Showing papers in "Journal of Teaching in Social Work in 1994"
59Â citations
TL;DR: In this article, the author arranged an experimental research project at a shelter for abused women, and the students came to realize that subjectivity invades obejctive and rational processes.
Abstract: Most social work students approach research classes with some reluctance. Aversion is greatest among non-traditional students, who are older, more pragmatic, more apprehensive about research ventures. Faced with a class of such students, the author arranged an experimental research project at a shelter for abused women. The project encountered real-life pitfalls in that setting, and the students came to realize that subjectivity invades obejctive and rational processes. Learning research in an agency-based setting united this reluctant class into a cohesive team. Although experiential approaches to teaching research techniques are not new, this article advances some cautions about the conditions necessary for a successful outcome.
48Â citations
TL;DR: The constructivist paradigm is highly congruent with exisitng social work values and challenges clinical social work to re-examine the meanings of its values and to give social justice a practice priority.
Abstract: Values and ethics are central, everyday concerns in clinical social work based on a constructivist perspective. Key assumptions of the constructivist paradigm preclude the ethic of objectivity and neutrality associated with the positivist and empiricist traditions. In constructivism, the active role of social context and practitioner values in shaping the descriptions and problems of clients is acknowledged and an ethic of responsibility and collaboration is called for. The constructivist paradigm is highly congruent with exisitng social work values. However, at the same time, it challenges clinical social work to re-examine the meanings of its values and to give social justice a practice priority.
41Â citations
TL;DR: In this article, a dynamic educational model is proposed, in which the de-centering of knowledge as a fact to knowing as a process is proposed and "lived experience" becomes the central focus of professional attention.
Abstract: Understanding social work education requires a long view of history as well as a sense of where social work fits in a larger process of social change and how it can contribute to a radical revisioning of professional education. In this paper a dynamic educational model is proposed, in which the de-centering of knowledge as a fact to knowing as a process is proposed and "lived experience" becomes the central focus of professional attention. At the center of this construction is a new relationship among theory, values, and practice.
38Â citations
TL;DR: This paper explored the tension between constructivism and feminism in teaching a course on social work practice with women and examined the conflict between validating the stories that women construct for themselves, while raising women's awareness of the difficulties in constructing liberated stories in an oppressive society.
Abstract: In this article, I explore the tensions between constructivism and feminism in teaching a course on social work practice with women. Drawing on modernist feminist theory, I examine the conflict between validating the stories that women construct for themselves, while raising women's awareness of the difficulties in constructing liberated stories in an oppressive society. I discuss strategies I have used in the classroom to address, albeit not resolve, these tensions.
31Â citations
TL;DR: Constructivism and social constructionism provide the philosophical underpinning of an approach to practice teaching that emphasizes the ways knowledge derives from individually and socially constructed experience as discussed by the authors, where constructivist practices such as generating multiple ideas through questioning or collaborating with clients in the co-construction of meaning and the creation of alternative narratives are presented.
Abstract: Constructivism and social constructionism provide the philosophical underpinning of an approach to practice teaching that emphasizes the ways knowledge derives from individually and socially constructed experience. Constructivist practices such as generating multiple ideas through questioning or collaborating with clients in the co-construction of meaning and the creation of alternative narratives are taught through an experiental format. The exercises presented provide students with firsthand experiences of seeing how they shape their own learning. While the conceptual challenges inherent in teaching from this position are many, a constructivist approach is ideally suited to practice in a multicultural society.
29Â citations
TL;DR: In this paper, the authors describe how an interest in culture and anthropological models for understanding merged with ideas from social constructionism to shape an approach to teaching family theory and practice, including a critical stance; search for the meanings of one's own experiences; consistent attention to issues of power, domination and the subjugation of certain "knowledges"; a sensitivity to the power of language to shape what we see and hear; and a search for collaborative and empowering approaches to work with families.
Abstract: In this article, I describe how an interest in culture and anthropological models for understanding merged with ideas from social constructionism to shape an approach to teaching family theory and practice. A critical stance; search for the meanings of one's own experiences; consistent attention to issues of power, domination and the subjugation of certain "knowledges"; a sensitivity to the power of language to shape what we see and hear; and a search for collaborative and empowering approaches to work with families are some of the pervasive themes that shape the teaching-learning environment. A social constructionist metaperspective provides context and critical jumping-off place for examining prevailing models of family theory and practice.
29Â citations
TL;DR: The authors designed a "Legislative Advocacy Day" project where students learned advocacy skills, prepared advocacy positions on bills that were before the Legislature, and as a class traveled to the NC Legislature to meet with individual legislators, legislative committees and other interested citizens.
Abstract: MSW students traditionally learn policy by reading didactic teaching and classroom exercises. Do such methods prepare students as effective client advocates? The authors resoonded to student requests to make an advanced policy course relevant and interesting by designing a "Legislative Advocacy Day" project. Students learned advocacy skills, prepared advocacy positions on bills that were before the Legislature, and as a class traveled to the NC Legislature to meet with individual legislators, legislative committees and other interested citizens. Student surveys revealed positive learning, enhanced advocacy skills and confidence as advocates. A leading state-wide advocate who observed the process wrote:"this activity, which combines service and learning and theory and practice, deserves special commendation."
27Â citations
TL;DR: A National Survey of field education directors and coordinators found that faculties use a variety of methods, tools, and procedures to monitor students' performance in field education as discussed by the authors, pointing to the need for BSW and MSW programs to give greater priority to the monitoring function, to the field liason role, to closer collaboration with agency partners in this central part of the curriculum, and to research concerning quality control in the field education.
Abstract: The Council on Social Work Education's Curriculum Policy statement mandates educationally directed, coordinated, and monitored field education experience for all students. A National survey of field education directors and coordinators found that faculties use a variety of methods, tools, and procedures to monitor students' performance in field education. The study conclusions point to the need for BSW and MSW programs to give greater priority to the monitoring function, to the field liason role, to closer collaboration with agency partners in this central part of the curriculum, and to research concerning quality control in the field education.
26Â citations
TL;DR: In this paper, the authors trace the history of the shaping of the discourse that came to define the field component in social work education and argue that the emphasis of education for practice should be shifted from the class to the field, since it is primarily direct experience that fosters the talent of reflective thinking.
Abstract: The author traces the history of the shaping of the discourse that came to define the field component in social work education. It is then argued that the emphasis of education for practice be shifted from the class to the field, since it is primarily direct experience that fosters the talent of reflective thinking.
25Â citations
TL;DR: In this article, a research study of pairs of social work students and their field instructors found that assessment of learning styles can assist field instructors and students to appreciate different contributions, to recognize diversity as strength and, ultimately, to enhance the overall quality and success of the learning experience.
Abstract: This article reports on a research study of pairs of social work students and their field instructors whor ated their perceptions of each other on various dimensions of placement success, including the quality of the supervisory relationship, the amount learned in the placement, and knowledge and skill levels. The Kolb Learning Styles Inventory was used to measure similarities and differences in student and field instructor learning preferences. The study suggests that assessment of learning styles can assist field instructors and students to appreciate different contributions, to recognize diversity as strength and, ultimately, to enhance the overall quality and success of the learning experience.
TL;DR: In this article, a social network training and technical assistance model for mental health case managers is presented to help case managers understand and utilize the concepts of social networks and social support in their work with persons with chronic metnal illness.
Abstract: This paper presents a social network training and technical assistance model for mental health case managers. The emphasis is on helping case managers to understand and utilize the concepts of social networks and social support in their work with persons with chronic metnal illness. The model has been developed and tested within a community mental health center in a major urban area. The paper highlights strategies employed to empower case managers in the training process, to bring about system changes conducive to a social network intervention approach, and to develop new resources that can be used on behalf of persons with chronic mental illness. The application of social knowledge to graduate social work education is presented and discussed.
TL;DR: In this article, the authors highlight innovative teaching strategies and evaluation components that were used in an advanced social work practice course that blended pedgogical and andrgogical teaching methods, and highlight the importance of and rationale for belnding pedagogical andandrgogical techniques.
Abstract: Many social work educators have endorsed an andragogical appraoch to instruction as a means to reach the diverse student population of today's classroom, without recognizing the larger debate and concerns voiced by adult education detractors. Andrgogical methods provide practical experience-related learning opportunities where self-directed learning is emphasized. Although these methods are effective and have improved social work instruction over the past two decades, there is sufficient research to support the importance of and rationale for belnding pedagogical and andrgogical techniques. This paper will highlight innovative teaching strategies and evaluation components that were used in an advanced social work practice course that blended pedgogical and andrgogical teaching methods.
TL;DR: This paper reviewed social workers' historical commitment to justice for their clients and in a broad societal context and examined current and evolving roles of social workers vis-a-vis the rapidly changing judical system.
Abstract: Much of social work practice is affected by the law and many social workers can expect some involvement with the legal/judicial system during the course of their work. This paper reviews social workers' historical commitment to justice for their clients and in a broad societal context and examines current and evolving roles of social workers vis-a-vis the rapidly changing judical system. Based on the increasing involvement of social workers in legal and justice-related functions, specific proposals are offered for upgrading the legal/judical content of social work education.
TL;DR: In this paper, the authors describe an approach to teaching social policy using the Americans with Disabilities Act of 1990, and suggest that countering social work's current trend away from policy practice requires demonstrating the natural link between policy and practice and helping student see policy practice skills as within their inherent abilities and interests.
Abstract: This paper describes an approach to teaching social policy using the Americans with Disabilities Act of 1990. This approach helps students develop and exercise practice policy skills, and encourages them to see policy intervention as integral to social work practice. Proposed course resources include the legislation itself, speakers and media sources, and a student assignment. The author suggests that countering social work's current trend away from policy practice requires demonstrating the natural link between policy and practice and helping student see policy practice skills as within their inherent abilities and interests.
TL;DR: The authors presented an argument for the integration of human rights and social work research and proposed some ways this objective might be accomplished by teaching a human rights approach to research and suggested some ways to teach human rights in social work.
Abstract: Although the advancement of human rights and research are considered important aims for social work, they are viewed as relatively independent activities. This paper presents an argument for the integation of human rights and social work research and proposes some ways this objective might be accomplished. Suggestions for teaching a human rights approach to research are also described.
TL;DR: In this article, the authors present their understanding of constructionism, their structural approach to practice, and what they consider important issues of power and conflict in the United States, and one practice activity-consciousness-raising is used to illustrate what practice informed by these three perspectives looks like.
Abstract: This essay presents our understanding of constructionism, our structural approach to practice, and what we consider important issues of power and conflict in the United States. One practice activity-consciousness-raising-is used to illustrate what practice informed by these three perspectives looks like. Some ways to help students understand social constructionism are elaborated.
TL;DR: In this article, the authors describe teaching about philosophical issues in master's and doctoral courses, contrasting a phenomenological/interpretivist approach with the assumptions of positivism, and argue that greater attention to methodological diversity and contrasting philosophical underpinnings would strengthen research education in social work.
Abstract: Different assumptions about reality and knowing underpin different research methods. Contrasting a phenomenological/ interpretivist approach with the assumptions of positivism, I describe teaching about philosophical issues in master's and doctoral courses. At the master's level, exercises in observation introduce students to social constructionist concepts; at the doctoral level the framework emphasizes five levels of re-presentation of experience: attending, telling, transcribing, analyzing, and reading. Greater attention to methodological diversity and contrasting philosophical underpinnings would strengthen research education in social work.
TL;DR: In this paper, a teaching and learning model for building practice knowledge through intensive case study and practitioner self-evaluation is proposed. But it does not address the challenges of systematizing case sludy and of using multiple research methodologies within a social constructionist perspective.
Abstract: This paper offers a teaching and learning model for building practice knowledge through intensive case study and practitioner self-evaluation. This reflective model addresses the challenges of systematizing case sludy and of using multiple research methodologies within a social constructionist perspective. Examples of research projects conducted by second year master's social work students who participated in a seminar based on his model are discussed.
TL;DR: In this paper, a recent social work graduate reports on her experience as a student in a social work practice course informed by constructivist and social constructionist theory based on a weekly journal, the student takes the reader on a journey through a class in which students were invited to share responsibility for the learning process.
Abstract: In this article, a recent social work graduate reports on her experience as a student in a social work practice course informed by constructivist and social constructionist theory. Based on a weekly journal, the student takes the reader on a journey through a class in which students were invited to share responsibility for the learning process. An isomorphic process in which students experienced the classroom as clients might experience the social worker in practice is described.
TL;DR: In this paper, the authors present a critique of the assumptions of the usual approaches to the Human Behavior in the Social Environment (HBSE) curriculum, and forward the beginning of another approach that affords itself a more critical stance toward understanding elements of our daily world and various theoretical construals of them.
Abstract: The objective of this paper is to challenge the assumptions of the usual approaches to the Human Behavior in the Social Environment (HBSE) curriculum, and to forward the beginning of another approach that affords itself a more critical stance toward understanding elements of our daily world and various theoretical construals of them. The basis of the critique is both constructivist and "postmodern" (see below) in that we live in a world that is hardly imagined by more conventional content. This is a work underway, however, not a work complete.
TL;DR: The authors describe a course for clinical social work students which presumes social work's core commitment to work at the psychosocial interface, but addresses this commitment using the conceptual tools of social constructionism.
Abstract: This paper describes a course for clinical social work students which presumes social work's core commitment to work at the psychosocial interface, but addresses this commitment using the conceptual tools of social constructionism. The course is based on socia constructionist interests in the social and historical construction of professional knowledge; the value of multiple lenses to understanding any clinical phenomenon; and the inclusion of the position of the subject in the disciplined examination of any theory. We look at the social construction and location of commonly encountered psychiatric diagnoses; at the same time, we use these tools to examine the construction of the professional identities of the course participants.
TL;DR: In this paper, a model for integrating research in the social work curriculum is presented, and suggestions on how to incorporate that content across all curriculum areas are provided. But this model is not applicable to all social work programs.
Abstract: There is growing consensus among baccalaureate program directors on the importance of the research curriculum in undergraduate social work education. This consensus, however, is not reflected in the practices of many baccalaureate programs which often are characterized by lack of integratino of practice and research content, and isolation between research and other segments of the curriculum. The seriousness of this problem is reflected in the frequency with which social work programs are cited by the CSWE Commission on Accreditation for concerns about, or noncompliance with, the research requirements of the Curriculum Policy Statement. This paper presents one model for integrating research in the social work curriculum. Research content is broadly identified and suggestions provided on how to incorporate that content across all curriculum areas.
TL;DR: The authors describe a two-semester foundation course in Human Behavior and the Social Environment, taught from a constructivist perspective, where three levels of constructive activity related to different intellectual conditions are identified: the individual, the interactional, and the social-cultural.
Abstract: This paper describes a two-semester foundation course in Human Behavior and the Social Environment, taught from a constructivist perspective. Three levels of constructive activity, related to different intellectual conditions, are identified: the individual, the interactional, and the social-cultural. Questions addressed include: (How) can developmental theories and systemic/cybernetic theories be taught from this perspective? An analogy is drawn between the epistemological demands this course makes of students and the epistemological position of the field.
TL;DR: This article contends that today's training for social workers with its here-and-now, present-oriented foxus is inadequate to the task of dealing with the anguish of emotional trauma.
Abstract: In the still early aftermath of the Persian Gulf War and the Somalia expedition, the need for skilled practitioners cannot be ignored. In the years ahead, civilian mental health professionals will encounter war-related stress in clients who fought in both long ago and more recent wars. This article contends that today's training for social workers with its here-and-now, present-oriented foxus is inadequate to the task of dealing with the anguish of emotional trauma. Vietnam veteran studies provide us with a basis for infusion of relevant content into the social work practice curriculum.
TL;DR: Commercial expert systems development shells for desk-top computers offers social work educators and trainers a tool for developing computer based classroom and computer laboratory teaching applications.
Abstract: Commercial expert systems development shells for desk-top computers offers social work educators and trainers a tool for developing computer based classroom and computer laboratory teaching applications. Expert systems can be used to develop knowledge based applications that provide tutorial support, give and score examinations, automate programmed learning exercises, and teach decision making. Further, many shells are low in cos and have extensive documentation. They are easy to learn thereby allowing teachers to create applications unique to their course needs.
TL;DR: In this paper, the authors introduce two new components-themes and defenses-to the structured guidelines for process recording developed at the Loyola School of Social Work, which will further assist students in processing and understanding interview content.
Abstract: Process recording is a valuable teaching tool in clinical social work education. It helps to identify and clarify the interview process, and provides meaningful content from which field instructors and students can have supervisory dialogue. The main intent of this article is to introduce two new components-themes and defenses-to the structured guidelines for process recording developed at the Loyola School of Social Work. These two new components will further assist students in processing and understanding interview content. Examples supporting this thesis are included. In addition, discourse is provided on how the new structured guideliens can work with any process recording modality.
TL;DR: In this paper, the preparation of social workers who are committed to social transformation is discussed, and four principles-personal power, group support, critical awareness and action-are developed as guidelines for a social work education program which is able to facilitate both personal development and a commitment to social change.
Abstract: This paper discusses the preparation of social workers who are committed to social transformation. Humanist and radical traditions are reviewed regarding their strengths and limitations. From a merging of elements of these traditions four principles-personal power, group support, critical awareness and action-are developed as guidelines for a social work education program which is able to facilitate both personal development and a commitment to social transformation.
TL;DR: This article examined the prevalence of mother-blaming in case studies included in core foundation social work practice textbooks and found that cultural diversity and sexual orientation factors were common themes in these case studies.
Abstract: Building on the important quantitative investigation completed by Caplan and Hall-McCorquodale (1985) on mother-blaming in major clinical journals, this study examined mother-blaming in case studies included in core foundation social work practice textbooks. The study explored the questions: (1) Using the mother-blaming categories developed in the Caplan and Hall-McCorquodale (1985) study, how prevalent is mother-blaming in the case studies presented in core foundation social work practice textbooks? (2) What types of mother-blaming occur most frequently in these textbooks? (2) What types of mother-blaming occur most frequently in these textbooks? and (3) How are cultural diversity and sexual orientation factors presented? This study challenges social work educators to examine the underlying mother-blaming themes present in case studies used to prepare social work students for social work practice in a diverse society.