Showing papers in "Journal of Social Work Education in 2015"
TL;DR: In this paper, the educational outcomes of the University of Tennessee College of Social Work's online and traditional MSW programs (N = 345) were compared for knowledge, skill, and satisfaction outcomes, and they found that traditional students had higher GPAs; online part-time students received significantly higher ratings in 6 of 8 field competency ratings; and online AS students were more satisfied with faculty accessibility, helpfulness and advising.
Abstract: This study compared the educational outcomes of the University of Tennessee College of Social Work’s online and traditional MSW programs (N = 345). Knowledge, skill, and satisfaction outcomes were compared for online and traditional students in 3 tracks: full-time, part-time, and advanced standing (AS). There were no significant differences between online and traditional students in any track for the majority of educational outcomes. Significant differences were found, however, in online and traditional students’ grade point averages (GPAs), field competency ratings, and satisfaction. Traditional AS students had higher GPAs; online part-time students received significantly higher ratings in 6 of 8 field competency ratings; and online AS students were more satisfied with faculty accessibility, helpfulness, and advising. Pedagogical and research outcomes are discussed.
50 citations
TL;DR: This paper evaluated student perspectives of the educational value of learning experiences in Second Life while enrolled in an undergraduate Introduction to Social Welfare and Social Work class and found the virtual world learning to be useful in teaching social work values, skills, and knowledge, as well as being a thought-provoking and emotional experience.
Abstract: During the past 10 years, there has been a growing use of distance education, including the practice of holding classes in virtual world educational formats such as Second Life. Both the psychiatric and medical fields have caught on quickly to the functionality of virtual world teaching, yet social service educators have not ventured likewise. This study evaluated student perspectives of the educational value of learning experiences in Second Life while enrolled in an undergraduate Introduction to Social Welfare and Social Work class. The analyses of both surveys and journal content suggest that the students found the virtual world learning to be useful in teaching social work values, skills, and knowledge, as well as being a thought-provoking and emotional experience.
48 citations
TL;DR: This article presented a case study that describes the journey of a school of social work to develop a more culturally competent organization and its efforts to extend this perspective to the larger college and university in which it resides.
Abstract: To develop cultural competence, one must undertake an elusive journey that likely has no destination. Social workers have a responsibility to undertake this often rocky journey with few guideposts. As educators of future professionals, schools of social work must ensure that their students begin, or continue, this journey during this time of professional training. This article presents a case study that describes the journey of a school of social work to develop a more culturally competent organization and its efforts to extend this perspective to the larger college and university in which it resides. An organizational change model is used to assess what strategies were most effective, and it offers potential strategies for other schools on their journey.
43 citations
TL;DR: This paper investigated mission statements of the top 50 U.S. schools of social work for their clarity and brevity, content, and relationship to the Council on Social Work Education's core competencies.
Abstract: Organizational mission statements of institutions in higher education have been called into question with respect to their relevance and purpose. This study investigated mission statements of the top 50 U.S. News & World Report (2012) ranked schools of social work for their clarity and brevity, content, and relationship to the Council on Social Work Education’s core competencies. A content analysis of these statements raises concerns about their quality and overall function and poses considerable doubts about their overall relevance and usefulness. Implications are directed to all stakeholders concerned about the content and accuracy of school of social work mission statements. The study addresses a distinct void in the literature in this important subject matter.
42 citations
TL;DR: The authors explored current master's of social work student and recent graduate reflections on conducting an objective structured clinical practice interaction with an African Canadian youth coming out as a lesbian and highlighted a variation of competence in gay affirmative practice across attitudes (managing personal reactions), knowledge (addressing diversity; terminology and information), and skills (readiness; challenging heterosexism).
Abstract: Few studies have examined social work students’ reflections on and experiences working with lesbian, gay, bisexual, queer, and questioning persons and addressing the intersection of race/ethnicity and sexuality within practice. This study explored current master’s of social work student (n = 11) and recent graduate (n = 7) reflections on conducting an objective structured clinical practice interaction with an African Canadian youth coming out as a lesbian. Narrative thematic analyses of reflective dialogues highlighted a variation of competence in gay affirmative practice across attitudes (managing personal reactions), knowledge (addressing diversity; terminology and information), and skills (readiness; challenging heterosexism). Curriculum development and agency-based training is recommended to address gaps in knowledge and competence regarding gay affirmative approaches.
42 citations
TL;DR: In this article, a comparison of the scholarly influence between members of social work and psychology departments was conducted, in terms of discipline-specific research pedagogy and practice in psychology.
Abstract: The h-index for all social work and psychology tenured or tenure-track faculty in the top 25 social work programs and psychology departments as ranked by U.S. News and World Report in 2012 and 2013, respectively, were obtained, permitting comparison of the scholarly influence between members (N = 1,939) of the two fields. This involved N = 970 social work faculty and N = 969 psychology faculty. The average h-index for social work and psychology faculty were 6.62 and 15.67, respectively. This more rigorously designed controlled-comparative study contraindicates prior research that showed social work faculty to be relatively equal to psychology, in terms of its scholarly influence. Results are discussed in terms of discipline-specific research pedagogy and practice in psychology.
41 citations
TL;DR: Findings support that reflective reading journals increase student preparation and engagement but require more work for students and instructors.
Abstract: Students in undergraduate social work practice courses come to the class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use of reflective journals as a Flipped Classroom technique to increase reflective thinking and reading adherence. This study surveys 27 students in two practice courses about the use of weekly reflective journaling as a flipped classroom assignment. Findings support that reflective reading journals increase student preparation and engagement, but require more work for students and instructors. Implications are discussed.
38 citations
TL;DR: Social presence is the extent to which persons are perceived to be real and are able to be authentically known and connected to others in mediated communication as discussed by the authors, which offers social work educators an antidote to skepticism of online learning and provides an avenue for modeling the development and maintenance of collaborative helping relationships essential to practice.
Abstract: Social presence is the extent to which persons are perceived to be real and are able to be authentically known and connected to others in mediated communication. A full appreciation of the concept offers social work educators an antidote to skepticism of online learning and provides an avenue for modeling the development and maintenance—indeed, the transformation—of collaborative helping relationships essential to practice. This article opens with a discussion of the place of social presence in its larger conceptual, theoretical, and empirical context and presents identified components along with concrete examples for effectively building social presence into online teaching. We conclude with a discussion of real-world challenges and tensions and pose a series of questions for future research.
34 citations
TL;DR: The Diversity and Oppression Scale (DOS) as mentioned in this paper is a standardized instrument measuring self-reported student learning about diversity and oppression based on requirements of the Council on Social Work Education.
Abstract: The Diversity and Oppression Scale (DOS) is a standardized instrument measuring self-reported student learning about diversity and oppression based on requirements of the Council on Social Work Education. DOS was tested with social work students in 2 major North American universities. Factor structure was examined using exploratory factor analysis (N = 329). Predictive validity was tested with a confirmatory factor analysis and paired sample t-tests (N = 329). Construct validity was tested by examining correlations between DOS and existing scales measuring social justice, oppression, cultural competence, counselor burnout, empathy, and social desirability bias (N = 87). DOS has 4 factors: cultural diversity self-confidence (α = .90; 11 items), diversity and oppression (α = .69; 8 items), social worker/client congruence (α = .84; 3 items), and social worker responsibilities (α = .61; 3 items).
31 citations
TL;DR: The rationale for a military social work specialization, the need for military socialWork education, and opportunities and challenges for social work education are discussed.
Abstract: Military social work is a specialized field of practice spanning the micro-macro continuum and requiring advanced social work knowledge and skills. The complex behavioral health problems and service needs of Iraq and Afghanistan veterans highlight the need for highly trained social work professionals who can provide militarily-relevant and culturally-responsive evidence-informed services. Responding to the military behavioral health workforce and service needs of recently returned veterans presents both opportunities and challenges for military social work education. This article discusses the rationale for a military social work specialization, the need for military social work education, and opportunities and challenges for social work education. An integrated model of intellectual capital is proposed to guide strategic planning for future military social work education.
31 citations
TL;DR: This paper mined the literature on critical thinking for insight into the kinds of thinking social work scholars consider important, and found that critical thinking in social work is generally treated as a form of practical reasoning.
Abstract: Critical thinking is frequently used to describe how social workers ought to reason. But how well has this concept helped us to develop a normative description of what it means to think like a social worker? This critical review mines the literature on critical thinking for insight into the kinds of thinking social work scholars consider important. Analysis indicates that critical thinking in social work is generally treated as a form of practical reasoning. Further, epistemological disagreements divide 2 distinct proposals for how practical reasoning in social work should proceed. Although these disagreements have received little attention in the literature, they have important implications for social work practice.
TL;DR: In this article, the integration of human rights content and a national arts-activism initiative (One Million Bones) into a bachelor's-level macro practice class as a human rights teaching strategy was described.
Abstract: This article describes the integration of human rights content and a national arts-activism initiative—One Million Bones—into a bachelor’s-level macro practice class as a human rights teaching strategy. Two previously validated scales, the Human Rights Exposure (HRX) in Social Work and the Human Rights Engagement (HRE) in Social Work (McPherson & Abell, 2012) were used to evaluate student increases in HRX and HRE. Students in the intervention class increased their HRX by 36% by semester’s end and showed significantly higher levels of HRE and HRX than students in a comparison classroom. This project is the first to evaluate a human rights teaching intervention in social work, and it intends to contribute to the literature on human rights in social work education.
TL;DR: This paper proposed a model of community-based participatory study abroad with 6 components: (1) shared power, (2) co-learning, (3) reciprocal benefits, (4) empowerment, (5) communitygrounded processes, and (6) sustainability.
Abstract: Study abroad experiences offer important benefits for social work students and faculty, including global awareness, practice skill development, and enhanced multicultural competence. Short-term study abroad programs are most feasible but typically lack depth of engagement with host communities and may perpetuate existing systems of power and privilege. We propose a model of community-based participatory study abroad with 6 components: (1) shared power, (2) co-learning, (3) reciprocal benefits, (4) empowerment, (5) community-grounded processes, and (6) sustainability. This model is community-driven and social change oriented, addresses power and privilege, and emphasizes fundamental social work values. We use a study abroad course initiative in Kenya to illustrate each principle, and we conclude with a discussion of implications for teaching and student learning.
TL;DR: In this paper, the conceptual question of how to best integrate military culture and issues into social work education is explored, where the authors propose a framework for integrating military culture into social worker education.
Abstract: This article explores the conceptual question of how to best integrate military culture and issues into social work education. Military service members, veterans, and their families are returning to civilian communities with the ending of conflicts in Iraq and Afghanistan and seeking community-based providers for health and mental health treatments. Civilian social workers need to have an appreciation for the unique psychosocial stressors and needs of this population to be able to engage and intervene effectively with them. The military lifestyle and its demands require an understanding of topics that include coping and adaptation to stress, ecological and systems theories, family roles and functioning, community capacity to support the population, and the effect of these across the lifespan.
TL;DR: In this article, the importance of financial literacy content for social work students who at some point in their career will encounter financially-excluded clients is investigated. And the authors explore ways to integrate financial literacy training with traditional social work skills.
Abstract: The article investigates the importance of financial literacy content for social work students who at some point in their career will encounter financially-excluded clients. Financial literacy content can include understanding how fringe economy businesses operate, including their business model, knowledge of local and national nonpredatory financial services, understanding credit and the credit industry, and knowledge of state and national regulations governing high-cost financial services. This article also examines the financial literacy gap in social work education and provides an overview of some key fringe economy enterprises, such as payday lenders, car title pawns, pawnshops, rent-to-own businesses, buy-here-pay-here used car lots, and debit/credit cards. Last, the article explores ways to integrate financial literacy training with traditional social work skills.
TL;DR: In this article, the authors focus on five aspects of the social innovation cycle and suggest social innovation content that can be incorporated into macro social work curriculum, based on their experiences with social innovation program at the Boston College School of Social Work.
Abstract: The practice of social innovation offers promising approaches for addressing social issues. Although many social innovation strategies are congruent with macro social work theory and practice, some of the insights and tactics that have emerged in the social innovation field have the potential to strengthen current macro practice. Based on our experiences with the social innovation program at the Boston College School of Social Work, we focus on 5 aspects of the social innovation cycle and suggest social innovation content that can be incorporated into macro social work curriculum.
TL;DR: The inclusion of postmodernism in the 2008 Educational Policy and Accreditation Standards of the Council on Social Work Education and its 2015 sequel further erode the knowledge-building capacity of social work educators as mentioned in this paper.
Abstract: Postmodernism continues to have a detrimental influence on social work, questioning the Enlightenment, criticizing established research methods, and challenging scientific authority. The promotion of postmodernism by editors of Social Work and the Journal of Social Work Education has elevated postmodernism, placing it on a par with theoretically guided and empirically based research. The inclusion of postmodernism in the 2008 Educational Policy and Accreditation Standards of the Council on Social Work Education and its 2015 sequel further erode the knowledge-building capacity of social work educators. In relation to other disciplines that have exploited empirical methods, social work’s stature will continue to ebb until postmodernism is rejected in favor of scientific methods for generating knowledge.
TL;DR: The authors conducted a qualitative study that sought to understand which factors contributed to the weak writing skills of a group of social work undergraduates, and suggested a set of interrelated components that influence students' writing.
Abstract: Social work educators concur that writing and critical thinking are basic components of effective practice, yet students are often deficient in these skills. Although there is agreement among educators about the need to enhance students’ writing skills, there is little understanding of the nature of students’ problems—a necessary step in the development of effective educational approaches. This article reports on a qualitative study that sought to understand which factors contributed to the weak writing skills of a group of social work undergraduates. Based on its findings and analysis of previous literature, the authors suggest a set of interrelated components that influence students’ writing. The study’s findings may contribute to the development of potential solutions to this persistent problem.
TL;DR: In this paper, the authors describe a semester-long course in suicide for second-year social workers at the University of Wisconsin-Milwaukee, focusing on suicide prevention, intervention, and postvention.
Abstract: The training of social workers in suicide prevention, intervention, and postvention is encouraged as a key feature of the National Strategy for Suicide Prevention. Despite the acknowledgment that training in suicide and its related behaviors is important, few master’s in social work (MSW) programs offer classes dedicated to suicide-related content. This teaching note describes a semester-long course in suicide for second-year MSW students. The introduction provides a rationale for the course. A description of the course structure, readings, assignments, and exercises is included. Finally, the experiences of 20 second-year MSW students who took the course are described.
TL;DR: A specialized master’s of social work training program is implemented supported by a Mental and Behavioral Health Education and Training grant to fill the shortage of practitioners prepared to provide mental health services to military personnel, veterans, and their families.
Abstract: The prevalence of mental health disorders constitutes a nationwide public health crisis. Estimates suggest that more than 90 million people live in areas designated mental health professional shortage areas, with almost 6,000 additional practitioners needed to meet the service needs in these areas. Military personnel and veterans have greater mental health needs compared to the general population. As social workers and other professions strive to fill the shortage of practitioners prepared to provide mental health services to military personnel, veterans, and their families, graduate programs that offer targeted training in this area of practice are critically needed. This article describes the implementation of a specialized master’s of social work training program supported by a Mental and Behavioral Health Education and Training grant.
TL;DR: In this paper, a social work department implemented a semester-long course on Motivational Interviewing (MI) and found that students significantly increased on all skill measures with 85% scoring at beginning proficiency at post test.
Abstract: Motivational interviewing (MI) is an evidence-based communication method to assist clients in resolving their ambivalence regarding change. With a school emphasis on evidence-based practice and learning outcomes, a social work department implemented a semester-long course on MI. The purpose of this study was to determine baseline skills and evaluate student skill outcomes. Students in 4 sections of the course (N = 137) completed validated pre- and posttest measures of empathy and MI skills to determine skill acquisition. Results indicated that students significantly increased on all skill measures with 85% scoring at beginning proficiency at posttest. Rationale for including MI in social work education and future research such as the need to determine skill transference into fieldwork are discussed.
TL;DR: This article examined the training and implementation of a public school-based intervention, Families Overcoming Under Stress (FOCUS) School-Based Skill-Building Groups (SBGs) for military children.
Abstract: Military children encounter unique stressors that can affect their social and emotional well-being These challenges can serve as a risk to the military child’s successful academic performance This study fills a much-needed research gap by examining the training and implementation of a public school–based intervention, Families OverComing Under Stress (FOCUS) School-Based Skill-Building Groups (SBGs) Social work interns from 2 academic years (2011–2012 and 2012–2013) were trained in the implementation of the SBGs The SBGs aim to promote resilience among students from military families This study reveals positive findings associated with training the interns Implementation strengths and challenges are carefully reviewed Suggestions for the need for school-based interventions are also discussed
TL;DR: This article conducted an evaluation study assessing outcomes among 37 social workers who completed a continuing education course on financial capability and working with clients and found that participants reported that financial problems among their clients were almost unanimous as a reason for seeking services.
Abstract: The researchers conducted an evaluation study assessing outcomes among 37 social workers who completed a continuing education course on financial capability and working with clients Key constructs assessed included participants’ attitudes about financial capability, self-efficacy to provide services, organizational barriers, and basic financial knowledge Social work participants reported that financial problems among their clients were almost unanimous as a reason for seeking services Organizational barriers, such as lack of time and access to staff with financial knowledge, prevented social workers from providing client financial services At follow-up, social workers reported improved personal financial knowledge and behaviors Suggestions for future research and improving social work continuing education and integrating financial capability into the social work curriculum in academic settings are suggested
TL;DR: In this article, the authors examined the early career trajectories of social work graduates and found that nearly 1/2 of all graduates had moved jobs within 15 months of graduation, but few moved into administrative functions or engaged in professional leadership activities.
Abstract: This study examines master’s of social work graduates’ early careers. Six cohorts graduating from 2002 through 2007 (N = 246) completed a questionnaire 9–15 months after graduation. Most reported adequate or exceptional preparation on both generalist and advanced concentration practice behaviors. Almost all direct practice graduates and 2/3 of macro graduates found employment doing functions for which they had prepared. However, 10% never worked in their practice method specialization, highlighting the relevance of skills in the generalist curriculum. Salaries were higher for macro graduates and for graduates performing macro functions (regardless of concentration). Nearly 1/2 of all graduates had moved jobs (and improved their salaries) within 15 months of graduation, but few moved into administrative functions or engaged in professional leadership activities.
TL;DR: In this paper, the authors propose a framework to apply critical consciousness and evidence-based practice (EBP) decision-making that integrates reflective and positivist approaches to facilitate processes and outcomes that amplify social justice aims in social work practice.
Abstract: Social work education is increasingly driven by the established movement of evidence-based practice (EBP) that drives the delivery of mental health care with the promise of providing treatments that work and greater efficiency. This emphasis on EBP coexists with the profession’s expressed commitment to social justice. Social work literature rarely addresses the complexities of EBP decision-making in relation to social justice. Rather, separate conversations either explore the commitment to social justice through a reflective approach to practice decision-making or take a positivist approach to scientific inquiry. This article offers a framework to apply critical consciousness and EBP decision-making that integrates reflective and positivist approaches to facilitate processes and outcomes that amplify social justice aims in social work practice.
TL;DR: The authors studied how visiting international social work students and their hosts from different cultures learn about each others' social services, culture, and personal values during a fieldwork exchange program in India.
Abstract: The present study aimed to gain further insights into how visiting international social work students and their hosts from different cultures learn about each others’ social services, culture, and personal values. Six Israeli students and 8 Indian students have written narratives and reflections on their experiences in the international encounter during the fieldwork exchange program. Content analysis of the students’ papers revealed a learning process that students go through, through which paternalistic attitudes move in the direction of cultural sensitivity that leads to cultural relativism, and then moves back again. Through this process, the students acquire the knowledge and skills they need for implementing international social work in line with social work values and declaration.
TL;DR: In this article, the authors present the results of a cross-sectional study of social work field instructors' views of and implementation of the evidence-based practice (EBP) process and compare their responses with non-field instructors.
Abstract: This article presents the results of a cross-sectional study of social work field instructors’ views of and implementation of the evidence-based practice (EBP) process and compares their responses with non-field instructors. A total of 688 National Association of Social Workers/Texas members (107 of which were field instructors) anonymously responded to an online administration of the Evidence-Based Practice Process Assessment Scale–Short. The results suggest generally positive attitudes among field instructors and high levels of familiarity but lower levels of perceived feasibility and engagement in the EBP process. In addition, field instructors and non-field instructors did not differ significantly across the 4 subscales or overall orientation toward the EBP process. Implications and future steps for social work education are discussed.
TL;DR: An internship program designed specifically to meet graduate students’ training needs within the context of their work in a prevention program for children in foster care is described.
Abstract: This article describes an internship program designed specifically to meet graduate students’ training needs within the context of their work in a prevention program for children in foster care. An internship based on a strong model of intern recruitment and supervision, structured inclusion of interns in a supportive agency culture, a manualized orientation, and an ongoing didactic program was hypothesized to result in a positive experience for interns. Results of anonymous surveys administered to 102 interns over a 9-year period assessing their internship experience are presented and discussed. Recommendations are made for development of internship training sites.
TL;DR: The results of a survey of social work PhD students, faculty, and administrators conducted by the Group for the Advancement of Doctoral Education in Social Work (GADE) in December 2012 as discussed by the authors indicated areas of agreement and divergence among key stakeholder groups regarding the perceived importance of various indicators of quality as well as their expectations concerning student outcomes.
Abstract: This article presents and discusses the results of a national survey of social work PhD students, faculty, and administrators (n = 416), conducted by the Group for the Advancement of Doctoral Education in Social Work (GADE), in December 2012. The survey was undertaken to inform the updating of GADE’s 2003 Guidelines for Quality in Social Work Doctoral Programs, which is intended to facilitate the development, evaluation, and improvement of social work PhD programs. Results indicate areas of agreement and divergence among key stakeholder groups regarding the perceived importance of various indicators of quality as well as their expectations concerning student outcomes. Implications for PhD program assessment and development are discussed.
TL;DR: The authors used responses from a series of think tanks with social work field educators from across the United States, combined with a program's student and supervisor focus groups to provide insights into the use of off-site supervision.
Abstract: The field practicum is the signature pedagogy of the social work profession, yet field directors struggle to find adequate field placements—both in quantity and quality. To accommodate more students with a dwindling pool of practicum sites, creative models of field supervision have emerged. This article considers off-site supervision and its potential for expanding quality learning opportunities for social work students. We use responses from a series of think tanks with social work field educators from across the United States, combined with a program’s student and supervisor focus groups to provide insights into the use of off-site supervision.