Showing papers in "Journal of Teaching in Social Work in 1991"
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TL;DR: In this article, the author's experience in a project to write social work cases and teach from them is described. But less systematic attention appears to have been given to case teaching approach in the literature.
Abstract: In professional business and management education, case writing and teaching methodologies are widely used and well developed. Social work education has also made extensive use of cases in its writing and curricula, though less systematic attention appears to have been given to case teaching approach in the literature. This article reports on the author's experience in a project to write social work cases and teach from them. Educational assumptions, strategies, the roles of the teacher, and strengths and limitations of case teaching are discussed. Also addressed are features of this approach that help students rehearse for the critical thinking, choices and adaptability demanded by contemporary social work practice.
45Â citations
TL;DR: In this paper, the basic tenets of social contructionism are discussed and four implications of this perspective for social work education are described: social theory and the linguistic representation of knowledge, critical thinking, historical and cultural relativity, and morality and values.
Abstract: This paper discusses the basic tenets of social contructionism. Four implications of this perspective for social work education are described: social theory and the linguistic representation of knowledge, critical thinking, historical and cultural relativity, and morality and values.
37Â citations
TL;DR: In this article, the content and structure of research coursework in Graduate Schools of Social Work across the United States are described and the differences in research course content between large and small M.S.W. Programs, and between schools with and without doctoral programs are discussed.
Abstract: The purpose of this paper is to describe the content and structure of research coursework in Graduate Schools of Social Work across the nation. In addition, the differences in research course content between large and small M.S.W. Programs, and between schools with and without doctoral programs are discussed. Based on the findings, course content and teaching strategies that might be adopted to strengthen research sequences in M.S.W. programs are examined.
27Â citations
TL;DR: In this paper, the authors present an argument, case examples and suggestions for the need to treat critical thinking as a separate skill to be continually developed in social work students and practitioners.
Abstract: A review of literature indicates that social workers have not yet added significantly to the expanding interdisciplinary body of knowledge and theory on critical thinking. The author presents an argument, case examples and suggestions for the need to treat critical thinking as a separate skill to be continually developed in social work students and practitioners.
20Â citations
TL;DR: In this paper, a new framework is proposed for the integration of computer literacy training into an MSW curriculum. Butte et al. conceptualized computer literacy as a composite of both analytic and end-user administration, or research -each will have a different priority and emphasis.
Abstract: This paper brings together and adds to the current thinking on how to introduce microcomputer technology to MSW students and how to integrate this content with practice and research courses. A new framework suggested by the authors facilitates the integration of computer literacy training into an MSW curriculum. This framework conceptualizes computer literacy as a composite of both analytic and end-user administration, or research - each will have a different priority and emphasis. Computer literacy objectives are identified and discussed in each area of curriculum and numerous ideas and exmaples are provided that will assist schools of social work to plan their computer coursework.
16Â citations
TL;DR: In this paper, the authors examine the ways in which group work teachers deal with students understanding of the complexities of group work, while they support students acquisition of practice skills with groups, and present specific and concrete ways that instructors may use to individualize their approaches.
Abstract: The paper examines the ways in which group work teachers deal with students understanding of the complexities of group work, while they support students acquisition of practice skills with groups. The students' ability to acquire skills in working with groups, and demonstrate them will vary greatly. Principles and techniques used in teaching group work should reflect these variations. Specific and concrete ways that instructors may use to individualize their approaches in teaching and communicating are presented. These principles and techniques also are relevant for teaching other social work practice methods.
11Â citations
TL;DR: In this article, a case study of the role of faculty advising in social work education is presented, where the elements are analyzed using an illustrative case and the importance of such a function to the administration of the school's program and to the student's professional development is emphasized.
Abstract: Faculty advising is viewed as a unique and essential function in social work education. The elements are analyzed using an illustrative case. It's critical importance to the administration of the school's program and to the student's professional development is emphasized. While low in status, and understudied, it is a discipline in its own right, requiring special training, skill, and further study.
10Â citations
TL;DR: In this article, a randomized factorial experimental design compared groups of graduate social work students receiving materials presented in the form of a play or a lecture by two different professors and found that the lecture and play groups were equivalent in attitudes toward the experience.
Abstract: Theories of conditioning, modeling, and andragogy suggest drama's usefulness for teaching such topics as survey research methods to social work students. A randomized factorial experimental design compared groups of graduate social work students receiving materials presented in the form of a play or a lecture by two different professors. Initial testing indicated that the lecture by two different professors. Initial testing indicated that the lecture and play groups were equivalent in attitudes toward the experience. One week later the play group had significantly more positive attitudes. While the lecture and play groups were initially equivalent in knowledge retention, the lecture group showed significantly higher scores one week later.
9Â citations
TL;DR: In this article, the results from a survey of 22 field instructors affiliated with a B.S. program were reported that participants felt more knowledgeable about single-systems designs, had greater comfort initiating discussions with students about such designs, and were more likely to assist students with single-Systems design projects than the nonparticipant with no prior background group.
Abstract: Field instructors tend to be inadequately trained in the use of single-systems designs to evaluate practice. This paper presents the results from a survey of 22 field instructors affiliated with a B.S.W. program. The instructors were divided into 3 groups for comparison: instructors who participated in three hours of specialized training designed to increase their knowledge of single-systems technology, nonparticipant instructors who reported a prior background in single-systems design, and nonparticipant instructors with no such prior background. Results indicated that participants felt more knowledgeable about single-systems designs, had greater comfort initiating discussions with students about such designs, and were more likely to assist students with single-systems design projects than the nonparticipant with no prior background group.
7Â citations
TL;DR: In this article, the authors describe an approach to field education for a growing number of students placed in agencies serving the homeless population, which emphasizes a client centered model in which students learn to adapt generalist practice skills to the needs and capacities of homeless mentally ill clients.
Abstract: Social work has been in the forefront of developing and delivering services to the homeless mentally ill population. The need to train students for this emerging field of practice has become increasingly apparent. The literature suggests that practice with this highly disadvantaged and disaffiliated client population requires a combination of innovative techniques and traditional practice skills. This paper describes an approach to field education for the growing number of students placed in agencies serving this client population. The approach emphasizes a client centered model in which students learn to adapt generalist practice skills to the needs and capacities of homeless mentally ill clients.
6Â citations
TL;DR: In response to what appeared to be a cursory effort to include community practice opportunities in undergraduate students' field practicum, a 30 clock hour practice component was deliberately introduced into the required undergraduate community organization course during the fall, 1989 semester as mentioned in this paper.
Abstract: In response to what appeared to be a cursory effort to include community practice opportunities in undergraduate students' field practicum, a 30 clock hour practice component was deliberately introduced into the required undergraduate community organization course during the fall, 1989 semester. A variety of student responses were solicited regarding this learning opportunity, including their attitudes regarding community practice before and after their agency assignments. Although the data are limited, the results suggest that the understanding of community organization practice was significantly increased. While the study is not conclusive, it suggests that the idea deserves further exploration as a way of helping students learn the concepts of community practice.
TL;DR: The authors discusses issues related to finding a balance between students' right to privacy and the need of field teachers for appropriate information about students in order to protect clients and promote effective practicum instruction.
Abstract: This article discusses issues related to findings a balance bewteen students' right to privacy and the need of field teachers for appropriate information about students in order to protect clients and promote effective practicum instruction. The relevance of students' personal life experience to professional Social Work Education is explored, and the necessity to prepare students for appropriate self disclosure in field instruction is given emphasis. Also under consideration is how personal information about students is to be obtained as well as the respective roles and responsibilities of the university faculty, field instructors and students in handling the information.
TL;DR: This paper presents a model Master's curriculum in information management that integrates the special repertoire of computer technologies, management information system strategies, and theoretical principles of direct relevance for social welfare administrators of the future.
Abstract: This paper presents a model Master's curriculum in information management.* It integrates the special repertoire of computer technologies, management information system strategies, and theoretical principles of direct relevance for social welfare administrators of the future. Such expertise will be needed to effectively discharge administrative decision making functions within increasingly complex human service organizations.
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TL;DR: In this paper, the progress made by a school of social work toward integrating women's content into the curriculum using a feminist approach to organizing for change is described, and the steps taken in involving faculty and students in planning, research, and required institutional change.
Abstract: This paper describes the progress made by a school of social work toward integrating women's content into the curriculum using a feminist approach to organizing for change. The paper examines the steps taken in involving faculty and students in planning, research, and required institutional change. The resulting program is presented. Suggestions for other program planning integration projects are included.
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TL;DR: In this article, the authors describe one use of logs whereby students reflect on their experiences in field placements and in the classroom during their first year in graduate school, as part of practice seminars facilitated by professors and field instructors.
Abstract: Teachers have often used logs in social work education to promote students' integration of academic learning with experience in other areas of their lives. This paper describes one use of logs whereby students reflect on their experiences in field placements and in the classroom during their first year in graduate school. As part of practice seminars facilitated by professors and field instructors, the logs are a forum for facilitators to encourage, highlight and augment students' learning about themselves and their relationships with school, supervisors and clients.
TL;DR: In this paper, the authors reviewed findings regarding cost distribution pattern among three degree programs (i.e., BASW, MSW, and Doctoral) and found that the quality and vitality of social work education is directly related to financial distribution patterns, such topics rarely receive a significant amount of attention among social work educators.
Abstract: The major objective of this paper is to review findings regarding cost distribution pattern among three degree programs (i.e., BASW, MSW, and Doctoral). The study includes the estimated costs of operating the programs in reference to major academic functions, including course instruction, student advising, discertation assistance, program administration, serving on committees, conducting community services, research implementation, and publication. The presentation also includes descriptions of the major differences in resource commitment patterns among our degree programs and faculty members. Although it seems logical to expect that the quality and vitality of social work education is directly related to financial distribution patterns, such topics rarely receive a significant amount of attention among social work educators.
TL;DR: The authors describes the content and a structure for teaching students about relevant concepts and practice issues and outlines the relationship between confidentiality and privilege, the laws creating privilege, application of privilege in court, practice issues, discussion questions and an assignment to be completed in the field agency.
Abstract: Privileged communication, available to social work clients in 36 states, is an important means of protecting client privacy. This paper describes the content and a structure for teaching students about relevant concepts and practice issues. It outlines the relationship between confidentiality and privilege, the laws creating privilege, the application of privilege in court, practice issues, discussion questions and an assignment to be completed in the field agency.
TL;DR: The role of case management is becoming an increasingly popular role for beginning social work practitioners particularly at the undergraduate level as discussed by the authors. Yet despite the popularity of this role, few students are immediately attracted to this role.
Abstract: The role of case management is becoming an increasingly popular role for beginning social work practitioners particularly at the undergraduate level. Yet despite the popularity of this role, few students are immediately attracted to this role. Experience over the past eight years at the University of Kansas School of Social Welfare suggests that student case managers have held widely divergent attitudes about this role during their field practicum experience. This qualitative study attempted to study the process of role socialization and strain among four student case managers during their firts field experience. The author draws several conclusions centering on the need to integrate clinical practice knowledge in conjunction with primary case management activities including outreach work, resource acquisition and advocacy.
TL;DR: The Social Work Field Code of Transgressions as mentioned in this paper is an attempt to codify the directives which give structure to these misery-generating behaviors in social work students, field instructors, and faculty members in liasion roles.
Abstract: Social work students, field instructors, and faculty members in liasion roles frequently create misery in themselves and each other in spite of their commitment to the highest professional standards. Development of a Social Work Field Code of Transgressions is an attempt to codify the directives which give structure to these misery generating behaviors. The codified misery generating directives in this paper were inferred from actual observations by the authors in their social work student, practice, and training roles. Each problematic field experience represents an opportunity to contribute to an emerging, "Social Work Field Code of Transgressions." Your support in this development is encouraged.
TL;DR: In this paper, the authors describe an approach to introduce social work students to perspectives on organizations based on two change-related aspects of a theory: the first dimension is a theory's emphasis on change versus stability.
Abstract: This paper describes an approach to introducing social work students to perspectives on organizations based on two change-related aspects of a theory. The first dimension is a theory's emphasis on change versus stability. The second dimension is whether a theory stresses high or low control over change. To be useful, a theory must be restated into propositions to guide intervention. A focus on these two change-related aspects helps students to develop their ability to recast theories into practice strategies. Class exercises and course assignments are presented.