Showing papers in "Journal of Teaching in Social Work in 1990"
TL;DR: In this article, the authors describe the establishment of a Practice Research Center, which, as the joint endeavor of a medical center and a school of social work, was designed to stimulate and support practice-based research by students and staff.
Abstract: The teaching and practice of research within the social work profession continually challenge both educators and practitioners due to the nature of existing attitudes, skills and resources. This paper describes the establishment of a Practice Research Center, which, as the joint endeavor of a medical center and a school of social work, was designed to stimulate and support practice-based research by students and staff. The pooling of hospital and university resources, close collaboration between educational and field personnel and participation of students, faculty and staff in "applied" research projects made research more relevant and feasible.
61 citations
TL;DR: In this article, the need for gatekeeping within social work education is examined and suggestions are made for quality control in classroom instruction, field education, and student evaluation, highlighting concerns about gatekeeping's implementation.
Abstract: This paper examines the need for gatekeeping within social work education. It examines the processes within the university, social work educational programs, and the practice community. It highlights concerns about gatekeeping's implementation. Suggestions are made for quality control in classroom instruction, field education, and student evaluation.
39 citations
TL;DR: In this paper, the types of rewards and training given to agency field instructors by graduate schools of social work are discussed, and the implications of these findings to the goal of cultivating and holding good field instructors are discussed.
Abstract: This paper presents original research findings on the types of rewards and training given to agency field instructors by graduate schools of social work. Discussion addresses why field instructors intially agree to supervise, why they continue to do so, and whay they value most and least from their affiliation with universities. The authors discuss the implications of these findings to the goal of cultivating and holding good field instructors.
23 citations
TL;DR: In this article, the incorporation of statistical content in the social work curriculum is discussed and suggestions on the ways in which statistics can be incorporated in the curriculum of social work education are given.
Abstract: This article is concerned with the incorporation of statistical content in the social work curriculum. It considers the importance that knowledge of data analysis has for social workers and exmaines the attitudes of educators in the field toward statistics. It offers suggestions on the ways in which statistics can be incorporated in the curriculum of social work education.
20 citations
TL;DR: This article explored the use of a 25-item rating scale for assessing student performance in field instruction and found that students with prior social work experience rated themselves as more skilled at both pre- and post-test than students entering with no experience.
Abstract: This study explores the use of a 25-item rating scale for assessing student performance in field instruction. Thirty-one field instructor and student dyads assessed the student's social work skills before and after first year field instruction. Both students and field instructors ratings reported increased skill at the end of the year. Students with prior social work experience rated themselves as more skilled at both pre- and post-test than students entering with no experience. The agreement between student and field instructor ratings was lower at the end of the year than at the begininning of the year.
19 citations
TL;DR: In this paper, the authors reflect on their application of such an approach in three social work programs -two at the graduate level and one at the undergraduate level -in order to prepare more fully social work students for addressing contemporary social issues and for serving their clients.
Abstract: Though social work educators at the graduate and undergraduate level require their students to write much and often, the quality of writing of many recent graduates appears to be inadequate for meeting the contemporary demands of everyday practice in social work settings or interdicsiplinary arenas. In order to prepare more fully social work students for addressing contemporary social issues and for serving their clients, social work educators in the 1990s could draw upon the expertise of those composition teachers who have devised approaches to the teaching of writing that take into account the special demands of a given profession or discipline. The authors reflect on their application of such an approach in three social work programs - two at the graduate level and one at the undergraduate level.
18 citations
TL;DR: This paper found that approximately one-half of all respondents were employed in fields congruent with their graduate school specializations, indicating that the design of the social work curriculum on the basis of specializations and concentrations is well established even though there is much variance from one school to another.
Abstract: At the graduate level, the design of the social work curriculum on the basis of specializations and concentrations is now well established even though there is much variance from one school to another. A question that has received little attention in research, however, is wheter graduates of school sof social work are typically employed in jobs which are congruent with their graduate school preparation. The present study explores the question through a survey conducted in one state. The reuslts revealed that approximately one-half of all respondents were employed in fields congruent with their graduate school specializations. Implications for social work education are discussed.
14 citations
[...]
TL;DR: In this paper, the authors discuss teaching content and methodology in each of three integrated sessions that go beyond the traditional, didactic approach to the topic of death in a graduate social work practice course.
Abstract: AIDS has challenged the social work community to be responsive to work with individuals who are facing death and families and significant others who are undergoing feelings of loss and grief. This article discusses teaching content and methodology in each of three integrated sessions that go beyond the traditional, didactic approach to the topic of death in a graduate social work practice course. Students examine their attitudes and reactions to death and dying and develop relevant knowledge, skills and coping behavior for work with persons with AIDS, their lovers and families.
11 citations
TL;DR: The authors address three conundrums associated with computerization in human services that have copmlicated and confounded the task of computer literacy perparation: ambivalence, ambiguity, and alienation.
Abstract: This paper addresses three sets of perplexing factors of conundrums - ambivalence, ambiguity, and alienation - associated with computerization in the human services that have copmlicated and confounded the task of computer literacy perparation. The primary focus is on dilemmas encountered, and at times generated, by educators in social work programs, particularly masters level training. Recommendations for constructive approaches to ameliorating these dilemmas and to anticipating future needs are detailed.
7 citations
TL;DR: This article measured changes in interviewing skills from pre- to post-training and the transfer of acquired skills to interviews with clients in practicum, and found that students did not transfer improved skill use to practicum; transfer by "poor" begining performers was somewhat greater than by those with higher initial ratings.
Abstract: This study measured changes in interviewing skills from pre- to post-training and the transfer of acquired skills to interviews with clients in practicum. Graduate social work students were grouped as "poor" or "good" interviewers before training based on pre-training interviews. Students showed positive changes in their post-training videotaped interviews with those initially rated as "poor" interviewers exhibiting greater increased use of exploration-simulating skills and greater decreases in advice and information giving. In general, students did not transfer improved skill use to practicum; transfer by "poor" begining performers was somewhat greater than by those with higher initial ratings. Implications for social work education are discussed.
6 citations
TL;DR: In this paper, the authors present the rationale and conceptual framework for an advocacy training model geared to social work administrators, program planners, analysts, and evaluators, which places central importance on the acquisition of a range of technological skills grounded in the advocacy ethic.
Abstract: This paper presents the rationale and conceptual framework for an advocacy training model geared to social work administrators, program planners, analysts, and evaluators. The two-staged sequence places central importance on the acquisition of a range of technological skills grounded in the advocacy ethic. Macropractice training tools and techniques in social service administration, community organization, social planning, and program development are stressed.
TL;DR: In this paper, the authors argue that the group's place among other existing systems which expect it to meet their needs, to the normative conflict which raises the risk of creating negative group norms and to the role of contradictory messages: freedom of choice or compulsory participation.
Abstract: Group work instructors often utilize the technique of simulating the class to a group model. Much has been written on the advantages of this method. We chose to raise questions as to its credibility. These questions refer specifically to the group's place among other existing systems which expect it to meet their needs, to the normative conflict which raises the risk of creating negative group norms and to the role of contradictory messages: freedom of choice or compulsory participation. Learning while doing, the relevance of the learning material to the students needs, decreasing the level of threat to the ego, clear definition of expectations and limits, easing the feeling of coercion, and a continual self-evaluation by the group leader, all of these enable the group to achieve its goals. The changes that we incorporated into the traditional group work course, enabled us to reach the results which we initially set out to accomplish: all the students worked with client groups, group attendance was high, ...
TL;DR: In this paper, the authors report on how the social work education accreditation process is perceived and experienced by a national sample of graduate and baccalaureate social work programs.
Abstract: This study reports on how the social work education accreditation process is perceived and experienced by a national sample of graduate and baccalaureate social work programs. Respondents, mainly program directors, identify cost and benefits and share problems. Suggestions for how the system can be improved are included.
TL;DR: In this article, a model for teaching psychosocial assessment to social work students that relies on systematic thinking based on a scientific approach is presented, which is represented graphically as a concentric spiral path along which data are collected and organized into five prinicipal categories.
Abstract: This paper presents a model for teaching psychosocial assessment to social work students that relies on systematic thinking based on a scientific approach. Great difficulty is experienced by teachers of social work in training their students to make psychosocial assessments and to present them coherently. The didactic model which is proposed here is represented graphically as a concentric spiral path along which data are collected and organized into five prinicipal categories. A repeating five-step procedure, beginning with data collection and ending with a synthesis of the data, has the purpose of facilitating the student's ability to comprehend the dynamic and ongoing nature of the process of formulating and testing hypotheses, which go into making a psychosocial assessment. The application of the model to the teaching situation is illustrated by a case study.
TL;DR: In this paper, the authors discuss the significances of differences between the ego psychology and self psychology points of view, as they apply to teaching the treatment process, and advocate that self psychology be used in teaching clinical casework because of specific contributions that theory makes to understanding psycho-dynamic assessment and use of self in the treatment relationship.
Abstract: This paper discusses the significances of differences between the ego psychology and self psychology points of view, as they apply to teaching the treatment process. The author advocates that self psychology be used in teaching clinical casework because of specific contributions that theory makes to understanding psycho-dynamic assessment and use of self in the treatment relationship. Special advanages of the self model for teaching clinical rpocess to new practitioners are cited, based on the experience-near quality of self-theory language. A theoretical example and a teaching case exmaple are discussed to illustrate these points.
TL;DR: In this article, the authors present a curriculum for policy education in a clinically-directed school of social work, focusing on the applicability of advocacy, policy analysis and policy development to the student's practice.
Abstract: Twaching policy in a clinically-directed school of social work heightens the challenge faced by policy teachers generally: How to engage the student in the applicability of advocacy, policy analysis and policy development to his/her practice. Milestones; the bases assumptions upon which specific social policy decisions were made; and the dilemmas that ensued for people in need, practitioners, and for society are the foci of one policy curriculum. This paper will articulate its purpose and nature; the rationale underlying of the choice of ideas presented; and the pedagogical criteria for the selection of primary and secondary sources used.