Showing papers in "Journal of Social Work Education in 2007"
TL;DR: In this article, the authors argue that teaching about white privilege is fundamental to understanding the systematic oppression of people of color and raising self-awareness about social workers' roles and responsibilities with culturally diverse clientele.
Abstract: This article proposes a model of teaching diversity in social work education that includes significant content on White privilege. The authors first discuss some limitations of social work's current multicultural framework. Next, they introduce concepts and pedagogical strategies concerning White identity and privilege that are drawn from multicultural teacher training programs. Based on this literature, the authors argue that teaching about White privilege is fundamental to understanding the systematic oppression of people of color and raising self-awareness about social workers' roles and responsibilities with culturally diverse clientele. Concrete suggestions are offered for infusing this material across the curriculum and grappling with student resistance.
159 citations
TL;DR: In this paper, the authors examined the prevalence of violence exposure within the family and community and its associated consequences among youth and proposed several practice and policy recommendations aimed at reducing the far-reaching effects of such violence exposure among youth.
Abstract: Compared with other segments of the population, adolescents and, in particular, African Americans are disproportionately exposed to family and community violence. Research has consistently documented that exposure to such violence is often associated with psychological difficulties, poor educational and behavioral outcomes, and juvenile justice problems. Despite these compelling findings, many youth are not routinely assessed for such violence exposure and its ramifications by the educational, child welfare, social service, and juvenile justice systems with which they frequently interact. This article examines the prevalence of violence exposure within the family and community and its associated consequences among youth. Subsequently, the article proposes several practice and policy recommendations aimed at reducing the far-reaching effects of such violence exposure among youth.
119 citations
TL;DR: This article reviewed research-based knowledge about service learning in social work education and provided recommendations for planning, implementing, and evaluating service-learning projects in social-work education to strengthen scholarship in this area.
Abstract: This article reviews research-based knowledge about service learning in social work education. Student learning outcomes common to both service learning and social work education are examined, and the research-based literature on service learning in social work is analyzed. Service-learning practice issues in social work education are described: creating learning activities distinct from those required in field practica, managing conflicts of interest among students employed in the field, minimizing professional ethics violations, and assisting students who observe unprofessional practice behaviors. Recommendations for planning, implementing, and evaluating service-learning projects in social work education are provided to strengthen scholarship in this area.
113 citations
TL;DR: In this paper, the authors argue that GIS can benefit social work by: (1) continuing and strengthening the social survey tradition; (2) providing a framework for understanding human behavior; (3) identifying community needs and assets; (4) improving the delivery of social services; and (5) empowering communities and traditionally disenfranchised groups.
Abstract: Relative to other fields, social work has been slow to adopt geographic information systems (GIS) as a tool for research and practice. This paper argues that GIS can benefit social work by: (1) continuing and strengthening the social survey tradition; (2) providing a framework for understanding human behavior; (3) identifying community needs and assets; (4) improving the delivery of social services; and (5) empowering communities and traditionally disenfranchised groups. Examples from a social work course on GIS and published social work research help illustrate these points. The paper concludes by considering the ways that social work can contribute to the development of GIS.
86 citations
TL;DR: In this paper, the use of a new practice-based scale incorporating field instructors' language and conceptual dimensions of practice did not improve the discrimination of student performance and facilitated the identification of students experiencing clinical difficulties.
Abstract: While the move to anchored scales has been an improvement in the standardization of field performance evaluation, these tools have not been found to consistently discriminate among student performances or identify students experiencing clinical difficulties. This article presents two efforts to redress this problem. The use of a new practice-based scale incorporating field instructors' language and conceptual dimensions of practice did not improve the discrimination of student performance. An alternative evaluation system that involved matching students to a standardized set of more holistic, realistic vignettes did improve field instructors' discrimination of student performances and facilitated the identification of students experiencing clinical difficulties. Implications for field evaluation methodologies are discussed.
78 citations
TL;DR: In this paper, the reflective practitioner paradigm along with the contributions of mindfulness, as useful for social work instructors in examining their practice as educators, is proposed. And practice principles that integrate three bodies of knowledge: reflective practice, mindfulness, and social work pedagogy on diversity.
Abstract: Social work literature provides analysis and strategies about teaching social work practice and its interrelationship with a diverse society. In this paper, we present a framework to aid instructors' understanding of and response to conflict in the classroom, which is unavoidable. We propose the reflective practitioner paradigm along with the contributions of mindfulness, as useful for social work instructors in examining their practice as educators. We conclude with practice principles that integrate 3 bodies of knowledge: reflective practice, mindfulness, and social work pedagogy on diversity. These principles apply to the individual educator, communication among educators, and social work departments.
76 citations
TL;DR: In this paper, the authors analyze challenges that may influence whether evidence-based practice (EBP) enjoys more success than previous efforts to improve the integration of practice and research in social work education, including alleviating disparities in how EBP is being defined by social work educators; maximizing the feasibility of implementing the EBP process appropriately after graduation; and preventing evidentiary standards from getting softened to the point that EBP becomes a meaningless term.
Abstract: This article critically analyzes challenges that may influence whether evidence-based practice (EBP) enjoys more success than previous efforts to improve the integration of practice and research in social work education. Key challenges include: (1) alleviating disparities in how EBP is being defined by social work educators; (2) maximizing the feasibility of implementing the EBP process appropriately after graduation, while at the same time preparing students not to over-rely on authoritative publications that designate certain interventions as evidence-based; and (3) preventing evidentiary standards from getting softened to the point that EBP becomes a meaningless term, as any study, regardless of its methodological rigor, can be cited to justify deeming an intervention to be evidence based.
73 citations
TL;DR: In this paper, the Self and Other Awareness Project (SOAP) cultural competence development model was evaluated on the racial attitudes of 110 undergraduate students enrolled in an undergraduate interdisciplinary Minority Groups course at a mid-sized public university in the Southeastern United States.
Abstract: This article discusses the Self and Other Awareness Project (SOAP) cultural competence development model and presents the results of a study that evaluated its impact on the racial attitudes of 110 undergraduate students enrolled in an undergraduate interdisciplinary Minority Groups course at a mid-sized public university in the Southeastern United States. Findings indicate that students experienced a statistically significant change in racial attitudes (measured by the Color-Blind Racial Attitudes Scale (Neville, Lilly, Duran, Lee, & Browne, 2000) from the beginning to the end of the course. Further analysis revealed that social work majors (n=30) were significantly more aware of racial privilege and blatant racial issues at the end of the course than they were at the beginning of the course.
68 citations
TL;DR: In this article, the authors propose the use of storytelling as a viable conduit and instructional strategy for teaching cultural competence in schools of social work by investigating the content, structure, and process of storytelling among, between, and across cultural groups.
Abstract: Social workers serve a varied population. Therefore, exemplary social work practice requires a depth of knowledge and skills that cut across diverse cultural contexts. Because of the universal characteristics of storytelling, this article proposes the use of storytelling as a viable conduit and instructional strategy for teaching cultural competence in schools of social work. By investigating the content, structure, and process of storytelling among, between, and across cultural groups, social work students will be able to develop and integrate an awareness, sensitivity, understanding, and appreciation for the experiential realities of diverse client groups.
68 citations
TL;DR: Different views of evidence-based practice (EBP) include defining it as the use of empirically-validated treatments and practice guidelines (i.e., the EBPs approach) in contrast to the broad philosophy and related evolving process described by the originators as mentioned in this paper.
Abstract: Different views of evidence-based practice (EBP) include defining it as the use of empirically-validated treatments and practice guidelines (i.e., the EBPs approach) in contrast to the broad philosophy and related evolving process described by the originators. Social workers can draw on their code of ethics and accreditation standards both to select a view of EBP that is most faithful to related obligations and to address obstacles to implementing it. For example, the Code of Ethics (National Association of Social Workers, 1999) calls on social workers to draw on practice- and policy-related research findings, to honor informed consent guidelines, and to respect clients and empower them.
63 citations
TL;DR: In this paper, the authors argue that although the equality-of-oppressions paradigm is a valuable perspective, its ascendancy in social work education may be placing the coverage of people of color content at risk of being diminished.
Abstract: Because no distinction is made in the Council on Social Work Education's educational standards about the frequency, intensity, or pervasiveness of the various forms of oppression, social work education affirms what may be called the equality-of-oppressions paradigm. This article contends that, although the equality-of-oppressions paradigm is a valuable perspective, its ascendancy in social work education may be placing the coverage of people-of-color content at risk of being diminished. This article examines two implications of the equality-of-oppressions paradigm for people-of-color content: (1) the expanded definition of diversity, and (2) racism's persistence in social work education. The article also offers a model of differential vulnerability to help prioritize the various forms of oppression important to social work education.
TL;DR: The authors explored the ways in which undergraduate social work students (N=748) from 12 colleges feel about homosexuality and explored the impact of specific social statuses, educational processes, and ideological beliefs.
Abstract: While recent research explores the determinants of homophobia among college students, only a few studies look at the perceptions of homosexuals among social work students. Unfortunately these rare studies generally present a modest list of predictor variables or small sample sizes. To address this gap, this research explores the ways in which undergraduate social work students (N=748) from 12 colleges feel about homosexuality. In doing so, the work initially delineates the extent to which future social workers feel comfortable being around gay and lesbian persons. The work then explores the impact of specific social statuses, educational processes, and ideological beliefs. In the end, the role of homosexual peers is emphasized, as are the effects of familial attitudes, the perceived cause of homosexuality, conservative religious maxims, traditional gender role beliefs, and anxieties over AIDS.
TL;DR: In this article, the authors make specific suggestions for teaching evidence-based practice in the master's-in-social-work (MSW) curriculum, and suggest that EBP, in its original form, is both sufficiently well operationalized and flexible to serve as a primary paradigmatic component of social work education.
Abstract: This article makes specific suggestions for teaching evidence-based practice (EBP) in the master's-in-social-work (MSW) curriculum. The authors use the model of EBP as it was originally conceived: a process for posing empirically answerable questions, finding and evaluating the best available evidence, and applying that evidence in conjunction with client characteristics and practitioner judgment. The authors suggest that EBP, in its original form, is both sufficiently well operationalized and flexible to serve as a primary paradigmatic component of social work education. Furthermore, EBP carries a series of distinct advantages for MSW education that have not been widely recognized to date. These include the provision of a structure for more explicitly recognizing client factors, bridging the micro–macro and researcher–clinician divides, and emphasizing the professionalism of MSW-level practice. Specific curricular components are proposed and discussed.
TL;DR: In this paper, the authors present findings of an exploratory study addressing social work program practices regarding psychiatric disabilities among social work students, and suggest that additional studies are needed to identify effective ways to deal with the complex legal and educational issues involved with accommodations and support.
Abstract: This article presents findings of an exploratory study addressing social work program practices regarding psychiatric disabilities among social work students. An e-mail invitation to participate in an online survey was sent to approximately 875 social work educators, with 71 individuals choosing to participate. The findings indicated that 88% of respondents were in programs that had made accommodations and slightly less than 33% were in programs that had psychiatric disability policies. A positive relationship between ratings of the effectiveness of the accommodations and ratings of employability of students with psychiatric disabilities was found. These findings suggest that additional studies are needed to identify effective ways to deal with the complex legal and educational issues involved with accommodations and support.
TL;DR: The authors employed a 4-page Religion/Spirituality and Social Work Questionnaire that focuses on the beliefs and perceptions of 324 undergraduate social work students in 7 CAs in the US.
Abstract: This exploratory quantitative study employs a 4-page Religion/Spirituality and Social Work Questionnaire that focuses on the beliefs and perceptions of 324 undergraduate social work students in 7 C...
TL;DR: This article identified a number of significant contemporary trends in the Latino population, including the striking growth of the community, new points of entry and settlement for recent immigrants, the mixed-status nature of families, and the increase in the proportion of U.S. households that speak Spanish.
Abstract: This paper identifies a number of significant contemporary trends in the Latino population, including the striking growth of the community, new points of entry and settlement for recent immigrants, the mixed-status nature of families, and the increase in the proportion of U.S. households that speak Spanish. The implications of these trends for social welfare practice, programming, policy, and social work education are discussed in the context of a dynamic political climate regarding immigration. The paper concludes with a focus on the critical role of schools of social work in developing more meaningful responses to bilingual manpower needs and the complex cultural and social policy issues this community presents. Examples of curricular and programmatic responses are provided.
TL;DR: The Faculty Publication Project for 2000-2004 as discussed by the authors examines the association between faculty scholarship expectations and publication productivity at the leading graduate programs. But the correlation between the scholarship expectation and publication was not statistically significant when controlled; rather U.S. News and World Report's ratings of master of social work programs continue to be the major correlate of publication productivity.
Abstract: This report summarizes the findings of the Faculty Publication Project for 2000–2004 and examines the association between faculty scholarship expectations and publication productivity at the leading graduate programs. Findings suggest higher rates of faculty publication in recent years and increases in multi-authored publications and articles published in non-social work journals. However, the correlation between the scholarship expectation and publication was not statistically significant when controlled; rather U.S. News and World Report's ratings of master of social work programs continue to be the major correlate of publication productivity. Implications for the profession, the graduate schools, and for individual faculty members are discussed.
TL;DR: In this article, the authors discuss the importance of evidence-based practice in social work education, focusing on the impact of evidence on social work evaluation and its application in the field of social work.
Abstract: (2007). GUEST EDITORIAL: IMPLEMENTING AND SUSTAINING EVIDENCE-BASED PRACTICE IN SOCIAL WORK. Journal of Social Work Education: Vol. 43, No. 3, pp. 361-376.
TL;DR: In this paper, the authors present a review of factors that facilitate the use of evidence-based practice in community settings along with future steps necessary for successful translation of knowledge into community agencies.
Abstract: Researchers are grappling with the challenges of implementing evidence-based practice in community organizations. This article reviews factors that facilitate the use of evidence-based practice in community settings along with future steps necessary for successful translation of knowledge into community agencies. Social workers are uniquely qualified to address the research–practice gap because of their experience working and conducting research in community organizations. The creation of community-focused learning models that reinvent faculty–agency partnerships are important components of effective implementation. The infusion of evidence-based practice components throughout the social work curriculum is also critical for preparing social workers to implement effective practices.
TL;DR: In this paper, the authors explored potential practice dilemmas as a result of Proposition 200, an Arizona immigration law that would require social workers employed in the public sector to deny services to undocumented clients.
Abstract: Social policy shapes the infrastructure wherein social work is practiced. However, what happens when a particular social policy is seemingly incongruent with the social work code of ethics? How do social work students conceive and resolve potential practice dilemmas that may arise as a consequence? In this study, the authors explored potential practice dilemmas as a result of Proposition 200, an Arizona immigration law that would require social workers employed in the public sector to deny services to undocumented clients. The 6-step analysis found that students recognized various practice dilemmas that the policy would present and conflicts between the policy and social work ethics. Students also identified numerous strategies for resolving the above-mentioned dilemmas.
TL;DR: This article presented a theoretical process model for students engaging in dialogic learning about issues of race and anti-oppression, identifying conditions present in the dialogue proces, and using this model to identify the dialogue conditions.
Abstract: This article presents a theoretical process model for students engaging in dialogic learning about issues of race and anti-oppression. The model identifies conditions present in the dialogue proces...
TL;DR: In this paper, the authors compared the data from P. Raffoul and K. A. Holmes (1986) regarding the extent to which the DSM was included in graduate social work programs and found that since 1986, schools have increased DSM content.
Abstract: Social workers recognize the necessity of using the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association) but question its compatibility with social work education. The data in this study were compared with the data from P. R. Raffoul and K. A. Holmes (1986) regarding the extent to which the DSM was included in graduate social work programs. The authors' findings show that since 1986, schools have increased DSM content. Although educators continue to express concern about conflicts with the DSM, they also appreciate its usefulness in diagnosis and treatment planning. It is recommended that DSM be taught in human behavior courses and that social workers have a stronger voice in the process of DSM revision.
TL;DR: The parallel development of managed care and EBP is discussed, the possible influences ofmanaged care on EBP, and the difficult issues faced by social workers in acting in the best interest of clients in a managed-care environment are discussed.
Abstract: For many years, social workers have tried to establish their profession as one based on scientific principles. Following the tradition of medicine, influential leaders in social work are challenging clinicians and researchers to develop and implement evidence-based practice (EBP) models. Although various authors have discussed cautions in social work's move toward EBP, 1 issue—the influence of managed care and a market-driven economy on EBP in health and mental health care—has received less discussion. The purpose of this article is to discuss the parallel development of managed care and EBP, the possible influences of managed care on EBP, and the difficult issues faced by social workers in acting in the best interest of clients in a managed-care environment.
TL;DR: In this article, an exploratory study was conducted to examine the extent to which an introductory MSW research methods course affected student attitudes toward, and aptitude in, using research evidence and found that there was no significant change in students' ability to critically appraise research evidence.
Abstract: Evidence-based practice (EBP) has increasingly been put forth as a new paradigm of social work practice. One of the critical elements of EBP is the ability of consumers of research to be able to critically appraise research evidence. The purpose of this exploratory study was to examine the extent to which an introductory MSW research methods course affected student attitudes toward, and aptitude in, using research evidence. The study used a modified version of the Critical Appraisal Skills Programme instrument developed in the health care profession. Findings indicated that students reported an improvement in subjective attitude toward research. However, there was no significant change in students' ability to critically appraise research evidence.
TL;DR: For example, this article explored the unique experience of practicing social work in a combat zone including graduate social work education and continuing educational courses considered helpful to them while deployed in the Iraq War.
Abstract: Twenty-four active-duty military social workers, deployed during various stages of the war in Iraq, participated in an open-ended survey regarding their jobs and the social work training they found valuable. Using a mixed analytical approach, the researchers organized answers into a phenomenological arrangement describing the military social worker experience of being a uniformed helping professional during war. This project explored the unique experience of practicing social work in a combat zone including graduate social work education and continuing educational courses considered helpful to them while deployed.
TL;DR: There was a trend for employment-based foundation MSW students to perceive themselves initially as more knowledgeable than nonemployment-based students, but by the end of the foundation year, this difference disappeared.
Abstract: This study compares student learning in employment-based internships with learning in nonemployment-based internships. Data from foundation and advanced employment-based and nonemployment-based students (N=180) indicate statistically significant gains during the academic year. Pre- and post-evaluative data from field instructors (N=22) also reflect statistical significance. This counters concerns about the value of employment-based internships. There was a trend for employment-based foundation MSW students to perceive themselves initially as more knowledgeable than nonemployment-based students. By the end of the foundation year, this difference disappeared. Recommendations are made for employment-based field practica.
TL;DR: This paper described the intention and reflection model (IRM) of identity management in gay men as it relates to pre-contemplative identity of gay male students in social work education.
Abstract: Little research exists on how self-disclosure is taught in social work education (Pianko, 2001). Few social work education programs include precontemplative components of exploring identity for gay male students. In this study, the data from 4 focus groups of gay male therapists, who discussed their self-disclosure, decision-making processes, were coded and analyzed. Data analysis revealed 3 topical areas: identity creation, preparatory identity management, and relational identity management. This article describes the intention and reflection model (IRM) of identity management in gay men as it relates to precontemplative identity of gay male students in social work education. The author also recommends potential research for IRM application to additional sociocultural populations.
TL;DR: The authors examined demographic and professional characteristics and experiences of participating African American deans and directors of schools of social work in the United States, and found similarities and differences in personal and professional characteristic, experiences, and challenges of participants relative to national samples.
Abstract: Using survey methods, this study examines demographic and professional characteristics and experiences of participating African American deans and directors of schools of social work in the United States. An examination of deans and directors has implications for the future of social work education in terms of understanding their critical role as academic leaders. Furthermore, the focus on these academic leaders is important given the emphasis on diversity and a need for multiculturalism in social work education. Descriptive data were analyzed from a 55-item instrument and a sample of 16 survey respondents. Results indicate similarities and differences in personal and professional characteristics, experiences, and challenges of participating African American social work deans and directors relative to national samples. Implications for aspiring academic leaders are discussed.
Journal Article•