Showing papers in "Journal of Social Work Education in 2014"

A Competency-Based Approach to Teaching Professional Self-Care: An Ethical Consideration for Social Work Educators

Abstract: Incorporating material on professional self-care into social work course content is valuable to the education of neophyte social work practitioners. This article presents a review of the literature on professional burnout, secondary traumatic stress, and compassion fatigue, including the risk factors associated with the experience of these conditions. The literature suggests that students are particularly vulnerable to these conditions as they enter their field placements due to their lack of professional practice experience. To address this educational need among social work students, this article provides suggestions for incorporating material on professional self-care into both micro and macro course offerings and includes a sample case study that links self-care to the current Council on Social Work Education social work competencies and practice behaviors.

Competencies and Their Assessment

Abstract: This article explores competencies and methods for their assessment in higher education and in social work’s accreditation standards. Many contemporary policy and educational accreditation efforts employ the model of competency assessment. The current emphasis on accountability in higher education, including the Council on Social Work Education’s 2008 and draft 2015 Educational Policy and Accreditation Standards, is contextualized through a short history of this movement and its purposes. A multipart definition of competencies is offered based on McClelland’s pivotal conceptualization of competency assessment. Within this competency model, several methods of assessing competencies in social work education are described and critically examined. The importance of identifying an appropriate and complete list of competencies is also addressed. Several issues regarding how to assess professional competencies are identified for future professional discussion.

From the Editor—The Medium Is the Message: Integrating Social Media and Social Work Education

Abstract: In his pioneering and controversial book, Understanding Media: The Extensions of Man (1964), Marshall McLuhan proclaimed that “the medium is the message” (p. 7). While there is still debate about w...

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Abstract: In 2008 the Council on Social Work Education identified field education as the signature pedagogy of social work. In doing so, it designated field education as the synthetic, integrative curricular area in which students are socialized to the profession. This article examines challenges and opportunities this designation presents. How field education can be designed and delivered as social work education’s signature pedagogy is discussed from a learning theory framework. A learning contract is described that integrates class and field in attainment of the core and advanced competencies. Use of this integrated learning contract by the field instructor and student serves to structure the field experience in a manner consistent with a signature pedagogy. The teaching role of the field instructor is recognized as a key component of the signature pedagogy.

Meeting the Critical Need for Trauma Education in Social Work: A Problem-Based Learning Approach

Abstract: There is a growing imperative to prepare MSW social work students for trauma-informed evidence-based practice. Given strong recommendations and promising developments within social work education and practice in this regard, a clinical elective for the advanced-year MSW student that combines the guiding principles of trauma theory and problem-based learning was created. This article describes the course objectives, structure, and format and reports on an evaluation based on 7 (total) offerings of the course by 4 different schools of social work. The course methodology was found to be effective in all schools in significantly increasing students’ self-confidence in working with traumatized children, adolescents, and their families. Implications for social work education are discussed.

Developing Self-Care Practices in a Trauma Treatment Course.

Abstract: This article describes the development of self-care practices of social work students who were part of a larger study of students’ experiences in a graduate course on the treatment of trauma. Consensual qualitative research methods were used to analyze 17 participant journals submitted at 4 times during the course. Findings indicated that students benefited from being introduced to evidence-based practices for mediating the stress of trauma education, including journaling and mindfulness-based stress reduction. Although students reported struggling with developing effective self-care practices, they demonstrated an ability to integrate self-care into their professional practice behaviors. The authors review recommendations for research and pedagogy of self-care practices in courses on trauma treatment.

Attitudes Toward Gay Men and Lesbian Women Among Heterosexual Social Work Faculty

Abstract: This study reports results from a national Internet-based survey administered anonymously to a cross-section of social work faculty in the United States. Drawn from a sampling frame of 700 accredited or in candidacy schools, data were collected between November 2010 and March 2011. We investigate the role of sex, sexual orientation, race, religious affiliation and beliefs, religiosity, political ideology, sexism, and interest in sexuality/LGBTQ issues. Race, religiosity, political ideology, and sexism are associated with sexual prejudice, which was endorsed among a small percentage (14%) of the sample (n = 303). Outcome scores were not statistically different based on the targets’ sex. Strategies are recommended to reduce sexual prejudice among social work faculty and to increase institutional support for acceptance in the academy.

Social Work: A Profession in Search of Its Identity

Abstract: Micro social work practice can be understood in the context of its historical professional traditions and dialectics as well as the environmental pressures and demands placed on the profession. In becoming a profession, social work relied heavily on principles drawn from medicine and science. Although these bodies of knowledge provided the profession certain credibility, their application may have clouded social work’s distinctive social purpose and professional identity. In its search for a distinctive function and identity, the profession of social work has struggled with numerous dialectics, as discussed in this article. These help us to better understand the profession’s search for its distinctive identity and status and the importance of including this content in social work education.

Suicide Prevention in Social Work Education: How Prepared Are Social Work Students?.

Abstract: The prevalence of suicide suggests social workers will encounter clients at risk for suicide, but research shows social workers receive little to no training on suicide and suicide prevention and feel unprepared to work effectively with clients at risk. Baseline results from a randomized intervention study of the Question, Persuade, and Refer suicide prevention gatekeeper training with 73 advanced master’s of social work student interns show suicide knowledge was average, attitudes about suicide prevention were generally neutral, and use of suicide prevention practice skills was low. These results indicate an opportunity for enhancing student outcomes through training and inform social work education regarding necessary preparation for student interns and new graduates to identify and respond effectively to client suicide risk.

An Evaluation of Prepracticum Helping Skills Training for Graduate Social Work Students

Abstract: Although foundational practice classes play a key role in helping prepracticum students develop counseling skills, we know little about the effectiveness of this form of helping skills training. This study assessed the effect of helping skills training delivered in foundational practice classes on proximal indicators of counseling skills acquisition, including measures of counseling self-efficacy, empathy, anxiety, and hindering self-awareness or rumination. Participating students made significant gains in counseling self-efficacy that were maintained at 3-month follow-up. Reductions in anxiety, rumination, and personal distress in interpersonally challenging situations were observed at follow-up, indicating that students made a successful transition to the field following training. The frequency of large-group role plays in particular was related to gains in students’ counseling self-efficacy.

History and Development of Instructional Technology and Media in Social Work Education

Abstract: Since the mid-20th century, instructional technologies and educational media in social work education have undergone significant development with the goals of improving learning and performance and enhancing access. This growth has been marked by technical advances in hardware and by innovations in media, or so-called soft formats. Current distance education and Web-based instructional programs allow for the enrichment of onsite instructional activities as well as open possibilities for the ever-expanding outreach of social work educational programs. The article describes the evolution of instructional technology and media in social work and reviews the historical contributions of 8 pioneering schools.

Social Work Education and Avoidable Ignorance

Abstract: The quality of professional education affects the quality of services offered to clients. Examples of avoidable ignorance that dilute the quality of education social workers receive are suggested, indicating that we have not been honest and energetic brokers of knowledge and ignorance. Related reasons are suggested, including a reluctance to take responsibility for the quality of our discourse.

The Early Professional Experience of a New Social Worker in China

Abstract: Social work is emerging as a rapidly developing profession in mainland China, a unique context that affects how these new social workers view themselves, their professional identity, and their work. Few studies explore the lived experiences of these new social workers as they enter agencies and begin working with clients while interacting with larger systems that influence clients and social workers alike. This case study highlights the experience of one of the first professionally educated social workers in Shanghai and describes the challenges and achievements of her first 5 years of professional practice. This case highlights the professional experiences and feelings of many social workers in China. We give recommendations for social work education and training.

Distance Education and Organizational Environment

Abstract: As distance education models in social work education continue to grow, this study addresses prevalence and type of models in graduate social work programs and the perceptions of deans about the future of e-learning models of curriculum delivery. The study was an exploratory sequential mixed-methods design including a national survey of 121 deans/directors, followed by group interviews of 15 deans. Findings are that Web-based technology for delivering social work courses is increasing and predicted to grow. Interviews documented the difficulties of transforming organizational environments. Recommendations for social work leadership include convening curriculum leaders in schools of social work to work together to further technology innovations and cross institutional research.

Field Note—Integrating Policy and Political Content in BSW and MSW Field Placements

Abstract: Practice incorporating policy and political social work is a key component of the social work profession and an area in which students would benefit from exposure during social work education Field education presents a significant opportunity for students to develop policy and political practice skills; however, individual and structural barriers may prevent students from developing practice experience in this area Based on a survey of bachelor of social work and master of social work field directors in the United States, this field note examines the current state of policy and political practice field opportunities and examines barriers to offering such opportunities more widely Ideas to facilitate these field opportunities, including curriculum-wide education about policy practice, relationship building, creativity, and identifying diverse placement sites, are presented

Perceived Levels of Cultural Competence for School Social Workers: A Follow-up Study.

Abstract: The purpose of this article is to report on findings from a follow-up study that examined the relationship among social work education programs, postgraduate professional development, and school social workers’ perceived levels of cultural competence in practice with urban minority youth The initial study demonstrated that African Americans perceived a higher level of cultural competence than their Anglo American counterparts did Findings highlight the need to understand the processes by which practitioners become culturally competent for urban school social work practice Underscoring the importance of professional development, the authors determined that geographic location of practice may serve as a factor that influences how practitioners anticipate the need for culturally competent practice with diverse populations Implications for practice and future research are discussed

Social Justice Manifest: A University-Community Partnership to Promote the Individual Right to Housing.

Abstract: This article examines an ongoing university–community relationship that fuses innovative technology delivery, university-outreach research, and social work practice/research education into a unique, collaborative intervention to reduce homelessness. In doing so, we apply a social justice framework to homelessness, arguing that housing is a right rather than a privilege. In the case study, a university, in partnership with a local homeless coalition, maintains a management information system to collect and analyze real-time data on homelessness in the community. The overarching social justice intention of this partnership is to improve client outcomes for homeless individuals by producing community-based research to inform policy decisions for governmental and organizational partners.

Development and Validation of the Experiential Learning Survey

Abstract: Experiential learning is recommended as a way to increase critical thinking and engagement, enhance theory-informed practice, increase preparedness, and improve multicultural understanding for students involved in social work education. The purpose of this study is to validate the Experiential Learning Survey (ELS), which measures students’ perceptions of experience-based educational instruction. Five hundred and fifty-three students enrolled in human service courses completed a multidimensional survey. A confirmatory factor analysis supported the use of 4 subscales. Each subscale and the global scale had good reliability, and the overall model fit was acceptable. Evidence of convergent and discriminant construct validity was established. Results from this validation study reveal that the ELS is a valid and reliable tool for assessing various characteristics of hands-on learning.

Women Pursuing Higher Education in Ultra-Orthodox Society

Abstract: The study reported in this article concerns the beginnings of higher education for women in the Haredi (ultra-Orthodox) enclave in Israel. Haredi Jews are a self-secluded fundamentalist group committed to particularly strict interpretation of Jewish religious law. In recent years, they have been compelled by poverty and other factors to allow academic education, hitherto considered out of bounds, especially for women. Focus groups with 32 Haredi women enrolled in the social work program at the Haredi College in Jerusalem reveal the obstacles the women encountered both from conservative forces in the community and from within themselves as well as the means that they used to cope with them.

How Field Instructors Judge BSW Student Readiness for Entry-Level Practice

Abstract: Social work field instructors are responsible for the gatekeeping function of evaluating student performance and determining practice readiness. Yet little empirical literature elucidates how field instructors of graduating BSW students judge competence, suitability, or readiness for practice. This qualitative study reports findings from 6 focus groups attended by 28 experienced BSW field instructors aimed at (a) exploring criteria used to judge student readiness for entry-level practice and (b) examining differences in expectations based on micro and macro placements. Two capacities emerged as being paramount in supporting the development of practice skills, personal attributes, and areas of practice in both micro and macro placements: conceptualization and self-reflection. Implications for evaluating student competence and supporting student learning in the field are discussed.

Social work and engineering collaboration: Forging innovative global community development education

Abstract: Interdisciplinary programs in schools of social work are growing in scope and number This article reports on collaboration between a school of social work and a school of engineering, which is forging a new area of interdisciplinary education The program engages social work students working alongside engineering students in a team approach to developing and implementing international community development projects The author chronicles the prevalence and types of interdisciplinary, academic social work collaborations over the past 2 decades and outlines the uniqueness of an engineering and social work partnership After presenting the components of the collaboration, the author analyzes the collaboration’s fit for social work education using a model of interdisciplinary social work Implications for social work education and research are discussed

Experiences of Stress in a Trauma Treatment Course.

Abstract: This study explores the reactions of social work students in a course on trauma treatment and how those reactions changed over time. Consensual qualitative research methods were used to analyze 17 participant journals submitted at 4 times during the course. Findings indicate that students experienced a range of responses to traumatic material, including both positive and negative emotional, cognitive, behavioral, physical, and relational reactions. Student survivors of trauma reported reactions related to their own trauma. Although student reactions became less acute over time during the course, recommendations for the pedagogy of trauma are offered, including curriculum related to the management of vicarious and secondary trauma reactions as well as the development of evidence-based practices for self-care.

Change and Deeper Change: Transforming Social Work Education

Abstract: In recent years, the concept of transformation has become more prevalent in the social work literature; however, its use is quite varied. In this article, I attempt to disentangle some of these uses. I then propose a conceptualization of transformation and discuss its relevance for social work education. In this conceptualization, transformation is considered an orientation to learning and knowing rather than about particular content or an end state. I conclude with some ideas about how this conceptualization might be integrated into social work education.

Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills.

Abstract: Although instructors express concerns about social work students’ writing skills, little research has been conducted One remedy is a social work–focused writing course This study assessed a required writing course with a sample of 49 baccalaureate students From online pre- and posttest surveys, 2 student outcomes improved significantly: self-reported scores for writing self-efficacy and competence in course objectives On-demand writing samples improved significantly based on anonymous ratings by the course instructors; however, blind ratings found gains but not at a significant level Improved outcomes were not associated with demographic or background characteristics We discuss limitations of the study and implications for social work education

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

Abstract: Professional schools are developing conceptual frameworks that can be used to assess and improve implicit curricula. Students’ professional empowerment, defined to include perceived professional competence and identity, may be considered a vital outcome of these efforts. Our study evaluated measures and tested a path model that included perceptions of characteristics of implicit curricula (i.e., faculty and staff diversity, supportive faculty, opportunity role structure, and access to information) and mediating variables (i.e., participation, sense of community, and feeling valued by the school) as predictors of professional empowerment. Respondents were students (N = 423) of a school of social work in the northeast. Results supported the validity of the scales and fit of the hypothesized model. Implications and directions for future research are discussed.

Operationalizing the Implicit Curriculum in MSW Distance Education Programs

Abstract: Sixteen MSW distance programs provided insight into how the implicit curriculum currently exists within their programs. Overall, distance programs carried out the activities necessary for student development; the student population made for a more diverse learning community; and faculty were receiving training. There was still a heavy reliance on making contact with students using nonvirtual space. In fact, distance programs might not be taking full advantage of how technology can support virtual contact. There also seemed to be an absence of findings that distance programs are using technology to bring the explicit content in through various media. Throughout the discussion, suggestions are provided for using technology to facilitate the manifestation of the implicit curriculum throughout the distance program.

Bachelor of Social Work Students and Mental Health Stigma: Understanding Student Attitudes

Abstract: Bachelor-level social work students (n = 198) at a midsized Midwestern public university were surveyed to evaluate their attitudes toward those with mental health concerns. Additionally, students were surveyed regarding their willingness to seek treatment for their own mental health needs. Results of the analyses suggest that the majority of students do not hold stigmatizing attitudes toward mental illness. Students who believed mental health work is rewarding were less likely to be afraid or uncomfortable around people with mental illness. In addition, these students were more likely to report attitudes that acknowledge the capabilities of people with mental illness and were less concerned with others knowing their own mental health status. Implications for social work education and directions for future research are discussed.

An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students.

Abstract: In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master’s of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work knowledge, values, and skills; confidence in practice skills; confidence in learning skills; motivation to engage in deep learning and use deep-learning strategies; and satisfaction with their MSW education. PBL and non-PBL approaches were equally effective in helping students learn social work skills, knowledge, and values and in developing learning skills; the non-PBL group reported a significant shift to a more situational approach to their learning.

Teaching Note—Infusing Social Justice Into Doctoral Programs of Social Welfare: An Incremental Approach

Abstract: This article describes an effort to further infuse social justice education into doctoral programs in social welfare. It articulates the rationale and tactical approaches for aligning mission statements with the operational realities of university contexts. Within 1 school of social work, doctoral students with diverse orientations to social justice came together to articulate a vision for social justice education that expanded the educational contract between students and the institution by enhancing their respective opportunities and responsibilities in the areas of scholarship, teaching, and service. This article shares 30 learning objectives emergent from an incremental change process for enhancing social justice education at the doctoral level and reflects on the strengths and limitations of this approach to advancing social justice priorities.

Factors Associated With Success in Doctoral Social Work Education

Abstract: Although admission criteria such as GRE scores and undergraduate GPAs (UGPAs) have been shown to moderately predict success in graduate school for students in other academic disciplines and in MSW programs, no published research has examined factors associated with success in social work PhD programs This article reports the findings of a pilot study in a Midwestern university that examined the relationship between common admissions variables and success in the doctoral program Results indicate that GRE quantitative score, first-year doctoral GPA (DGPA), and age at admission were associated with successful completion of the doctoral program Verbal GRE and UGPA were significantly correlated with first-year DGPA Limitations and implications for admission and retention of students are discussed