Showing papers in "Journal of Social Work Education in 2009"
TL;DR: The authors argue that critical race theory can be used to address some of these noted problems with the cultural competence model and analyze its benefits and limitations for social work pedagogy around race, racism, and other oppressions.
Abstract: Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence model is largely ineffective and that its tendency to equalize oppressions under a "multicultural umbrella" unintentionally promotes a color-blind mentality that eclipses the significance of institutionalized racism. In this article we argue that critical race theory (CRT) can be used to address some of these noted problems with the cultural competence model. We define the major tenets of CRT and analyze its benefits and limitations for social work pedagogy around race, racism, and other oppressions.
442 citations
TL;DR: It is proposed that it is time for social work to more fully explore this new approach to education that aims to purposefully integrate elements of both online and traditional education.
Abstract: The use of technology and online learning in social work education has increased in recent years. These innovations are having an impact on traditional education as they become integrated into face-to-face classes. The result has been a rising convergence between online and traditional education and the emergence of a new educational paradigm that aims to purposefully integrate elements of both approaches. This blended learning may have much potential for social work in providing educational opportunities that take advantage of the best of what both online and traditional education can offer. This article proposes that it is time for social work to more fully explore this new approach to education. Recommendations for research in evaluating the effectiveness of blended learning are made.
109 citations
TL;DR: In this paper, the authors examined the potential contribution of self-compassion to perceived competence and mental health in master's of social work students (N=65) and found that the components of selfcompassion (i.e., mindfulness, common humanity, self-kindness, overidentification, isolation, and self-judgment) would impact perceived competence, which in turn would mediate mental health.
Abstract: This study examined the potential contribution of self-compassion to perceived competence and mental health in master's of social work students (N=65). It was hypothesized that the components of self-compassion (i.e., mindfulness, common humanity, self-kindness, overidentification, isolation, and self-judgment) would impact perceived competence (sense of coherence), which in turn would mediate mental health (depressive symptom level). Students completed the Self-Compassion Scale, the Sense of Coherence Questionnaire, and the California Psychological Inventory–Depression Scale. Results showed that overidentification directly and indirectly (as mediated by decreased coherence) affected depressive symptom level. Implications for social work education are discussed.
107 citations
TL;DR: Although some academic scholars have called for adoption of evidence-based practice (EBP) as a unifying model for social work education and practice, controversies with the EBP approach for the social work profession still need to be examined as discussed by the authors.
Abstract: Although some academic scholars have called for adoption of evidence-based practice (EBP) as a unifying model for social work education and practice, controversies with the EBP approach for the social work profession still need to be examined. Some of the limitations of EBP to be recognized and addressed before recommending broad changes within social work education are described. Conceptual and definitional limitations include following a medical model, privileging certain types of evidence, and downplaying the importance of theory. Implementation and feasibility limitations include sorting the complexity of research information and providing necessary practice grounding and supervision to facilitate knowledge application. Dialogue on the role of EBP in social work education must continue.
88 citations
TL;DR: In this article, the authors report on current and emerging trends in the use of distance education technologies in social work education, including curricular areas covered, technologies used, pedagogical approaches, intentions for degree-program development, sources of pressure to adopt distance education technology, and policy issues.
Abstract: This article reports on current and emerging trends in the use of distance education technologies in social work education. Areas studied include the extent of distance education programs, curricular areas covered, technologies used, pedagogical approaches, intentions for degree-program development, sources of pressure to adopt distance education technologies, and policy issues. Results are given for BSW and MSW programs.
86 citations
TL;DR: Using Vygotsky's sociocultural theory of learning, the authors reviewed the literature on barriers and facilitating factors to doctoral completion and found that individual success is contingent upon relational and systemic factors as well as aptitude.
Abstract: Social work doctoral education is essential to the continuation of the profession through its production of educators and researchers. Predicted shortages of educators give urgency to the problems of dissertation delays, lengthy time to completion, and attrition. Using Vygotsky's sociocultural theory of learning, in this article we review the literature on barriers and facilitating factors to dissertation completion. Findings support the relevance of postulated mechanisms of learning such as scaffolding and interaction with more knowledgeable others. Findings also suggest that interventions are necessary at individual, relational, and institutional/ departmental levels, and that individual success is contingent upon relational and systemic factors as well as aptitude.
76 citations
TL;DR: The authors examined whether 211 students enrolled in a human sexuality course in a southeastern university changed their attitudes toward gays and lesbians and identified differences in attitudes by demographic groups at pre-test and post-test.
Abstract: A variety of pedagogical techniques have shown promising results in promoting acceptance and affirmation of gays and lesbians among students in social work, allied health, and education professions. In this article we examine whether 211 students enrolled in a human sexuality course in a southeastern university changed their attitudes toward gays and lesbians and identify differences in attitudes by demographic groups. At pretest the sample scored moderately negative on the Index of Attitudes Toward Homosexuality. Scores were significantly lower at posttest. Males scored significantly higher than females at pretest, but their scores changed more at posttest. Human sexuality courses that incorporate an exposure component are one way social work educators can change negative attitudes toward gays and lesbians.
76 citations
TL;DR: In this article, the conditions under which international social work field placements may be effectively administered are explored, and the positive and negative potential of international placements is examined, including role taking, reflection, intensity, support, and reciprocity.
Abstract: This article explores the conditions under which international social work field placements may be effectively administered. The positive and negative potential of international placements is examined. A review of empirical and theoretical literature in the related fields of service learning and international volunteering reveals that role taking, reflection, intensity, support, and reciprocity are important priorities if placements are to be "transformative" in ways that lead to respect for diversity and a strong commitment to social justice.
73 citations
TL;DR: The authors proposed a framework for poverty-aware social work education, which includes knowledge acquisition, structuring of professional values, skills development, and experiencing, and a consideration of the ways in which this content may be integrated into the existing social work curriculum.
Abstract: Despite the profound commitment of social work toward people living in poverty, the social work profession has failed to develop practice based on awareness of poverty. This article shows the ways in which poverty became a marginal issue in social work practice, reviews the literature on teaching poverty in international context, and then explicates the expected educational results and the main course and fieldwork contents. The proposed framework for poverty-aware social work education includes knowledge acquisition, structuring of professional values, skills development, and experiencing. A consideration of the ways in which this content may be integrated into the existing social work curriculum concludes this article.
68 citations
TL;DR: In this paper, the authors examined the genesis of emotional exhaustion among undergraduate social work students in Hong Kong and found that idealism and career orientation affect students' emotional exhaustion, however, the results do not support the hypothesized negative relationship between altruism and emotional exhaustion.
Abstract: The present study examines the genesis of emotional exhaustion among undergraduate social work students in Hong Kong Of particular concern are the relationships among key factors, including the student's idealism, altruism and career orientation, and emotional exhaustion To investigate this, the study employed survey data collected from 165 undergraduate social work students recruited from a major university in Hong Kong The results support the hypothesis that idealism and career orientation affect students' emotional exhaustion Nonetheless, the results do not support the hypothesized negative relationship between altruism and emotional exhaustion The implications of the findings for further research and prevention of emotional exhaustion in social work education are discussed
35 citations
TL;DR: This study develops and implements a comprehensive measure of MSW students' self-efficacy tailored to the objectives of a specific advanced MSW curriculum and demonstrates significant gains in self- efficacy related to all 17 program objectives.
Abstract: The new Educational Policy and Accreditation Standards (EPAS) identify assessment as "an integral component of competency-based education." It is not new, however, that programs must demonstrate plans to assess attainment of competencies or expected program outcomes and show how data collection and analysis inform curriculum decisions. previous work demonstrates that using the construct of self-efficacy is a promising assessment strategy. The current study develops and implements a comprehensive measure of MSW students' self-efficacy tailored to the objectives of a specific advanced MSW curriculum. Analyses are based on pretests and posttests from 117 MSW students. Results demonstrate significant gains in self-efficacy related to all 17 program objectives. Implications for social work program assessment in light of the 2008 EPAS are discussed.
TL;DR: This article used qualitative data from student Web logs (blogs) that were required for a graduate social work course addressing issues of privilege to examine the learning journey trajectory trajectory for stu c...
Abstract: This study uses qualitative data from student Web logs (blogs) that were required for a graduate social work course addressing issues of privilege to examine the learning journey trajectory for stu...
TL;DR: The authors describe two recent changes implemented by the School of Social Service Administration at the University of Chicago that are intended to connect the contemporary demands of generalist social work more closely to the preparation of students in field education.
Abstract: The practice of social work has changed significantly over the years, but models for student field learning have changed relatively little This article describes two recent changes implemented by the School of Social Service Administration at the University of Chicago that are intended to connect the contemporary demands of generalist social work more closely to the preparation of students in field education These are (1) collective learning, to broaden students' understanding of settings and populations; and (2) macro projects, which are intended to expand students' understanding of assessment and intervention at multiple system levels within an agency
TL;DR: In this article, the authors discuss political tools, social work values, and social work education in the context of social welfare education, and present a survey of the literature on these topics.
Abstract: (2009). FROM THE EDITOR: POLITICAL TOLERANCE, SOCIAL WORK VALUES, AND SOCIAL WORK EDUCATION. Journal of Social Work Education: Vol. 45, No. 3, pp. 343-348.
TL;DR: Mentors felt positive about participating, giving back to the LGBT community, and were more satisfied with their experiences than were the protégés, who were looking for more specific types of instrumental and psychosocial support.
Abstract: Targeted mentoring refers to mentoring aimed at a particular population. This article presents the evaluation of a mentoring program for lesbian, gay, bisexual, and transgender (LGBT) persons in social work education. Forty-three mentors and proteges responded to a survey regarding their program experiences. The results highlight the need for targeted mentoring, although some disparities of experience for mentors and proteges in this program are apparent. In general, mentors felt positive about participating, giving back to the LGBT community, and were more satisfied with their experiences than were the proteges, who were looking for more specific types of instrumental and psychosocial support.
TL;DR: The authors examined the field internship experiences of bilingual graduate social work students who worked with limited English proficiency (LEP) clients and found that LEP clients required more time and work and generally had more complicated cases than monolingual English clients.
Abstract: This study examined the field internship experiences of bilingual graduate social work students who worked with limited English proficiency (LEP) clients. Data were collected via a Web-based survey from 55 bilingual social work students. Respondents reported that LEP clients required more time and work and generally had more complicated cases than monolingual English clients. Working in two or more languages often fatigued respondents. Respondents frequently interpreted for monolingual staff but received no training in using professional terminology when interpreting. They reported that agencies had only some documents translated. One quarter of the sample stated that being bilingual interfered with their field education. The article closes with recommendations for augmenting the language skills of bilingual students.
TL;DR: In this article, international students are a valuable asset to MSW programs and deserve faculty support, however, sustaining international students in their field placements can be especially challenging for progr...
Abstract: International students are a valuable asset to MSW programs and deserve faculty support. However, sustaining international students in their field placements can be especially challenging for progr...
TL;DR: The authors explored field instructors' experiences and insights in working with lesbian and gay MSW students and found that dynamic interactions among the student, the field instructor-student relationship, and the agency context suggest the importance of moving beyond individual-level conceptualizations to address sexual orientationrelated barriers and opportunities in field education.
Abstract: The purpose of this study was to explore field instructors' experiences and insights in working with lesbian and gay MSW students. In-depth 1-to 1.5-hour interviews were conducted with 8 field instructors selected using purposive sampling. Data were analyzed using narrative thematic analysis and a constant comparative method. One set of themes emerged across all informants; a second set emerged exclusively from lesbian-and gay-identified informants. Dynamic interactions among the student, the field instructor–student relationship, and the agency context suggest the importance of moving beyond individual-level conceptualizations to address sexual orientation-related barriers and opportunities in field education.
TL;DR: In this paper, a secondary analysis of a data set (N=283) drawn from a national, probability sample of clinical social workers in the United States was performed to identify the specific direct and indirect relationships among six variables that accounted for nearly 69% of the variance in the use of spiritually based interventions with children and adolescents.
Abstract: This investigation is a secondary analysis of a data set (N=283) drawn from a national, probability sample of clinical social workers in the United States. The original study used a cross-sectional, correlational survey design to gather information on practitioners' personal religious/spiritual beliefs and practices; professional attitudes, experiences, and behaviors; and professional education and training. Path analysis identified the specific direct and indirect relationships among 6 variables that accounted for nearly 69% of the variance in the use of spiritually based interventions with children and adolescents. The influence of personal background and attitudinal variables in the use of such interventions, coupled with the absence of education and training variables, raise concerns about practitioner decision making and ethical practice.
TL;DR: In this article, the authors report on the construction and validation of a professional suitability scale, designed for assessing students' suitability for social work practice, which has achieved modest construct validity with communalities ranging between.753 and.376 (α=93).
Abstract: This article reports on the construction and validation of a professional suitability scale, designed for assessing students' suitability for social work practice. Data were collected from 188 field supervisors who provided usable questionnaires, representing a response rate of 74%. Construct validation by exploratory factor analysis identified a 5-factor solution to measure suitability that accounted for 52.1% of variance: Overall, Analytical, Practice, Personal, and Ethical Suitability. This solution has achieved modest construct validity with communalities ranging between .753 and .376 (α=.93). Potential use of the scale and suggestions for future study are discussed.
TL;DR: In this paper, the authors report on the experiences of a new MSW program in designing a gateway "race, gender, and inequality" course along with six rules of engagement for discussing race and oppression in diverse student groups.
Abstract: Teaching about race, racism, and oppression presents higher education programs with complex challenges. This article reports on the experiences of a new MSW program in designing a gateway "race, gender, and inequality" course. Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing race and oppression in diverse student groups is suggested along with six rules of engagement. Recommendations are based on the interactive experience of a highly diverse faculty and student body, literature review, student focus groups, faculty retreats, expert consultation, and curriculum refinement.
TL;DR: The gap between education and practice can be addressed in social work curricula by addressing integrative health from a general systems perspective, reaffirming the role of social workers in health care, and providing opportunities to develop competence with a simple yet conceptually integrated CAM-based skill set.
Abstract: More than one third of Americans practice complementary and alternative medicine (CAM). Social workers continue to provide most first-line health, mental health, and psychological referral and direct practice services in the United States, despite a lack of systematic education and training opportunities in CAM. Schools of social work are appropriate venues for providing regular and continuing educational opportunities. The gap between education and practice can be addressed in social work curricula by (1) addressing integrative health from a general systems perspective, (2) reaffirming the role of social workers in health care, and (3) providing opportunities to develop competence with a simple yet conceptually integrated CAM-based skill set. Several content approaches and suggestions for curricula deployment are provided, including stand-alone courses, curricular infusion strategies across core areas of social work education, and location of curricular homes across college and university departments.
Journal Article•
TL;DR: In this article, an educational technique designed to teach students how to recognize racism and social injustice is described by examining an educational case study located in a multicultural human services agency in Chiapas, Mexico.
Abstract: Social work education has long struggled to acknowledge cultural diversity and identify teaching methods to prepare students to work effectively with diverse populations. This article describes an educational technique designed to teach students how to recognize racism and social injustice—in this instance, by examining an educational case study located in a multicultural human services agency in Chiapas, Mexico. One session of a multicultural social work course was devoted to a role-play based on a real incident that had occurred in this agency. Student feedback and the authors' observations address the usefulness of this educational intervention.
TL;DR: In this paper, the role of metaphors in social policy is discussed, especially in providing a negative frame within which marginalized groups can be considered, which naturally supports aversive social policies designed to control the behaviors or opportunities of such groups.
Abstract: Although the importance of metaphors is described in the social work literature, few articles or books in the profession have considered the role of metaphors in social policy, especially in providing a negative frame within which marginalized groups can be considered. This negative framing naturally supports aversive social policies designed to control the behaviors or opportunities of such groups. This article describes both the importance of metaphors within the political arena and the role of dehumanizing metaphors in fostering a receptive environment for these aversive policies. Policy practice that includes advocating for vulnerable community groups requires the ability to analyze and shed the light of reason on these metaphors.
TL;DR: For example, the authors found that social work students were more motivated by a desire to gain knowledge or expertise in their service field, whereas business students differed in seeking greater career advancement and self-sufficiency.
Abstract: This survey provides valuable insight for social work educators into the goals and career intentions of working students who pursue master's degrees in social work, as compared to master's degrees in business. Social work graduate students were surveyed and compared to business graduate students in terms of their motivations for seeking advanced degrees and their expected career outcomes. Findings indicate that social work students were more motivated by a desire to gain knowledge or expertise in their service field, whereas business students differed in seeking greater career advancement and self-sufficiency. Social work implications for educational programs and practice are discussed.
TL;DR: The authors surveyed 280 field supervisors and asked them to rate their likelihood of rejecting a student with a criminal record depending on crime type and mitigating factors and found that supervisors' perception of risk was influenced by the nature of the crime, mitigating factors related to the crime and, in some crime categories, agency type and personal characteristics of the respondent field supervisors' appraisals of risk diverged somewhat from criminological research, which generally uses mitigating factors rather than crime type to evaluate risk of recidivism.
Abstract: Social work educators have few guidelines to help them evaluate master''s of social work applicants with criminal records This study surveyed 280 field supervisors and asked them to rate their likelihood of rejecting a student with a criminal record depending on crime type and mitigating factors Results found that supervisors' perception of risk was influenced by the nature of the crime, mitigating factors related to the crime, and, in some crime categories, agency type and personal characteristics of the respondent Field supervisors' appraisals of risk diverged somewhat from criminological research, which generally uses mitigating factors rather than crime type to evaluate risk of recidivism
TL;DR: In this paper, the role of human relations in the process of curriculum change in social work education is explored, and the implications for social work faculty and administrators are discussed, as well as how best to organize social work conferences to promote curriculum change.
Abstract: This article explores the role of human relations in the process of curriculum change in social work education. Social capital, the theoretical framework that underpins this research, explains how social resources are made available to social work faculty and groups for their own benefit. Using data from 88 surveys completed by social work educators, the findings are significant. In an age of technological advancements, human connections remain an important factor in influencing curriculum development in aging. This study also presents implications for social work faculty and administrators and discusses how best to organize social work conferences to promote curriculum change.
TL;DR: Kennesaw State University has established a substance abuse concentration as part of its master's of social work program as mentioned in this paper, which consists of 6 advanced courses: 2 practice, 2 behavior, 1 policy, and 1 seminar.
Abstract: Substance abuse has been identified as a significant social problem. Social work is uniquely positioned to affect this problem. Kennesaw State University has established a substance abuse concentration as part of its master's of social work program. The purpose of this article is to describe the development of this curriculum. The curriculum is based on a biopsychosocial view of human functioning and consists of 6 advanced courses: 2 practice, 2 behavior, 1 policy, and 1 seminar. Because of its proximity to the consequences, its ability to work at multiple societal levels, and its value base, it is imperative that the social work profession continues to embrace and enhance its role as a leader in treating and researching substance abuse issues.
TL;DR: The findings demonstrate that selectivity varies greatly among schools, and that rankings by productivity or reputation are somewhat different from rankings by selectivity.
Abstract: During the past 3 decades dozens of studies have ranked schools of social work using faculty productivity or program reputation to gauge program quality. These studies are often controversial because they rely on only a few dimensions of schools' performance. This study used publicly available admissions data from the past 15 years to examine how selective schools are in admitting full-time MSW and PhD students. The findings demonstrate that selectivity varies greatly among schools, and that rankings by productivity or reputation are somewhat different from rankings by selectivity. Trends in admissions and contextual reasons for wide variation among programs are discussed.