Showing papers in "Journal of Teaching in Social Work in 2001"
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TL;DR: This paper address the significant responsibilities of teachers of trauma courses to conscientiously create a safe frame for learning, in consideration of the student, who is inevitably exposed to the intense emotional and conceptual challenges of trauma study.
Abstract: This article addresses the significant responsibilities of teachers of trauma courses to conscientiously create a safe frame for learning, in consideration of the student, who is inevitably exposed to the intense emotional and conceptual challenges of trauma study. During their study, many students revisit earlier trauma or loss, perhaps unexpectedly, and in the context of academic demands for achievement. Learning can be deepened as students experience a safe context for the material, and for the recognition of the demands of trauma study and treatment. Curriculum inclusion of: the impact of trauma study on all students; recognition of additional demands on students with a history of trauma; a teaching process attending to class experience; addressing vicarious traumatization and encouraging enhancement of self-care, is included.
33 citations
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TL;DR: In this paper, the authors discuss the significance of human rights for social work and consider its importance in social work education and propose a four-part pedagogical method that includes readings, case examples, videos, and social action.
Abstract: This paper discusses the significance of human rights for social work and considers its importance in social work education. It relates human rights to the profession of social work and addresses challenges inherent in developing curricula and teaching human rights to social work students in both undergraduate and graduate programs. In order to expand student views of human rights, and their incorporation into their social work practice, the authors propose a four-part pedagogical method that includes readings, case examples, videos, and social action.
28 citations
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TL;DR: The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.
Abstract: Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.
20 citations
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TL;DR: In a survey of social work doctoral program directors, this article examined the comprehensive examination process (also called "qualifying" or "preliminary") as part of doctoral level preparation for social work research and teaching.
Abstract: Based on material from a survey of social work doctoral program directors, this paper examines the comprehensive examination process (also called “qualifying” or “preliminary”) as part of doctoral level preparation for social work research and teaching. In the directors' views, examinations serve two main purposes: testing students' mastery of knowledge and skills and assisting students' learning and progress toward the dissertation. Directors expressed many concerns, however, about the success of the exams in achieving these objectives. The findings can stimulate social work educators to consider the relative merits of these two aspects of methods for evaluating student outcomes, not only for doctoral education but for baccalaureate and master's level education as well.
15 citations
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TL;DR: In this paper, a survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change.
Abstract: Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.
15 citations
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TL;DR: In this paper, the authors discuss the challenges of teaching about psychological trauma in the classroom, including creating an atmosphere of safety and confidentiality, as well as handling student reactions to psychological trauma.
Abstract: Teaching about psychological trauma presents many challenges for the instructor, including creating an atmosphere of safety and confidentiality in the classroom, as well as handling student reactio...
11 citations
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10 citations
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TL;DR: The authors present the conceptualization and implementation of an advanced generalist concentration curriculum and results of an alumni survey are presented that lend credence to their contention that graduates are well-prepared to function effectively in today's practice environment.
Abstract: An enormous challenge faces social work educators as we prepare for the twenty-first century. Most significant is the scramble to understand and respond to contemporary challenges, notably managed health care and welfare reform. The authors present the conceptualization and implementation of an advanced generalist concentration curriculum. Teaching strategies and assignments in a MSW academic and field curriculum are used to illustrate the integration of knowledge necessary to a three-tiered model of practice at the micro, mezzo and macro levels. Finally, results of an alumni survey are presented that lend credence to our contention that graduates are well-prepared to function effectively in today's practice environment.
10 citations
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TL;DR: In this paper, the authors describe the process in creating and implementing a required anti-racism field assignment which includes an action piece, and the purpose of the assignment is to provide clinical social work students an opportunity to develop antiracism skills as part of their professional learning.
Abstract: This paper documents the process in creating and implementing a required anti-racism field assignment which includes an action piece. The purpose of the assignment is to provide clinical social work students an opportunity to develop anti-racism skills as part of their professional learning. Data are drawn from a series of focus groups conducted with field advisors, supervisors, and students. Qualitative analysis revealed both unique and common themes between groups highlighting controversies, problems, and achievements associated with the assignment. Examples of the completed anti-racism field assignments included the translation of essential medical literature into diverse languages used by the patient populations; a needs assessment survey of agency staff; launching of a collaborative diversity conference; and the creation of an Agency based Anti-Racism Task Force. Recommendations for future changes have included: (1) increased clarity related to the definition of anti-racism as well as the pu...
10 citations
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TL;DR: In this paper, the authors describe the rationale for and application of PRACSIS: Practitioner Reflection on Actions, Characteristics and Situation, by Impact and Strategies.
Abstract: Many social workers consider praxis central to their practice. The concept, developed by Paulo Freire to capture the interaction between action and reflection, can be challenging to apply. PRACSIS is a framework represented in grid form that can help social work students understand and use the concept of praxis in a thoughtful and explicit way. This paper describes the rationale for and application of PRACSIS: Practitioner Reflection on Actions, Characteristics and Situation, by Impact and Strategies. Results indicate that use of PRACSIS can help develop critical consciousness, including implications for practice, and can thus benefit social work educators, students, practitioners, and-ultimately-consumers.
9 citations
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TL;DR: In this article, a process of case theory construction provides students with a systematic approach to make sense of clients and formulate accurate assessments, through a theory of the case students can account for problematic factors, explain the client, draw from the relevant literature and successfully intervene.
Abstract: Teaching a process of case theory construction provides students with a systematic approach to make sense of clients and formulate accurate assessments. Through a theory of the case students can account for problematic factors, explain the client, draw from the relevant literature and successfully intervene. Case material illustrates the importance of students' incorporation of the biological, psychological and social in their case theory construction. These three domains not only provide the requisite social work breadth in assessment, but also build the foundation for a broad-based social work intervention that is germane to client problems.
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TL;DR: In this article, an overview of the course is presented with an analysis of its impact on student perceptions of personal and professional power, as well as outcome measures of change in student views of themselves as empowered persons and practitioners.
Abstract: Since 1993, a faculty collective has team-taught a feminist social work practice course. The course, designed to heighten student knowledge of feminist practice, was expected to empower students. An overview of the course is presented with an analysis of its impact on student perceptions of personal and professional power. Pre and post measures of empowerment were analyzed and used to derive outcome measures of change in student views of themselves as empowered persons and practitioners. Findings indicate that students had significantly higher perceptions of their personal and professional power upon completion of the feminist practice course than before. Implications for social work students and practitioners are discussed.
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TL;DR: A study of 304 undergraduate and graduate level social work faculty investigated the relationship between professors' sensitivity to racism and their responses to critical events related to racism that occur in the classroom as mentioned in this paper.
Abstract: A national study of 304 undergraduate and graduate level social work faculty investigated the relationship between professors' sensitivity to racism and their responses to critical events related to racism that occur in the classroom Findings reveal that social work faculty across all demographic groups tended to have a high sensitivity to racism and a high responsiveness level to three of four critical classroom incidents Some support for the study's hypotheses were found in relation to one vignette The results are discussed based on the concepts of racism of the well-intentioned and bystander behavior
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TL;DR: In this paper, the most troublesome student-client relationship problems found in practicum settings can be illuminated by the use of the boundary concept, and specific supervisory and educational interventions are also recommended.
Abstract: Many of the most troublesome student-client relationship problems found in practicum settings can be illuminated by the use of the boundary concept. Practicum instructors who depict the role relationship between the social work student and the client as defined by complex boundaries, can employ a set of behavioral cues to assist in the detection of boundary difficulties. The utility of boundary identification will be demonstrated by applying the concept in a number of representative practicum situations. Special attention is given to “non-traditional” mental health settings and public-sector social work roles. Specific supervisory and educational interventions are also recommended.
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TL;DR: In this paper, the authors report the findings of a survey undertaken to investigate the position of social groupwork in doctoral programs in North America and suggest that the implications for the future of groupwork are serious, since doctoral programs are where the teachers, researchers, and the knowledge builders of the future are prepared.
Abstract: This study reports the findings of a survey undertaken to investigate the position of social groupwork in doctoral programs in North America. Low availability of social groupwork courses and low enrollment in them, as well as low priority status ascribed to social groupwork, was evident in the majority of the responding programs. Possible reasons for this situation examined in this paper include the focus on the individual premise. It is suggested that the implications for the future of social groupwork are serious, since doctoral programs are where the teachers, researchers, and the knowledge builders of the future are prepared. To conceptualize groupwork within an integrated framework, a seven level continuum of social groupwork education is outlined. Use of such a continuum would ensure the adequate preparation of social work practitioners, researchers and educators and might assist in a transition to structural/social models of practice.
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TL;DR: In this article, the unintended effects of both managed care and privatization of state government on the feasibility of implementing a carefully designed project were incorporated in teaching a MSW research methods class through the use of a poignant case example, which facilitated clear integration of research, practice, policy and child welfare.
Abstract: A quantitative study funded by the U.S. Children's Bureau as part of a national Child Welfare Faculty Development Program evolved over three years into a revealing qualitative narrative, with a secondary quantitative component. Most salient were the unintended effects of both managed care and privatization of state government on the feasibility of implementing a carefully designed project. These rapidly changing practice trends were incorporated in teaching a MSW research methods class through the use of a poignant case example, which facilitated clear integration of research, practice, policy, and child welfare.
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TL;DR: In this article, a comprehensive framework is provided that highlights key issues and provides guidelines for developing a plan to support the coherent use of adjunct instruction in social work education, with special attention to potential advantages and disadvantages that are inherent.
Abstract: Abstract The use of adjunct instruction in social work is examined with special attention to potential advantages and disadvantages that are inherent. A comprehensive framework is provided that highlights key issues and provides guidelines for developing a plan to support the coherent use of adjunct instruction in social work education. The framework is organized around four basic components: (1) recruitment and orientation; (2) development and training; (3) retention issues; and (4) overall management of a pool of adjunct faculty. Because the use of adjunct instructors represents a valued opportunity to bring current practitioners into the classroom and is likely to increase in the coming years, a structured approach to utilizing adjunct instructors is especially relevant to social work and social work education.
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TL;DR: This article explored how African American literature can enrich the analysis of social policy in social work graduate courses and found that using ethnic narratives can expand adult students' ability to analyze the purposes, consequences, and values underlying social policies and help social workers formulate, document and buttress new policy positions.
Abstract: This paper explores how African American literature can enrich the analysis of social policy in social work graduate courses. The historic debate between Booker T. Washington and W.E.B. Du Bois about black progress, and its reflection in subsequent works by Richard Wright, Ralph Ellison, Shelby Steele, and Cornel West, illustrate that the debate remains present in contemporary affirmative action and welfare reform policies. Using ethnic narratives can expand adult students' ability to analyze the purposes, consequences, and values underlying social policies and help social workers formulate, document and buttress new policy positions. Such abilities are especially critical for social policies in which race remains a critical influence.
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TL;DR: This paper evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course and found that the performance of distant students who received instruction via interactive television was compared with their peers who received simultaneous face-to-face instruction in an interactive television classroom on campus and with students who took the course in a traditional classroom.
Abstract: This study evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course. Specifically, the performance of distant students who received instruction via interactive television was compared with the performance of their peers who received simultaneous face-to-face instruction in an interactive television classroom on-campus and with students who took the course in a traditional classroom. This retrospective analysis of student performance, spanning a four-year period, found that students performed comparably regardless of the setting for the course. The three groups of students studied did not differ statistically on their combined midterm/final examination test scores, the required course paper, or final course grades.
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TL;DR: In this article, an internal evaluation performed on the BSW curriculum of the School of Social Work of Tel Aviv University, Israel is described, focusing on the inductive, participatory method by which the evaluation was designed, and on the measure that was developed.
Abstract: This paper describes an internal evaluation performed on the BSW curriculum of the School of Social Work of Tel Aviv University, Israel. It focuses on the inductive, participatory method by which the evaluation was designed, and on the measure that was developed. The aim of the paper is to encourage internal evaluation of social work curricula and to provide a model for doing so that others can adopt.
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TL;DR: In this paper, the authors discuss the use of web based learning exercises to simultaneously teach social policy and enhance student computer skills in social work education, and present their teaching experiences and provide suggestions on using this approach in the classroom environment.
Abstract: The importance of computer training in social work education will continue to increase as the profession becomes more globalized and technological. It is the authors' premise that social work education must include the integration of training in computer technology. One resource available to educators is the Internet. The world wide web contains a vast amount of information on policy and social issues. This article discusses the use of web based learning exercises to simultaneously teach social policy and enhance student computer skills. Two learning exercises are presented which are designed for use in social work policy courses. The authors present their teaching experiences and provide suggestions on using this approach in the classroom environment. Information on resources and useful URL's for policy research is included in the discussion.
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TL;DR: In this paper, a process for teaching creative and expressive techniques from an empowerment perspective in advanced practice classes is introduced, which demonstrates MSW student learning in play, music, art, and other expressive interventions.
Abstract: This paper introduces a process for teaching creative and expressive techniques from an empowerment perspective in advanced practice classes. It demonstrates MSW student learning in play, music, art, and other expressive interventions. The assignment, the use of the class as a group, introduction of specific techniques, and how they empower and enhance culturally competent practice are discussed.
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TL;DR: In this article, a seven-phase model is presented for the admissions and student services of a school of social work to identify those promising candidates who do not meet MSW admissions requirements but who are otherwise strong based on professional development criteria.
Abstract: This paper discusses a seven-phase model an office of admissions and student services of a school of social work employs to prepare for successful application those promising candidates who do not meet MSW admissions requirements but who are otherwise strong based on professional development criteria. The paper offers a rationale of the program, analyzes each phase of the model, and offers descriptive programmatic data on the model's performance. Implications are drawn for the role of social workers and schools of social work in the development of candidates for graduate professional education.
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TL;DR: In this paper, the authors present reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video, and make recommendations for future distance learning courses.
Abstract: Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses.
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TL;DR: In this paper, the authors present a course on disability rights and social work practice called "Disability Rights and Social Work Practice" that was offered in the spring semester of 1999 in the Bachelors of Social Work program.
Abstract: This paper presents the development of a new course on disability issues entitled “Disability Rights and Social Work Practice” that was offered in the spring semester of 1999 in the Bachelors of Social Work program. This disability advocacy course consists of three components: distance education utilizing websites and a computer interactive program, community service learning, and seminars on campus.