Showing papers in "Journal of Teaching in Social Work in 1999"
TL;DR: The authors presented the key concepts and assumptions encompassed within Bandura's theory of self-efficacy and illustrates how these ideas might be applied to the teaching of research and how these concepts might be used in the context of social work.
Abstract: Concern regarding students' negative attitudes toward research, as well as the impact such negativity can exert on student learning, abound within the social work literature. Given its focus on the role cognition plays in determining behavior, Bandura's self-efficacy model provides a fitting conceptual framework for clarifying how student attitudes might be facilitating or inhibiting their acquisition and use of research skills. This article presents the key concepts and assumptions encompassed within Bandura's theory of self-efficacy and illustrates how these ideas might be applied to the teaching of research.
53Â citations
TL;DR: This article used critical incident debriefing methodology to help faculty increase skill in supporting students through difficult psychological work that is necessary for the development of multicultural competence and identified critical events in teaching about oppression that point to policy and teaching recommendations.
Abstract: Meeting the CSWE standards related to diversity content poses new demands on faculty who frequently face strained classroom interactions and strong student affect. Using critical incident methodology, data from social work professors identified critical events in teaching about oppression that point to policy and teaching recommendations. Results have implications for the use of critical incident debriefing methodology to help faculty increase skill in supporting students through difficult psychological work that is necessary for the development of multicultural competence.
33Â citations
TL;DR: This paper developed a course of supervised field experience for seniors majoring in social work which melds theory with a class project conceived, designed, and carried out by the students, reflecting many commonly accepted principles for social action -determination of goals by the class as a whole respect for each student's abilities, resources, and limitations; effectiveness through self-evaluation and attention to group dynamics; step-by-step successes; a gradual increase in responsibility level; implementation of appropriate assessment and intervention procedures; and embedding of evaluation into project design.
Abstract: The typical undergraduate social work curriculum addresses social theory yet offers few opportunities to gain practical experience in community organizing, policy advocacy, and social problem-solving - the cornerstones of a social worker's professional identity. To redress this gap, The Catholic University of America has developed a course of supervised field experience for seniors majoring in social work. The course, which melds theory with a class project conceived, designed, and carried out by the students, reflects many commonly accepted principles for social action -determination of goals by the class as a whole respect for each student's abilities, resources, and limitations; effectiveness through self-evaluation and attention to group dynamics; step-by-step successes; a gradual increase in responsibility level; implementation of appropriate assessment and intervention procedures; and embedding of evaluation into project design. Thus, each project exemplifies the community action approach i...
28Â citations
TL;DR: The authors found that while participants generally felt prepared to run groups, most had received relatively little classroom preparation and a significant proportion did not anticipate running groups in their professional practice, while students who had taken a course devoted exclusively to group work consistently exhibited more positive views towards groups.
Abstract: Over six hundred graduate and undergraduate students enrolled in the field practicum at ten schools and programs of social work were surveyed to ascertain their views regarding their preparation for group work. Results indicated that while students generally felt prepared to run groups, most had received relatively little classroom preparation. Further, while respondents' views towards groups were generally favorable, a significant proportion did not anticipate running groups in their professional practice. Finally, students who had taken a course devoted exclusively to group work consistently exhibited more positive views towards groups, as did undergraduate students.
22Â citations
TL;DR: In this article, the authors illustrate how a diverse classroom can become the cite of the development of social work identity and discuss strategies which enable the learners to develop identities based upon principles of social construction and intersubjectivity.
Abstract: In this paper, the authors illustrate how a diverse classroom can become the cite of the development of social work identity. The authors point out that social work principles of neutrality and objectivity may veil strategies of power that some learners adopt in order to facilitate the formation of a helping identity. Using a Foucaldian analysis of classroom interactions, the authors encourage students to understand that identity which is socially constructed is complex and multi-determined. The paper explores how strategies of power, social position, and essentialism in classroom interactions may lead learners to assume positions of privileged identity. The authors discuss strategies which enable the learners to develop identities based upon principles of social construction and intersubjectivity.
21Â citations
TL;DR: The authors compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university and found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content.
Abstract: This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered wit...
21Â citations
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TL;DR: The authors found that the administration curriculum and field practice were most closely matched to the skills required for practice, however, the foundation social work curriculum was more suitable for practice in social work.
Abstract: Practicing social work managers, all graduates from an administration concentration in a school of social work, responded to a mail survey which asked them to identify the current practice domains, the importance of thirty-seven managerial skills to their practice, and the extent to which the advanced management curriculum, the field practi-cum and the foundation social work curriculum had prepared them for practice in these areas. Respondents were employed in managerial positions in the social services and reported confidence in their level of preparedness for managerial work. Thus this case study suggests that an M.S.W. program can offer sufficient specialized training in management. Respondents identified interpersonal skills as the most critical skills for management practice. Each of three curriculum components provided adequate preparation; however, the administration curriculum and field practice were most closely matched to the skills required for practice. Interestingly, the foundation c...
19Â citations
TL;DR: In this paper, the educational components of a macro practice course which links the learning of large systems change theory to a required macro project in a student's field placement are presented, along with the learning components, integration process and evaluation procedures utilized in the macro methods course.
Abstract: Although undergraduate social work education requires that macro methods be included as part of generalist practice, providing opportunities for hands-on macro experiences has been an ongoing dilemma for social work educators. This paper presents the educational components of a macro practice course which links the learning of large systems change theory to a required macro project in a student's field placement. To explain this approach to teaching macro practice, the authors include: (1) the curriculum arrangements to accommodate the macro project in either a block or concurrent filed placement; (2) the activities at the filed placement site to establish and complete the macro project, including termination; and (3) the learning components, integration process and evaluation procedures utilized in the macro methods course.
19Â citations
TL;DR: All doctoral programs in social work in the United States were surveyed as to their ways, if any, of preparing their students for teaching and the faculty role as discussed by the authors, and only four programs made some planned effort to help their students acquire some knowledge and/or expertise in the areas of teaching, curriculum, learning theories or some combination of these.
Abstract: All doctoral programs in social work in the United States were surveyed as to their ways, if any, of preparing their students for teaching and the faculty role. Forty five out of a possible 51 replied. Although there was no agreement as to the way to do this, all but four programs made some planned effort to help their students acquire some knowledge and/or expertise in the areas of teaching, curriculum, learning theories or some combination of these. Almost all were elective for the student.
13Â citations
TL;DR: An overview of Section 504 of the Rehabilitation Act of 1973 is presented in this article, which is the federal law upon which the ADA is built, and an analysis of the case law that has emerged under Section 504 that serves as a guide to the rights and responsibilities of social work programs and faculty under the ADA.
Abstract: An overview of the Americans With Disabilities Act (ADA) is presented. The article emphasizes that Section 504 of the Rehabilitation Act of 1973 is the federal law upon which the ADA is built. A comparison of Section 504 and the ADA is presented in the paper. An analysis is offered of the case law that has emerged under Section 504 that serves as a guide to the rights and responsibilities of social work programs and faculty under the ADA. Recommendations are made for helping social work programs comply with the ADA in the area of student admissions and retention.
9Â citations
TL;DR: In this article, the authors integrate the theory and processes of conflict resolution with social systems perspectives and social work values, and recommend avenues for further development of conflict management within social work education identifying some research avenues and delineating course content.
Abstract: Toward encouraging the teaching of conflict management knowledge and skills, the article integrates the theory and processes of conflict resolution with social systems perspectives and social work values. It sets forth basic definitions and mediation processes. It demonstrates the affinity of conflict management for several approaches to practice and its utility in different social work practice settings. The article also identifies challenges and strategies for teaching conflict management in social work. Finally, it recommends avenues for further development of conflict management within social work education identifying some research avenues and delineating course content.
TL;DR: In this paper, the authors discuss several social constructionist principles relevant to the field of mental health and apply them to the contexualization of major issues in mental health practice.
Abstract: The introduction of social constructionism to social work education has added an important dimension to traditional methods of social work pedagogy. This paper discusses several social constructionist principles relevant to the field of mental health and applies them to the contexualization of major issues in mental health practice. A model for teaching is proposed that integrates the voices of clients, families, and providers with several socially constructed dichotomies seen as historically and culturally relevant to current social work practice in mental health.
TL;DR: In this article, the authors discuss the use of a teaching practicum for doctoral students in social work and identify the advantages of such a teaching program, as well as critical issues associated with the establishment of a program.
Abstract: The authors discuss the use of a teaching practicum for doctoral students in social work. The advantages of a teaching prac-ticum are identified, as are critical issues associated with the establishment of such a program.
TL;DR: In this article, a set of feminist classroom rules adapted for the undergraduate social work classroom were used to help students examine and practice interactions which underscored empowerment principles aimed at ending discrimination, enhancing the capacity of clients to meet their needs, and promoting social justice.
Abstract: This paper describes a set of feminist classroom rules adapted for the undergraduate social work classroom. The rules were utilized to help students examine and practice interactions which underscored empowerment principles aimed at ending discrimination, enhancing the capacity of clients to meet their needs, and promoting social justice. The rules provide a framework for examining racism, classism, sexism, heterosexism, and other institutional forms of oppression and privilege in American society. The paper examines the feminist rules in the context of a project designed to teach empowerment to students. Implementation strategies for social work educators and implications for researchers are discussed.
TL;DR: In this paper, the fit between the jail system needs and social work education is explored and encouraged, and an interdependent relationship where the jail provides the Academy and its students access to an environment rich and ripe for study and, in turn, the Academy offers the jail both direct services and indirect support for identifying and intervening in inm...
Abstract: Despite social work's historical commitment to social justice and the strength of the profession in terms of the number of persons holding master degrees in social work, we are guilty of ignoring the needs which confront us daily from inside one of the oldest institutions in this country: the jail. The jail setting offers social workers the opportunity to simultaneously address the various critical needs of a multi-client system, a system which includes rising numbers of persons with serious and persistent mental illnesses, overworked and underappreciated detention personnel, and an often tedious and impersonal judicial process. In this article, the fit between jail system needs and social work education is explored and encouraged. Envisioned is an interdependent relationship where the jail provides the Academy and its students access to an environment rich and ripe for study and, in turn, the Academy offers the jail both direct services and indirect support for identifying and intervening in inm...
TL;DR: In this paper, the authors examine some of the different ways of viewing the world held by practitioners and students in relation to the likelihood that they will be able to work effectively with groups.
Abstract: Within the social work profession, one's world view, one's beliefs and values based on one's experiences, strongly influences one's practice and comfort with groups. This paper will examine some of the different ways of viewing the world held by practitioners and students in relation to the likelihood that they will be able to work effectively with groups. Such examination, and the identification of the differences among social workers that results from it has implications for both teaching and supervision in social work. These implications will be discussed and specific principles and techniques for teaching social workers, in education and in supervision, based on their world views will be described. This paper aims to enrich education for group work so that the community of social group work practitioners can grow and continue to thrive.
TL;DR: At the University of Nevada-Reno, faculty developed group work content as an integral part of an advanced gen-eralist curriculum designed to enable graduates to perform mezzo-level assessments and interventions in the spectrum of micro- to macro-level practice.
Abstract: This paper describes how one graduate school of social work conceived and developed group work content in an advanced generalist curriculum for students preparing to address a broad range of social and personal problems in agency-based practices in troubled communities. As more social work programs adopt advanced generalist curricula, faculty struggle to frame (from multi-theoretical orientations) and articulate interventions effective with multi-problemed clients in a variety of practice arenas. At the University of Nevada-Reno, faculty developed group work content as an integral part of an advanced gen-eralist curriculum designed to enable graduates to perform mezzo-level assessments and interventions in the spectrum of micro- to macro-level practice.
TL;DR: In this paper, the authors describe the Title IV-E Child Welfare Training Program at the University of Wisconsin-Milwaukee and the specific programmatic issues attendant to adult learners, and analyze the selection/recruitment process, curriculum development, field instruction, and students' own evaluation of their educational experience.
Abstract: This article describes the Title IV-E Child Welfare Training Program at the University of Wisconsin-Milwaukee and the specific programmatic issues attendant to adult learners. Knowles' model of adult education is presented and then used to analyze the selection/recruitment process, curriculum development, field instruction, and the students' own evaluation of their educational experience. Implications are drawn for other programs with a high percentage of adult learners.
TL;DR: In this paper, a model presents research as skills of social work practice, integrating the contentious practice research dichotomy, and a basic assumption in the model is that good practitioners conduct research in their implementation of practice.
Abstract: Practice domain and needs of a profession should determine development and use of research methodologies. The complexity and broad range of social work interventions require an approach to research that is more far-reaching, with greater depth, than offered by either the positivists or post-modernists. In this article, a model presents research as skills of social work practice, integrating the contentious practice research dichotomy. Acknowledging that differences in language and perceptions of practitioners and researchers create enormous challenges, a basic assumption in the model is that good practitioners conduct research in their implementation of practice. Juxtaposing practice components with research methodologies, case material illustrates the professional helping relationship as a shared conceptualization of reality, social work assessment as theory construction with need for validity and reliability, and use of triangulation to prevent drift and unplanned shifts in the intervention.
TL;DR: In this paper, the authors explore a competency framework and learning model for social work field education, which is offered both as a way to identify the different kinds of learning students must master in both classroom and field and to assist supervisors in that process.
Abstract: Based on the concepts of a developmental approach to adult learning, this paper explores a competency framework and learning model for social work field education. The model is offered both as a way to identify the different kinds of learning students must master in both classroom and field and to assist supervisors in that process. Gaining competency in the process of applying knowledge and skills, reflecting on that application, and making necessary changes based on the insights garnered through reflection is known as praxis, the precursor of the ability to engage in autonomous professional practice.
TL;DR: In this paper, the authors describe two simulations designed to teach about lesbian and gay persons and how to make social change efforts on their behalf, and an analysis of the effectiveness of these simulations is discussed along with recommendations for their use.
Abstract: Social Work educators require effective teaching strategies to deliver Council on Social Work Education (CSWE) mandated content on lesbian and gay persons. Content must cover the dynamics of oppression and strategies to create social change. Simulations offer one useful approach in presenting such content. This article describes two simulations designed to teach about lesbian and gay persons and how to make social change efforts on their behalf. An analysis of the effectiveness of these simulations is discussed along with recommendations for their use.
TL;DR: The first four years of the implementation of a social work field project focused on homelessness was described in this paper, where social work graduate students were placed in community-based agencies serving homeless individuals and families.
Abstract: This article describes the development and first four years of implementation of a social work field project focused on homelessness. Developed in a northwest city, the project was created to provide opportunities for Masters in Social Work students to work with homeless individuals and families, including women and children who have experienced domestic violence. Social work graduate students were placed in community-based agencies serving homeless individuals and families. The project coordinator acted as faculty liaison to many of the students and facilitated integrative seminars with guest presenters from the community. The benefits and challenges of field placements in agencies serving vulnerable populations and suggestions for replication are discussed.
TL;DR: A survey of social work educators revealed that faculty lack consensus or are unsure about what is ethical in professional behavior, grading, and relationship boundaries as discussed by the authors, and the NASW Code of Ethics gives little guidance to educators dealing with these and other questions that arise when service recipients are students, not clients.
Abstract: A nationwide survey of social work educators revealed that faculty lack consensus or are unsure about what is ethical in professional behavior, grading, and relationship boundaries. The aim was to learn whether the stated professional code is reflected in the opinions of educators. Educators agreed about clear boundaries with present students, but they were not sure about the same with ex-students or with colleagues at higher or lower ranks. The NASW Code of Ethics gives little guidance to educators dealing with these and other questions that arise when service recipients are students, not clients.
TL;DR: Hoffman, Fierstein, and Kramer as mentioned in this paper wrote AIDS plays early in the epidemic's history, and their voices, translated through their all-too-human fictional characters, speak out loud about living, loving, and dying.
Abstract: Students continue to graduate from social work programs with their negative attitudes and uneasy feelings about gays and lesbians eroded but still intact. The AIDS phenomenon has heightened their awareness but also their anxiety. Hoffman, Fierstein, and Kramer wrote AIDS plays early in the epidemic's history, and their voices, translated through their all-too-human fictional characters, speak out loud about living, loving, and dying. Structured classroom readings and discussions of these dramas challenge stereotypes of the Other, humanize personal and political struggles, and propel students to re-examine their own values and fears.
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TL;DR: In this paper, the aging and dying processes of a social worker's parents and the impact that this process had on her teaching in the area of social work practice and gerontology are described from a personal perspective.
Abstract: This narrative describes, from a personal perspective, the aging and dying processes of a social worker's parents, and the impact that this process had on her teaching in the area of social work practice and gerontology. The impact of a personal crisis on one's professional role is dramatic. Issues related to social support, the conflict inherent in multiple roles, and the burdens and joys of caretaking are explored in an effort to offer readers the opportunity to understand the complexities of the aging process. Furthermore, the dilemmas inherent in teaching about a topic that has such important and personal implications for teachers and learners are examined.
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TL;DR: In this paper, the author examines her uncle's life and death by using narrative and social construction theory to deconstruct both her family's and the socio-cultural stories of mental illness.
Abstract: The author examines her uncle's life and death by using narrative and social construction theory to deconstruct both her family's and the socio-cultural stories of mental illness.