Showing papers in "Journal of Teaching in Social Work in 2007"
TL;DR: A brief overview of Burchum's (2002) Evolutionary Perspectives that will help to assist readers in obtaining a clear understanding of cultural competence can be found in this paper.
Abstract: Migration across national borders has resulted in demographic changes in the United States, causing the country to become more multi-ethnic. This presents considerable challenges for graduate level educators who need to be responsive to the unique academic needs of diverse populations by considering students' previous experiences, values, and beliefs. This change requires educators to incorporate various teaching styles and to create a classroom atmosphere where security, trust, and openness can be achieved. Developing cultural competence and creating a transformative learning environment is essential for social work educators teaching in multicultural environments in the 21st century. This article provides a brief overview of Burchum's (2002) Evolutionary Perspectives that will help to assist readers in obtaining a clear understanding of cultural competence. It also presents Blunt's Model of Cultural Competence for Transformative Education, which can promote both transformative learning and assi...
454 citations
TL;DR: In this article, the authors outline principles for instruction grounded in values of social justice, dignity and worth of the person, and the importance of human relationships, and promote reciprocity between participants and host country nationals with interactions based on mutual respect.
Abstract: Expanding opportunities for short-term overseas study require social work educators to consider ethical implications of these courses. Maximizing global understanding requires skillful facilitation, culturally respectful engagement, and learning activities consistent with ethical codes. Drawing on 10 years of experience leading study abroad trips the authors outline principles for instruction grounded in values of social justice, dignity and worth of the person, and the importance of human relationships. Successful study abroad programs expand student understandings of the impact of globalization. Reciprocity between participants and host country nationals is promoted with interactions based on mutual respect.
50 citations
TL;DR: In this article, a search of two electronic databases on role models and social work education, identifies the various conceptual references the social work literature makes to the topic, and then discusses its inclusion as a variable in empirical studies.
Abstract: The social work literature often mentions the value and importance of faculty and field instructors serving as role models for students. Unlike allied disciplines, the influence of role models in social work education remains relatively unexplored. This article includes a search of two electronic databases on role models and social work education, identifies the various conceptual references the social work literature makes to the topic, and then discusses its inclusion as a variable in empirical studies. It argues that more qualitative investigation is needed into role modeling as an inextricable component of social work students' socialization to the profession.
34 citations
TL;DR: In this article, the authors examined findings from three focus groups conducted about resolving ethical dilemmas in the area of domestic violence and pointed out the need to increase content on domestic violence throughout the social work curriculum and provide educational opportunities for field instructors and local professionals.
Abstract: This article examines findings from three focus groups conducted about resolving ethical dilemmas in the area of domestic violence. The study's findings point to the need to increase content on domestic violence throughout the social work curriculum and provide educational opportunities for field instructors and local professionals. Helping students engage in values clarification and self-assessment regarding domestic violence is also key to helping them resolve ethical dilemmas in this area of practice. Faculty teaching these courses should be prepared to spend more time responding to assignments and serving as a resource to students, field instructors, and local professionals. Finally, there are steps that can be taken to help social workers be more responsive and resolve ethical dilemmas related to domestic violence.
30 citations
TL;DR: In this article, the role discontinuity that occurs as social work doctoral students' transition between these roles is explored, and a model illustrating the three possible routes that are taken during this role transition is introduced.
Abstract: One of the most problematic issues in the field of social work is the gap between practice and research. This paper describes the roles of the social work clinical practitioner and the social work researcher, and explores the role discontinuity that occurs as social work doctoral students' transition between these roles. A model illustrating the three possible routes that are taken during this role transition is introduced. Understanding the process of change that occurs as social work doctoral students shift roles has important implications for social work. Investigating these two roles can help doctoral programs support students during the difficult transition. Discovering how doctoral students bridge the gap between practice and research in their own experience may provide insight into how the field of social work as a whole can successfully address this gap.
29 citations
TL;DR: The authors explored the tension between Fundamentalism, diverse sexual orientation and gender expression and social work pedagogy, focusing on how an anti-oppressive pedagogical approach, while important to providing educational equality for students with diverse gender expressions and sexual orientations, has some limitations when working with students with Fundamentalist beliefs.
Abstract: Christian fundamentalist religious beliefs, expressed by social work students, present a challenge to the social work educator. In this paper we explore the tensions between Fundamentalism, diverse sexual orientation and gender expression and social work pedagogy. Particularly, we focus on how an anti-oppressive pedagogical approach, while important to providing educational equality for students with diverse gender expressions and sexual orientations, has some limitations when working with students with Fundamentalist beliefs. We wonder whether there is a reasonable limit on inclusivity. The prospect of negotiating fundamentalism raises questions that require a critical reflection on our own belief systems, a rethinking of social work anti-oppressive values and ethics, and a consideration of our role as educators within the academy
29 citations
TL;DR: Qualitative data indicate that simulated family therapy interviews can provide effective learning experiences for MSW students.
Abstract: This article describes a learning method that employed theatre students as family clients in an advanced social work practice course. Students were provided with an opportunity to integrate and apply their learning of theory, clinical skills, and professional conduct in full-length family therapy sessions that occurred in the classroom and were videotaped for later review. Family therapy training methods provide the conceptual basis for this educational method. A detailed presentation of instructor actions, student activities, and participant feedback is offered. Qualitative data indicate that simulated family therapy interviews can provide effective learning experiences for MSW students.
29 citations
TL;DR: In this paper, the authors describe the revision of a curriculum that was initiated to engage and sustain students' interest in the macro dimension of social work practice, and describe how two junior policy courses, a seniormacro practice course, and a research methods course were revised to include a service learning approach.
Abstract: This paper describes the revision of a curriculum that was initiated to engage and sustain students' interest in the macro dimension of social work practice. Specifically, we describe how two junior policy courses, a seniormacro practice course, and a research methods course were revised to include a service learning approach. This article provides a review of the literature and focuses on the development of service learning in two social work courses. Results of subsequent research are discussed, indicating service learning provides successful opportunities to engage students in macro social work practice.
29 citations
TL;DR: In this paper, the authors describe how clips from feature films can be used in class to engage students, stimulate discussion, and introduce skill-building exercises, and discuss issues related to having students view entire feature films outside of class.
Abstract: Feature films, and selected clips from them, can be extremely useful tools in social work education. The widespread use and comparative low cost of videotape and now digital videodisks (DVD) have made thousands of feature films easily available to educators, students, and the general public. This article describes how clips from feature films can be used in class to engage students, stimulate discussion, and introduce skill-building exercises. Issues related to having students view entire films outside of class are discussed and a sample assignment is outlined. Technical issues and the general limitations of feature film use are also considered.
27 citations
TL;DR: In this article, a case-to-cause framework for teaching an undergraduate social work macro-practice course utilizing an experiential learning paradigm is presented, which allows students to integrate macro-level theory and practice skills, while conceptualizing the connections between a social problem, social policy, action research, and social action.
Abstract: This paper presents a model for teaching an undergraduate social work macro practice course utilizing an experiential learning paradigm. The model provides a campus-based project with social work majors in simultaneous dual roles of students and grassroots leaders, focusing on rape and sexual assault prevention training for college students. This “case-to-cause” framework affords students the opportunity to integrate macro-level theory and practice skills, while conceptualizing the connections between a social problem, social policy, action research, and social action.
27 citations
TL;DR: In this article, an exploratory study was conducted to evaluate the effectiveness of a new model of multicultural instruction and assignments for social work students enrolled in a multicultural social work course and found that this new model increased students' multicultural awareness and knowledge.
Abstract: Effective social work practice with diverse populations requires the successful incorporation of multicultural knowledge, awareness, and skills.As a result, there is a pressing need for innovative and evidencebased teaching strategies and methods that provide social work students with these key multicultural tools. This paper describes one such teachingmodel and presents the findings of an exploratory study to empirically evaluate its effectiveness with undergraduate social work students (N =23) enrolled in a multicultural social work course. Based on pre-and post-test composite scores, the findings suggest that this new model of multicultural instruction and assignments increases students' multicultural awareness andknowledge.
TL;DR: The authors employed a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students: repetition, immediate feedback, and use of original data, and evaluated the three strategies by students.
Abstract: This paper employs a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students. The strategies included: repetition, immediate feedback, and use of original data. First, each strategy is addressed through the literature. Second, the application of employing each of the strategies over the period of eight years of classroom application is outlined and discussed. Third, the three strategies are evaluated by students.
TL;DR: In this article, the decision case method can generate excitement about social policy advocacy while educating students about current advocacy work, particularly if the case involves state or local efforts to influence policy.
Abstract: Social work educators have long struggled with making policy practice real “more”, especially to micro-oriented students (Sundet & Kelly, 2002). The decision case method can generate excitement about social policy advocacy while educating students about current advocacy work, particularly if the case involves state or local efforts to influence policy. Such state/local cases make policy advocacy more accessible and engaging. Wanting to introduce our students to important efforts in our state to influence policy and encourage them to get involved, we wrote our own case, included in this article.
TL;DR: The results of this study indicate that completion of a comprehensive, long-term substance abuse training program not only increases clinicians' knowledge about substance abuse issues, but also impacts positively on their attitudes and behavior.
Abstract: Substance abuse is a major problem encountered by social workers in all settings. This study investigated the impact of a postmaster's program in the treatment of substance-abusing clients on the domains of “Attitudes and Values,” “Knowledge and Skills,” and “Behaviors” of its graduates. Overall, 91 percent of respondents found the program to be professionally beneficial to them. Significant increases were shown on all items in the Knowledge and Skills Scale and the Behavior Scale. Among the greatest changes reflected in the Attitudes and Values Scale were increases in respondents' desire to add substance-abusing clients to their caseloads, their belief for good recovery prognosis, and their comfort level in being considered a substance abuse specialist. The results of this study indicate that completion of a comprehensive, long-term substance abuse training program not only increases clinicians' knowledge about substance abuse issues, but also impacts positively on their attitudes and behavior t...
TL;DR: In this article, the authors describe how to use film as a creative, powerful, and effective technique for teaching social work with older adults at both the undergraduate and graduate levels of education.
Abstract: This article discusses and describes how to use film as a creative, powerful, and effective technique for teaching social work with older adults at both the undergraduate and graduate levels of education. An analysis of student responses about the effectiveness of this teaching pedagogy is presented. The findings support the idea of using film as a technique to engage students in learning about the process of aging.
TL;DR: This article explored the effect of intimate exposure to this population through an experiential learning project, the Clothesline Project, as an enhancement to field experience and classroom instruction for MSW students.
Abstract: Social workers participate with many different populations including perpetrators, victims, and survivors of domestic violence. It is crucial that students in the social work field are educated in the arena of domestic violence. The purpose of this study is to explore the effect of intimate exposure to this population through an experiential learning project, the Clothesline Project, as an enhancement to field experience and classroom instruction for MSW students. Participants included 31 female, social work graduate students. As part of a class assignment, students were given the opportunity to participate in the Clothesline Project, a project for victims of domestic violence. After completing the project, students were invited to participate in a focus group to discuss their experiences. Thematic analysis of the transcripts indicated a positive learning experience for both clinical and management students involved in the project. Findings also indicated that students were affected by the size, ...
TL;DR: In this article, the authors present a single course elective that prepares students to work with groups, with a three-part focus on mutual aid, tackling fear, and planning.
Abstract: The first course in group work was taught in 1923 and was followed by a growing recognition in social work education of the importance of preparing students to work with groups. Unfortunately by the end of the 1970s group work located within a generalist curriculum had all but disappeared. This article presents a single course elective that prepares students to work with groups. The course design utilizes an unconventional time schedule, experiential learning and a three-part focus on mutual aid, tackling fear, and planning. The article includes a summary of weekly and daily course activities.
TL;DR: This article conducted a descriptive study to determine which ethical issues graduate social work students experienced most frequently during their field placement, the resources students used to resolve these issues, and whether such resources were helpful.
Abstract: The purpose of this descriptive study was to determine which ethical issues graduate social work students experienced most frequently during their field placement, the resources students used to resolve these issues, and whether such resources were helpful. The results indicate that conflicts concerning beneficence versus agency policy and beneficence versus autonomy are most prevalent. In the majority of cases, the organization provided the context for the tension, including with agency policy, staff, supervision, and fiscal issues. Supervision was the most frequently used resource, along with peer consultation, and in-class discussion. Implications and strategies for enhancing both classroom and field curricula are discussed.
TL;DR: In this article, the authors describe field work experiences of social work students in two different geographic locations inside and outside of New York in the six months after 9/11 in terms of their reports of client problems, receiving of special training and educational support, and needs for additional personal and professional support that could have been helpful for providing services to clients after the disaster.
Abstract: The terrorist attacks of 9/11/01 created a major life disruption for citizens near and far from New York. This study describes field work experiences of social work students in two different geographic locations inside and outside of New York in the six months after 9/11 in terms of their: (1) reports of client problems, (2) receipt of special training and educational support, and (3) needs for additional personal and professional support that could have been helpful for providing services to clients after the disaster. Geographic differences are analyzed. Suggestions for social work curriculum development and disaster preparedness are discussed.
TL;DR: In this paper, the authors developed WebCT™ sites to supplement a graduate course on research methods and surveyed students to measure the extent to which their attitudes toward research changed over the semester.
Abstract: Evidence conflicts as to whether students of social work hold positive attitudes toward the importance and usefulness of social work research. For this study, WebCT™ sites were developed to supplement a graduate course on research methods. Students were surveyed to measure the extent to which their attitudes toward research changed over the semester. Students' utilization of the WebCT site was also measured, both automatically (electronically) and through the survey. In general, the results indicated that students began the course with a surprisingly positive disposition toward the subject; that their attitudes further improved by the end of the course; and that they partially credited the WebCT materials for bringing about this change.
TL;DR: In this paper, the use of process recordings insupervising social work students learning to practice with children is discussed. But process recordings of sessions with children have not been examined in the literature of social work practice and social work education.
Abstract: This article addresses the use of process recordings insupervising social work students learning to practice with children. Although process recordings are a traditionalmethod of teaching and learning social work practice, they have received little attention in the literature of social work practice and social work education. Process recordings of sessions with children have not been examined. The authors review literature on interviewing children, on process recording and on supervision in socialwork practice. Case examples illuminate how written process recordings can enhance learning and promote a supervisory alliance. The authors propose four key elements of process recordings for practice with children, including full description of play, child's exactwords, child's mastery and student's thoughts/feelings. They conclude that adequately prepared process recordings examined in sequence, over time, reveal progress in student learning.
TL;DR: In this paper, the authors discuss the significance of motivational interviewing as a framework with wide application across the spectrum of social work practice and argue that social workers can regard this as a bridge between treatment agencies organized around competing philosophies.
Abstract: This article discusses the significance of motivational interviewing as a framework with wide application across the spectrum of social work practice. This article discusses the basic assumptions of the motivational approach and argues that social workers can regard this as a bridge between treatment agencies organized around competing philosophies. Suggestions are made for incorporating content across diverse curriculum areas.
TL;DR: In this paper, the authors report on the results of a survey that was mailed to three cohorts of clinical evaluation students two years after graduation, which contained questions about current practice evaluation activities, attitudes toward practice evaluation, and their perceptions of how helpful the required clinical evaluation course had been to them in their practices.
Abstract: The Council on Social Work Education accreditation standards requires that the social work curricula include content on practice evaluation To meet this requirement, many schools have a course devoted to clinical evaluation The desired outcome of these courses is that students not only learn the content but also retain it and implement evaluation in their practices after they graduate This article reports on the results of a survey that was mailed to three cohorts of clinical evaluation students two years after graduation The survey contained questions about current practice evaluation activities, attitudes toward practice evaluation, and their perceptions of how helpful the required clinical evaluation course had been to them in their practices The findings show that respondents are implementing evaluation components and that they value the importance of evaluation Respondents suggested that content on clinical evaluation should be integrated in practice courses They also want more inform
TL;DR: In this article, the authors present qualitative findings from a study that examined the team-teaching of core human behavior in the social environment (HBSE) curriculum by two social work faculty in a CSWE-accredited baccalaureate social work department during a single semester.
Abstract: Minimal social work literature exists concerning team-teaching, and even less exists on its impact on student learning. This article presents qualitative findings from a study that examined the team-teaching of core human behavior in the social environment (HBSE) curriculumby two social work faculty in a CSWE-accredited baccalaureate social work department during a single semester. Data suggest that while team-teaching a university course such as HBSE can be beneficial for both students and participating faculty, problems may emerge if precautions are not taken. Benefits and challenges are discussed, and recommendations are made as to how prospective team instructors should proceed in this endeavor.
TL;DR: In this article, the authors deal with an educational structure where students' personal narratives are used to deepen their understanding of what reactions to crises may imply, through writing about experienced violence the students introduced into the learning environment stories that could be analyzed and serve as illustrations of ways of reacting to crises.
Abstract: This article deals with an educational structure where students' personal narratives are used to deepen their understanding of what reactions to crises may imply. Through writing about experienced violence the students introduced into the learning environment stories that could be analyzed and serve as illustrations of ways of reacting to crises. The project aim was to develop a pedagogical method for linking practice and theory closer together. Research findings indicate that the method can be used as away of personalizing knowledge, heightening self-insight and influencing the social environment of the classroom positively. The article also considers the ethical and clinical considerations that must be taken into account when involving student narratives in educational programs.
TL;DR: In this article, the authors describe methods for teaching content analysis as part of the Research sequence in social work education and discuss the rationale and teaching methods for two assignments, one related to content analysis of Singles Ads and one focusing on analysis of an online self-help group.
Abstract: This paper describes methods for teaching content analysis as part of the Research sequence in social work education. Teaching content analysis is used to develop research skills as well as to promote students' knowledge and critical thinking and about new information technology resources that are being increasingly used by the general public. The rationale and teaching methods for two assignments, one related to content analysis of Singles Ads and one focusing on analysis of an online self-help group, are presented. Additional areas for content analysis are suggested.
TL;DR: For instance, the authors found significant personal insights were gained regarding alcohol and other drug (AOD) issues, and also provided grounded-theory support for major AOD themes, including anticipatory reward, substitution, craving, willpower, impaired control, rationalization, shame, guilt, powerlessness, and the challenges of change.
Abstract: Social work students enrolled in a graduate-level course in substance abuse (N = 450, over nine years) assessed their own “mood-altering” behaviors (i.e., stress-reduction strategies and leisure-time activities), abstained from one or more of these activities for one week, then completed a written summary of their personal bio-psycho-social experiences. Student papers indicate significant personal insights were gained regarding alcohol and other drug (AOD) issues, and also provide grounded-theory support for major AOD themes. This paper describes the details of this experientially based teaching strategy, and also summarizes AOD themes that emerged from student experiences, including anticipatory reward, substitution, craving, willpower, impaired control, rationalization, shame, guilt, powerlessness, and the challenges of change.
TL;DR: In this article, the Alternative Lenses of Assessment (ALOHA) are presented as one such tool: Developmental-Adaptive lens, Political- Economic lens, Sociocultural lens, Neurobiological lens, and Situational- Environmental lens.
Abstract: The use of the Diagnostic and Statistical Manual of Mental Disorders (DSM IV) as a teaching tool for social workers to understand mental illness has been debated for many years. The general consensus is that social workers need to be “familiar” with this classification system. Social Work's person in environment perspective, however, requires additional tools of assessment. This article provides the Alternative Lenses of Assessment as one such tool: Developmental-Adaptive lens, Political- Economic lens, Sociocultural lens, Neurobiological lens, and Situational- Environmental lens. A pedagogical method for presenting these lenses through clinical vignettes is provided. Student response to the Lenses using student-authored clinical vignettes is also discussed.
TL;DR: In this paper, the authors present a report of an innovative program in social work education to enrich field supervisors and students with the latest theories and practices related to social work practice in health care settings.
Abstract: This paper is a report of an innovative program in social work education to enrich field supervisors and students with the latest theories and practices related to social work practice in health care settings. This program consists of a study day organized jointly by academic faculty, field supervisors, and students, conducted once a year between 1997 and 2001 in two universities in Israel. Each study day focused on a subject relevant to social work practice in health care settings, such as laws regarding patients' rights, short-term therapy, case management, and quality of life. To examine participants' feedback about the program, an evaluation was conducted after each study day with 104 students studying for their BA in Social Work and 49 field supervisors. A questionnaire was distributed to all the participants at the end of the study day. Most of the participants indicated that the program contributed to the integration of social work theory and practice. Students in the second and third year...
TL;DR: In this article, the relationship between student anxiety levels, instructor feedback, and the effects of the use of red or green ink as instruments of feedback is examined. Butler et al. found that students who were given feedback in red ink experienced higher levels of anxiety than students receiving feedback in green ink.
Abstract: The purpose of this study is to improve educators' feedback mechanisms in ways that will reduce student anxiety. The relationship between graduate student anxiety levels, instructor feedback, and the effects of the use of red or green ink as instruments of feedback is examined. The sample (N =52) comprised first year full-time and parttime MSWstudents enrolled in an introductory Research Methods course, a course in which writing assignments were submitted and returned with instructor feedback. Using the Posttest-Only Control Group Design, a 30-item questionnaire was administered measuring student perceptions of instructor feedback, ink color, and graduate student anxiety. The study found that students who were given feedback in red ink experienced higher levels of anxiety than students given feedback in green ink. Implications for social work education and reflexive approaches to student feedback are discussed.