Showing papers in "Journal of Teaching in Social Work in 2004"
TL;DR: In this article, a facilitated dialogue process between consumers and master's level social work students that had a goal of positively shifting students' attitudes towards consumers was described. And the dialogue was effective in improving student attitudes toward consumers.
Abstract: To facilitate the recovery of people with mental illness (consumers of mental health services), social workers must be strengths-focused and believe in the potential for consumer growth and improvement. Unfortunately, social workers often share the negative, stigmatizing view of mental illness held by much of the general population. In this article, the authors describe a facilitated dialogue process between consumers and master's level social work students that had a goal of positively shifting students' attitudes towards consumers. Pre/post-tests using standardised instruments, as well as post-dialogue semi-structured interviews, showed that the dialogue was effective in improving student attitudes towards consumers.
110 citations
TL;DR: In this article, the authors examine the role of critical thinking in an experience-based model of social work education and define critical thinking as more than a rational, step-by-step problem-solving process.
Abstract: The paper examines the role of critical thinking in an experience-based model of social work education. Within this model, the development of a critical approach to our own understanding of, as well as to existing knowledge about, the world is fundamental for students and educators alike. Critical thinking is defined as more than a rational, step-by-step problem-solving process; it is seen as the systematic application of critical thinking skills to real life situations that can only be learned and refined through practice within a particular discipline. It presumes a social constructionist understanding of the world whereby knowledge is a social construction; where the limits of knowledge are recognised; and where knowledge is seen as ever changing, even shifting and unstable. This is regarded as a very different process from learning to apply knowledge that one accepts uncritically as true, reliable and correct. Finally, creativity is viewed as pivotal to critical thinking and to preparing stud...
73 citations
TL;DR: This paper made the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education.
Abstract: Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.
72 citations
TL;DR: The authors discusses and illustrates interactive teaching principles, methods, and skills such as creating a cli- mate and providing structure for collaborative learning, dealing with ob- stacles to collaborative learning and helping students to experience, operationalize, and build abstractions.
Abstract: The subject of the paper is andragogy. In social work ed- ucation (as in all education), complex issues emerge regarding the nature of learning and teaching. One pervasive and persisting issue is the rela- tion between subject matter, i.e., what is to be taught, and teaching meth- odology, i.e., how it is to be taught. The paper discusses and illustrates interactive teaching principles, methods, and skills such as creating a cli- mate and providing structure for collaborative learning, dealing with ob- stacles to collaborative learning, and helping students to experience, operationalize, and build abstractions. (Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: Website: © 2004 by The Haworth Press, Inc. All rights reserved.)
69 citations
TL;DR: In this paper, the authors discuss ways for teaching qualitative research that allow the iterative, creative, and reflective practices required for effective qualitative research, and discuss ways to facilitate this learning process with social work students.
Abstract: Social work is committed to promoting social justice, inclusion and the empowerment of people. Qualitative research methods offer exciting possibilities for operationalizing this commitment. Drawing predominantly on constructivist and/or critical paradigms for understanding, qualitative research fosters a rebalancing of power within the researcher/researchee relationship and encourages a focus on marginalized understandings and experiences. More than this, it lends itself to an analysis of power. To realize the potential of qualitative research, however, requires more than just developing a knowledge base; it also requires integrating a different way of “being” as a researcher and social worker. Facilitating this learning process with social work students raises interesting challenges and opportunities. The purpose of this paper is to open for discussion ways for teaching qualitative research that allow the iterative, creative, and reflective practices required for effective qualitative research ...
44 citations
TL;DR: In this article, the authors discuss the challenges to multicultural learning and the developmental phases of students and examine the ways in which these developmental stages shape multicultural learning, with implications for course placement, content, and student evaluation.
Abstract: This article situates expected anxiety and resistance to multicultural learning within the broader context of cognitive, behavioral and affective stages through which MSW students typically progress. The authors discuss the challenges to multicultural learning and the developmental phases of students. The ways in which these developmental stages shape multicultural learning are examined. Implications for course placement, content, and student evaluation are made.
37 citations
TL;DR: In this paper, the authors focus on the use of student portfolios as a pedagogical strategy to encourage students to reflect on and assess their learning experience, and propose a model for the structure and content of the portfolio, as well as the criteria and process they use for evaluation.
Abstract: The authors focus on the use of portfolios as a pedagogical strategy to encourage students to reflect on and assess their learning experience. The rationale for the use of student portfolios in social work education includes their capacity to foster self-reflection, integrate the learning experience, prepare students for job searches and employment, and help faculty evaluate and improve the curriculum. The authors describe a model for the structure and content of the portfolio, as well as the criteria and process they use for evaluation. They present implications for the use of student portfolios in social work education, including consideration of use for curricular evaluation, positioning within the curriculum and issues in student utilization of the portfolio.
34 citations
TL;DR: This article explored the experiences of 18 MSW students who received group supervision as the primary method of field instruction and found that the competence of the field instructor to manage group supervision emerged as the crucial element leading to the perception of a successful experience.
Abstract: Group supervision is recommended in the literature as an efficient method for field education, especially in the context of reduced agency resources for field instruction. This qualitative interview study explored the experiences of 18 MSW students who received group supervision as the primary method of field instruction. The competence of the field instructor to manage group supervision emerged as the crucial element leading to the perception of a successful experience. This article presents the characteristics and behaviors that students reported as affecting their learning and the implications for group supervision.
18 citations
TL;DR: The authors examined students' satisfaction with the integration of spirituality content into the social work curriculum at a nationally recognized university and found that the satisfaction with inclusion of topics related to spirituality was significantly higher for two courses compared with cohort sections without such content.
Abstract: This study examines MSW students' satisfaction with the integration of spirituality content into the social work curriculum at a nationally recognized university. The results showed that, when compared with cohort sections without such content, satisfaction with inclusion of topics related to spirituality were significantly higher for two courses. While these two courses specifically incorporated spirituality content, their approaches to integration were very different. Qualitative data revealed students' views of the role of spirituality, the areas of social work service/practice in which spiritual issues occur, and various approaches to integration. These findings point to a plurality of ways to integrate topics of spirituality with topics of professional values in social work curricula.
16 citations
TL;DR: This paper presented an experiential account of three doctoral candidates who were teaching while simultaneously occupying the roles of full-time students and social work practitioners, examining boundary management between teachers and students in the context of these three roles and the implicit or explicit epistemology articulated in carrying out these roles.
Abstract: Social work educators who are balancing the congruent roles of teacher and social work practitioner and the contrasting roles of student and teacher face unique challenges that have not been captured in the literature. This paper represents an experiential account of three doctoral candidates who were teaching while simultaneously occupying the roles of full-time students and social work practitioners. We propose that examining boundary management between teachers and students in the context of these three roles and the implicit or explicit epistemology articulated in carrying out these roles will highlight the complexities of maintaining a comfortable relational stance with students.
15 citations
TL;DR: Teaching circles are an example of ongoing curricula designed to improve classroom performance, foster support for excellent teaching and, ultimately, improve student satisfaction as discussed by the authors, which is the rationale, structure, content, incentives, evaluation, and merit of teaching circles.
Abstract: Although teaching is a primary function of social work educators, most instructors receive little training in teaching methods and, once engaged in teaching, have few opportunities to hone their craft and engage in dialogue about their classroom experiences Teaching Circles are an example of ongoing curricula designed to improve classroom performance, foster support for excellent teaching and, ultimately, improve student satisfaction This paper describes the rationale, structure, content, incentives, evaluation, and merit of Teaching Circles
TL;DR: This article investigated topical themes, depth, and tone of online dialogs in social work diversity courses at two universities in the mid-Atlantic area, and compared the impact of anonymous and identified participation in the dialogs.
Abstract: Online discussions can extend learning experiences beyond the time and space of the classroom, allowing students more time to process information, and an additional mode of expression for those who are less active in open classroom discussions. They may be especially appropriate for teaching sensitive or controversial subject matter such as oppression and diversity, which is required by the Council on Social Work Education. This study investigated topical themes, depth, and tone of online dialogs in social work diversity courses at two universities in the mid-Atlantic area. Discourse analysis-a type of content analysis-is employed to gain a deeper understanding of the learning experience, and to compare the impact of anonymous and identified participation in the dialogs.
TL;DR: A three-pronged approach to teaching about aging, which is built on the strengths perspective, critical social construction, and a human rights and social justice focus, is recommended in this paper.
Abstract: At a time when increasing numbers of elders need and continue to rely on social work services, it is important to build enthusiasm among students to prepare them for future work with this special population. A three-pronged approach to teaching about aging, which is built on the strengths perspective, critical social construction, and a human rights and social justice focus, is recommended. For each part of the method, a theoretical rationale is outlined, and specific readings, films, music, class exercises, and written assignments to enhance the learning process are presented and discussed.
TL;DR: In this article, the authors highlight ways in which field instructors can build upon the strengths of mature students to enhance their development as professional social workers, such as parallel process, learning styles, and contracting.
Abstract: As increasing numbers of mature students enter schools of social work, it is a challenge and an obligation for field instructors to discover ways to recruit and sustain them in the educational endeavor. Building upon three theoretical perspectives-Freire's pedagogy of the oppressed, Knowles's andragogy, and Schon's reflective learning and teaching, this paper highlights ways in which field instructors can build upon the strengths of mature students to enhance their development as professional social workers. It discusses “parallel process”, “learning styles”, and “contracting” as proactive strategies to fully engage mature students in attaining a graduate degree.
TL;DR: In this article, the authors describe the use of a participatory action research model to teach undergraduate social work research and statistics, including integration with social work education, policy analysis, literature review, collaboration with practitioners, and collaboration with the target population.
Abstract: This paper describes the use of a participatory action research model to teach undergraduate social work research and statistics. Strategies of the model include (1) integration with social work education, (2) policy analysis, (3) literature review, (4) collaboration with practitioners, (5) collaboration with the target population through qualitative research, (6) quantitative study, (7) ongoing social action efforts, and (8) evaluation. An example is used of a project addressing a community problem with increased domestic violence during recovery from natural disaster.
TL;DR: In this paper, the authors focus on the review of 128 assignments completed between September 1998-August 2000 and reveal interesting findings regarding the types of projects, population served, race of student, institutional receptivity, factors that enhanced or impeded student learning, obstacles encountered and degree of collaboration.
Abstract: As a second article in a series devoted to an ongoing evaluation of our antiracism field project, a controversial assignment rooted in our Smith College School for Social Work's antiracism commitment, this paper focuses on the review of 128 assignments completed between September 1998-August 2000. A thematic analysis of these projects revealed interesting findings regarding the types of projects, population served, race of student, institutional receptivity, factors that enhanced or impeded student learning, obstacles encountered and degree of collaboration. Specific case examples are included that illuminate the complexity of the processes involved in learning skills utilized in antiracism work.
TL;DR: In this article, an alternative framework for understanding family development and processes that recognizes that stages of development may be renegotiated as families grow, change, and redefine themselves is presented.
Abstract: Family development is a critical concept in educating social worker practitioners. However, most existing models of family development are primarily based on a traditional and linear course of development that often is not applicable to the experiences of contemporary family systems. This paper describes an alternative framework for understanding family development and processes that recognizes that stages of development may be renegotiated as families grow, change, and redefine themselves. Also presented is a consideration of the implications of using such a framework for both the teaching and practice of social work.
TL;DR: In general, students responded positively to the use of video phone technology as a means of augmenting more traditional forms of communication.
Abstract: The purpose of this study was to examine changes in student's attitudes toward the use of low-cost videophone equipment as a tool for interacting with elderly residents. Students enrolled in four undergraduate social work courses were asked to observe and participate in a social history interview with a resident volunteer from an assisted-living facility located in north Mississippi. In order to measure changes in participants' attitudes toward technology, students completed the Student Telecommunication Satisfaction Questionnaire prior to and immediately after observing the interview. It was hypothesized that students would demonstrate a positive increase in their attitude toward the use of technology to deliver health care services after being exposed to such technology. The results of this study provide partial support for the hypothesis. In general, students responded positively to the use of video phone technology as a means of augmenting more traditional forms of communication.
TL;DR: In this article, the use of an informed consent template for educating social work students is proposed, which is based on the National Association of Social Workers' Code of Ethics (NAWSW).
Abstract: This article proposes the use of an informed consent template for educating social work students. The elements of informed consent, derived primarily from the National Association of Social Workers' Code of Ethics, are operationalized in the template. The suggestion is that instructors will use the template for classroom instruction and require students to develop an informed consent specific to the students' area of practice.
TL;DR: In this paper, a one-year study of the changes in interviewing and relationship skills of two adjacent cohorts of MSW students (N = 43) found no significant change in skills between first- and second-year students.
Abstract: Using student process recording data, a one-year study of the changes in interviewing and relationship skills of two adjacent cohorts of MSW students (N = 43) found no significant change in skills between first- and second-year students. Additional findings include a statistically significant increase in first-year students' ability to focus on the client by the end of the year and a developmental trend suggesting a decline in second-year students' relationship skills. Findings provide support for field agencies offering second-year students an explicit focus on developing relationship skills and adequate opportunities to practice them.
TL;DR: In this article, a comprehensive, biopsychosocial approach for effective gatekeeping and assessment of students in their field experiences is presented, which is used to illustrate the complexity of student evaluation and the variety of field consultant questions and intervention options.
Abstract: The field practicum is viewed by many social work educators and students as a cornerstone of social work education. Therefore, the accurate assessment of student readiness for, and performance in, field placement is critical. This article presents a comprehensive, biopsychosocial approach for effective gatekeeping and assessment of students in their field experiences. Case examples are used to illustrate the complexity of student evaluation and the variety of field consultant questions and intervention options. The accompanying discussion focuses on the resolution of field placement problems. Recommendations for effective field consultant assessment and intervention are included.
TL;DR: In this article, the authors used MSW students to track instances of redundancy during their course of study and to distinguish between helpful and unhelpful redundancy, and they described the process of the study, student understanding of and perceptions of redundancy.
Abstract: The issue of redundancy has not been well explored in the social work curriculum. The Curriculum Policy Statement requires redundancy in the form of infusion of material across content areas and addresses redundancy vertically between levels of education and year of program. Further, redundancy in the form of repetition with the purpose of reinforcement is desirable as an educational strategy. The study on which this paper reports used MSW students to track instances of redundancy during their course of study and to distinguish between helpful and unhelpful redundancy. The paper describes the process of the study, student understanding of and perceptions of redundancy, and student perceptions of specific instances of redundancy.
TL;DR: The authors described an autobiographical writing assignment completed by students and faculty that is shared in an off-site retreat, which highlights an approach to learning about human diversity that blends affective and behavioral approaches with more traditional cognitive methods.
Abstract: This article describes an autobiographical writing assignment completed by students and faculty that is shared in an off-site retreat. It highlights an approach to learning about human diversity that blends affective and behavioral approaches with more traditional cognitive methods. It supports the interrogation of student and instructor assumptions, biases, attitudes, and experiences that result from living in a diverse and inequitable world. Such interrogation is critical if students are to develop the capacity to engage a broad range of clients with varying constellations of social identity. The paper narrates the issues and processes involved.
TL;DR: The authors provides basic tools for locating federal law and for deciphering the United States Code (USC), which topically organizes and houses all federal legislation. But they do not address the prerequisite step of locating policy for study, so students flounder in government documents without the tools to navigate the organizational and retrieval structures.
Abstract: CSWE mandates the study of social welfare policy, its history, and its evaluation; thus, assignments that require students to select policy for study are common. Educators provide frameworks for analysis but may not address the prerequisite step of locating policy for study, so students flounder in government documents without the tools to navigate the organizational and retrieval structures. This article provides basic tools for locating federal law and for deciphering the United States Code (USC), which topically organizes and houses all federal legislation. It uses the familiar examples of social security, welfare reform, and charitable choice. Familiarizing social workers with the USC provides useful knowledge for various policy projects and a conceptual framework for understanding federal policy, past, and present.