Showing papers in "Journal of Social Work Education in 2016"
TL;DR: The core competencies of interprofessional education and the essential role for social workers as leaders and facilitators of this practice are discussed and the roles for social work in leadership, education, and practice in inter professional education are identified.
Abstract: A report from the Interprofessional Education Collaborative and another from the Institute of Medicine cite working as part of interdisciplinary teams as a core proficiency area for improving health care. This article discusses the core competencies of interprofessional education and the essential role for social workers as leaders and facilitators of this practice. Educators will learn how to help students discover the knowledge, skills, and attitudes for successful interprofessional work. Specifically, this article has the following objectives:Discuss essential elements of effective interprofessional practice;Present exemplars of interprofessional education involving social work;Identify the roles for social work in leadership, education, and practice in interprofessional education.
68 citations
TL;DR: The authors argues that macro practice is increasingly important in today's rapidly changing and complex practice environment and briefly explores the history of macro practice in U.S. social welfare and health care.
Abstract: This article asserts that macro practice is increasingly important in today’s rapidly changing and complex practice environment. It briefly explores the history of macro practice in U.S. social wor...
68 citations
TL;DR: This paper explored perceptions of transgender issues in social work education from the perspectives of transgender social work students (n = 97) and found that transphobic microaggressions within classroom and field settings, the absence of transgender specific education and expertise, and the general lack of visibility of trans issues.
Abstract: Social work has professional and academic standards consistent with transgender affirmative education and practice. Nevertheless, a growing body of research suggests that transgender issues are largely absent from social work education, resulting in practitioners who are uninformed or biased against transgender issues. The present study expands the literature through a mixed methods study exploring perceptions of transgender issues in social work education from the perspectives of transgender social work students (n = 97). Quantitative and qualitative analyses reveal barriers to transgender affirmative social work education including (1) transphobic microaggressions within classroom and field settings, (2) the absence of transgender specific education and expertise, and (3) the general lack of visibility of transgender issues. Recommendations for transgender affirmative social work education are provided.
57 citations
TL;DR: In this paper, the authors report the results of a qualitative study examining stakeholders' conceptualizations of the definition, educational process, and evaluation of cultural competence in social work education, and emphasize the need for further exploration of the way social workers define cultural competence, translate it into discrete practice behaviors, and assess how students demonstrate these behaviors.
Abstract: Social work educators are responsible for ensuring that future practitioners are culturally competent and have the ability to work effectively with people from different backgrounds. The purpose of this article is to address the current limitations in measuring cultural competence and to report the results of a qualitative study examining stakeholders’ conceptualizations of the definition, educational process, and evaluation of cultural competence in social work education. Findings support long-standing assumptions in the literature regarding the need for social workers to develop certain knowledge and attitudes as prerequisites of becoming culturally competent, and emphasize the need for further exploration of the way social workers define cultural competence, translate it into discrete practice behaviors, and assess how students demonstrate these behaviors.
55 citations
TL;DR: One of the most challenging aspects of my role as editor in chief has been writing editorials that I thought would be of interest to the readers of this journal over the past four years as mentioned in this paper.
Abstract: One of the most challenging aspects of my role as editor in chief has been writing editorials that I thought would be of interest to the readers of this journal. Over the past four years I have wri...
40 citations
TL;DR: The authors used role play with simulated clients (SCs) to assess and change client behaviors and reduce substance misuse in social work education, and found increased confidence in substance use assessment and intervention ability, and stronger feelings that routine screening is critical to practice.
Abstract: Social work students typically use role play with student colleagues to practice clinical intervention skills. Practice with simulated clients (SCs) rather than classmates changes the dynamics of the role play and may improve learning. This is the first known study to employ the SC model in substance use assessment in social work education. Social work students completed a questionnaire assessing attitudes, knowledge, and perceived skills (AKS) regarding substance misuse prior to completing an online screening, brief intervention, and referral to treatment training, and then following role plays with SCs. Paired t-tests indicate increased confidence in substance use assessment and intervention ability, and stronger feelings that routine screening is critical to practice. Incorporating SCs with didactic learning increases students’ self-perceived ability to assess and change client behaviors and reduce substance misuse.
37 citations
TL;DR: This paper examined how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualized and incorporated their understanding of race and racism in their teaching and found that participants view race primarily as an individual ethnic or cultural identity and lack conceptual, historical, and sociological knowledge about racism and its links to other forms of oppression.
Abstract: Faculty members are key stakeholders to support social work students’ learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their understanding of race and racism in their teaching. An analysis of participants’ responses to a case vignette suggests clinical social work faculty members view race primarily as an individual ethnic or cultural identity and lack conceptual, historical, and sociological knowledge about racism and its links to other forms of oppression. This study suggests that additional faculty development opportunities and institutional support are needed to encourage faculty efforts to address race and racism.
33 citations
TL;DR: In this article, the authors discuss environmental disaster impacts on marginalized communities, presence of environmental justice in social work literature, and opportunities for integrating environmental justice into social work's mandated disciplinary competencies.
Abstract: Social justice education for social work practice is concerned with addressing issues of power and oppression as they impact intersections of identity, experience, and the social environment. However, little focus is directed toward the physical and natural environment despite overwhelming evidence that traditionally marginalized groups bear the burden of environmental problems. In this article, we discuss environmental disaster impacts on marginalized communities, presence of environmental justice in social work literature, and opportunities for integrating environmental justice into social work’s mandated disciplinary competencies. We conclude with an example of a module implemented in a foundation Social Justice for Social Work Practice course using place-based education principles as an illustration of concrete strategies for incorporating environmental justice into social justice curricula.
33 citations
TL;DR: This article explored student narratives and corresponding metaphorical drawings on power within an assignment charting their role as social workers and found that intersectionality is omitted in graduate student learning even when class assignments center discussions and theorizations on power.
Abstract: In 2008 EPAS Standards on Engaging Diversity and Difference in Practice (2.1.4) added intersectionality (a theory developed by feminist of color) as one aspect to understand diversity, difference, and power in social work curriculum. We consider how intersectionality is omitted in graduate student learning even when class assignments center discussions and theorizations on power. This qualitative study explores student narratives and corresponding metaphorical drawings on power within an assignment charting their role as social workers. The research emerges from data where authors noted omissions of race, class, and sexuality in discussions on professional power. This inquiry is guided by critical feminisms. Constant comparative methods were used in this study and two themes emerged: policing resources and a pretense of harmlessness.
32 citations
TL;DR: The aims of this article are to illustrate how implementation science matters to social work by describing several contributions this field can make to reducing racial and ethnic disparities in mental health care, and outline a training agenda to help integrate implementation science in graduate-level social work programs.
Abstract: Bridging the gap between research and practice is a critical frontier for the future of social work. Integrating implementation science into social work can advance our profession's effort to bring research and practice closer together. Implementation science examines the factors, processes, and strategies that influence the uptake, use, and sustainability of empirically-supported interventions, practice innovations, and social policies in routine practice settings. The aims of this paper are to describe the key characteristics of implementation science, illustrate how implementation science matters to social work by describing several contributions this field can make to reducing racial and ethnic disparities in mental health care, and outline a training agenda to help integrate implementation science in graduate-level social work programs.
31 citations
TL;DR: In this paper, the role of field education in an innovative university-community partnership aimed at transforming an MSW curriculum to integrate a trauma-informed and human rights perspective throughout foundation- and advanced-year courses is described.
Abstract: University–community partnerships can play an important role in curriculum development, but little has been written about the role of community agencies in designing curricula. This article describes the role of field education in an innovative university–community partnership aimed at transforming an MSW curriculum to integrate a trauma-informed and human rights perspective throughout foundation- and advanced-year courses. This university–community partnership positioned field educators and social service agencies in a collaborative relationship with faculty in curriculum development. The benefits and potential challenges associated with employing a university–community partnership for curriculum change are discussed, and recommendations are provided for schools that are interested in using this approach.
TL;DR: In recent months, a number of news stories with tantalizing headlines appearing in the Chronicle of Higher Education, New York Times, and the Atlantic, among others, caught my attention as mentioned in this paper.
Abstract: In recent months a number of news stories with tantalizing headlines appearing in the Chronicle of Higher Education, New York Times, and the Atlantic, among others, caught my attention. “Sexual Par...
TL;DR: The integration of research and practice is of concern in all helping professions as mentioned in this paper. But has social work become an evidence-based profession as some claim? Characteristics of current-day social work are presented that dispute this view, related continuing concerns are suggested, and promising developments (mostly outside social work) are described that should contribute to the provision of evidence-informed services to clients.
Abstract: The integration of research and practice is of concern in all helping professions. Has social work become an evidence-based profession as some claim? Characteristics of current-day social work are presented that dispute this view, related continuing concerns are suggested, and promising developments (mostly outside social work) are described that should contribute to the provision of evidence-informed services to clients.
TL;DR: The authors describes a 3-hour graduate-level classroom exercise designed to increase knowledge and proficiency of intersectionality in social work education, and self-reflections of the participants' experiences illustrate the evolving growth and awareness that can result from the educational process using this framework.
Abstract: Intersectionality has been gaining momentum among social workers as a framework to allow a fuller understanding of the complexity of diverse social identities and the impact of social structures on power, privilege, and oppression However, the application of intersectionality to teaching in social work education has been relatively absent in the literature This article describes a 3-hour graduate-level classroom exercise designed to increase knowledge and proficiency of intersectionality Critical self-reflections of the participants’ experiences are provided to illustrate the evolving growth and awareness that can result from the educational process using this framework Examples and suggestions for reading assignments and classroom activities are offered Implications for social work education and future directions are discussed
TL;DR: A meta-analytic review of critical thinking in social work education as mentioned in this paper revealed variability in research designs, methods, and subsequent findings, and highlighted different potential moderator variables that may include socioeconomic status, ethnicity, academic rank, and teaching methodology.
Abstract: In a meta-analytic review of critical thinking in social work education, findings revealed variability in research designs, methods, and subsequent findings. The 10 studies reviewed assessed different components of critical thinking and highlighted different potential moderator variables. Although there are significant limitations to all the studies analyzed in this review, findings suggest some practical significance and point to the need for future research to include more rigorous experimental research designs that include control groups and a comprehensive analysis of potential moderator variables that may include socioeconomic status, ethnicity, academic rank, and teaching methodology.
TL;DR: In this paper, the authors systematically examined the evidence for technology-based instruction in social work education and found that 84.2% of the studies reported that technologybased pedagogical methods produced academic outcomes equivalent or superior to traditional methods.
Abstract: Given the growing prevalence of technology-based instruction, social work faculty need a clear understanding of the strengths and limitations of these methods. We systematically examined the evidence for technology-based instruction in social work education. Using comprehensive and rigorous methods, 38 articles were included in the review. Of these, 23 employed Web-based strategies, 12 employed interactive television-based strategies, and three combined both methods. Among the studies, there was a wide range of samples, content areas, measures, and data analyses. Results found that 84.2% of the studies reported that technology-based pedagogical methods produced academic outcomes equivalent or superior to traditional methods. Despite limitations, this body of evidence supports the continued use of technology in social work education as an alternative to classroom education. Future directions include the need for higher quality research and further investigations of specific issues relating to conte...
TL;DR: This article examined BSW, MSW, and PhD student electoral involvement during the 2012 presidential election and found that the extent of opportunities offered to students varied widely across programs as well as across types of electoral activities.
Abstract: Political involvement is an integral component of the social work profession, yet there is no explicit reference to social work participation in election-related activities in either the National Association of Social Workers Code of Ethics or the Council on Social Work Education Educational Policy and Accreditation Standards. Social work education may offer an opportune time to shape crucial patterns of future electoral participation among social workers. This study examines BSW, MSW, and PhD student electoral involvement during the 2012 presidential election and ways social work program administrators across the country encouraged students to acquire skills and experience in election-related policy practice during the election season. Findings indicate that the extent of opportunities offered to students varied widely across programs as well as across types of electoral activities.
TL;DR: In this paper, an overview of the status of leadership in social work, with an emphasis on unique functions and challenges leaders face in the field, is presented, along with a historical review of the development of leadership as a specialty within social work and a look at reported effectiveness of various leadership models.
Abstract: This article provides an overview of the status of leadership in social work, with an emphasis on unique functions and challenges leaders face in the field. Included in this review is a consideration of the concept of leadership as distinct from management, a historical review of the development of leadership as a specialty within social work, and a look at the reported effectiveness of various leadership models. Finally, it is argued that among the various leadership models to choose from, client-centered leadership is consistent with the goals and values that undergird the profession.
TL;DR: In this paper, the DuBoisian tradition of scholar as activist must include works of Frazier, Haynes, Young, and others, who fueled discourse on contemporary social problems despite prejudice, discrimination, and Jim Crow.
Abstract: Faculties at historically Black colleges and universities (HBCU) have demonstrated stellar contributions to social work, which include early thought and epistemology related to strengths, empowerment, and social justice perspectives; religious orientation; inclusive learning environment, and community-based research. W. E. B. DuBois was the most influential among these HBCU scholars; however, the DuBoisian tradition of scholar as activist must include works of Frazier, Haynes, Young, and others, who fueled discourse on contemporary social problems despite prejudice, discrimination, and Jim Crow. HBCUs provided direction for services to the new Black urban class when the profession was not prepared to do so. They led the profession to use new theoretical ideas, perspectives, and service modes for a new clientele.
TL;DR: The role of HBCUs in social work education and their mission to advocate for social and economic justice for disenfranchised populations is discussed in this article, where a case example is provided to illustrate the safe and nurturing context of HBSUs.
Abstract: This article discusses the limited yet important literature on the contributions of historically Black colleges and universities (HBCUs) to students and the profession of social work. The vital role of HBCUs in social work education and their mission to advocate for social and economic justice for disenfranchised populations is also discussed. A case example is then provided to illustrate the safe and nurturing context of HBCUs. Implications for the future are offered.
TL;DR: The scholarship of teaching and learning (SoTL) has become a significant social movement as mentioned in this paper, and the role of social work education in this movement is discussed in the article by providing a critical understanding of its history and current status.
Abstract: The scholarship of teaching and learning (SoTL) has become a significant social movement. The newest Educational Policy and Accreditation Standards of the Council on Social Work Education explicitly identify SoTL as important in advancing social work education. This article considers social work education’s role, relationship, and responsibility in relation to SoTL. Providing a critical understanding of SoTL’s background, the article summarizes SoTL’s history and current status. Next, we explain the rationale for social work education to focus on SoTL. Then, the article provides pragmatic steps and strategies for performing SoTL. The article concludes with a discussion of specific recommendations for social work education in moving forward in the SoTL movement.
TL;DR: The realities of contemporary social work practice often push social workers toward a deficit-focused orientation as discussed by the authors, and the major tenets of resiliency and adversarial resilience are discussed in this article.
Abstract: The realities of contemporary social work practice often push social workers toward a deficit-focused orientation. The article begins with an overview of the major tenets of resiliency and adversar...
TL;DR: This paper argued that a lack of curricular exposure to ICT tools, strategies and thinking at the BSW and MSW levels and a failure to incorporate these technologies with clients, agencies, and communities leads to a damaging disjunction between professionals and a changing culture.
Abstract: A century ago, Abraham Flexner offered his perspective on the nascent field of social work, describing the field as educationally unfocused, too diversified in its practices, and too relational or assistive to other fields to meet the criteria for professional status. Using the example of the imperative to integrate information and communication technologies (ICT) into social work practice, we examine the ways these 100-year-old challenges persist as well as how they are being challenged and reworked. Drawing on three central themes from Flexner—education, diversity of professional settings and functions, and the relational nature of the work—we examine the absence of ICTs in social work practice, arguing that a lack of curricular exposure to ICT tools, strategies, and thinking at the BSW and MSW levels and a failure to incorporate these technologies with clients, agencies, and communities leads to a damaging disjunction between professionals and a changing culture. We suggest that the challenge p...
TL;DR: The concept of social justice shapes several of the competencies and practice behaviors of the Council of Social Work Education's Educational Policy and Accreditation Standards (EPAS) as discussed by the authors, as well as several of its educational policy and accreditation standards.
Abstract: The concept of social justice shapes several of the competencies and practice behaviors of the Council of Social Work Education’s Educational Policy and Accreditation Standards (EPAS). Furthermore,...
TL;DR: In this paper, the authors re-opened the historic debate about the roles of micro and macro practice in social work and encouraged the profession to find ways to achieve a better balance between case and cause in education, practice, and research.
Abstract: This article reopens the historic debate about the roles of micro and macro practice in social work and encourages the profession to find ways to achieve a better balance between case and cause in education, practice, and research. To this end, it traces the history of the case versus cause debate including conceptual frameworks for rebalancing social work education: Bertha Capen Reynolds, C. Wright Mills, and William Schwartz, highlights three alternative approaches for resolving the dualism put forward over the years; separation, merger and interconnection; and identifies four model that help to bridge the gap by taking both the individual and the social structures into account: ecological, financial capabilities, trauma theory and oppression. This historical analysis offers promising directions for the social work profession as it tackles 21st–century social challenges, including growing inequality and austerity–driven public policies.
TL;DR: In this article, the authors suggest recasting social work's professional paradigm in the common framework of competency, with licensing part of the continuum of professionalization, and promote critical congruence between social work education and ongoing professional competency.
Abstract: Abraham Flexner contended that “something more than a degree or claim” is needed to make a profession. He further asserted that the definitions of a profession require recasting over time. This article critically considers recasting licensing as something more for social work. Analysis of past and present discourse on licensing in social work revealed three overarching themes: (a) advocacy and rationale for licensing, (b) scrutiny and critique of licensing, and (c) the disconnect and dissonance between professional licensing and social work education. Moving forward, we suggest recasting social work’s professional paradigm in the common framework of competency, with licensing part of the continuum of professionalization. This recasting can promote critical congruence between social work education and ongoing professional competency.
TL;DR: In this paper, the authors compared the development of clinical assessment and intervention skills between students enrolled in a face-to-face (F2F) or an asynchronous online clinical social work class.
Abstract: This study compared the development of clinical assessment and intervention skills between students enrolled in a face-to-face (F2F) or an asynchronous online clinical social work class. All students from three semesters of F2F (n = 74) and online (n = 78) sections of an MSW clinical class taught by the same instructor were included. Two assignments were used to compare students: an assessment and treatment plan of a fictional case and a digital role-play. A doctoral student who was blinded to the course delivery mechanism graded the role-play. After controlling for baseline differences in age, there were no differences between online and F2F students in skill demonstration. It appears clinical skills can be taught as effectively online as in F2F situations based on blinded review of role-plays.
TL;DR: The authors examine how the profession's adaptation to Flexner's criteria influences the emergence of the neomedical model as the majoritarian paradigm within social work even in the face of a pluralism manifest by the existence of other competing paradigms.
Abstract: The authors examine how the profession’s adaptation to Flexner’s criteria influences the emergence of the neomedical model as the majoritarian paradigm within social work even in the face of a pluralism manifest by the existence of other competing paradigms. One endorses empowerment in social work, and the other embraces societal transformation in radical terms. Given this pluralism, we consider how fragmentation exists within the profession, such that two scenarios are useful in considering how social work will evolve as a profession: (a) seeking unity with a majoritarian paradigm in ascendancy as it attempts to co-opt the other two paradigms; or (b) fragmenting into multiple entities each with its own stance on society, theory of social issues, and models of practice.
TL;DR: This paper explored the TED platform and then discussed using TED as a teaching tool for social work education, including references to specific Council on Social Work Education competencies and practice behaviors, and shared perspectives and student voices on selected videos that can be useful in social health education.
Abstract: Focusing on TED Talks (online videos) as a resource for social work educators, this teaching note shares our ideas regarding the use of the online videos as an avenue for reaching students and encouraging discussions in the social work classroom. The article first explores the TED platform and then discusses using TED as a teaching tool. Finally, we share our perspectives and student voices on selected videos that can be useful in social work education, including references to specific Council on Social Work Education competencies and practice behaviors. The videos bring world-renowned speakers into the classroom, providing social work educators with rich teaching opportunities limited only by their imagination.
TL;DR: The social work department at a small historically Black college implemented an African-centered approach to the course Critical Thinking for Social Workers for freshmen students who declared social work as their major.
Abstract: The social work department at a small historically Black college implemented an African-centered approach to the course Critical Thinking for Social Workers for freshmen students who declared social work as their major. We firmly believe that knowing and understanding the history and legacy of people of African descent is extremely important in educating African American students. Various pedagogical techniques, assignments, and intentional lecture topics were used in the implementation of this unique teaching style. This article reports the findings from using the African-centered approach in pedagogy and offers implications for social work education in the 21st century for historically Black colleges and universities and other programs with minority student populations.