Showing papers in "Journal of Teaching in Social Work in 2002"
TL;DR: In this paper, a service learning component was introduced in an undergraduate social work research methods course in collaboration with a local social service organization whose director served as the course's co-instructor.
Abstract: The social work profession has become increasingly concerned about student indifference toward research and the scarcity of practitioner-initiated contributions to the field's present, and potential future knowledge base. Social work educators are seeking innovative teaching methods to promote student interest in, and understanding of research by requiring students to concurrently apply knowledge and skills acquired in the classroom with problems presently encountered by community practitioners. To generate student appreciation and enthusiasm for research, a service learning component was introduced in an undergraduate social work research methods course in collaboration with a local social service organization whose director served as the course's co-instructor. Outcomes from a post-study suggest that the course elements might make research less intimidating and more interesting, while making it more applicable to the real world.
59 citations
55 citations
TL;DR: In this article, the authors explored the effects of an intensive, service learning course on the perceived self-efficacy of participating MSW students and found significant increases in selfefficacy related to mezzo (p<.001) and macro-level skills.
Abstract: This study explored the effects of an intensive, service learning course on the perceived self-efficacy of participating MSW students. A self-efficacy scale was developed following Bandura's (1977) model, based on the goals and objectives of the MSW program and was administered pre and post. The findings indicated a statistically significant increase in perceived self-efficacy (p< .001) following completion of the course. In addition, the students demonstrated significant increases in self-efficacy related to mezzo (p< .001) and macro-level skills (p< .001). These results suggest that service learning, underutilized in social work education, may be an effective learning approach in master's level programs.
52 citations
TL;DR: In this paper, the authors suggest that Relational/Cultural theory, as developed by Jean Baker Miller, provides the conceptual framework needed in social work practice and teaching, and argue that mutual engagement, mutual empathy, and mutual empowerment are essential in the development of client-worker relationships.
Abstract: This article proposes the application of Relational/Cultural theory to social work education, in response to the authors' concern that the process of social work education has become too individualistic. The article points to the need to move beyond theoretical constructs which emphasize the development of the self to theoretical frameworks that stress the development of the self-with-others. The authors suggest that Relational/Cultural theory, as developed by Jean Baker Miller, provides the conceptual framework needed in social work practice and teaching. The major components of Relational/Cultural theory, mutual engagement, mutual empathy, and mutual empowerment, are essential in the development of client-worker relationships. The authors contend that these components are equally important in the student-teacher relationship, and present a reconceptualization of social work education: Relational teaching.
51 citations
TL;DR: In this article, symbolic interactionism theoretical perspective is used to interpret the experiences of African American faculty in predominately white schools of social work and explore the challenges associated with conceptualizing and infusing diversity, specifically as it relates to race and ethnicity, throughout social work programs.
Abstract: CSWE standards pertaining to diversity have been criticized for being vague and impotent (Hooyman,1995). A pattern in social work education of “diversity by numbers” has emerged in which the emphasis is placed on the representation of certain groups on the faculty, the staff, the student body, and the curriculum. There exists an illusion of inclusion, in which the curriculum, personnel and students are desegregated. However, the school's culture has yet to be transformed to the stage of institutional development in which equitable treatment for all members is a primary goal and diversity is a driving force which permeates organizational life. This analysis explores the challenges associated with conceptualizing and infusing diversity, specifically as it relates to race and ethnicity, throughout social work programs. The symbolic interactionism theoretical perspective is used to interpret the experiences of African American faculty in predominately white schools of social work. An African-centered...
49 citations
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TL;DR: Four pedagogical concepts are discussed: knowledge about trauma, personal attitudes and reactions, organizational awareness and spiritual renewal, and self-care is described to ameliorate the emotional and cognitive effects of VT.
Abstract: This article describes efforts to integrate vicarious trauma (VT) content into a fourth semester required course. Drawing on the literature of burnout, empathy, countertransference and VT, four pedagogical concepts are discussed: knowledge about trauma, personal attitudes and reactions, organizational awareness and spiritual renewal. Self-care is described to ameliorate the emotional and cognitive effects of VT.
44 citations
TL;DR: In this paper, a more open-minded professional position in which spirituality can be feasibly integrated into the social work curriculum is presented. But the authors do not address the complexity of conceptualization issues in their teaching through a multidisciplinary lens of social science.
Abstract: This article examines the task of integrating spirituality into professional education today. Significant socio-demographic, cultural, technological, and ideological trends have called for professional intervention with a spiritual dimension of well-being. As an answer to this call, the author endorses a more openminded professional position in which spirituality can be feasibly integrated into the social work curriculum. This position enables social work educators to adequately address professional dilemmas, such as church-state separation, and complexity of conceptualization issues in their teaching through a multidisciplinary lens of social science. Diverse theoretical and methodological approaches toward topics related to spirituality are recommended.
43 citations
TL;DR: In this paper, a discussion and reflection about using alternative paradigms as a theoretical foundation for teaching statistics to social work students is presented. Butte and Hinton emphasize the importance of demonstrating to students the relevance of statistics in social work practice.
Abstract: The purpose of this paper is to initiate discussion and reflection about using alternative paradigms as a theoretical foundation for teaching statistics to social work students. The paradigms discussed include pragmatism, critical theory, feminism, and post-positivism. The author emphasizes the importance of demonstrating to students the relevance of statistics in social work practice. Recommended approaches include: teaching statistics as language, the problem-based learning approach, and creating a collaborative environment in the classroom. Issues regarding the course title, course outline, and assessment and grading procedures are also addressed.
24 citations
TL;DR: This paper developed a methodology that builds credibility for both the students and their schools, provides a tangible product that impacts policy making and teaches the students techniques that they can carry into their professional careers irrespective of role or field of practice.
Abstract: Opportunities for social workers to be involved in policy making have never been greater. Schools of Social Work are now challenged to make policy a more important part of the curriculum. Making policy practice real to students is a challenging endeavor. By combining the resources and perspectives of advanced policy analysis courses with program evaluation content, the authors have developed a methodology that builds credibility for both the students and their schools, provides a tangible product that impacts policy making and teaches the students techniques that they can carry into their professional careers irrespective of role or field of practice. The policy briefidea is an adaptation of the analysis produced by the Congressional Research Service, modified to fit the unique needs of human services policy makers at the state level.
22 citations
TL;DR: Examination of how a group supervisory model was used to teach child protection workers, enrolled in a graduate social work program, about acquiring an enhanced understanding and use of their professional selves shows a need for a framework for understanding how a purposeful use of themselves can enhance their work with families.
Abstract: The growth of reported child abuse and neglect cases has been dramatically documented in the literature. Child protection workers are asked increasingly to work with families whose resources are limited and opportunities are few to address their chronic and difficult problems. Often they are the only professional staff who is available to the families. Therefore, there is a need for workers to develop a framework for understanding how a purposeful use of themselves can enhance their work with these families. The article examines how a group supervisory model was used to teach child protection workers, enrolled in a graduate social work program, about acquiring an enhanced understanding and use of their professional selves.
18 citations
TL;DR: In this paper, the authors give an overview of the history of the African American church, discuss the reciprocal benefits of social work educational practicums in this institution for both students and the church, and give a model for practicum learning that can be met through this arrangement.
Abstract: In this paper the authors will give an overview of the history of the African American church, discuss the reciprocal benefits of social work educational practicums in this institution for both students and the church, and give a model for practicum learning that can be met through this arrangement.
TL;DR: In this article, the authors present the case for social work, the case that the old truths and fighting spirit of an earlier day-our social work imagination-live on, even in the face of uncaring economic forces and resurrected punitiveness.
Abstract: The aim of this article is to present the case for social work, the case that the old truths and fighting spirit of an earlier day-our social work imagination-live on, even in the face of uncaring economic forces and resurrected punitiveness. Sustained by an idealism as old as humankind, members of the profession continue to advocate for the poor, the sick, and the oppressed.
TL;DR: Clinical record keeping knowledge and skills for social work students and all practitioners in the context of managed care are reviewed and tensions between man aged care and social work values are reviewed.
Abstract: This paper discusses clinical record keeping knowledge and skills for social work students and all practitioners in the context of managed care. Specifically we review managed care's documentation demands; prerogatives of utilization review; the tensions between man aged care and social work values; and social work education implications of evolving record-keeping standards and services delivery in managed care.
TL;DR: In this article, the authors provide information about how and when MSW students typically learn certain skills coupled with a supervisory framework to help field instructors vary the structure, support, and supervisory focus of their supervision depending on the developmental level of their students.
Abstract: There is a growing awareness of field instructors' need for training in their important role as educators (Abramson & Fortune, 1990; Raschick, Maypole, & Day, 1998; Raskin, 1994). Research suggests that due to workload demands field instructors tend to be expedient and practical in supervision (Rogers & McDonald, 1995), suggesting the importance of field instructor training that is relevant, accessible, and easy to implement. This article provides information about how and when MSW students typically learn certain skills coupled with a supervisory framework to help field instructors vary the structure, support, and supervisory focus of their supervision depending on the developmental level of their students. The framework is based on a synthesis of developmental stage models of students in social work (Holman & Freed, 1987; Saari, 1989) counseling, and psychology (Friedman & Kaslow, 1986; Ralph, 1980; Stoltenberg, McNeill, & Delworth, 1998). Implications for field instructor training are discussed.
TL;DR: The 1996 NASW Code of Ethics and its application to social work practice and education are discussed in this article. But they focus on three major new areas in the Code, confidentiality with managed care, technology, and family and group work, cultural competence, and appropriate professional relationships.
Abstract: Because teaching about values and ethics is essential in social work education, social work educators need to become knowledgeable about the 1996 NASW Code of Ethics and its application to social work practice and education. Three major new areas in the Code, confidentiality with managed care, technology, and family and group work, cultural competence, and appropriate professional relationships, are addressed. Besides teaching students about the current Code of Ethics in order to prepare them for professional practice, social work educators can increase their understanding of how the Code applies to their work with students and model professional behavior to students through ethical educational practice.
TL;DR: In this paper, the author describes a course that she developed to theorize social work practice in child welfare using a social constructionist approach, and suggests ways to approach accepted theories and reconstruct practice to better serve those subject to their use.
Abstract: In this article the author describes a course that she developed to theorize social work practice in child welfare using a social constructionist approach. The author tells how she defined social constructionism, introduced it to the class, and encouraged a deconstruction of theories and models used to make meaning of situations typically brought to the attention of social workers in child welfare settings. The author provides an example by deconstructing attachment theory, showing the relationship between language shifts in the theory over time and the work history of white middle-class women. From this consideration, the author suggests ways to approach accepted theories and reconstruct practice to better serve those subject to their use.
TL;DR: In this article, the conceptual design and framework for developing a concentration in social administration based on a curriculum model that pools knowledge between macro disciplines is presented, and educational outcomes based on this curriculum model focus on training and educating social workers to become incisive, analytical thinkers, as well as skilled practitioners who can lead, manage, collaborate, and create change in both organizational and community settings.
Abstract: Alternative curriculum models for implementing social administration concentrations are useful in Schools of Social Work for selecting options from an array of alternatives. This article presents the conceptual design and framework for developing a concentration in social administration based on a curriculum model that pools knowledge between macro disciplines. Educational outcomes based on this curriculum model focus on training and educating social workers to become incisive, analytical thinkers, as well as skilled practitioners, who can lead, manage, collaborate, and create change in both organizational and community settings. Today's social administrators need to be prepared to assume strong leadership roles in communities and to advocate for social change.
TL;DR: The authors examined the theoretical framework for understanding the media's role in public policy formation and used it to construct a classroom exercise for analyzing the public discourse using basic content analysis of media texts.
Abstract: The news media is an essential player in the policy making process. Social work students learning how to scrutinize, and influence, the complex world of social policy can benefit from an educational model that incorporates the media. This article first examines the theoretical framework for understanding the media's role in public policy formation. This framework is then used to construct a classroom exercise for analyzing the public discourse using basic content analysis of media texts. A case example drawn from a study of welfare reform and the media is described. By exploring how social problems are translated into public conversations, students can enrich their knowledge of social problem formation, and learn more effective rhetorical techniques and strategies for influencing the public debate.
TL;DR: In this article, the authors identify and examine some fundamental professional skills as essential criteria for assessing the preparation of social work professionals for the new mental health care environment They are (1) communication skills, (2) cultural competency, and (3) state-of-theart treatment
Abstract: The American health care system is in the midst of unprecedented changes under the name of “managed care,” including preauthorizations for care, cost and outcome accountability, formulary regulations and restrictions, and corporation of multi-professional collaboration How to prepare practitioners for new responsibilities in such a time of exponential change while preserving professional values and priorities is the rightful concern of mental health educators This paper identifies and examines some fundamental professional skills as essential criteria for assessing the preparation of social work professionals for the new mental health care environment They are (1) communication skills, (2) cultural competency, and (3) state-of-the-art treatment The paper also discusses the manner in which rapid scientific advance, managed-care environments, and changing patterns of practice might test, extend and alter traditional pillars of professional competence Finally, it is stressed that social work ed
TL;DR: In this article, the integration of appropriate public health content into the social work curriculum is proposed to prepare social workers better to intervene in complex social problems affecting the health and social functioning of all populations.
Abstract: In order to prepare social workers better to intervene in the complex social problems affecting the health and social functioning of all populations, we propose the integration of appropriate public health content into the social work curriculum. In this paper we discuss the relationship between social work and public health, how public health content (i.e., epidemiology, prevention, community and population level interventions) fits in the social work curriculum, existing curriculum resources, and potential barriers to implementation of the proposal.
TL;DR: In this paper, the role of a special faculty advisor, the Professional Development Counselor, in utilizing group work techniques and stages of group development to facilitate minority students' professional development as they successfully engage in and complete an MSW work-study program is described.
Abstract: This article describes the role of a special faculty advisor, the Professional Development Counselor, in utilizing group work techniques and stages of group development to facilitate minority students' professional development as they successfully engage in and complete an MSW work-study program. It also outlines the history of the program, and discusses the use and results of an evaluation survey to measure the program's graduates' perceptions of their experiences and views of professional self.
TL;DR: Through a study of field tasks performed by MSW foundation students, an empirical relationship to the Gener-alist model of practice is shown and whether practice under managed care or whether standards embedded in curriculum should be used to influence current practice is explored.
Abstract: Through a study of field tasks performed by MSW foundation students, the authors show an empirical relationship to the Gener-alist model of practice. Secondarily, the paper explores whether practice under managed care should be used to inform curriculum or whether standards embedded in curriculum should be used to influence current practice. Implications for student learning in field and classroom are discussed.
TL;DR: In this article, the authors describe the development and implementation of a joint MSW program offered by two universities entirely through interactive television and provide a discussion on the positive and negative aspects of using distance education technology in social work education.
Abstract: Schools of social work are looking at ways to utilize distance education technology to deliver some or all of the MSW curriculum. This article describes the development and implementation of a joint MSW program offered by two universities entirely through interactive television. A discussion is provided on the positive and negative aspects of using distance education technology in social work education.
TL;DR: This paper presented a model of intellectual development, illustrating the model with material from a graduate social work class, as a way to conceptualize the characteristics of students as learners and the implicit cognitive demands of our curricula.
Abstract: This paper presents a model of intellectual development, illustrating the model with material from a graduate social work class. This cognitive-developmental model is offered as a way to conceptualize the characteristics of students as learners and the implicit cognitive demands of our curricula. Such a model can help us address the question of fit between students' ways of knowing and graduate social work education.
TL;DR: In this article, the authors describe the design and implementation of intensive training seminars for school-based practitioners, including social workers in social service centers for youth, who are responsible for helping Ukrainian families and children cope with the consequences of the 1986 Chornobyl power plant disaster.
Abstract: School-based practitioners, including social workers in social service centers for youth, are responsible for helping Ukrainian families and children cope with the consequences of the 1986 Chornobyl power plant disaster. In this paper we describe the design and implementation of intensive training seminars for these practitioners. We used a collaborative educational method that we have found useful for training social workers in Vietnam and the United States to create empowering learning environments. Preliminary feedback suggested that the training was successful, and participants acquired new knowledge and skills.