Showing papers in "Journal of Social Work Education in 2010"
TL;DR: The authors analyzes the field education signature pedagogy fit and finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student performance, peer accountability, the view of adaptive anxiety, and accountable talk.
Abstract: In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education– signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student performance, peer accountability, the view of adaptive anxiety, and accountable talk. This article asserts that practicum effectiveness could be enhanced by a broader application of Shulman's criteria through a greater emphasis on group structures for learning/teaching in the field.
247 citations
TL;DR: In this article, critical race theory is presented as a paradigmatic framework that focuses on both institutions and the pain they create for marginalized people, addressing root causes and personal distress while pursuing transformational change.
Abstract: Rapidly changing demographics in the United States, the 2008 Educational Policy and Accreditation Standards, and recent developments in the literature that question the effectiveness of multiculturalism and cultural competence suggest social work education, research, and practice are in need of a new approach to diversity. In conceptualizing diversity, social workers need to address a broad social context that includes institutional/structural arrangements, recognize the intersection of multiple identities, and integrate an explicit social justice orientation. This article presents critical race theory as a paradigmatic framework that focuses on both institutions and the pain they create for marginalized people. The critique is multidimensional, addressing root causes and personal distress while pursuing transformational change.
238 citations
TL;DR: A path model predicting students' satisfaction with their field placement was tested on 144 MSW students at a northeastern university and showed that supervision was related to satisfaction both directly and indirectly through its influence on efficacy in the field and strain.
Abstract: A path model predicting students' satisfaction with their field placement was tested on 144 MSW students at a northeastern university. The results showed that supervision was related to satisfaction both directly and indirectly through its influence on efficacy in the field and strain. Amount of preparation for the field affected satisfaction only indirectly by its relationship to higher efficacy. There was no indication that supervision buffered the presumed negative effect of poor preparation on dissatisfaction, strain, or efficacy. Limitations imposed by the cross-sectional design and single-school sample are considered, and recommendations are made to continue attempts to enhance field supervision and increase student preparation. Particular emphasis is given to implementing procedures that address the mediating roles of student strain and efficacy.
92 citations
TL;DR: The nature and extent of the current ecological crisis raises the question: Does social work have a contribution to make in addressing the social and environmental changes required if we are to move toward a sustainable future? as discussed by the authors make a strong argument to expand the ecological orientation of social work to include the nonhuman world.
Abstract: The nature and extent of the current ecological crisis raises the question: Does social work have a contribution to make in addressing the social and environmental changes required if we are to move toward a sustainable future? Given the links between the traditional concerns of social work and the emerging concerns of environmental and ecological justice, there is a strong argument to be made for expanding the ecological orientation of social work to include the nonhuman world. Transformative learning theory provides a model for how such a shift might be facilitated within social work education, emphasizing a focus on reflection, dialogue, and action.
79 citations
TL;DR: An exploratory study using qualitative methodology was undertaken with recent MSW graduates (N=12) from 2 graduate social work programs to identify and describe the students' emotional reactions to experiences in field education as mentioned in this paper.
Abstract: An exploratory study using qualitative methodology was undertaken with recent MSW graduates (N=12) from 2 graduate social work programs to identify and describe the students' emotional reactions to experiences in field education. Significant and interrelated themes emerged including the subjective and unique definitions of emotionally charged events; the considerable effect of the student–field instructor relationship and the organizational environment, whereby both act as major risk and major protective factors; and participants seeking help from sources in their family and social networks and not necessarily from those in formal social work education roles. Implications for field education are provided.
72 citations
TL;DR: In this paper, the authors compared the interaction between teaching techniques and learning environments and found that the interaction has not yet been tested in social work education research, and suggested that teaching techniques can interact with learning environments.
Abstract: Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared vi...
52 citations
TL;DR: In this paper, a study comparing groups of students enrolled in three U.S. graduate social work programs showed that students taking a discrete course in ethics would demonstrate greater gains in the areas of moral judgment and ethical sensitivity.
Abstract: This research presents findings from a study comparing groups of students enrolled in three U.S. graduate social work programs. Each program represents a differing approach to teaching ethics: (a) infusion of ethics content, (b) a required discrete course emphasizing what the authors term a mixed-model approach, and (c) a required discrete ethics course emphasizing a common morality model. It was hypothesized that students taking a discrete course in ethics would demonstrate greater gains in the areas of moral judgment and ethical sensitivity. It was also hypothesized that students taking a discrete course emphasizing the common morality model would demonstrate even greater gains. Findings and implications for social work education are discussed.
45 citations
TL;DR: This article examined mental health symptomology, substance use, and adaptive coping among 416 social work students following Hurricanes Katrina and Rita among participants, finding that 47% scored at or above the clinical level for depression, with 6% of students showing clinical PTSD-like symptoms, and 16.9% reporting substance use.
Abstract: The current study examined mental health symptomology, substance use, and adaptive coping among 416 social work students following Hurricanes Katrina and Rita. Among participants, 47% scored at or above the clinical level for depression, with 6% of students showing clinical PTSD-like symptoms, and 16.9% reporting substance use. Two thirds (66.9%) employed 8 of the 10 adaptive coping responses. Negative cognitive and emotional reactions to the hurricanes correlated positively with mental health symptomology and 7 of the 10 adaptive coping responses. In the aftermath of a natural disaster, it is critical to provide students with education, information, and close supervision to address issues around impairment and vulnerability and to maximize resilience.
45 citations
TL;DR: The authors reviewed divergent theories, research findings, and methods that underpin debates about the role of gender in intimate partner violence perpetration and victimization and concluded that gender does matter in IPV and that social work students can critically evaluate the gender debates in selecting evidence for safe and effective practice.
Abstract: Intimate partner violence (IPV) is a complex social problem that social workers must be trained to address, using the best available evidence. In this article we review divergent theories, research findings, and methods that underpin debates about the role of gender in IPV perpetration and victimization. We examine the literature that contextualizes IPV and identifies different types of IPV and recommend training social workers to use differential assessment tools for IPV. We conclude that gender does matter in IPV and that social work students can critically evaluate the gender debates in selecting evidence for safe and effective practice.
34 citations
TL;DR: In this article, the authors discuss the results of a qualitative study that addresses how a group of social work practitioners defined spirituality and the implications of these findings specifically for social work education.
Abstract: Over the past 2 decades the topic of spirituality and its relationship to the social work profession has taken its place as a significant and important part of the agenda for social work research, education, and practice. In this article we discuss the results of a qualitative study that addresses how a group of social work practitioners defined spirituality and the implications of these findings specifically for social work education. Based on findings from a thematic analysis of interviews with 20 social workers, we explore the usefulness of the term spirituality in social work education and the importance of student engagement in a self-awareness process related to spirituality. A template to initiate discussion of these issues for use in the classroom is proposed.
33 citations
TL;DR: Two parallel trends in the social work academy have the potential to threaten the existence of faculty with practice expertise, resulting in a paucity of tenured/tenure-track practice teaching faculty who are involved in decisions related to curriculum development, tenure and promotion, and research.
Abstract: Two parallel trends in the social work academy have the potential to threaten the existence of faculty with practice expertise. First, the Council on Social Work Education has significantly lowered...
TL;DR: In this paper, the authors present a case study demonstrating the use of current events to enhance both implicit and explicit curricula, including Hurricane Katrina, to promote social justice in social work education.
Abstract: Effective social work education that promotes social justice requires expanded curricular models and creative pedagogical approaches. This article presents a curricular case study demonstrating the use of current events to enhance both implicit and explicit curricula. How the cultural crisis of Hurricane Katrina was used to engender transformative learning for both students and teachers is described. Practical tools and resources that can be adapted by educators to incorporate other current events into their teaching-learning are provided. A critique of the process and suggestions for future implementation are discussed. Student perspectives illustrate the effectiveness of this pedagogical approach to provide transformative learning that promotes social justice.
TL;DR: This article explored requirements for student research projects and program director attitudes toward research education using the responses from 201 BSW and MSW programs to a 48-item survey, and found that a majority of the respondents' programs require students to undertake research, and a majority reported an overall positive attitude toward such projects.
Abstract: The specifics of how research competencies should be taught in social work curricula vary. This study explored requirements for student research projects and program director attitudes toward research education using the responses from 201 BSW and MSW programs to a 48-item survey. A majority of the respondents' programs require students to undertake research, and a majority reported an overall positive attitude toward such projects. Variation was found in perceived barriers to research between programs that do and do not require student research projects as well as differences between BSW and MSW programs in student development of research topics and presentations at conferences. Hands-on teaching methods, faculty support, and an emerging research continuum across social work education are discussed.
TL;DR: This timely article describes how the implicit BSW curriculum was developed at a large Southern state university using three Web-based projects: a glossary of terms for students, frequently asked questions for advisors, and a list of FAQs about field problems and resources for students and field instructors.
Abstract: The Council on Social Work Education's Educational Policy and Accreditation Standards (EPAS) stresses the importance of the implicit curriculum in shaping a school's culture. This timely article de...
TL;DR: In this article, a spiritual assessment is typically required for Native American clients because spirituality is often instrumenta- tional instrumenta... and developing competency in diversity and assessment are key educational priorities.
Abstract: Developing competency in diversity and assessment are key educational priorities. With Native American clients a spiritual assessment is typically required because spirituality is often instrumenta...
TL;DR: The authors used a work stress theoretical framework to examine the effects of direct and indirect client violence on a randomly selected national sample of MSW and BSW social work students from the US.
Abstract: This study uses a work stress theoretical framework to examine the effects of direct and indirect client violence on a randomly selected national sample of MSW and BSW social work students from the...
TL;DR: This paper examined whether levels of perceived incongruence with social work values and the perceived culture of a graduate social work program correlated with perceived bias in social work programs and the acceptance of social work.
Abstract: Using a sample of 124 incoming social work graduate students, we examined whether levels of perceived incongruence with social work values and the perceived culture of a graduate social work progra...
TL;DR: The evidence is irrefutable as mentioned in this paper that the number of surviving service members with permanent disabling injuries surpasses that of any previous modern conflict, the number and types of injuries, the frequency of deployments, the nature of our military force, the consequences for family life and children, and the conduct of the war itself have combined to create a crisis for our society.
Abstract: the evidence is irrefutable. the wars in iraq and afghanistan, which formally began more than 7 years ago, differ in significant respects from previous confrontations. the number and types of injuries, the frequency of deployments, the nature of our military force, the consequences for family life and children, and the conduct of the war itself have combined to create a crisis for our society. the number of surviving service members with permanent disabling injuries surpasses that of any previous modern conflict. in World War ii the survival rate for those suffering physical wounds was 2:1; it is now 8:1 (tanielian & Jaycox, 2008). the invisible wounds of war are even more prevalent. Of the 1.7 million persons sent to battle since 2003, rand corporation estimates that more than 500,000 will develop combat stress disorders ranging from severe anxiety to depression. untreated, these reactions may last a lifetime (tanielian & Jaycox, 2008). the devastating effects of frequent redeployment—a hallmark of this war—are now well-documented. the practice of redeployment has been restricted by congress for national Guard and reservists, but not active duty troops. some war fighters can respond to repeated combat exposure with bravery and resilience; for others, this is not the case. service members subjected to prior trauma, such as family violence in their own lives, are more susceptible, especially if they return to violent lower income neighborhoods following separation from the service. hispanics, women, persons over 40, and reservists are also nearly twice as likely to experience posttraumatic stress disorder (Ptsd) and major depression (castaneda et al., 2008; schell & Marshall, 2008). estimates suggest that as many as one third of all women service members have been exposed to military sexual trauma in addition to the normal rigors of service. beyond frequent redeployments, once at war service members have no “front” from which to retreat and recoup. in the streets, hills, and countryside informal explosive devices and snipers are concealed everywhere. the sounds of war are sometimes incessant, creating a lasting form of hypervigilance. service members have no “step-down” Marilyn Flynn University of Southern California
TL;DR: This teaching note reports on the development and use of a standardized patient (SP) role-play to teach and evaluate the ability of graduate social work students to conduct an appropriate and sensitive mental status exam.
Abstract: The rapid increase in the number of older adults in the United States, coupled with new accreditation standards based on competencies, requires social workers to show competence in working with older clients. This teaching note reports on the development and use of a standardized patient (SP) role-play to teach and evaluate the ability of graduate social work students to conduct an appropriate and sensitive mental status exam. A rubric used in the evaluation of student performance and evaluation data from student competencies is included.
TL;DR: This paper presented an approach to human behavior curriculum that requires students to achieve the purpose outlined in the Council on Social Work Education's 2008 Educational Policy and Accreditation Standards to "distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge."
Abstract: This article presents an approach to human behavior curriculum that requires students to achieve the purpose outlined in the Council on Social Work Education's 2008 Educational Policy and Accreditation Standards to "distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge." It emphasizes and allows for critical thinking about knowledge relevant to trauma, resilience, and survivorship, providing empirically based information to support risk and resilience theory in an ecological, life course perspective. Information from a study of Nazi Holocaust survivors is used to illustrate how personal development, family functioning, and community support occur under the most severe stress. Survivor quotes illuminate the life course perspective as a means of thinking about how individuals maintain competence into old age.
TL;DR: In this article, a theory of mimesis is proposed to explain human behavior, drawing parallels to social constructionism's critique of positivism and naturalism, and it provides a vital link in connecting various postmodern theories of language (e.g., Foucault's technology of power) to explaining human behavior and aiding postmodern social work practice.
Abstract: This article elaborates mimesis as a theory of causality used to explain human behavior. Drawing parallels to social constructionism's critique of positivism and naturalism, mimesis is offered as a theory of causality explaining human behavior that contests the current dominance of Newton's theory of causality as cause and effect. The contestation of Newton's theory takes place within the specific dimension of explaining human behavior. Working complementarily with social constructionism, mimesis is offered as a broad fundamental theory defining the postmodern discourse as it relates to the human sciences. As such, it provides a vital link in connecting various postmodern theories of language (e.g., Foucault's technology of power) to explaining human behavior and, hence, aiding postmodern social work practice.
TL;DR: The Community Assessment Project as discussed by the authors ) is an innovative cross-curricular project that uses problem-based learning to teach students about the scope and consequences of urban poverty through an innovative approach.
Abstract: This article describes the use of problem-based learning to teach students about the scope and consequences of urban poverty through an innovative cross-curricular project. We illustrate the process, goals, and tasks of the Community Assessment Project, which incorporates community-level assessment, collection and analysis of public data, and social policy analysis and planning. Students in three master's classes (Social Work Research I, Ending Poverty: Models for Social Change and Social Action, and Advanced Social Policy in Aging) worked in self-directed groups to explore the impact of economic insecurity on our most vulnerable clients. The project engaged students, linked research and policy practice, and helped to educate the next generation of social workers about urban poverty and strategies for community-based research and practice.
TL;DR: In this paper, the authors review the relevant literature on institutional oppression and game-based learning and offer readers an original gamebased learning exercise adapted from the popular family game Jenga as a tool for instructing on the topic of institutional oppression.
Abstract: Educators, both novice and experienced, are presented with a formidable constellation of obstacles when attempting to teach the concepts of institutional oppression and unearned privilege. Educators must challenge years of socialization and internalized ideologies of superiority that make hierarchies of privilege appear to be the natural order. In the interests of expanding and strengthening social work educators' repertoire of instructional tools on the topic of institutional oppression, we review the relevant literature on institutional oppression and game-based learning and offer readers an original game-based learning exercise adapted from the popular family game Jenga as a tool for instructing on the topic of institutional oppression.
TL;DR: In this paper, the need for more international focus in the classroom and increased field placements in non-western countries is discussed. But the need to develop a global perspective in social work is not addressed.
Abstract: This article outlines challenges and opportunities educators and students face while attempting to develop a global perspective in social work. It discusses the need for more international focus in the classroom and increased field placements in non-Western countries. Exercises using an in-depth case study of the historic and current dynamics of Cyprus are proposed. After centuries of strife, Cyprus remains divided between Greek and Turkish Cypriot communities. This case provides social work educators with classroom material lending itself to both student self-reflection and a greater understanding of imperialism, colonization, and marginalization by Western nations and how those elements affect student ideologies. Particular attention is paid to the need for culturally informed and self-reflective international approaches to child welfare.
TL;DR: The authors evaluated the effectiveness of an enhancement program by examining a cohort of 57 students admitted on probationary status to an MSW program in 2002 and required to participate in the enhancement program.
Abstract: This study evaluates the effectiveness of an enhancement program by examining a cohort of 57 students admitted on probationary status to an MSW program in 2002 and required to participate in the en...
TL;DR: In this paper, a case study of 5 African graduate students who engaged in innovative efforts to implement a social development intervention in Uganda is presented, which includes ways to support students who embark on student-directed projects in schools of social work.
Abstract: Student-directed projects are increasingly becoming a common phenomenon in schools of social work across the United States. Students acquire a great learning experience from these projects, which sharpen their skills in leadership, innovation, and practice. Social work practitioners who go through such a process emerge having acquired knowledge beyond what is offered in the classroom. In this article we present a case study of 5 African graduate students who engaged in innovative efforts to implement a social development intervention in Uganda. The discussion includes ways to support students who embark on student-directed projects in schools of social work.
TL;DR: In this paper, the authors explored the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS) and found that slightly more than 15% of programs do not provide advanced standing to incoming students.
Abstract: This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15% of programs do not provide advanced standing to incoming students, that slightly more than 63% require a bridge course, and that bridge courses are most often used to increase the academic readiness of students. The study's findings are used to frame a discussion of the significant issues raised by the introduction of a common set of competencies for BSW and MSW students in the new EPAS.
TL;DR: The authors explored the attitudes toward, knowledge about, and practices of institutional review boards (IRBs) across colleges and universities as reported by social work program directors, and found that program directors' reports of the time required for the initial review of submissions, the types of research considered exempt institutionally, and respondents' knowledge of IRBs provide support for increased involvement of social work educators in IRBs and related policies.
Abstract: The philosophical basis for the federal human subject protection policy is congruent with the values of the social work profession. The pragmatics are more complicated. The purpose of this study was to explore the attitudes toward, knowledge about, and practices of institutional review boards (IRBs) across colleges and universities as reported by social work program directors. Differences were found in program directors' reports of the time required for the initial review of submissions, the types of research considered exempt institutionally, and respondents' knowledge of IRBs. These findings provide support for the Council on Social Work Education's recommendation for increased involvement of social work educators in IRBs and related policies.