Showing papers in "Journal of Teaching in Social Work in 2000"
TL;DR: In this article, BSW and MSW students' evaluations of their field instructors and these individuals' use of various supervisory skills and assignments were assessed early in the field placement and the findings indicated the need for training to help field instructors make the transition from social work practitioner to social work educator.
Abstract: BSW and MSW students' evaluations of their field instructors and these individuals' use of various supervisory skills and assignments were assessed early in the field placement. Skills that directly enhanced students' learning in the field were most influential. Supervisory activities that introduced students to the agency and what would be expected of them were particularly helpful. Differences in first-time and second-year students' reactions suggest that students' learning needs vary, based on their prior experience with and understanding of the field. The findings also suggest the need for training to help field instructors make the transition from social work practitioner to social work educator.
53 citations
TL;DR: In this article, a focus group discussion of professionals' experiences with practica when there was no MSW on site was conducted and the authors concluded that active involvement of all three parties -the on-site non-MSW supervisor, the off-site MSW field instructor, and the practicum student -in a triad model of field education increases the likelihood that these practica provide students with field learning experiences that are among the very best.
Abstract: This paper adds to the literature on field instruction and supervision of social work practicum students by nonMSW professionals. It shares insights gained from a focus group discussion of professionals' experiences with practica when there was no MSW on site. Reported findings indicate student, agency, and relational characteristics contribute to the success of these placements. The focus group and the authors conclude that active involvement of all three parties -the on-site nonMSW supervisor, the off-site MSW field instructor, and the practicum student -in a triad model of field education increases the likelihood that these practica provide students with field learning experiences that are among the very best.
37 citations
TL;DR: The Reflective Judgment Model as discussed by the authors focuses on the development of assumptions about knowledge and the process of knowing as development occurs through adulthood, which holds promise for enlarging social work's understanding of critical thinking and examines approaches to teaching which enhance critical thinking.
Abstract: Discussion of the nature of critical thinking and the ways in which it can be enhanced has increased in recent years among social work educators, and yet little is known about the impact of MSW education on the critical thinking of students. This paper examines the nature of critical thinking, presents an adult cognitive developmental model, the Reflective Judgment Model (King & Kitchener, 1994), which holds promise for enlarging social work's understanding of critical thinking and examines approaches to teaching which enhance critical thinking. The Reflective Judgment Model focuses on the development of assumptions about knowledge and the process of knowing as development occurs through adulthood. Specific implications for creating classroom and field learning environments are detailed, including characteristics of effective teachers and of effective assignments.
32 citations
TL;DR: In this paper, a model for social work educators to integrate legal content across the social work curriculum, focusing on both the knowledge of legal concepts and systems as well as the skills to practice in legal environments and to influence the decisions of the legal system as they affect social workers and clients.
Abstract: One of the areas of growing importance to social work is the law. If the social work profession is to be in control of its future, it must become committed to the role of exerting influence on the legal system through education, advocacy and proactive legal policy development. This paper argues for increased attention by the social work profession to legal scholarship and the development of legal knowledge related to social work practice. A model is presented for social work educators to integrate legal content across the social work curriculum, focusing on both the knowledge of legal concepts and systems as well as the skills to practice in legal environments and to influence the decisions of the legal system as they affect social workers and clients.
26 citations
TL;DR: Policy practice training is needed for all social work students to encourage them to see themselves as part of the policy making process and there is a lack of information in the social work literature about educational techniques that encourage students to engage in post-masters policy intervention.
Abstract: Abstract Policy practice training is needed for all social work students to encourage them to see themselves as part of the policy making process. The hope is that with specific training and hands-on experience in policy making, social workers will continue to be active in this arena post-graduation. However, there is a lack of information in the social work literature about educational techniques that encourage students to engage in post-masters policy intervention. Using a post-test design followed by an eight months post-graduation follow-up, students reported on their policy making activities. Class assignments in policy practice resulted in a wide array of intervention projects ranging from congressional lobbying and labor organizing to active support of consumer involvement in policy making. At follow-up, participants reported they continued their high level of policy practice subsequent to graduation.
24 citations
TL;DR: The post-modernist paradigm of constructivism is presented as an alternative approach to social work's traditional pedagogy based on the premise of logical positivism in this article, which recognizes learning as a uniquely personal experience that is the result of the dynamic exchange between the student and the learning environment.
Abstract: This paper presents a brief overview of curriculum theories and philosophies. The post-modernist paradigm of constructivism is presented as an alternative approach to social work's traditional pedagogy based on the premise of logical positivism. Because constructivism recognizes learning as a uniquely personal experience that is the result of the dynamic exchange between the student and the learning environment, it is consistent with the profession's valuing of the ecological model. Instructional methodologies and evaluation criteria consistent for a pedagogy that is based on a constructivist philosophy are described.
21 citations
TL;DR: In this paper, Bibliothera-peutic activities are proposed as a classroom learning method that assists in the preparation of practitioners for multicultural practice, where there is a heightened need for practitioners to be aware of the effects of social power in the practice relationship.
Abstract: Competency in multicultural practice requires skill in use of self and an ability to connect with others different from oneself. The potential for countertransferential responses is intensified in practice settings where there is diversity between client and practitioner. In these situations, there is a heightened need for practitioners to be aware of the effects of social power in the practice relationship. Bibliothera-peutic activities are proposed as a classroom learning method that assists in the preparation of practitioners for multicultural practice.
20 citations
TL;DR: In this paper, the authors present and evaluate an approach to teaching practicing social workers in Hong Kong qualitative research from a feminist perspective using a problem-based format, where graduate social workers were taught critical appraisal skills while learning to do qualitative interview research in their practices.
Abstract: This paper presents and evaluates an approach to teaching practicing social workers in Hong Kong qualitative research from a feminist perspective. Using a problem-based format, graduate social workers in Hong Kong were taught critical appraisal skills while learning to do qualitative interview research in their practices. While the problem-based design supports models of adult learning and is a successful method for teaching new research skills to a diverse student body, linking epistemology with methodology and practice was a challenge in the cross-cultural context for both students and instructor.
17 citations
TL;DR: In this paper, the authors discuss process recording as both a product and a process and highlight its enduring importance in social work education as a learning and teaching tool, and propose an updated structured outline for recording which goes beyond more familiar traditional formulations to emphasize both the student's conceptualization of practice and the evaluation of student performance throughout the educational process.
Abstract: Despite the wide array of advances in recording technology, process recording remains an effective means for enabling students to conceptualize and evaluate their practice and for field instructors to track student progress toward educational goals. This article discusses process recording as both a productand a processand highlights its enduring importance in social work education as a learning and teaching tool. Building upon previous models, an updated structured outline for recording is offered which goes beyond more familiar traditional formulations to emphasize both the student's conceptualization of practice and the evaluation of student performance throughout the educational process.
14 citations
TL;DR: The Field System Eco-map as discussed by the authors is an extension of the traditional eco-map to help students create a schema for organizing practicum experiences and can be used to assist students in developing strategies for independent, constructive problem solving in the face of baffling organizational systems and practicum dilemmas.
Abstract: Rapid changes in social services have altered the organizational context of student practicum experiences. Field experiences have become increasingly complex, requiring that students demonstrate independent practice skills earlier in practicum than was required previously. As a result students need a tool to assist them in understanding the complexities of agency-based practice. The Field System Eco-map, an extension of the traditional eco-map, was developed to help students create a schema for organizing practicum experiences. Additionally the Eco-map can be used to assist students in developing strategies for independent, constructive problem solving in the face of baffling organizational systems and practicum dilemmas.
13 citations
TL;DR: In this paper, the authors report on a research methods course taught over the Internet to an off-campus MSW program in the spring of 1997 and evaluate the pilot test of the computer-based instruction with both quantitative and qualitative data.
Abstract: The rapid growth and popular acceptance of the World Wide Web has made it possible for social work educators to provide distance learning opportunities through this media. This article reports on a research methods course taught over the Internet to an off-campus MSW program in the spring of 1997. The pilot test of the computer-based instruction is evaluated with both quantitative and qualitative data. It was concluded that students learned about as much research content as those in the traditional class although there was no decrease in their math anxiety. The author's experiences are shared for those educators interested in implementing this technology.
TL;DR: Within the context of community organizing, protest songs have historically functioned to educate, motivate, and raise consciousness by affecting listeners both emotionally and intellectually as mentioned in this paper, and such songs can be used in the classroom much as they have been used in practice: to simplify, concretize, and reinforce specific ideologies, and to foster group solidarity.
Abstract: Within the context of community organizing, protest songs have historically functioned to educate, motivate, and raise consciousness by affecting listeners both emotionally and intellectually. Such songs can be used in the classroom much as they have been used in practice: to simplify, concretize, and reinforce specific ideologies, and to foster group solidarity. Social work educators can add an emotional component to their classrooms and enhance student learning by teaching historical struggles, protests, and forms of oppression through song. Additionally, by teaching about the ways in which protest music has influenced specific movements and organizations, educators can provide students with opportunities to experience this music as a potential tool for community organizing.
Abstract: Calls for more attention to social work student writing have gone largely unanswered in the literature and, it can be assumed, in the classroom. An emphasis on writing skills will help prepare students for active and effective advocacy in their practices and in policy arenas. To assure social work instructors that writing instruction, like writing, is no mysterious and impossible chore, this article introduces three key concepts of composition theory: writing to learn, writing as process, and writing as social act. To demonstrate the interrelated applications of these concepts, various uses of classroom journals are presented. Further, instructors are encouraged to require multiple drafts of papers and to provide written assignment guides. Some suggestions for useful commenting on drafts are provided.
TL;DR: In this paper, the authors describe and evaluate selected active learning teaching methods based on adult learning theory as an approach for engaging field instructors during training seminars and evaluate their effectiveness in promoting feelings of high productivity, high involvement and high safety.
Abstract: Social work field educators continue to identify and construct helpful training structures and methods to enhance the knowledge and skills of field instructors. This article describes and evaluates selected active learning teaching methods based on adult learning theory as an approach for engaging field instructors during training seminars. Twenty-two field instructors participated in a four-hour training session in which small and large group discussion, cases, role play, peer teaching, minute papers, and resource guides were used. Methods of evaluation included a field instructor self-evaluation, presenter self-evaluation, and objective outside observer evaluations. Active learning methods were perceived to promote feelings of high productivity, high involvement and high safety for participation among field instructors.
TL;DR: A Risk Reduction Model for social work practicum education is described, which addresses school policy and procedures, a school based teaching module, training for field work instructors, and consultation to agencies regarding their safety policies, procedures and training.
Abstract: The increase in violence in our society has been well documented in the media as well as in professional journals. Social workers experience a particularly high incidence of physical and verbal violence. This article presents a current review of the literature on violence, describes a Risk Reduction Model for social work practicum education, and discusses implications for further study. The literature review includes reported incidence, the professional response, and the impact on social work education. The Risk Reduction Model addresses school policy and procedures, a school based teaching module, training for field work instructors, and consultation to agencies regarding their safety policies, procedures and training.
TL;DR: The authors explored to what extent social work research methodology courses offered through social work MSW graduate programs in the USA include content that encourages active involvement in the process of research by the people whose lives are being studied.
Abstract: The value of partnership and participation for human empowerment is routinely stressed in today's social work practice literature, in which scholars emphasize the need for consumer participation, co-inquiry, and client collaboration. Because research is recognized to be a crucial element in such collaborations, one would expect that, alongside traditional research topics, the goal of empowerment would likewise be recommended in current social work research literature and curricula. One might further expect that the curricula, as part of the menu of research methods, would espouse specific kinds of participative inquiry available in the social work and social science literature. The purpose of this study is to explore to what extent social work research methodology courses offered through social work MSW graduate programs in the USA include content that encourages active involvement in the process of research by the people whose lives are being studied. In other words, the question put to test has...
TL;DR: In this article, the importance of being introduced to new, empirically-based knowledge and critical thinking in substance abuse courses and practice is discussed, followed by an evaluation of students' advancing critical thinking skills.
Abstract: The process of critical thinking enables students to explore, analyze, and evaluate problems, theories, and interventions from divergent views and varying frames of reference. It requires a certain amount of skepticism and curiosity that will reflect upon accepted doctrines and protocols, in order to ascertain their credibility and utility in working with clients. This article presents the obstacles to acquiring critical thinking skills, as well as different strategies that can be utilized by educators to enhance its development and active usage. A theoretical construct and cognitive schema of learning describe the mechanisms of constructing meanings from experiences and advancing to critically assessing broader concepts. In this context, the importance of being introduced to new, empirically-based knowledge and critical thinking in substance abuse courses and practice is discussed, followed by an evaluation of students' advancing critical thinking skills.
TL;DR: The authors argue that the subjective values inherent in works of literature or film, as opposed to textbooks, can pose a necessary challenge to empirical thinking by exposing students to a diversity of narratives and narrative forms and by introducing ambiguity, critical thinking, and interpretive freedom into the classroom.
Abstract: Several recent articles on social work education have advocated for the inclusion of literature in the curriculum. The authors argue that the value of including works of literature in the social work curriculum extends beyond specific content to the reading process itself. They assert that the subjective values inherent in works of literature or film, as opposed to textbooks, can pose a necessary challenge to empirical thinking by exposing students to a diversity of narratives and narrative forms and by introducing ambiguity, critical thinking, and interpretive freedom into the classroom. An argument is made for including literature in a process of learning that is “dialogic” rather than “monologic” and that, by its practice and methodology more than its content, embodies and transmits the professional values of social work.
TL;DR: In this paper, the editors are encouraging more social work educators to express their beliefs about what makes teaching work and what are the paths to substance, clarity and elegance that make some teaching special.
Abstract: Teaching requires delivering substantive knowledge, but good teaching requires more than substance. Many teachers have discovered the mysteries of teaching. This Journal, among others, has been fortunate to publish their revelations. What are the mysteries? The editors of this journal are encouraging more social work educators to express their beliefs about what makes teaching work. What are the paths to substance, clarity and elegance that make some teaching special? Hartman (1990) in ‘‘Many Ways of Knowing’’ translates epistemology into a vexing challenge for social work educators. Middleman and Wood (1991) apply ‘‘secrets’’ of effective practice to teaching. Howard Goldstein (1998) comments that in the interest of objectivity, constricted use of ‘‘scholarly’’ or ‘‘academic’’ language can obfuscate creativity and meaning. If you have special ideas about teaching which have made your work interesting to students, write about it and send it to us. If you need help in making the writing clear, interesting and elegant, our editors may be able to assist. Let us reveal your ‘‘secrets.’’
TL;DR: In this paper, the authors integrate scholarly literature with personal reflection and narrative to explore the use of the classroom as a laboratory of evidence based inquiry and critical thinking, infused with multicultural or diversity rich material, specifically disability based discussions.
Abstract: As with other minorities, social work faculty with disabilities often face a dilemma of which personal experiences to discuss in the classroom and how to accomplish this to advance the teaching-learning process. This discussion of disability utilizing direct narrative experiences, seeking to maximize the quality of teaching and student learning about disability while maintaining personal boundaries is both complex and exposes faculty with disabilities to some personal and professional consequence. This article integrates scholarly literature with personal reflection and narrative to explore the use of the classroom as a laboratory of evidence based inquiry and critical thinking, infused with multicultural or diversity rich material, specifically disability based discussions. Further expansion of the discussion to all minority faculty is undertaken and guidelines for faculty use of self in the classroom are advanced.
TL;DR: A field education/capital mitigation project developed by a school of social work and the state death penalty resource center is described in this article, which provides an example of a unique, collaborative educational effort; it reflects the increasing recognition by the courts of the contribution of Social Work to the understanding of human behavior; and it illustrates the role of the profession in the expanding field of forensic social work.
Abstract: Recent literature suggests that the preparation of students for changing practice environments requires the establishment of non-traditional field placement opportunities through creative university-agency partnerships. This article describes a field education/capital mitigation project developed by a school of social work and the state death penalty resource center. The project provides an example of a unique, collaborative educational effort; it reflects the increasing recognition by the courts of the contribution of social work to the understanding of human behavior; and it illustrates the role of the profession in the expanding field of forensic social work.
TL;DR: In this paper, the principles of hypothesis generation, sampling, statistical regression, and tests of significance (t-test and ANOVA) using small colored candies as manipulatives are described.
Abstract: Research and statistics are a vital part of the social work curriculum. However most social work students have difficulty grasping the basic concepts of these topics for a variety of reasons. Maria Montessori, the noted child psychologist and educator, is credited with formulating the concept of manipulatives: objects that can be used to concretize abstract processes in order to improve learning and retention. This article describes techniques for teaching the principles of hypothesis generation, sampling, statistical regression, and tests of significance (t-test and ANOVA) using small colored candies as manipulatives. Suggestions are provided for stimulating class discussions.
TL;DR: In this paper, an evaluation of an innovative, three-year graduate program to prepare workers from educationally disadvantaged backgrounds for professional careers in social work in an urban health care system is presented.
Abstract: This article presents an evaluation of an innovative, three-year graduate program to prepare workers from educationally disadvan-taged backgrounds for professional careers in social work in an urban health care system. It analyzes the contributions to the Social Work Health Careers Opportunity Program (SWHCOP) of a course designed to provide: an overview of health care issues and policies; beginning knowledge, values and skills for social work practice in health care; and an opportunity to acquire or strengthen skills for graduate education, including oral and written communications, problem-solving, and critical thinking. This article considers the practice, policy and teaching implications of such an educational program for increasing access to professional careers in social work for members of educationally disadvantaged communities.
TL;DR: In this paper, the authors identify and review the existing single concentration clinical MSW programs in the U.S. using published program data, content analysis of descriptive program promotional materials and telephone interviews.
Abstract: In the last three decades a number of schools have established clinical masters of social work programs. This paper identifies and reviews the existing single concentration clinical MSW programs in the U.S. Utilizing published program data, content analysis of descriptive program promotional materials and telephone interviews, single concentration clinical programs were examined along institutional, historical, structural, student and faculty dimensions. Comparisons between single concentration clinical programs and multi-concentration programs are also drawn. Findings are discussed within the context of current trends in social work education.