abstract: Populations traditionally served by social workers are experiencing increasingly severe psychosocial stressors, necessitating that students be trained in crisis intervention. This paper provides educators with a theoretical framework integrating generalist practice and crisis intervention, which is applied to compelling case studies from September 11 with individuals, families, groups, organizations, and communities. The authors provide guidelines for discussion and teaching points to structure didactic and collaborative problem-based learning and encourage instructors to use examples from their own and their students' practice. Students learn to intervene with their clients and to appreciate the vital role that social workers assume in responding to disasters.
TL;DR: In this article, the benefits and challenges of using distributed learning methods for teaching field practice seminars are examined. But, the authors focus on the issues, benefits, and constraints of teaching a field practice seminar online.
Abstract: This study examines the benefits and challenges of using distributed learning methods for teaching field practice seminars. Over a 3-year period (2000 through 2002), both in-class and online sections were evaluated in terms of meeting learning objectives and student satisfaction with the learning environment. Due to the small number of students involved each year, a combination of quantitative and qualitative methods was used. As a result of the findings, the decision was made to offer the 4th-year practicum seminar exclusively online. This article reviews the issues, benefits, and constraints of teaching field practice seminars online.
TL;DR: The authors compared the assessment of 30 teachers, 120 field instructors, and 287 students with regard to what students of social work do during their fieldwork practice and the importance they attach to these activities.
Abstract: This study compares the assessment of 30 teachers, 120 field instructors, and 287 students with regard to what students of social work do during their fieldwork practice and the importance they attach to these activities. The study used a Job Analysis Questionnaire developed specifically for this study. Results indicated differences among the three groups. Implications call for more attention and tighter follow-up of teachers on student field work and greater clarity on expected and actual performance of roles as perceived by teachers, field instructors, and students.
TL;DR: In this article, the authors describe the concerns, steps, and outcomes of the work that was conducted and offer recommendations and invite further professional discussion about the educational issue of plagiarism.
Abstract: Recognizing the challenges of addressing plagiarism within schools of social work and diverse faculty opinion on the issue, our school of social work engaged in several efforts to clarify issues and establish consensus among the faculty. Issues that required clarification included: definitions of plagiarism, steps to take when confronted with suspected plagiarism, the role of the administrative disciplinary committee, and the range of consequences. At a minimum, consensus was needed regarding faculty steps in confronting suspected plagiarism to ensure equitable treatment of students and to fulfill the school's role as a gatekeeper to the profession. This article describes the concerns, steps, and outcomes of the work that was conducted. We offer recommendations and invite further professional discussion about this educational issue.
TL;DR: In this article, the authors present a framework for transforming social work education, which they call Transforming Social Work EDUCATION (TSWEED). But their work is limited to three classes.
Abstract: (2005). GUEST EDITORIAL: TRANSFORMING SOCIAL WORK EDUCATION. Journal of Social Work Education: Vol. 41, No. 3, pp. 371-377.
TL;DR: Using an innovative collaborative training model that included structured rotations and curricular support, CSWTA contributed to increased student interest in aging, improved knowledge about aging and Aging services, and enhanced training capacity of county departments of adult and aging services.
Abstract: This article describes the Consortium for Social Work Training in Aging (CSWTA), a unique partnership among 3 schools of social work and 6 county departments of adult and aging services. Using an innovative collaborative training model that included structured rotations and curricular support, CSWTA contributed to increased student interest in aging, improved knowledge about aging and aging services, and enhanced training capacity of county departments of adult and aging services. This model represents a promising approach for increasing the number of professional social workers trained to provide effective service and leadership to the public sector in the field of aging.
TL;DR: This paper examined the attitudes of 91 undergraduate social work students toward clients with basic needs in Israel and found that only about 1/3 of the students consider the treatment of clients with need to be a part of the profession.
Abstract: This study examines the attitudes of 91 undergraduate social work students toward clients with basic needs in Israel. The results indicate that only about 1/3 of the students consider the treatment of clients with basic needs to be a part of the profession. In addition, a positive correlation was found between willingness to help clients with basic needs and: (a) the student having been in a state of self-need; (b) the level of clients' distress; and (c) the availability of means to supply basic necessities. The results are discussed in relation to the social work curriculum.
TL;DR: In this article, a MANOVA analysis examined students' experiences with field setting, field supervision, and faculty field liaison, and found that part-time, employment-based, or advanced-year students were significantly more positive about field experiences than full-time or non-employment-based students.
Abstract: Little is known about field placement experiences of growing subgroups of students, particularly older, part-time, and field employment–based. Because of the centrality of field placements within MSW education, these student subgroups in field placements at one northeastern school were surveyed (N=779). A MANOVA analysis examined students' experiences with field setting, field supervision, and faculty field liaison. Results revealed that part-time, employment-based, or advanced-year students were significantly more positive about field experiences than full-time, non-employment–based, or foundation-year students. Age was not a significant factor. Implications of findings for admissions decisions, teaching, and structure of field education programs are discussed.