Showing papers in "Journal of Social Work Education in 2006"
TL;DR: In this article, the authors surveyed 283 field instructors within 180 agencies and found that the majority viewed evidence-based practice as a useful practice idea, however, most of the indicators employed to assess use of scientific evidence in social work practice revealed that it occurs too infrequently.
Abstract: The social work academic community is currently considering and critiquing the idea of evidence-based practice (EBP). Given the vital part that practicum education plays in the social work profession, understanding the views of field instructors on this subject is essential. The George Warren Brown School of Social Work at Washington University surveyed 283 field instructors within 180 agencies and found that the majority (87%, N=235) viewed it as a useful practice idea. However, most of the indicators employed to assess use of scientific evidence in social work practice revealed that it occurs too infrequently. A lack of time was reported as the greatest obstacle.
134 citations
TL;DR: This article conducted a qualitative study of field instructors' perspectives about competence and found that field instructors gave to a constellation of personal qualities and characteristics, a range of metacompetencies, as well as the procedural skills characteristic of competency-based evaluations.
Abstract: This exploratory qualitative study elicited the complex constructs underlying experienced field instructors' perspectives about competence. Eighteen experienced field instructors were asked to describe exemplary and problematic students, as well as student performance on 7 core dimensions. Themes that emerged revealed the importance that field instructors gave to a constellation of personal qualities and characteristics, a range of metacompetencies, as well as the procedural skills characteristic of competency-based evaluations.
111 citations
TL;DR: The evolution of field-related accreditation standards since the 1982 Council on Social Work Education (CSWE) Curriculum Policy Statement to the changes that have occurred in agencies, students, and educational institutions is discussed in this article.
Abstract: This article relates the evolution of field-related accreditation standards since the 1982 Council on Social Work Education (CSWE) Curriculum Policy Statement to the changes that have occurred in agencies, students, and educational institutions. It demonstrates how CSWE modifications helped solve some problems while creating new ones. The authors argue that radical approaches to field education must be explored in order to overcome the roadblocks to high-quality field experiences. The discussion includes a report of a meeting attended by 33 directors of field education who met to engage in such a problem-solving process. A plea for continuing such dialogue and action is urged.
103 citations
TL;DR: In this paper, the authors examined changes among graduate students (N=52) in perception of social worker empowerment and commitment to client empowerment through social justice advocacy, and found that significant positive change occurred in both aspects of empowerment, and social workers empowerment was positively associated.
Abstract: This study examined changes among graduate students (N=52) in perception of social worker empowerment and commitment to client empowerment through social justice advocacy. Pre-post data showed that most entering MSW students possessed important beliefs about empowerment for themselves as social workers and for members of oppressed population groups. During their graduate education, significant positive change occurred in both aspects of empowerment, and social worker empowerment and commitment to client empowerment were positively associated. Belief in a just world has a significant, positive effect on worker empowerment, and an internal locus of control is associated with social worker empowerment and commitment to client empowerment.
87 citations
TL;DR: In this paper, the authors used a qualitative methodology with a nationally representative sample of graduate-level social work students affiliated with the National Association of Social Workers (N=303) and found that most respondents believed some form of relationship existed between spirituality and religion.
Abstract: How do people define spirituality and religion and what, if any, relationship do they see between the 2 constructs? In this study, we answer these questions using a qualitative methodology with a nationally representative sample of graduate-level social work students affiliated with the National Association of Social Workers (N=303). A relatively diverse array of definitions for both spirituality and religion emerged. Most respondents believed some form of relationship existed between spirituality and religion. A significant minority, however, reported that no or a minimal relationship existed between the 2 concepts. We conclude by discussing the implications of these findings.
68 citations
TL;DR: In this paper, the authors report on the findings of a formative evaluation of an online competency-based child welfare practice course, paying particular attention to the instructional design principles and features required to promote the learning and enhancement of skill sets for reflective anti-oppressive social work practice.
Abstract: This article reports on the findings of a formative evaluation of an online competency-based child welfare practice course, paying particular attention to the instructional design principles and features required to promote the learning and enhancement of skill sets for reflective anti-oppressive social work practice. The article begins by differentiating the major forms of instructional design along two main dimensions—objectivism and constructivism—and examines the application of constructivism to the instructional design principles and teaching strategies of the online course. It concludes with the findings of the evaluation and a discussion of the pedagogical implications for social work education.
67 citations
TL;DR: In this article, the authors describe social workers' perceptions of the depiction of the social work profession found in the news and entertainment media, and find that social workers perceived the profession to be depicted negatively in both news and media.
Abstract: This exploratory study describes social workers' perceptions of the depiction of the social work profession found in the news and entertainment media. A random sample of 665 MSW social workers who were members of the Florida Chapter of the National Association of Social Workers were surveyed regarding how they felt the profession was depicted in the news and entertainment media on a set of paired adjectives comprising 9 semantic differential scales. Findings showed that these social workers perceived the profession to be depicted negatively in both news and entertainment media. Implications for social work educators are discussed.
62 citations
TL;DR: This article focused on the assessment of writing abilities among master of social work students and found that 1 quarter of the beginning MSW students did not have adequate writing skills, their major deficit was in building an essay using appropriate and sufficient details with a persuasive voice, and three factors predicted good writing skills.
Abstract: This article focuses on the assessment of writing abilities among master of social work students. The purposes and methods of writing assessment are explored, as well as the evaluation and reporting of results. The article also summarizes results from an assessment project conducted in 2003 of 129 MSW students' writing skill. Among the findings were (a) 1 quarter of the beginning MSW students did not have adequate writing skill, (b) their major deficit was in building an essay using appropriate and sufficient details with a persuasive voice, (c) 3 factors predicted good writing skills, and, (d) 1 of these factors, "selectivity" of students' undergraduate college, was related to subsequent academic success at the graduate level.
61 citations
TL;DR: In this article, the authors describe an evaluation of the first skills-based clinical course taught in a Council on Social Work Education-accredited, entirely online, MSW program, where students in the online course answered retrospective pretest and posttest questions regarding change in their clinical skills.
Abstract: This article describes an evaluation of the first skills-based clinical course taught in a Council on Social Work Education-accredited, entirely online, MSW program. Students in the online course answered retrospective pretest and posttest questions regarding change in their clinical skills. Researchers compared online students' responses to a standardized course evaluation with student responses on the face-to-face version of the same course. Online students reported significant increase in skills, and their final assignment and course evaluation scores were comparable to students in the face-to-face course, with the exception of instructor availability and facilitation of learning. Implications for teaching skills-based practice classes online are discussed.
57 citations
TL;DR: The first completely Web-based advanced standing master of social work program began in 2002, and 32 students had graduated by 2005 as mentioned in this paper, and a preliminary evaluation comparing the first two online cohorts with a face-to-face (F2F) cohort of advanced-standing students.
Abstract: The first completely Web-based advanced standing master of social work program began in 2002, and 32 students had graduated by 2005. This article presents a preliminary evaluation comparing the first two online cohorts with a face-to-face (F2F) cohort of advanced-standing students. Results showed several demographic differences between groups (e.g., online students were older and had more work experience than F2F students). There were few differences on a variety of educational and satisfaction outcomes with the exception of field, where instructors rated online students lower on several sections of the field evaluation measure. The implications for social work education are discussed.
52 citations
TL;DR: In this paper, an attachment-based model of the student-field instructor relationship is proposed, based on empirical research concerning internal working models of attachment, which continue into adulthood and serve as templates for life-long relating.
Abstract: This article conceptualizes an attachment-based model of the student–field instructor relationship, based on empirical research concerning internal working models of attachment, which continue into adulthood and serve as templates for life-long relating. Supportive relationships within a noncritical context are salient for effective supervision; attachment theory provides a framework for developing supportive supervisory relationships and augments existing theories of supervision. Ideal and problematic supervisory relationships are presented followed by recommendations for interventions and future research. The supervisory relationship will be most successful when the field instructor is guided by attachment theory and its conceptualization of a "secure base" (Bowlby, 1988).
TL;DR: Outcomes of the curriculum infusion and integration in terms of students' attitudes toward older adults and gerontological competency, were assessed via surveys of 3 groups of BSW students whose method of exposure to aging content differed.
Abstract: This study examines the effort of a baccalaureate social work (BSW) program to infuse aging content throughout the foundation curriculum. The authors designed a 3-part approach to curriculum development and innovation: (1) increasing students' interest and exposure to aging contents through curriculum innovation, (2) faculty development, and (3) cultivation of an aging-rich environment. Outcomes of the curriculum infusion and integration, in terms of students' attitudes toward older adults and gerontological competency, were assessed via surveys of 3 groups of BSW students whose method of exposure to aging content differed. Respondents demonstrated improved attitudes and gerontology competence. Recommendations for an effective curriculum change and implications for gerontological social work education are discussed.
TL;DR: An evaluation of service learning in statistics courses for master of social work students suggests that implementing a service-learning pedagogy allows students to master basic statistical analysis skills and see practical applications for statistics.
Abstract: This article presents results from an evaluation of service learning in statistics courses for master of social work students. The article provides an overview of the application of a community-based statistics project, describes student feedback regarding the project, and illustrates some strengths and limitations of using this pedagogy with social work statistics courses. Student evaluations (N=38) suggest that implementing a service-learning pedagogy allows students to master basic statistical analysis skills and see practical applications for statistics. Such an approach also provides myriad benefits for faculty, although incorporating service learning into a statistics course can present specific challenges.
TL;DR: In this paper, a case study investigated how 23 students adapted to using a completely online textbook in lieu of a traditional paper text and found that the students' primary strategy was to revert to making paper copies when permitted to do so instead of reading the assigned materials online.
Abstract: This case study investigated how 23 students adapted to using a completely online textbook in lieu of a traditional paper text. All were enrolled in a single advanced MSW practice course. A variety of adaptation styles evolved. The students' primary strategy was to revert to making paper copies when permitted to do so instead of reading the assigned materials online. While a few students adapted to the electronic textbook, most generally did not because of interface design, time constraints, and study strategies. Implications for further research on relying completely on electronically-distributed reading materials are discussed.
TL;DR: In this article, the authors present evaluation findings on an innovative field placement agency that extends the traditional social work internship by incorporating principles of service learning and civic engagement, and the implications of the findings for social work field education are discussed.
Abstract: This article presents evaluation findings on an innovative field placement agency that extends the traditional social work internship by incorporating principles of service learning and civic engagement. Qualitative and quantitative student outcome data are presented on the learning experiences of MSW students placed in traditional agency field placements with those placed in a university developed generalist field placement agency. The implications of the findings for social work field education are discussed.
TL;DR: Students of color maintained their strong initial desire to work with poor client groups between entry and graduation, while such desires decreased for Caucasian students, and American Indians showed the most stability of any group.
Abstract: The current study builds on a previous study that examined change in student views on social work's traditional mission, career motivations, and practice preferences between entry into and graduation from master of social work programs. Results from 6,987 students at entry and 3,451 students at graduation showed that students at graduation expressed stronger adherence to social work's traditional mission than they did at entry, but appeal of major social work client groups and practice areas decreased. Students of color maintained their strong initial desire to work with poor client groups between entry and graduation, while such desires decreased for Caucasian students, and American Indians showed the most stability of any group.
TL;DR: This article found that how much students perceive they learned in a course is an important predictor of SET scores and that a number of variables outside of the instructor's control appear to introduce bias into SETs.
Abstract: Despite questions about their reliability and validity, student evaluations of teaching (SETs) are a primary measure of instructor performance. The current study examines SETs, including a thorough list of potentially relevant variables. The findings suggest that how much students perceive they learned in a course is an important predictor of SET scores. Further, a number of variables outside of the instructor's control appear to introduce bias into SETs. Nonetheless, social work norms imply the necessity of seeking input from students. Suggestions are given for possible methods of dealing with this dilemma, and for needed future research.
TL;DR: In this article, the authors review the emergence of secondary analysis of data (SA) as a methodology for examining questions of relevance for social work and its implications for student education and conclude with a discussion of enhanced educational training as a base for expanding the use of SA in social work research.
Abstract: This article reviews the emergence of secondary analysis of data (SA) as a methodology for examining questions of relevance for social work and its implications for student education. Given the rapid expansion of available data archives from agencies, governmental and research sources, and technological advances in accessibility and ease of use, secondary analysis now holds considerable promise for social work. The authors examine the current treatment of SA in social work research texts and review its strengths and weaknesses. They conclude with a discussion of enhanced educational training as a base for expanding the use of SA in social work research.
TL;DR: This paper assessed the general quantity and quality of aging content in a sample of foundation social work textbooks and found that only about 3% (309 pages) included aging content, with only 5% aging-related content identified in HBSE texts, 2% across practice books reviewed, 4% within policy texts, and 2% in research texts and less than 1 page in the 1 field education text.
Abstract: In an effort to strengthen the basic aging competency of social work students, the authors assessed the general quantity and quality of aging content in a sample of foundation social work textbooks. Of nearly 10,000 pages reviewed, only about 3% (309 pages) included aging content. A foundation cultural diversity text included the most aging content (6%), with only 5% aging-related content identified in HBSE texts, 2% across practice books reviewed, 4% within policy texts, 2% in research texts, and less than 1 page in the 1 field education text. A textbook analysis framework and a review of findings are provided.
TL;DR: In this article, the authors present some of the challenges inherent in this work from the viewpoint of two faculty members involved in a university-community partnership project, and suggest how this work can contribute to furthering our knowledge about these emerging collaborations.
Abstract: At institutions of higher education across the United States, faculty have increasing opportunities to define their research and teaching activities as components of the evolving "scholarship of engagement" field. Using an "interpersonal relationship" framework outlined by Bringle and Hatcher (2002), this article presents some of the challenges inherent in this work from the viewpoint of two faculty members involved in a university–community partnership project. In addition, we suggest how this work can contribute to furthering our knowledge about these emerging collaborations.
TL;DR: In this paper, a 1-year sample of advertisements for faculty positions in social work examined the number of positions available in 2001-2002, the nature of these positions and their settings, and the qualifications sought in applicants.
Abstract: Analysis of a 1-year sample of advertisements for faculty positions in social work examined (1) the number of positions available in 2001–2002, (2) the nature of these positions and their settings, and (3) the qualifications sought in applicants. Findings suggest there were more academic jobs available than there were doctoral graduates seeking them in the year studied. Employment settings were diverse. In addition to the doctorate, the master of social work degree, practice knowledge and experience, and willingness to teach at baccalaureate and master's levels were the qualifications most commonly mentioned in the advertisements.
TL;DR: A pretest–posttest control group design with both law and social work students indicates that the course effectively increased knowledge about domestic violence theory and practice and differential roles, duties, and privileges of lawyers and social workers.
Abstract: This article evaluates the effectiveness of an interdisciplinary social work and law curriculum for domestic violence. A pretest–posttest control group design with both law and social work students indicates that the course effectively increased: (1) knowledge about domestic violence theory and practice and differential roles, duties, and privileges of lawyers and social workers, and (2) positive attitudes about interdisciplinary work; and reduced (3) myths and stereotypes about domestic violence. Implications for interdisciplinary teaching and domestic violence services are discussed.
TL;DR: This article conducted a multi-sample study of master of social work students from various faith traditions (N=391) to explore the extent to which religious discrimination is perceived to exist as a problem in social work education programs.
Abstract: This multi-sample study of master of social work students from various faith traditions (N=391) explores the extent to which religious discrimination is perceived to exist as a problem in social work education programs. No difference in perceptions emerged between religiously affiliated and non-affiliated respondents. Evangelical Christians generally reported higher levels of discrimination than theologically liberal and mainline Christians. The confirmation of the second hypothesis suggests that professional attention may be needed to ensure compliance with the profession's ethical and educational standards, while the failure of the first hypothesis suggests that progress toward a more inclusive educational environment may be occurring.
TL;DR: In this article, a survey of 556 faculty at accredited schools of social work examined four dimensions of the publishing process: publishing productivity, perceptions of overall quality, satisfaction with social work journals, and perspectives on the manuscript review process.
Abstract: A national survey of 556 faculty at accredited schools of social work examined 4 dimensions of the publishing process: publishing productivity, perceptions of overall quality of social work journals, satisfaction with social work journals, and perspectives on the manuscript review process. Findings indicate the publishing process in social work is perceived as a system of complex relationships between individual and institutional arrangements. Qualitative analysis provided the basis for a discussion of strategies for improving the relevance, methodological rigor, and overall quality of professional social work journals.
TL;DR: In this article, a cross-sectional survey was conducted to examine participants' self-perceived change in knowledge, attitude, and behavior following formal and informal continuing professional education (CPE).
Abstract: In this study, 230 licensed social workers participated in a cross-sectional survey to examine participants' self-perceived change in knowledge, attitude, and behavior (KAB) following formal and informal continuing professional education (CPE). Self-perceived change scores were significantly higher for informal than formal CPE. Higher motivational orientation toward professional knowledge was found to be a stronger predictor of self-perceived change in KAB following participation in formal and informal CPE. In addition, following formal CPE, greater age and increased expectation to apply learning predicted greater perceived change in KAB. Implications for social work education are discussed.
TL;DR: This study compared dual-degree master of social work/master of public health (MSW/MPH) and MSW-only graduates with 3 or more years of postgraduate experience, showing few differences between the groups, including no significant salary differences.
Abstract: This study compared dual-degree master of social work/master of public health (MSW/MPH) and MSW-only graduates with 3 or more years of postgraduate experience. Thirty graduates from an MSW/MPH program were matched with 30 MSW-only graduates. All subjects were randomly selected from the alumni directory and interviewed via telephone. Results showed few differences between the groups, including no significant salary differences. Both groups enjoyed high career satisfaction and were similar on measures of social work professionalism. More research is needed to study the experiences of MSW/MPH professionals and their impact on the field of social work.
TL;DR: In this paper, the authors report on a 6-year study that examined the association between pre-admission variables and field placement performance in an Australian bachelor of social work program (N=463).
Abstract: This article reports on a 6-year study that examined the association between pre-admission variables and field placement performance in an Australian bachelor of social work program (N=463). Very few of the pre-admission variables were found to be significantly associated with performance. These findings and the role of the admissions process are discussed. In addition to the usual academic criteria, the authors urge schools to include a focus on nonacademic criteria during the admissions process and the ongoing educational program.
TL;DR: The authors compared 14 field instructors trained in a model based on understanding MSW students' cognitive, affective, and behavioral development and modifying their supervision to meet students' changing needs with a group of 24 untrained field instructors.
Abstract: This study compared 14 field instructors trained in a model based on understanding MSW students' cognitive, affective, and behavioral development and modifying their supervision to meet students' changing needs with a group of 24 untrained field instructors. T-test results suggest that students of trained field instructors were significantly more satisfied than students of those untrained with their field instructors' support and provision of specific, conceptually based feedback. Implications are discussed concerning the role of social work education programs in helping field instructors develop relevant educational skills.
TL;DR: In this article, the impact of a curricular infusion strategy to integrate multigenerational practice issues into social work education was examined based on a survey of MSW students (N=83).
Abstract: This article examines the impact of a curricular infusion strategy to integrate multigenerational practice issues into social work education. Based on a survey of MSW students (N=83), findings illustrate that student interest, knowledge, and skills in aging and multigenerational practice increased significantly following the implementation of a 3-tiered infusion approach. While the majority of students endorsed aging and multigenerational issues as important to social work in general, many did not understand the relevance to their own careers. In general, students were more interested in multigenerational rather than gerontological practice, both in relation to acquiring additional knowledge and skills and in pursuing further coursework. Next steps are outlined for integrating a multigenerational practice perspective into social work education.
TL;DR: In this paper, the authors examined the factors affecting social work students' interest in working with a wide range of client groups and found that student interest in specific client groups is affected by factors related to desire for professional status, a reflection of social values, social work education, and work rewards and conditions.
Abstract: Employing a large-scale sample of 521 BSW students from 4 Israeli schools of social work, this research examines the factors affecting social work students' interest in working with a wide range of client groups The results suggest that student interest in working with specific client groups is affected by factors related to desire for professional status, a reflection of social values, social work education, and work rewards and conditions The greatest motivators in student interest in working with all the client groups examined were found to be (1) student perception of such work as contributing to one's professional growth and (2) aversion toward a client group The limitations of the study and its implications for social work education are discussed