Showing papers in "Journal of Teaching in Social Work in 1998"
TL;DR: In this paper, the authors advocate the feasibility and effectiveness of using standardized clients in both the education and evaluation of social work students, and in a wide variety of applications, thereby significantly strengthening competency-based, direct practice training in Schools of Social Work.
Abstract: The gap between classroom preparation and field performance continues to be a major problem to social work educators. “Standardized Clients” (SCs) have been accepted by medical educators since the 1970s but have not been systematically integrated into social work education. This paper advocates the feasibility and effectiveness of using SCs, in both the education and evaluation of social work students, and in a wide variety of applications, thereby significantly strengthening competency-based, direct practice training in Schools of Social Work. SCs are nonprofessionals trained to simulate a wide range of physical signs, emotions and affect, symptoms and behaviors, and able to recall a breadth of scripted medical, psychiatric, and social information with a high degree of realism. They can provide behavior-based evidence, free of the potential for risk to “real” clients, that skills have been mastered. We are proposing that this method of instruction and evaluation is eminently suited to the goals ...
39 citations
TL;DR: Experiential education techniques have a sound theoretical basis, are compatible with social work education, and are valued teaching tools for cultural competence as mentioned in this paper, however, some educators still rely on didactic techniques and many of the helping professions still struggle with the best ways to implement their commitment to educating students for culturally competent practice.
Abstract: Experiential education techniques have a sound theoretical basis, are compatible with social work education, and are valued teaching tools for cultural competence. Although some educators still rely on didactic techniques and many of the helping professions still struggle with the best ways in which to implement their commitment to educating students for culturally competent practice, it seems a natural and important step for educators to move toward incorporating more experiential strategies in their teaching. This article reviews and summarizes the state of experiential education for cross cultural training in the human services. Various techniques for developing cultural competence are discussed.
30 citations
TL;DR: In this paper, the authors propose a model of social work education based on recent theoretical developments and research findings in the field of adult learning, which consists of three phases of learning: the decision to learn, the learning process, and the learning outcome.
Abstract: The person-environment paradigm is pivotal to our profession; however, few social work educators have utilized this theoretical perspective to shape curricula or to advance teaching practices that take into account what we know about the adult learner (Coulshed, 1993) and the learning environment (Knowles, 1972). In this article, the authors propose a model of social work education based on recent theoretical developments and research findings in the field of adult learning. The model consists of three phases of learning: the decision to learn, the learning process, and the learning outcome. Characteristics of the adult learner (motivation, personal attributes, cognitive development, learning style) and conditions of the learning environment (physical, interpersonal, and socio-cultural) are emphasized in the model.
19 citations
TL;DR: This paper found that students had knowledge of specific oppressed groups, especially racial and ethnic minorities, but were unable to link this group-specific understanding to the overall influence of oppression on the lives of people.
Abstract: MSW students∗ perceptions of oppression, especially as it is taught in the Methods of Direct Practice sequence, were evaluated through qualitative and quantitative analysis Findings revealed that students had knowledge of specific oppressed groups, especially racial and ethnic minorities, but were unable to link this group-specific understanding to the overall influence of oppression on the lives of people The classroom environment, especially the perception of the professor as vulnerable/oppressed, was important in students' perceptions of their ability to integrate and address this content
15 citations
TL;DR: The authors conducted a study on student satisfaction with field placement and found that the field instructor or supervisor was a link to student's satisfaction with the field practicum, and that field instructors' roles and tasks varied greatly in their degree of specificity in spelling out the field instruction tasks.
Abstract: From its inception, social work education has consistently embraced the position that field learning is an essential element of professional education. It is through field work that the student has the opportunity to apply knowledge gained in the classroom and to learn the skills necessary for effective social work practice A study conducted by Fortune et at. (1985) on student satisfaction with field placement revealed that the field instructor or supervisor was a link to student satisfaction with the field practicum. Much has been written on the concept and principles of field education, with discussions on the field instructor's functions in field instruction. However, it seems that such discussions vary greatly in their degree of specificity in spelling out the field instruction tasks. On the other hand, relatively little has been reported on how social work students perceive the roles and tasks of field instructors. It seems obvious that students, with first hand experiences in field work pra...
15 citations
TL;DR: In this article, the authors compared the effectiveness of two teaching models, the lecture/discussion model and the cooperative learning model, in two separate sections of a first semester course in the MSW program at a large public university.
Abstract: This paper presents the findings of a research project comparing the effectiveness of two teaching models used in a graduate social work practice course. Two teaching methodologies, the lecture/discussion model and the cooperative learning model, were used in two separate sections of Foundations of Social Work Practice, a first semester graduate course in the MSW program at a large public university. A pretest/posttest comparison group model was used. One section of this course used a cooperative learning model while the other used the lecture/discussion model. Both sections spent the same amount of time on the material in the knowledge questionnaire and administered the posttest and follow-up on the same date. T-test and effect size statistics were used which demonstrated the greater efficacy of the cooperative learning model, particularly on long term retention of information. In the course of describing the teaching models used in the study, the cooperative learning model and its history is di...
12 citations
TL;DR: In this article, the authors report results of a survey of school social workers in which respondents were asked to rate the importance and complexity of different knowledge, skills, and abilities selected by a panel of experts to reflect the breadth of content for entry-level social work practice in schools.
Abstract: This article reports the results of a national survey of school social workers in which respondents were asked to rate the importance and complexity of different knowledge, skills, and abilities selected by a panel of experts to reflect the breadth of content for entry-level social work practice in schools. The article discusses the implications of these findings for curriculum development and offers additional curriculum guidelines based on current trends affecting our nation's schools.
11 citations
TL;DR: A description of the development and implementation of a two-semester research assignment for the practice class and co-requisite field placement, which is also adaptable to MSW programs.
Abstract: In an effort to provide senior undergraduates with a means of integrating their learning across content areas, BSW program faculty have devised a two-semester research assignment for the practice class and co-requisite field placement. This project, done independently, consists of the students' identification of a field agency problem issue, the preparation of a research proposal for studying the problem, the implementation of the project, and a written report of outcomes. Through this process, learning from the research, practice, and field instruction courses is integrated. This paper is a description of the development and implementation of that project, which is also adaptable to MSW programs. Specific benefits to students and field agencies are discussed.
11 citations
TL;DR: This paper measured student knowledge of and attitudes about feminist-oriented practice and found that less than half the students identified themselves as feminists and over two thirds were not familiar with basic feminist literature.
Abstract: Feminist theory has expanded significantly in the last three decades, but little is known about how this information is applied in the social work curriculum that serves mainly female students who will eventually serve predominantly female clients. This study measured student knowledge of and attitudes about feminist-oriented practice. A questionnaire was administered to 127 undergraduate and graduate students in four schools of social work. The findings reveal that student knowledge of feminism is not extensive and a feminist orientation is not widespread in the student population. Less than half the students identified themselves as feminists and over two thirds were not familiar with basic feminist literature. Recommendations are made for enhancing the feminist perspective in the curriculum.
9 citations
TL;DR: In this article, a training project was designed to expand field instructors' abilities to plan and supervise group assignments, with recommendations for replication and expansion, and the outcomes confirm that such training can instill confidence, access existing knowledge in group work and generalist practice, enhance peer support and training, build specific group work supervisory s...
Abstract: Groups and social workers to lead them are increasingly in demand. Agencies often see group work as a favored method in redeploying resources, but find few social workers able to develop and implement effective group programs. While educational institutions must provide learning opportunities with groups, schools of social work face multiple challenges, especially in field education. The increased desire for group assignments in field education will remain unfulfilled if field instructors cannot train students in social work with groups. This training project was designed to expand field instructors' abilities to plan and supervise group assignments. The assessment, design, implementation, and evaluation phases of this project are described, with recommendations for replication and expansion. Project outcomes confirm that such training can instill confidence, access existing knowledge in group work and generalist practice, enhance peer support and training, build specific group work supervisory s...
9 citations
TL;DR: In this paper, a model that integrates content on social work practice with victims and perpetrators of violence into a first-year MSW practice curriculum is described, including a required knowledge base, values clarification exercises, skills for assessment and intervention with individuals, families, and groups, and strategies to help students manage feelings.
Abstract: Content on violence has been neglected in the social work practice curriculum This paper describes a model that integrates content on social work practice with victims and perpetrators of violence into a first-year MSW practice curriculum Included are a required knowledge base, values clarification exercises, skills for assessment and intervention with individuals, families, and groups, and strategies to help students manage feelings A sample bibliography is included
Abstract: In social work education, legal content may be best conveyed through infusion, rather than specialized law/social work courses. Infusion will occur differently in each social work education sequence (practice, human behavior, policy, and research). When infusing content about discharge of legal responsibilities into a practice class, the instructor should choose a common legal topic, and teach the relevant knowledge and skills. As the instructor generalizes from the topic presented, students learn that most legal topics affect practice in a complex manner. The example of legally mandated child maltreatment reporting is used to demonstrate knowledge, skills, and teaching methods. Implications are presented for social work literature, and for contact between social work faculty and field instructors.
TL;DR: In this paper, the authors provide a framework for the development and operation of a unique type of field demonstration project, which focuses on the methodology used to develop and operate the field projects in order to encourage replication among other schools of social work.
Abstract: Changes in funding patterns and privatization of health and human services within government are prompting new forms of management and organizational structures creating challenges for service delivery and the education of social work managers. The profession's ability to provide leadership and respond to such rapidly changing environmental trends is grounded in the capability of field education to bridge the university and practice communities and provide flexible, innovative combinations of service programming and research partnerships. This article provides a framework for the development and operation of a unique type of field demonstration project. The article focuses on the methodology used to develop and operate the field projects in order to encourage replication among other schools of social work.
TL;DR: The Content of Supervision Scale (COSS) as discussed by the authors was developed to measure the supervisory priorities of potential supervisors and three distinct dimensions of supervision sessions are measured: student learning, becoming a social worker, and social work theory and practice.
Abstract: Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice’ Each of these subscales have demonstrated internal consistency By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced
TL;DR: In this article, the authors describe an innovative educational tool designed for the dual purpose of evaluating teaching and learning and teaching skills for evaluating practice, drawing from the literature on feminist pedagogy, group process and classroom evaluation.
Abstract: This article describes an innovative educational tool designed for the dual purpose of evaluating teaching and learning and teaching skills for evaluating practice. Drawing from the literature on feminist pedagogy, group process and classroom evaluation, the authors designed and implemented a classroom evaluation instrument and process for enhancing teaching and learning. Results of this evaluation process are presented and its strengths and limitations are discussed. Use of this tool models one approach to evaluating group work practice interventions while at the same time providing useful data to improve students' experiences in the classroom.
TL;DR: In this paper, a class listserv created to facilitate student discourse in Practice I was found to be a successful medium for integrating information on library skills and technology, and a social work librarian participated on the listserv for the purposes of familiarizing students with the role of reference librarians, introducing information on libraries research skills and developing student-librarian relationships.
Abstract: Junior level social work students were found to have a limited understanding of, and familiarity with, library technology. A class listserv created to facilitate student discourse in Practice I was found to be a successful medium for integrating information on library skills and technology. A social work librarian participated on the listserv for the purposes of familiarizing students with the role of reference librarians, introducing information on library research skills and developing student-librarian relationships. Pre- and posttests reveal that student understanding and usage of library technology increased over the semester in which library and technology instructions were provided. Other potential uses of e-mail are addressed.
TL;DR: In this paper, the authors describe an innovative teaching model to build social work student competence in child abuse and neglect through agency and university collaboration, utilizing both a professional educator and a professional practitioner to design, plan, and teach a competency-based curriculum which addresses both social work educational needs and specific job-related expectations.
Abstract: This paper describes an innovative teaching model to build social work student competence in child abuse and neglect through agency and university collaboration. This model is unique in utilizing both a professional educator and a professional practitioner to design, plan, and teach a competency-based curriculum which addresses both social work educational needs and specific job-related expectations. The collaborative teaching model moves social work education toward practice relevancy, and social work practice toward theoretical grounding. Collaborative small group learning in adult education guide the process of student competency development. Course methodology, evaluation, benefits and challenges are examined.
TL;DR: The authors discusses educational considerations in implementing a type-sensitive curriculum in social work education, including strategies for using the Myers-Briggs Type Indicator (MBTI) to differentiate learning styles and strategies for facilitating educators' and students' ability to appreciate these differences.
Abstract: Basic differences in temperament, learning styles, motivation, and interaction styles have major impacts on people yet receive little attention in social work education. Faculty must understand the different ways students learn and be receptive to new patterns of teaching in order to achieve educational excellence. The Myers-Briggs Type Indicator (MBTI) is one tool that identifies specific preferences among individuals that explain difference in learning styles. This paper discusses educational considerations in implementing a “type-sensitive” curriculum in social work education, including strategies for using the Myers-Briggs Type Indicator (MBTI) to differentiate learning styles and strategies for facilitating educators' and students' ability to appreciate these differences. It examines the ways in which differences in type can complement each other in the educational process. Understanding difference can provide insights into personal, academic, and professional performance, as well as an appr...
TL;DR: In this paper, the authors describe one school's approach in working with and involving adjunct faculty as significant stakeholders in the overall educational program, which incorporates a number of ongoing activities to encourage adjunct faculty to contribute to the academic community beyond the instruction of one course.
Abstract: Adjunct faculty are growing in numbers and time spent instructing courses in social work programs. This paper describes one school's approach in working with and involving adjunct faculty as significant stakeholders in the overall educational program. The described program incorporates a number of ongoing activities to encourage adjunct faculty to contribute to the academic community beyond the instruction of one course. The paper also identifies additional strategies a social work program may consider to further strengthen the adjuncts∗ role in academia. The paper concludes with questions for social work educational programs and the Council on Social Work Education's Commission on Accreditation to recognize and define the position and function of adjunct faculty in social work education.
TL;DR: This paper surveyed deans and directors of CSWE accredited graduate programs to examine a number of questions related to faculty committee work expectations and rewards that they carry, and found that some committees exist within virtually all graduate programs and that all faculty are expected to share in committee responsibilities.
Abstract: Faculty committee service can make heavy demands on a social work educator's time. It reduces opportunities to meet other role expectations such as good teaching and professional scholarship-expectations that receive close scrutiny when personnel decisions about tenure, promotion or merit pay increases are made. The authors surveyed deans and directors of CSWE accredited graduate programs to examine a number of questions related to faculty committee work expectations and rewards that they carry. Data suggest that some committees exist within virtually all graduate programs and that all faculty are expected to share in committee responsibilities. Rewards and special considerations for responsible committee service are few. Other findings also are presented and discussed in relation to norms and variations that exist among graduate programs.
TL;DR: In this paper, a framework for teaching about communities of place and identification as a part of the social environment of these individuals is presented, where a social systems perspective is used to explore community and organizational barriers to their full participation in the rights and benefits of society.
Abstract: Gay men, lesbians, and bisexual persons constitute populations-at-risk due to discrimination and oppression directed toward them within American society. In learning to work with members of these populations social work students need an understanding of the meaning of communities for gay people. This article presents a framework for teaching about communities of place and identification as a part of the social environment of these individuals. A social systems perspective is used to explore community and organizational barriers to their full participation in the rights and benefits of society.
TL;DR: In this paper, the authors report on the differing perceptions of experiences by women and men, examine some differences in current professional life, and suggest student advising changes which might encourage women to follow administrative career paths.
Abstract: The possibility that gender related educational experiences may be associated with the low percentage of women following administrative careers in social work merits exploration. Using data from an alumni survey, this paper reports on the differing perceptions of experiences by women and men, examines some differences in current professional life, and suggests student advising changes which might encourage women to follow administrative career paths.
TL;DR: In this article, an integrated approach is introduced to help social work educators present the interacting biological, psychological, biopsychological, and sociological variables that contribute to the development of a sexual identity.
Abstract: The purpose of this paper is twofold: (1) to review and analyze the literature on the development of a gay or lesbian identity; and (2) to discuss how an analysis of this literature can be incorporated into all areas of the social work curriculum. An integrated approach is introduced to help social work educators present the interacting biological, psychological, biopsychological, and sociological variables that contribute to the development of a sexual identity. This approach can assist educators in articulating the complexity, and interdependence of variables, which give rise to sexual expression and sexual identity over time and across developmental stages.
TL;DR: Three courses that can be integrated into the Child/Youth/Family area of the curriculum are described: a generic course on intensive family preservation, a specialized course on family reunification of children in out-of-home care, and a specialty course on preparation of foster adolescents for interdependent living.
Abstract: The family preservation movement, with its historic emphasis on keeping children with their families, is prominent in social work in the U.S.A. in large part this is due to the profession's enduring commitment to society's most deprived families. In keeping with the importance of this movement, appropriate content should be incorporated throughout the social work curriculum. Accordingly, this article describes three courses that can be integrated into the Child/Youth/Family area of the curriculum: a generic course on intensive family preservation, a specialized course on family reunification of children in out-of-home care, and a specialized course on preparation of foster adolescents for interdependent living.