Showing papers in "Journal of Teaching in Social Work in 2010"
TL;DR: The authors provide a detailed review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enable educators and practitioners to see holistic connections between the past and present.
Abstract: This article provides a detailed review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enables educators and practitioners to see holistic connections between the past and present. Historical review of the inclusion of diversity content is followed by definitions of culture, cultural competence, and culturally competent practice. We then provide a synthesis of different frameworks currently being used for understanding the development of cultural competence in psychology and social work, and conclude with discussion and implications for social work education and practice.
85 citations
TL;DR: This paper examined the impact of the Poverty Simulation Project on students' understanding of life in poverty and found that although students did not change their thinking about the causes of poverty, they changed their perceptions about the difficulties of the daily lives of the poor, increased their ability to analyze life situations, and stimulated their further thinking about poverty.
Abstract: This research examines the impact of the Poverty Simulation Project, an experiential learning modality, on students' understanding of life in poverty. A total of 101 students representing 5 undergraduate majors in the College of Health and Human Services completed measures of critical thinking, understanding of others, and the active learning scales. Results indicate that although students did not change their thinking about the causes of poverty, they changed their perceptions about the difficulties of the daily lives of the poor, increased their ability to analyze life situations, and stimulated their further thinking about poverty. Results demonstrate that social work majors did not differ from other majors in their gains from this experience. Implications for teaching about poverty and the poor, especially as it relates to experiential learning, are discussed.
70 citations
TL;DR: The research partnership model as mentioned in this paper takes a service-learning approach, allowing students to work with data from a community agency and resulting in a final paper with all the sections of an empirical journal article.
Abstract: Social work students are typically reluctant to engage in research. The research partnership model takes a service-learning approach, allowing students to work with data from a community agency and resulting in a final paper with all the sections of an empirical journal article. Use of this model in teaching social work research enhances student motivation, learning, and skills through hands-on activities within an authentic context, and by using group support with individual accountability, structured and incremental learning opportunities, and teaching from a strengths-based perspective.
56 citations
TL;DR: In this paper, the author explores the educational utility of notions such as public space and safe space, and employs this personal experience to examine the roles played by ideology and concertive control in creating societal power imbalances.
Abstract: Inspired by an incident in a social work graduate classroom in which she was a teaching assistant, the author reflects on her commitment to constructivist teaching methods, critical theory, and critical pedagogy. Exploring the educational utility of notions such as public space and safe space, the author employs this personal experience to examine the roles played by ideology and concertive control in (re)creating societal power imbalances—with surprising results. Finally, rather than attempting to avoid inherent classroom tensions through rhetoric (“safe space”) or repeatedly finding herself shocked and ill‐prepared for the inevitable facilitation of emotional topics teaching requires, the author posits that the role of the educator may be to maintain these tensions while embracing a “pedagogy of discomfort” (M. Boler, 1999).
52 citations
TL;DR: In this article, the authors use auto-ethnography to frame critical reflection as a process of exploring social work knowledge and its potential implications, given that such knowledge is situated within fragmented and diverse selves and identities.
Abstract: Critical reflection is important to vital process issues within social work practice; thus, it warrants attention in teaching and supervisory contexts. Autoethnography is a newer qualitative research methodology that uses the experiences of the author/researcher to extend social science understanding (Sparkes, 2000). In this article, the authors use autoethnography to frame critical reflection as a process of exploring social work knowledge and its potential implications, given that such knowledge is situated within fragmented and diverse selves and identities. Thus, good autoethnography is a unique way of accessing knowledge within intersubjective realities, which simultaneously generates a form of critical reflection (the comparison and assessment of emergent knowledge situated within selves and identities). Purposely incorporating an autoethnographic strategy, the authors draw from their experiences to show how personal narratives, the core of autoethnography, might be used to infuse critical reflectio...
44 citations
TL;DR: The authors used experiential learning and a public-access curriculum to teach about racism and social inequality, graduate and undergraduate students participated in this elective course, which focused on affective responses to classroom activities, written assignments, and online discussion forum postings.
Abstract: Teaching about racism creates challenging issues for educators and students alike. Using experiential learning and a public-access curriculum to teach about racism and social inequality, graduate and undergraduate students participated in this elective course. The hybrid “minimester” course focused on affective responses to classroom activities, written assignments, and online discussion forum postings. A pretest-posttest survey design was used and the results showed statistically significant changes in racial attitudes and cultural awareness among participants.
44 citations
TL;DR: The authors discuss the program's implicit curriculum and its assessment under the 2008 EPAS, as well as a model for sequencing accreditation tasks that began in Volume 30, Issue 2 of this journal.
Abstract: This article is Part 2 in a 2-part series discussing the new guidelines for Educational Policy and Accreditation Standards (EPAS) issued in April 2008 by the Council on Social Work Education. The 2008 EPAS shifted the focus of assessment for accreditation or reaffirmation from the evaluation of program objectives to assessment of educational outcomes and student achievement of practice competencies. Because major accreditation challenges for social work programs derive from the 2008 EPAS, this article continues the discussion of a model for sequencing accreditation tasks that began in Volume 30, Issue 2 of this journal. In this article, Part 2, the authors discuss the program's implicit curriculum and its assessment under the 2008 EPAS. The articles in this 2-part series are intended to be companion pieces.
43 citations
TL;DR: This paper examined how well schools of social work prepare students to work with people with developmental disabilities (DD) using websites of 50 U.S. schools and examined their curricula to determine the number and nature of disability studies courses.
Abstract: We examine how well schools of social work prepare students to work with people with developmental disabilities (DD). Using websites of 50 U.S. schools of social work, we examine their curricula to determine the number and nature of disability studies courses. We examine tenure-line faculty to identify potential for current staff to expand DD courses. We provide evidence of growing demand for DD services, and show minimal opportunities exist for students to obtain a concentration or certification in disability studies. Also, a large percentage of tenure-line faculty have research backgrounds in the DD field which are not reflected in current course offerings. Implications for social work education are discussed and recommendations given for future research.
43 citations
TL;DR: In this article, the use of a wiki in a final year social work subject was reported, where on-campus and distance students were able to work together to produce assessable material.
Abstract: Continuing moves towards more flexible approaches to the provision of higher education have been reflected in the increased provision of social work education through distance learning and the related increase in the use of online technologies for social work education. This article reports on the use of a wiki in a final year social work subject. Wiki technology was used to create a collaborative learning environment where on-campus and distance students were able to work together to produce assessable material. Drawing on student comments regarding the process and outcomes of the wiki assignment, a number of issues and benefits of the use of wikis in social work education are
identified and discussed.
43 citations
TL;DR: The authors presents a framework for assessment of student learning and evaluation of instructor teaching that distinguishes between formative methods, which support an ongoing process of improvement, and summative methods which represent a measure of competence or mastery.
Abstract: Despite a wealth of tacit knowledge in academia regarding effective teaching strategies and a rich theoretical and empirical knowledge base on student learning, social work instructors wishing to identify appropriate ways to measure teaching and learning have little evidence to guide them. This article presents a framework for assessment of student learning and evaluation of instructor teaching that distinguishes between formative methods, which support an ongoing process of improvement, and summative methods, which represent a measure of competence or mastery. While summative methods are often used to meet institutional or programmatic goals, formative methods bridge assessment and evaluation and can result in a more reflective, constructive, and productive experience for both instructors and students.
36 citations
TL;DR: Joseph and Linley as mentioned in this paper described Trauma, Recovery, and Growth: Positive Psychological Perspective from a Trauma and Recovery Perspective. (2008)..., Hoboken, NJ: John Wiley & Sons.
Abstract: Stephen Joseph & P. Alex Linley. (Eds.). (2008). Hoboken, NJ: John Wiley & Sons. (372 pp., $70.00, hardcover, ISBN# 978‐0‐470075029) Trauma, Recovery, and Growth: Positive Psychological Perspective...
TL;DR: In this paper, the authors present an instructional approach to promote social work graduate student learning via an online diversity forum (ODF) and find that students' self-rated gains in course outcomes were influenced not by whether or not students used the ODF, but by how they used it.
Abstract: While training social work students to become culturally competent practitioners is at the forefront of multicultural higher education, courses on diversity issues present great challenges for both students and faculty. Building on previous research, this study presents an instructional approach to promote social work graduate student learning via an online diversity forum (ODF). A nonequivalent, quasi-experimental comparison design assessed whether students using an asynchronous ODF as an adjunct to in-class discussions of social work diversity issues would report higher levels of diversity values, skills, and knowledge than students in the same course without access to the ODF as part of their diversity course. Findings reveal that students' self-rated gains in course outcomes were influenced not by whether or not students used the ODF, but by how they used it. Overall, social work students' involvement in an ODF can influence to what degree students report that the course enables them to gain the knowl...
TL;DR: This article used the metaphor of "goodness of fit" to highlight the core features of a relational approach to field instruction and compared it with a traditional model of field instruction, emphasizing the necessity for field instructors to maintain the delicate balance between a therapeutic and an educational stance in their work with students.
Abstract: This article uses the metaphor of “goodness of fit” to highlight the core features of a relational approach to field instruction. The distinctive attributes of this approach are contrasted with a traditional model of field instruction. The “teach or treat” dilemma is discussed to demonstrate the necessity for field instructors to maintain the delicate balance between a therapeutic and an educational stance in their work with students. The most compelling contribution of a relational approach to field instruction is when the fit between a field instructor and a student is problematic. At these difficult moments, a relational approach offers alternatives that might not be possible in other approaches to supervision. Vignettes are offered throughout the article to illustrate these points.
TL;DR: In this article, a pedagogical approach to presenting alternatives along with the traditional medical model in the context of mental health treatment and service provision is presented, where the authors utilize the post-modern language of narrative therapy to constructively discuss alternative approaches.
Abstract: This article provides a pedagogical approach to presenting alternatives along with the traditional medical model in the context of mental health treatment and service provision. Given the current influence of the medical model in community mental health, this article outlines a rationale for challenging the model and considering alternative models and/or interpretations of severely disordered behavior. The first premise of this approach, that social workers need to avoid having the deficit-based, problem-saturated, and pathologizing language of the medical (or any other) model dominate their practice, is inherent in all strengths-based approaches to practice. The second premise, that one can utilize the postmodern language of narrative therapy to constructively discuss alternative approaches, expands on previous social work contributions in this area.
TL;DR: In this article, a mixed-method in vivo exploratory study examines the learning strategies that prepare students for social work practice and shows that these strategies can make a measurable difference in cognitive and ethical development, burnout reduction, and competency enhancement.
Abstract: This mixed-method in vivo exploratory study examines the learning strategies that prepare students for social work practice and shows that these strategies can make a measurable difference. Though many authors have called for self-awareness to promote cultural sensitivity, the concept of the integrated personal/professional self has not previously been defined, operationalized, or formally validated with any instrument. From 1999 to 2004, a total of 24 Title IV-E stipend students explored personal life issues through an individualized “SELF” course. Thematic analyses and t-tests of alumni data showed significant improvement in cognitive and ethical development, burnout reduction, and competency enhancement by participation in SELF.
TL;DR: This article conducted a study of faculty teaching Master of Social Work foundation courses and found that instructors vary in how implicitly or explicitly they use the strengths perspective, using a range of concepts to capture the notion of strengths.
Abstract: Most of the literature on the strengths perspective has addressed issues of practice; far less has been written about the role of the strengths perspective in social work education. Empirical studies have tended to focus on content analysis of texts and syllabi rather than data obtained directly from social work faculty. To address this gap, the author conducted a study of faculty teaching Master of Social Work foundation courses. Findings indicate that instructors vary in how implicitly or explicitly they use the strengths perspective, using a range of concepts to capture the notion of strengths. They consider the strengths perspective most useful as a mediator between theory and topic, serving a different function in different courses.
TL;DR: In this article, the field of social work has placed substantial value on social work research and publishing has become an important aspect of contributing to the social work field, as a result, the field has become more and more important.
Abstract: Since the 1990s, the field of social work has placed substantial value on social work research. As a result, publishing has become an important aspect of contributing to the social work field. Whil...
TL;DR: In this article, the authors reexamine cultural and spiritual competencies, focusing on relational issues that are not currently emphasized enough because of a strong conceptual association of competency with knowledge and skills-based practices.
Abstract: In general education, European American values stand as the unacknowledged norm and are perceived as being culturally neutral or culture free. By recognizing European American culture and spirituality as one of many diversities, social work students may better identify biased values and expectations inherent in the traditional monocultural and monospiritual approach. By providing space for European American culture and spirituality in social work education, among many others, intersubjective interactions become possible. While recognizing the increasing needs of multicultural/multispiritual heritage populations, in this article, the author reexamines cultural and spiritual competencies, focusing on relational issues that are not currently emphasized enough because of a strong conceptual association of competency with knowledge and skills-based practices.
TL;DR: In this paper, the authors provide empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for interdisciplinary community collaboration.
Abstract: Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the ...
TL;DR: The publication of this volume comes at an excellent time, marking a significant point in the development of literature related to immigration and refugee issues, and in the teaching of those issue issues.
Abstract: The publication of this volume comes at an excellent time, marking a significant point in the development of literature related to immigration and refugee issues, and in the teaching of those issue...
TL;DR: A review of research studies examining instructional methods reported in the social work education literature published between 1998 and 2008 is presented in this article, where a challenge is made to the field to conduct better designed studies and several suggestions for doing so are offered.
Abstract: This article presents a review of research studies examining instructional methods reported in the social work education literature published between 1998 and 2008. From a sample of 91 studies, 31 were identified as having used either a single group pre/post test design or a comparison of two or more groups and inclusion of a learning outcome measure. Most of the studies were deficient in either the employment of comparison groups, pre/post designs, utilization of multiple learning outcome measures, or a clear delineation of the connection between teaching methods and learning outcomes. Very few studies were based on previous work. A challenge is made to the field to conduct better designed studies and several suggestions for doing so are offered.
TL;DR: This article examined the outcomes of systematically addressing social justice within a required master's level social work research methods course, and found that students decreased in their belief that academic research is necessarily bias free over the course of the class, and that marginalized groups showed a significantly larger decrease than did other students.
Abstract: The required research courses in social work education are, perhaps, one of the more difficult content areas in which to infuse direct teaching and knowledge acquisition of multiculturalism. The study presented in this article examines the outcomes of systematically addressing social justice within a required master's level social work research methods course. The study tests the efficacy of a two-part teaching module that seeks to increase student abilities for critical consumption of academic research (n = 88) as it relates to the notion of bias neutrality. Results suggest that students decreased in their belief that academic research is necessarily bias free over the course of the class, and that students from marginalized groups showed a significantly larger decrease than did other students.
TL;DR: This article explored the relational learning model for teaching clinical social work practice and found that relational learning methods enhanced students' relational and communicative knowledge and skills, and contributed to a transformative learning process.
Abstract: This article explores the relational learning model for teaching clinical social work practice. Evaluations of a course on loss, grief, and death illustrate that relational learning methods enhanced students' relational and communicative knowledge and skills, and contributed to a transformative learning process. Relational learning is a method of teaching that is consistent with the postmodern classroom and with the mission of contemporary social work practice.
TL;DR: In this paper, the authors explore the potential effectiveness of service learning as a pedagogical technique for providing substance abuse education to human services/social work students and find that service learning in substance abuse had a positive effect on the general knowledge, perceptions, and attitudes of human services students toward substance-dependent mothers and their children.
Abstract: The purpose of the study was to explore the potential effectiveness of service learning as a pedagogical technique for providing substance abuse education to human services/social work students. Using a quasi-experimental design, the authors assigned 38 human services undergraduate students to experimental and comparison groups on the basis of their availability to attend a service-learning project in substance abuse. The service learning consisted of a 30-min educational presentation followed by a visit to a residential substance abuse treatment facility for women. Results indicated that service learning in substance abuse had a positive effect on the general knowledge, perceptions, and attitudes of human services students toward substance-dependent mothers and their children. The findings from this exploratory study support future research in this area.
TL;DR: In this paper, the author's approach to tending to students' emotions as a central component in organizing and teaching in the clinical social work practice curriculum was discussed. But the authors did not consider the impact of positive emotions on the students' own emotional needs.
Abstract: Students' frustration with the lack of measurable progress in their practice has always been a major obstacle for them in learning to use themselves differentially and to effect changes in their clients (Saari, 1986). This article discusses the author's approach to tending to students' emotions as a central component in organizing and teaching in the clinical social work practice curriculum. Case presentations and assignments were used to provide an experiential process to help students appreciate the intrinsic human drives toward the fulfillment of emotional needs, and the power of positive emotions in initiating changes in behavior. They served the dual purpose of sustaining students' motivation in learning as well as owning their practice with clients. In recognizing the importance of tending to their own emotional needs, students also became more adept at enhancing their empathy toward their clients.
TL;DR: In this paper, a social justice course was the result of a service learning project with African American and First Nations peoples of a Southern community telling their story of desegregation through the creation of a video documentary project.
Abstract: This social justice course was the result of a service‐learning project with African American and First Nations peoples of a Southern community telling their story of desegregation through the creation of a video documentary project. Combining the pedagogy of service‐learning with documentary video making, a social justice project was created that impacted students, faculty, and community.
TL;DR: In this article, the transition of one school from a producing research curriculum focus to an evidence-based practice focus is described. But the transition is not seamless, as the transition from producing research to consuming research is difficult.
Abstract: Schools of social work have begun to explore teaching evidence-based practice (EBP) across their curriculum. Although the current literature offers ideas on how to incorporate EBP in foundation research and practice courses, the literature seems nonexistent on how to teach EBP in an advanced research sequence, which could clearly address the widespread criticism that research courses are unsuccessful in making the practice–research link more apparent. This article describes the transition of one school from a “producing research” curriculum focus to an EBP focus, which embraces consuming research. In the present article, the authors discuss the benefits and struggles associated with these two different approaches.
TL;DR: This paper studied the impact of a social welfare history and policy course on social work students' perspectives and interests and found that the course impacted students' understanding of and approach to their professional roles as well as to their own lives as citizens.
Abstract: It is widely assumed that most entering MSW students exhibit a primary interest in individual clinical practice but minimal understanding of or interest in welfare policy knowledge. However, this assumption is mostly based on attitudes before and at the beginning of encountering social welfare courses. Using a mixed-methods approach of both qualitative and quantitative methods, we studied the impact of a social welfare history and policy course on MSW students' perspectives and interests. We found that the course impacted students' understanding of and approach to their professional roles as well as to their own lives as citizens. These findings hold implications for social work education curriculum designs as well as for future research in social work teaching and education.
TL;DR: In this article, the authors propose the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool.
Abstract: This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action.