Showing papers in "Journal of Social Work Education in 2011"
TL;DR: In this article, a social work framework for empathic action is proposed. But it is not defined in terms of a curriculum, but rather a set of components that social work educators can implement across the curriculum to help students understand the basic process of neural path-way development that determines their affective empathic responses.
Abstract: We propose that a targeted and structured explication of empathy is a useful, if not essential, foundation for social work theory and practice. We outline a social work framework for empathy, one that is rooted in an interdisciplinary context, emphasizes recent findings in the field of social cognitive neuroscience, and yet is embedded in a social work context. The framework lends itself to identifiable education components that social work educators can implement across the curriculum. We can help students understand the basic process of neural path-way development that determines their affective empathic responses and develop and maintain cognitive empathic abilities. In addition, students can learn to use their knowledge, values, and skills, informed by empathy, to take empathic action consciously.
149 citations
TL;DR: In this article, the authors provide an assessment of the current situation in social work education regarding the teaching of content on diversity, with a focus on implications for social work theory, practice, and education.
Abstract: This article provides an assessment of the current situation in social work education regarding the teaching of content on diversity, with a focus on implications for social work theory, practice, and education. The article provides a critical analysis of the historical development of approaches to teaching diversity content in social work education as reflected in several iterations of CSWE's Educational Policy and Accreditation Standards (EPAS) since the late 1960s. In addition, the article critiques long-standing approaches to teaching this content that have been based largely on modernist theories and assimilationist assumptions about difference in the United States. It concludes with a discussion of the challenges and opportunities social work education faces today that have opened up as a result of the 2008 EPAS.
107 citations
TL;DR: In this article, the Objective Structured Clinical Examination (OSCE) was adapted for social work to include a reflective dialogue that focused on the ability to conceptualize practice, and participants included current MSW students, recent graduates, and experienced social workers.
Abstract: The development of standardized, valid, and reliable methods for assessment of students' practice competence continues to be a challenge for social work educators. In this study, the Objective Structured Clinical Examination (OSCE), originally used in medicine to assess performance through simulated interviews, was adapted for social work to include a reflective dialogue that focused on the ability to conceptualize practice. Participants included current MSW students, recent graduates, and experienced social workers. The study demonstrated promising reliability for the method and the rating tools developed. Correlations between performance and reflection scores demonstrated that they are related, yet different, aspects of competence. The method demonstrated construct validity in that it differentiated between social workers in training and experienced workers.
99 citations
TL;DR: The Google Scholar h-index provides faculty with an additional tool to document the quality of the venues in which they publish, and may be of particular interest to faculty who publish in disciplinary journals notindexed by Thomson ISI.
Abstract: Given the importance of journal rankings to tenure, promotion, and other professional decisions, this study examines a new method for ranking social work journals. The Google Scholar h-index correlated highly with the current gold standard for measuring journal quality, Thomson Institute for Scientific Information (ISI) impact factors, but provided data for more than 4 times as many disciplinary journals. Eighty disciplinary periodicals are identified and ranked using the Google Scholar h-index. The vast majority of these were ranked higher than the lowest ranked social work journal indexed by Thomson ISI. Although the results hold salience for many professional stakeholders, they may be of particular interest to faculty who publish in disciplinary journals not indexed by Thomson ISI. The Google Scholar h-index provides faculty with an additional tool to document the quality of the venues in which they publish.
92 citations
TL;DR: In this paper, the first national surveys of United States and English-speaking Canadian MSW social work faculty examining their support of curriculum content on sexual orientation and gender identity were conducted, and the findings suggest that faculty development should address the social attitudes among faculty as well as integrate gender identity into diversity discourse in social work education.
Abstract: This article presents findings from the first national surveys of United States and English- speaking Canadian MSW social work faculty examining their support of curriculum content on sexual orientation and gender identity. Faculty in either country are generally supportive of including LGBT content but report significantly more support for content on LGBT populations as compared to the types of oppression experienced. Significant predictors of support for LGBT content include being female, younger, non-White/non-European, having positive LGBT social attitudes, and the availability of resources on transgenderrelated issues. The findings suggest that faculty development should address the social attitudes among faculty as well as integrate gender identity into diversity discourse in social work education.
81 citations
TL;DR: This article discusses a self-care assignment developed by the first author for students enrolled in a 1st-year master's-level social work foundation practice class and can serve as a model for those who wish to teach students about the importance of selfcare.
Abstract: The literature reveals scant research on self-care practices among social work students; yet self-care is vital as students prepare to be practitioners who are not only effective in working with all aspects of the clients' total selves, but who are themselves healthy. They are not prepared to be good practitioners unless they have first learned to care for themselves. This article discusses a self-care assignment that was developed by the first author for students enrolled in a 1st-year master's-level social work foundation practice class. This assignment can serve as a model for those who wish to teach students about the importance of selfcare. Implications for social work education are also addressed.
79 citations
TL;DR: In this paper, 13 social work educators were interviewed regarding their responsibility to fulfill the CSWE educational standard related to integrating content that prepares students to promote social justice in their practice and found that many educators may be underprepared to engage their students in this regard.
Abstract: Thirteen social work educators were interviewed regarding their responsibility to fulfill the CSWE educational standard related to integrating content that prepares students to promote social justice in their practice. Findings revealed differing understandings about this responsibility as well as factors in the institution that were reported to constrain the ability of social work educators to meet this responsibility. In addition, interviewees observed that many educators may be underprepared to engage their students in this regard. Implications for further research and recommendations for CSWE-accredited social work education programs and doctoral programs are provided.
57 citations
TL;DR: The Council on Social Work Education's 2008 Educational Policy and Accreditation Standards address the importance of understanding the intersection of personal and professional values as discussed by the authors. But they do not address the role of social work education.
Abstract: Edicts within the Council on Social Work Education's 2008 Educational Policyand Accreditation Standards address the importance of understanding theintersection of personal and professional values. ...
54 citations
TL;DR: The authors explored how education, training, and personal or professional experiences influence students' attitudes, beliefs, and behavior toward survivors and found that education and/or training decreases students' blaming attitudes and beliefs supportive of myths and increases their screening behavior.
Abstract: Social workers will inevitably encounter survivors of domestic violence or sexual assault in their work. In this study we explore how education, training, and personal or professional experiences influence students' attitudes, beliefs, and behavior toward survivors. Results indicate that education and/or training decreases students' blaming attitudes and beliefs supportive of myths and increases their screening behavior. Additionally, professional experience and indirect personal experience was found to predict screening behavior, whereas direct personal experience did not show any significance. These results provide much needed information for schools to better prepare students to work with survivors of violence.
52 citations
TL;DR: In this paper, a pilot study of BSW students' use of a wiki to collaboratively write a literature review in a research course (N=36), students expressed negative responses toward the assignment and were reluctant to use the wiki.
Abstract: Learning to write a scholarly literature review is often difficult for undergraduate students. This teaching note examines a pilot study of BSW students' use of a wiki to collaboratively write a literature review in a research course (N=36). Students expressed negative responses toward the assignment and were reluctant to use the wiki. Their responses are explored through an examination of their activity on the wiki, discussion group feedback, comments in the course evaluation, and unsolicited remarks made by students. Common criticisms raised by students were time-management issues, group coordination concerns, and assignment parameters. Suggestions for improving and modifying the assignment are discussed.
41 citations
TL;DR: In this paper, the authors examined the rates of depression among 215 BSW students and explored students' reasons for not using mental health services, finding that approximately 50% scored at or above the Center for Epidemiologic Studies Depression Scale cutoff; qualitative responses identified personal reasons preventing help-seeking with themes such as "self" and "other" stigma; distrust/fear; and concerns with confidentiality, quality, and cultural competency.
Abstract: Limited research exists on social work students' level of depression and help-seeking beliefs. This study empirically examined the rates of depression among 215 BSW students and explored students' reasons for not using mental health services. Approximately 50% scored at or above the Center for Epidemiologic Studies Depression Scale cutoff; qualitative responses identified personal reasons preventing help-seeking with themes such as "self" and "other" stigma; distrust/fear; and concerns with confidentiality, quality, and cultural competency. Denial of problems, the need for self-control/perfection, and preference for informal help were also themes, in addition to structural reasons such as lack of time, resources, and knowledge. The implications for social work administrators, educators, and practitioners are discussed. Future research suggestions are noted.
TL;DR: In this paper, a model for integrating neuroscience into instruction on human development, the bio psychosocial model, psychopathology, and social work theory is presented, and case studies and discussion questions are used to demonstrate the integration of neuroscience knowledge into social work education.
Abstract: New knowledge from the rapidly growing field of neuroscience has important implications for our understanding of human behavior in the social environment, yet little of this knowledge has made its way into social work education. This article presents a model for integrating neuroscience into instruction on human development, the bio psychosocial model, psychopathology, and social work theory. Key concepts such as critical periods of brain development, neural plasticity, memory, cognition, and the impact of stress and trauma are discussed. Case studies and discussion questions are used to demonstrate the integration of neuroscience knowledge into social work education. We argue that teaching neuroscience will enhance students' critical thinking skills and better prepare them for direct and policy practice.
TL;DR: A MSW program's systematic assessment of educational outcomes as well as the process to redesign this plan to meet current EPAS are described.
Abstract: Although the new Educational Policy and Accreditation Standards (EPAS) represent a shift from measuring learning outcomes to core competencies, results from assessments conducted prior to this shift continue to provide useful information for program-level assessment and can serve as a baseline as programs redesign assessments for reaffirmation. This paper describes a MSW program's systematic assessment of educational outcomes as well as the process to redesign this plan to meet current EPAS. Administrative structure, conceptual modeling, design, instrumentation, data gathering, and use of results for affirmation and improvement are highlighted. Logistic feasibility and sound methodology in implementing the redesigning of protocol among various constituents (students, field instructors, alumni) are considered. Discussion about continued use of this structure using current EPAS is included.
TL;DR: In this article, the authors surveyed a group of MSW students using an instrument consisting of the Academic Entitlement Scale and the Rosenberg Self-Esteem Scale and found that high self-esteem students were more likely to make pervasive demands on professors.
Abstract: Faculties across disciplines have noted an increasing number of students who are highly distressed over grades, and this distress is accompanied by pervasive demands on professors. The student behavior takes several forms, including demands for higher grades, expectations of special accommodations by faculty, and the predictions of dire outcomes for grades less than an A. This study surveyed a group of MSW students using an instrument consisting of the Academic Entitlement Scale and the Rosenberg Self-Esteem Scale. Using Latent Class Analysis, 2 distinct subgroups were identified: students with high and low self-esteem. High self-esteem students were more likely to make pervasive demands on professors. Findings suggest this behavior is a coping response to internal distress. Suggestions and implications follow.
TL;DR: In this article, a study of 416 elected social workers around the country provides insight into the experiences of these elected social worker in their social work education, including classes, skills, activities, field content, and information that can prepare social workers for practice in the political arena.
Abstract: As a profession, social work has encouraged its members to run for public office to translate the values and ethics of social work into public policy. This study of 416 elected social workers around the country provides insight into the experiences of these elected social workers in their social work education. The classes, skills, activities, field content, and information that can prepare social workers for practice in the political arena are described. Based on these findings, suggestions for political content in social work education that can prepare social workers for this arena of practice and future research in this area are discussed.
TL;DR: This paper reviewed social work scholars' views about social justice and highlighted aspects of Rawls' theory of social justice, and recommended revising the social work knowledge-base in relation to social justice.
Abstract: Although Rawls is the most cited social justice theorist in social work, he is not always accurately represented in the literature. To clarify this claim, the author reviews social work scholars' views about social justice, shows social work scholars' representation of Rawls, and highlights aspects of Rawls' theory of social justice. The author's critique reveals that there have been and continue to be more differences than similarities between Rawls and social work scholars. Consequently, the article recommends revising the social work knowledge-base in relation to social justice and Rawls so that his ideas are authentically represented in future social work education and scholarship.
TL;DR: In this paper, an analysis of biblical scriptures, new class theory, freedom of expression, and social work ethics is presented as a guide for negotiating these issues in the social work educational environment.
Abstract: Social work strives to be inclusive of all cultural groups and religious identities. However, a tension exists in the profession between freedom of religious expression and full acceptance of lesbian, gay, and bisexual people. David Hodge and others claim social work is oppressive to evangelical Christians. This article critiques primarily Hodge's arguments using an analysis of biblical scriptures, new class theory, freedom of expression, and social work ethics. Social work and human rights principles are discussed as a guide for negotiating these issues in the social work educational environment. Intergroup dialogue is offered as a pedagogical method for addressing the tension in social work classrooms.
TL;DR: The Implicit Factors Survey (IFS) as mentioned in this paper was designed to measure factors within the implicit curriculum, or the educational environment in which the explicit curriculum is delivered, including community, diversity, faculty advising, and support services.
Abstract: This study presents pilot data using an instrument called the Implicit Factors Survey (IFS) that is designed to measure factors within the implicit curriculum, or the educational environment in which the explicit curriculum is delivered. The implicit factors explored included community, diversity, faculty advising, and support services. Also included in the IFS were field and academic experiences. Sixty-four graduating MSW students completed the survey, and descriptive data and qualitative data were collected for each of the measured areas. Several important findings emerged from the data, including the variability in the quality of classroom instruction that students received and the comfort level that students felt in expressing their political or religious views. Implications for social work education and research are discussed.
TL;DR: The Practicing Policy, Pursuing Change, and Promoting Social Justice (3P) approach as discussed by the authors brings social work students from multiple course sections together for unified policy advocacy on a target issue.
Abstract: Schools of social work are mandated to train students for policy practice. A new instructional approach is needed so that social workers skillfully engage in policy change to address the growing economic, social, and cultural problems that affect our clients. This article presents the Practicing Policy, Pursuing Change, and Promoting Social Justice (3P) approach, which brings social work students from multiple course sections together for unified policy advocacy on a target issue. The 8 stages of the 3P approach are presented, along with a case study. Suggestions for replication and implications for social work education are discussed.
TL;DR: In this article, a framework that differentiates the underlying assumptions of three community practice paradigms (traditional, collaborative, and radical) with very different goals or visions for organizing is proposed.
Abstract: Recent attention on community organizing in national politics provides an opportunity for social work educators to revisit and enhance community practice as a core practice of the profession. Drawing from social work's rich tradition of community practice this article provides a practical aid to understand the variety of strategies currently used by instructors and students. It proposes a framework that differentiates the underlying assumptions of three community practice paradigms—traditional, collaborative, and radical—with very different goals or visions for organizing. It examines multiple dimensions of practice within each paradigm including purpose, power, politics, and evaluation standards. In addition, it provides suggestions about how the framework can be used in the classroom.
TL;DR: In this article, the authors present the results of a pilot study that explored the use of a new non-numerically rated field performance tool, a vignette matching measure for MSW students.
Abstract: This field note presents the results of a pilot study that explored the use of a new non-numerically rated field performance tool, a vignette matching measure for MSW students. Evaluation of performance in the field has proved to be a difficult task because few if any measures, including competency-based measures, have known levels of reliability and validity. Field instructors rated a sample of 154 students. Over half of the students were rated as exceptional, which may support the long-standing notion that performance ratings are inflated. Implications for social work education and research are discussed.
TL;DR: This paper describes an undergraduate senior capstone project, which developed students' familiarity with EBP concepts and improved their abilities to search for and use interventions from the professionalliterature.
Abstract: Developing student competencies related to evidence-based practice (EBP) is becoming increasingly important as an evidence-based approach to practice becomes more salient in the field. Although there has been significant discussion in the literature about how to teach EBP at the master's level, there is far less discussion about such instruction in baccalaureate programs. This article describes an undergraduate senior capstone project, which, in partnership with internship activities, developed students' familiarity with EBP concepts and improved their abilities to search for and use interventions from the professional literature. Findings from a survey study of the project indicated that students felt better prepared to use best practices and that the project enhanced their overall sense of competence as practitioners.
TL;DR: In this paper, an online survey of 642 field instructors from 4 universities produced 208 responses and found that less than 4% rejected the idea entirely, 14% responded they would probably not participate, another 50% said they might participate, and 32% indicated that they "definitely would" participate.
Abstract: Despite field placement being the signature pedagogy of the social work profession, little research exists regarding methods for training field instructors This study captures their perceptions regarding the use of online training An online survey of 642 field instructors from 4 universities produced 208 responses Less than 4% rejected the idea entirely, 14% responded they "would probably not participate," another 50% said they "might participate," and 32% indicated that they "definitely would" participate Respondents reported extensive use of various Internet communication tools and displayed comfort with computing skills Our findings challenge assumptions about social workers' reluctance to use online technology and suggest that online training programs are a viable option for field instructors Implications for creating online programs are presented
TL;DR: In this paper, a baccalaureate program initiated an introductory field experience in an attempt to improve two frequently identified impediments to quality field experiences, namely the lack of a complete generalist practice experience and the inability of opportunities for integration of theory into practice.
Abstract: This article examines how a baccalaureate program initiated an introductory field experience in an attempt to improve 2 frequently identified impediments to quality field experiences, namely the lack of a complete generalist practice experience and the lack of opportunities for integration of theory into practice. The key components to this alternative model include providing an observation-focused, faculty-guided, 75-hour on-site experience at selected social service agencies; use of shadowing and group student learning; and the use of a tool to record observations and develop critical thinking skills. An overview of the curriculum for this pilot project is provided with examples of how both critical thinking skills and richer integration of full generalist practice were achieved.
TL;DR: In this paper, personal attributes such as ethical behavior, honesty, and respectfulness are more important than cognitive traits such as numeric skills and academic record for selecting the best students and hiring the best social workers.
Abstract: Selecting the best students and hiring the best social workers are important professional responsibilities. Findings from this exploratory study identify personal attributes that are significant in enabling MSW students and social work employees to succeed. Social work educators and agency administrators generally agree that personal attributes such as ethical behavior, honesty, and respectfulness are more important than cognitive traits such as numeric skills and academic record. A discussion addresses implications for MSW admissions and curriculum as well as agency policy and practices.
TL;DR: The authors compared the impact of peer theater education, traditional peer education, and a comparison group on the in-depth attitudes and knowledge concerning interpersonal violence (IPV) among social work students in an introductory social work course and found that participants in the peer theater group communicated a better ability to integrate their knowledge with real-life situations and practically apply this knowledge.
Abstract: This pilot study (N=63) used a mixed methods design to compare the impact of peer theater education, traditional peer education, and a comparison group on the in-depth attitudes and knowledge concerning interpersonal violence (IPV) among social work students in an introductory social work course. Six focus groups were conducted with students to assess their attitudes and thoughts about IPV prior to the intervention and 2 months after the intervention. The results indicate greater knowledge and healthier attitudes toward IPV for both the peer education and peer theater groups, with little change in the comparison group. Participants in the peer theater group, however, communicated a better ability to integrate their knowledge with real-life situations and practically apply this knowledge.
TL;DR: This article defined race as an "actor version" concept and explored the origins and variations of race ideas using "scientific observer version" explanations, which provided the means for determining the sources of harmful race ideas, an indispensable first step in combating them.
Abstract: Although racial discrimination poses a devastating instrument of oppression, social work texts lack a clear and consistent definition of race. The solution lies in according race the status of an "actor version" concept, while exploring the origins and variations of race ideas using "scientific observer version" explanations. This distinction provides the means for determining the sources of harmful race ideas, an indispensable first step in combating them. Using recent teaching materials, we can emphasize our common humanity to promote social justice without sacrificing our recognition of the damage inflicted by racial ideas.
TL;DR: In this paper, the authors explored the use of the Practice Evaluation Knowledge Scale (PEKS) to assess student perception of acquisition and retention of practice evaluation knowledge from an undergraduate research methods class.
Abstract: The authors explored the use of the Practice Evaluation Knowledge Scale (PEKS) to assess student perception of acquisition and retention of practice evaluation knowledge from an undergraduate research methods class. The authors sampled 2 semesters of undergraduate social work students enrolled in an introductory research methods course. Thirty-four students completed PEKS prior to the course (T1) and at the conclusion of the course (T2). Finally, 25 students completed PEKS 2 semesters after course completion (T3). Significant differences with small to medium effect sizes were found between T1 and T2 scores and T1 and T3 scores. Findings indicate that the scale may be a useful tool in assessing perception of knowledge acquisition and retention within this population.
TL;DR: In this paper, Dessel, Bolen, and Shepardson pointed out that some observers argue social work education should exclude religious students, while others argue it should exclude gay students, and instead of perpetuating this conflict, they suggest educators should transcend it and affirm the voices of both religious believers and lesbians and gay men.
Abstract: This article is an invited response to "Can Religious Expression and Sexual Orientation Affirmation Coexist in Social Work? A Critique of Hodge's Theoretical, Theological, and Conceptual Frameworks," by Adrienne Dessel, Rebecca Bolen, and Christine Shepardson (Journal of Social Work Education, 47, pp. 213–234). Echoing conflicts in society, some observers argue social work education should exclude religious students while others argue social work education should exclude gay students. Instead of perpetuating this conflict, I suggest educators should transcend it and affirm the voices of both religious believers and lesbians and gay men. After noting points of agreement with Dessel, Bolen, and Shepardson, I clarify some misunderstandings, respond to their arguments about new class theory and social work pedagogy, and suggest strategies to foster a learning environment that supports diversity and difference. By creating a culture that engenders respect for people with differing worldviews, perhaps we can mo...
TL;DR: In this paper, the authors review the very limited historical tradition of empirical enquiry into social workers' political diversity, its correlates, and its consequences, and suggest implications for future research and for social work education.
Abstract: This research note reviews the very limited historical tradition of empirical enquiry into social workers' political diversity, its correlates, and its consequences. Implications for future research and for social work education are suggested.