Showing papers in "Journal of Teaching in Social Work in 2006"
TL;DR: In this paper, the authors discuss the logistics of recruiting and utilizing professionally-trained actors to simulate clients in social work role plays and present promising results from assessments of BSW and MSW students with actor-simulated clients.
Abstract: The social work education literature contains limited discussion of the use of role play in the classroom This article discusses the logistics of recruiting and utilizing professionally-trained actors to simulate clients in social work role plays Promising results from assessments of BSW and MSW students with actor-simulated clients are presented Students described their experiences with the actor-simulated clients in very positive terms These responses did not statistically vary by program, age, gender, or race
39 citations
TL;DR: In this article, the authors discuss the significance of restorative justice practices and orientations for social work education and provide suggestions for integrating restorative content on this timely topic throughout the social work curriculum.
Abstract: This paper discusses the significance of restorative justice practices and orientations for social work education. It describes the four basic forms of restorative justice-victim-offender conferencing, community reparative boards, family group conferencing, and healing circles, with special relevance to social work. Learning about principles and practice of restorative justice is important, if social work is to provide leadership in policy innovation and program development. Following the overview, this paper provides suggestions for integrating restorative content on this timely topic throughout the social work curriculum.
32 citations
TL;DR: Students report that discussion, modeling and co-counseling were most helpful to their learning, and the techniques being used points to significant practice guidelines for the training of field instructors.
Abstract: Field instructors have an essential role in the development of students' skills, yet they often struggle with how best to teach students practice skills. This study asked field practicum instructors and their students about the best practice strategies available. Forty-three student/field instructor pairs participated in this research study. Field instructors and students did not always agree on whether a technique was used. Student/field instructor pairs were more likely to agree that the following techniques were used to teach skills: modeling, providing written material, role playing, discussing, and assigning process recordings, and less likely to agree on the use of lecturing and co-counseling. The more experienced field instructors used more techniques than the newer field instructors. Students report that discussion, modeling and co-counseling were most helpful to their learning. The techniques being used and their helpfulness points to significant practice guidelines for the training of f...
25 citations
TL;DR: This article reframed social work education as a process of emergence in which educators and students work jointly to create knowledge and identity in their professional area, connecting with the Danish managerial concept of chaos pilots.
Abstract: The differences between present-day post-modern students and educators from older generations require changes in educational approach, but also challenge post-modern trends. Students' postmodern experiences may lead them to seek individuality among diverse sources of identity, seeing knowledge as a throwaway consumption good, and education promotes flexibility and “edutainment.” However, professional education trains people for structured managerialist organisations and the accumulation of shared professional knowledge. Social work education needs to be reframed as a process of emergence in which educators and students work jointly to create knowledge and identity in their professional area. To operate in an increasingly complex and changing society, students need to create a strong professional identity and learn how to transfer knowledge and values from one situation to another. In this way, social work education connects with the Danish managerial concept of “chaos pilots” in which students ar...
23 citations
TL;DR: Zlotkowski as mentioned in this paper argued that analysts need to descend from the high ground of rational analysis to the "swampy lowlands of human concern" and reported that the inclusion of post-positivist methods such as service learning and community-based research increased students' enthusiasm and preparedness for social welfare policy analysis.
Abstract: Despite the fact that social welfare problems do not lend themselves to rational definition and analysis, most undergraduate social welfare policy courses use technical rational approaches to teach policy analysis. This article argues that analysts need to descend from the high ground of rational analysis to the “swampy lowlands of human concern” (Schon, 1983; quoted in Zlotkowski, 2001, p. 24). The author reports that the inclusion of post-positivist methods such as service learning and community-based research increased students' enthusiasm and preparedness for social welfare policy analysis, enhanced the instructor's (and students') sense of civic engagement, and improved community collaboration efforts.
22 citations
TL;DR: A qualitative study that explored both student and educator viewpoints regarding the inclusion of spirituality in social work pedagogy has been conducted by as mentioned in this paper, where data analysis uncovered the following pedagogical issues: delineating between spirituality and religion, the marginalization of spirituality, creating contexts for discussions about spirituality, making connections with theories and practices, and utilizing class exercises.
Abstract: This paper discusses some results of a qualitative study that explored both student and educator viewpoints regarding the inclusion of spirituality in social work pedagogy. A grounded theory research methodology was used to analyze data obtained from semi-structured individual interviews completed with eighteen participants-eight educators and ten students. Data analysis uncovered the following pedagogical issues: delineating between spirituality and religion, the marginalization of spirituality, creating contexts for discussions about spirituality, making connections with theories and practices, and utilizing class exercises. The research analysis supports the need to become more intentional about including spirituality in social work pedagogy.
22 citations
TL;DR: In this paper, an autobiographical writing assignment given to fourth-year BSW students is described and evaluated, which encourages students to reflect upon their life experience and identify significant values and life principles embedded in their personal narrative, and explore these as a foundation for social work practice.
Abstract: An autobiographical writing assignment given to fourth-year BSW students is described and evaluated. Its purpose is to encourage students to reflect upon their life experience and identify significant values and life principles embedded in their personal narrative, and explore these as a foundation for social work practice. The limitations of existing values education methods are summarized, the educational process to introduce the assignment is described and the benefits and limitations of the assignment discussed.
19 citations
TL;DR: In this article, the authors examine some issues social work educators may wish to consider as they teach evidence-based practice to social work students, including encouraging student critical thinking, rather than simple acceptance of any practice guideline labeled "evidence-based", enhancing student awareness of potential misuses of evidence based practices, and facilitating exploration of evidencebased practices within the larger context of social work values.
Abstract: Evidence-based practice has received increased emphasis within the social work field in the past decade and social work educational programs are including more evidence-based practice content in their curricula. This article examines some issues social work educators may wish to consider as they teach evidence-based practice to social work students, including encouraging student critical thinking, rather than simple acceptance of any practice guideline labeled “evidence-based,” enhancing student awareness of potential misuses of evidence-based practices, and facilitating exploration of evidence-based practices within the larger context of social work values. Recommendations for addressing these issues are provided.
18 citations
TL;DR: The authors highlights current issues in social work education, reviews literature on gatekeeping, and describes key principles with examples for developing, implementing, and evaluating student standards, and provides observations and recommendations for using them.
Abstract: Schools and programs of social work continually strive to develop effective gatekeeping procedures to promote optimal functioning of students while maintaining quality control in professional education. Program administrators and classroom, field, and adjunct faculty are key to the process of developing and implementing student standards. This article highlights current issues in social work education, reviews literature on gatekeeping, and describes key principles with examples for developing, implementing, and evaluating student standards. It outlines specific standards and provides observations and recommendations for using them.
17 citations
TL;DR: In this paper, a model for advising Latino/a students in graduate social work programs is presented based on ecological systemic and empowerment theory and ascribes to the social work values and cultural competence standards proposed by the National Association of Social Workers.
Abstract: This paper presents a model for advising Latino/a students in graduate social work programs. The model is based on ecologicalsystemic and empowerment theory and ascribes to the social work values and cultural competence standards proposed by the National Association of Social Workers. It has been developed within an institution that has sought diversity in its faculty and student body and appreciates and considers Latino/a students' strengths and needs. Implementing this model requires commitment and a sustained mentoring relationship. The model enhances the recruitment and retention of Latino/a students. It is true for most Latino/a students and other minority groups.
17 citations
TL;DR: This paper adapted an ethical decision-making model proposed by Bernard Gert (1997) that identifies the common harms rational people wish to avoid, specifies the general moral rules by which people abide in order to avoid these harms, recognizes that rules violations do occur and can be justified in particular situations, and provides an explicit justification procedure for violating the moral rules when rational, impartial people would publicly allow such a violation.
Abstract: A framework for resolving social work's ethical problems must allow for explicit discussion and justification (Osmo and Landau 2001). As opposed to a preoccupation with what “ought to be,” it is argued that “what ought notbe” is the more useful question to ask when resolving a moral problem. The University of Kentucky's social work program has adapted an ethical decision-making model proposed by Bernard Gert (1997) that (1) identifies the common harms rational people wish to avoid, (2) specifies the general moral rules by which people abide in order to avoid these harms, (3) recognizes that rules violations do occur and can be justified in particular situations, and (4) provides an explicit justification procedure for violating the moral rules when rational, impartial people would publicly allow such a violation. How this decision-making process unfolds in the classroom and encourages students to develop critical reasoning capabilities is described herein.
TL;DR: In this paper, the problem-based learning (PBL) approach was used in some Year Two practice courses of the Bachelor of Social Work (BSW) program at the University of Hong Kong.
Abstract: A constant concern for educators is how best to train the students. With the knowledge explosion and increasing complexity of the social problems, we have to look for ways to strengthen social work students' ability for continual development. Enhancing their lifelong learning competence would help them to face the future demands. To achieve this, the University of Hong Kong Department of Social Work and Social Administration ventured to use the problem-based learning (PBL) approach in some Year two practice courses of the Bachelor of Social Work program. This paper reports on the findings and shares some reflection on the experience.
TL;DR: This article conducted four life story interviews with social work pioneers in an effort to profile them and share their collective recommendations to strengthen social work education, and the result was five themes identified to enhance Social Work education.
Abstract: Contemporary African American social work pioneers are important sources of information; yet, knowledge about these scholars is not readily available and their perspectives have not been uncovered. This manuscript reports on four life story interviews conducted with such pioneers in an effort to profile them and share their collective recommendations to strengthen social work education. The result was five themes identified to enhance social work education, and documentation as to how to conduct life story interviews with other living social work pioneers.
TL;DR: In this paper, the persistence of stigma related to schizophrenia is addressed as a continuing challenge for social work students working in mental health, and students are encouraged to initiate the topic and, because schizophrenia often affects cognitive abilities, work with clients at their level of understanding.
Abstract: The persistence of stigma related to schizophrenia is addressed as a continuing challenge for social work students working in mental health. Student education is best grounded in direct clinical work with clients in conjunction with field supervision and classroom education. Through direct practice in individual and group sessions, students learn to help clients recognize and cope with stigma so that the potentially negative effects can be lessened. An assertive stance is suggested. Students are encouraged to initiate the topic and, because schizophrenia often affects cognitive abilities, work with clients at their level of understanding. Clinical interventions with first episode of schizophrenia clients by masters level social work students are illustrated and discussed.
TL;DR: The importance of religion and spirituality for the social work profession is evident in many areas, including social work education as discussed by the authors, and there is little empirical evidence that explores the importance of spirituality and religion for their students.
Abstract: The importance of religion and spirituality for the social work profession is evident in many areas, including social work education. There is little empirical evidence that explores the importance of spirituality and religion for their students. This project surveyed three unique schools of social work in university settings in an attempt to provide information concerning the personal religious and spiritual beliefs of social work students as well as their attitudes toward religious and spiritual interventions in social work practice. Results indicate that religious and spiritual beliefs and regional culture are important for predicting attitudes toward use of religious and spiritual interventions.
TL;DR: In this article, a model for using technology to help fulfill the Council on Social Work Education requirement for international content in the social work curriculum is presented, and special considerations for international Web-based discussions are discussed.
Abstract: This paper presents a model for using technology to help fulfill the Council on Social Work Education requirement for international content in the social work curriculum. The literature on including global content and using Web-based technology in social work education is reviewed. Special considerations for international Web-based discussions are discussed. Recommendations are made for how this model can be used in other social work curriculum areas including child welfare, advanced policy, mental health, and human behavior in the social environment courses.
TL;DR: The authors provides examples of exercises that can be easily integrated into a traditional social work practice course to teach a narrative approach to practice, which is one form of strengths-based practice arising from a social constructive perspective.
Abstract: Strengths-based social work practice has become a major approach to working with clients. The social constructivist perspective is a foundation of this approach. Narrative treatment is one form of strengths-based practice arising from a social constructive perspective. The demands of time and material needing to be covered in the social work practice curriculum rarely allow the luxury of teaching a narrative approach to practice. This article provides examples of exercises that can be easily integrated into a traditional social work practice course.
TL;DR: In this article, a learning-oriented thematic model of process recording is proposed in which the student's recording is based on internal and external learning themes, pre-selected by the student and the field education instructor.
Abstract: A learning-oriented thematic model of process recording is proposed in which the student's recording is based on internal and external learning themes, pre-selected by the student and the field education instructor. The themes, which serve as the organizing focus of the recording, parallel classroom curricula, agency service, and student learning needs. Though structured, the model is flexible in that it permits variation in the focus of each recording, reflecting the student's level of development. This selective theme-driven approach makes process recording a manageable education tool for both the student and the field supervisor.
TL;DR: This article explored the difficulties experienced by a small purposive sample of Asian American social work students in their professional training due to differences between their cultural norms and values and those of the social work profession.
Abstract: This paper discusses the findings of a study that explores the difficulties experienced by a small purposive sample of Asian American social work students in their professional training due to differences between their cultural norms and values and those of the social work profession. A series of tutorial sessions were used as a forum for student inquiry and learning. A common issue reported by the students was their perception of their cultural differences as deficits in their professional training. The social work skills of reframing and clarification were used by the author to validate the students' cultural strengths and create culturally relevant meanings to practice concepts and skills.
TL;DR: In this article, the author describes the author's use of another social work professor's controversial and sensitive autobiography, To Ascend into the Shining World Again, to instruct graduate students in HBSE courses.
Abstract: Social work, like other disciplines, has long used case studies as a (1) methodological approach to communicating a body of knowledge, and (2) as a tangible means to acquaint students with archetypical applications of realistic conditions. In social work, one required course sequence enhanced by case study assessments is Human Behavior and the Social Environment (HBSE). This paper describes the author's use of another social work professor's controversial and sensitive autobiography, To Ascend into the Shining World Againto instruct graduate students in HBSE courses. In his non-fictional account, the social work professor recalls the time when, during his own youth, he killed a teenager in 1967. The author recounts the way in which she incorporated the professor's story as a focus for analysis at The Ohio State University and how it was similarly examined in a course at the University of Louisville.
TL;DR: In this article, the authors discuss the use of poster sessions to showcase and celebrate student research efforts and provide an analysis of data compiled during four years of teaching research with this strategy and serving as research advisor to 54 independent projects in an MSW program.
Abstract: This paper discusses the use of poster sessions to showcase and celebrate student research efforts. Poster presentations provide an opportunity for students to display and discuss research completed during the course of their graduate social work education. The author provides a descriptive analysis of data compiled during four years of teaching research with this strategy and serving as research advisor to 54 independent projects in an MSW program. From the beginning stages of topic selection, to the final presentation of project findings at a poster session, the challenges and benefits of guiding students through the process are discussed.
TL;DR: This paper discusses the teaching of single-subject design research methodology by clinical faculty, in the clinical practice class, and examples from student papers demonstrate the effectiveness of integrating this methodology into theclinical practice curriculum.
Abstract: Clinical practice and research are generally taught separately in Master of Social Work programs by faculty with distinct areas of expertise. This paper discusses the teaching of single-subject design research methodology by clinical faculty, in the clinical practice class. Examples from student papers demonstrate the effectiveness of integrating this methodology into the clinical practice curriculum.
TL;DR: In this article, the authors describe the evolving development and evaluation of a praxis-based comprehensive project model in an advanced generalist MSW program, which provides students an effective and meaningful way to incorporate social work generalist principles into professional practice, develop expertise about specific clients and related practice issues, and foster professional growth and development.
Abstract: We describe in this paper the evolving development and evaluation of a praxis-based comprehensive project model in an advanced generalist MSW program. We explain how this model provides students an effective and meaningful way to incorporate social work generalist principles into professional practice, develop expertise about specific clients and related practice issues, and foster professional growth and development. We present an overview of the model and describe its key elements, structure, process, and implementation. One student's project/process provides a case example. It demonstrates that the MSW program and comprehensive project model represent parallel processes, each contributing to the development of advanced generalist practitioners.
TL;DR: In this paper, a child-focused curriculum developed for child welfare workers and social work students is described, focusing on assessment of risk and safety from an ecological perspective while also attending to the children's mental health needs.
Abstract: This paper describes a child-focused curriculum developed for child welfare workers and social work students. The results from a focus group evaluation are also provided that highlight how the content areas in the curriculum were perceived by participants in terms of interest, practicality, and importance. The major goal of the curriculum was to educate workers and students on assessment of risk and safety from an ecological perspective while also attending to the children's mental health needs. Discussion and recommendations regarding the implementation and evaluation of the certificate program are provided. Furthermore, the need for developing and sustaining a partnership with governmental agencies is emphasized.
TL;DR: In this article, the authors present a conceptual approach and instructional activities to prepare practitioners to establish well-formed goals, engage in goal-focused actions, and evaluate goal attainment, and develop an educational approach to engage students in learning the skills of effective goal-setting.
Abstract: Although effective goal-setting is universally accepted as good social work practice, students often struggle with establishing well-formed goals. Therefore, the authors have developed an educational approach to engage students in learning the skills of effective goal-setting. This manuscript presents a conceptual approach and instructional activities to prepare practitioners to establish well-formed goals, engage in goal-focused actions, and evaluate goal attainment.
TL;DR: In this paper, the authors evaluated the actual use of a course website by graduate social work students and found that the most popular area was the course documents area and the least popular was the student area.
Abstract: This paper evaluates the actual use of a course Website by graduate social work students. The study utilized data mining techniques to discover meaningful trends by using the data from server logs. The course Website was accessed 24,730 times by all 49 graduate students during a semester. The students utilized the course Website 23 hours a day, 7 days a week, day and night, evening hours, and weekends. The most popular area was the course documents area and the least popular was the student area. Study findings have implications for distance learning in higher education.