Showing papers in "Journal of Teaching in Social Work in 2017"
TL;DR: In this article, a qualitative content analysis of course descriptions and objectives from 27 MSW course syllabi was conducted to better understand how these courses are conceptualized through a content analysis.
Abstract: Diversity and social justice are central to social work and related curricular content is mandated by accreditation standards. However, research regarding diversity and social justice courses remains limited. This study aimed to better understand how these courses are conceptualized through a qualitative content analysis of course descriptions and objectives from 27 MSW course syllabi. Findings were organized into themes related to knowledge, skills, and values-based content areas. Emergent themes highlighted that these courses center knowledge acquisition, are linked to professional socialization, and have self-awareness as a primary goal. Implications for social work education are discussed.
25 citations
TL;DR: In this paper, the authors explore the benefits of integrating self-compassion within professional social work education, and present a conceptual sketch for integrating selfcompassion approaches in social work training, which has been shown to be effective in addressing stress and burnout.
Abstract: Many social work students approach the end of their formal training unprepared to utilize self-care approaches to prevent burnout. Providing students more comprehensive self-care training can help address this issue. One approach to fostering self-care and addressing stress and burnout in social work students is the attitude and practice of self-compassion (SC; i.e., compassion directed inward). Training in SC can be helpful, as it has been shown to be effective in addressing stress and burnout, as well as enhancing practice. This article explores the benefits of integrating an SC approach within professional social work education. A definition, review of the SC literature, and a conceptual sketch for integrating SC approaches in social work education are presented.
22 citations
TL;DR: The authors found that self-care is not only a core skill for practice but also an equity issue for students with a history of childhood adversity, and they found that many students with adverse childhoods have limited role modelling and little importance placed on self- care during childhood.
Abstract: Many students pursuing social work and human services courses have experienced adverse childhoods. This article focuses on their learning about self-care, an important skill for future practice. Interviews with 20 undergraduate students with a history of childhood adversity found unmet needs both for conceptualizing self-care and developing strategies to implement self-care in their day-to-day lives. Many cited limited role modelling and little importance placed on self-care during childhood. Teaching self-care is conceptualized as not only a core skill for practice but also an equity issue for students with a history of childhood adversity.
21 citations
TL;DR: The benefits of literature are countless as discussed by the authors, however, social workers are usually not inclined to count the teaching and practice of social work among its beneficiaries, however, they do not count themselves among its benefactors.
Abstract: The benefits of literature are countless. Social workers, however, are usually not inclined to count the teaching and practice of social work among its beneficiaries. We believe that literature is one of the ways to enrich vital components of social work knowledge, attitudes, and skills. In this article, we begin by calling attention to a historical precedent for the use of literature in social work education and practice. We then examine recent research on the impact of literature on human behavior, empathy, and critical thinking and consider its epistemological roots. Next, we review evidence from social work journals on the use of literature in teaching and practice. Having examined the relationships of literature to professional knowledge and practice, we devote most of the article to illustrating how, as social work educators, we are and can be using literature effectively in the teaching of social work.
18 citations
TL;DR: In this paper, the authors explored experiences of learning and learning preferences among master's-level students in a Danish social work education setting where extensive problem-based project work is used.
Abstract: Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when they experience learning the most. Possible reasons for this discrepancy, and implications for teaching, are discussed.
18 citations
TL;DR: In this paper, a classroom project in which they used photovoice as a pedagogical tool to enhance personal and professional self-awareness among female, Muslim, social work students in...
Abstract: This article explores a classroom project in which we used photovoice as a pedagogical tool to enhance personal and professional self-awareness among female, Muslim, social work students in...
16 citations
TL;DR: This paper explored the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs) with a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate.
Abstract: This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate. The mentoring experiences at HBCUs are underpinned by tenets from relational/cultural theory and the Black feminist theory of “other mothering.” Using Howard University as a case study, this article examines relational mentoring experiences of PhD students in preparation for the academy and for leadership in social work education and practice.
15 citations
TL;DR: Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs as discussed by the authors, which is the goal of our work.
Abstract: Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, t...
13 citations
TL;DR: In this paper, the authors compared a Process Oriented Guided Inquiry Learning (PIGIL) approach to active learning and active learning approaches have shown to improve student learning outcomes and improve the experience of students.
Abstract: Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning ...
10 citations
TL;DR: In this article, a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to graduate students was conducted, where students participated in a newly developed and delivered 3-hour weekly course, over 12 weeks, based around students' observation of ongoing live family therapy sessions at a children's mental health organization.
Abstract: Social work educators often teach students clinical knowledge within a university classroom, whereas students tend to learn clinical practice through their practicum experiences This article describes data from a cross-sectional, mixed-method study on one way to effectively bridge the gap between teaching clinical knowledge and practice to graduate students In this study, students participated in a newly developed and delivered 3-hour weekly course, over 12 weeks, based around students’ observation of ongoing live family therapy sessions at a children’s mental health organization Findings suggest that this course design can fill a gap between the classroom and practicum experiences for students
10 citations
TL;DR: In this paper, the authors assessed MSW and BSW students' opportunities to practice group work in their field practicum and found that more than one third of participants had no such opportunity during their yearlong internship, despite their program's requirement that group work opportunities be available.
Abstract: The study reported on in this article assessed MSW and BSW students’ opportunities to practice group work in their field practicum. More than one third of participants had no such opportunity during their yearlong internship, despite their program’s requirement that group work opportunities be available. Among the students who did have experience leading a group for clients, their opportunities to engage in core group work activities and skills was limited, as was their academic preparation to do so. Students demonstrated a desire to practice group work as professionals. Yet the findings call into question whether they were adequately prepared to effectively engage in the modality. The findings underscore the need for schools and programs of social work to collaborate more closely with field instructors and agencies to ensure that students are provided with suitable opportunities to practice group work. Greater attention also must be focused on ensuring that practice opportunities in the field ref...
TL;DR: In this paper, the authors present three qualitative research narratives that provide an in-depth analysis of factors contributing to successful implementation of an innovative trauma-informed educational model, identifying common themes related to student knowledge and field readiness; personal and system context; organizational leadership; and vision, training, and partnerships/collaborations.
Abstract: Social workers encounter trauma in a majority of the populations they serve. It is therefore essential to train social work students to understand the impact of trauma, to assess trauma history and symptoms, and to effectively intervene with children and families. This article presents 3 qualitative research narratives that provide an in-depth analysis of factors contributing to successful implementation of an innovative trauma-informed educational model. The narratives identify common themes related to student knowledge and field readiness; personal and system context; organizational leadership; and vision, training, and partnerships/collaborations.
TL;DR: Recommendations for social work educators in the UK and beyond to consider when integrating the 10-input quantitative method curriculum and when teaching research methods and statistics to undergraduate social work students are pointed to.
Abstract: Students in the United Kingdom (UK) are found to lack knowledge and skills in quantitative
research methods. In order to address this gap, a quantitative research method and statistical
analysis curriculum comprised of 10 individual lessons was developed, piloted, and evaluated at
two universities in the UK. The evaluation found BSW students’ (N=81) self-efficacy to improve
significantly from pre- to post-test, but statistical knowledge improved only slightly and was not
statistically significantly. The findings point to recommendations for social work educators in the
UK and beyond to consider when integrating the 10-input quantitative method curriculum and
when teaching research methods and statistics to social work students.
TL;DR: In this paper, a strengths-based study offers the wisdom of recent social work doctoral graduates (N = 196) through an online survey and analyzed through thematic analysis. Findings described sources of support, managing a project of this scope, considerations in study design, and effective research attitudes and behaviors.
Abstract: A dissertation demonstrates a doctoral candidate’s knowledge of a content area, mastery of research methodology, and readiness for future scholarship. Doctoral candidates, social work programs, and the profession as a whole are invested in ensuring that candidates successfully complete dissertations and enter academic, research, and leadership positions. This strengths-based study offers the wisdom of recent social work doctoral graduates (N = 196). Data were collected by an online survey and analyzed through thematic analysis. Findings described sources of support, managing a project of this scope, considerations in study design, and effective research attitudes and behaviors. Implications for social work education are discussed.
TL;DR: In this paper, the authors describe an instructional activity created by the authors for the purposes of preparing social work students for culturally competent practice with members of historically oppressed populations and highlight the social privileges of individuals.
Abstract: This article describes the development and utilization of an instructional activity created by the authors for the purposes of preparing social work students for culturally competent practice with members of historically oppressed populations. Experiential activities in the classroom provide an alternative approach to traditional pedagogical methods by positioning the learner at the center of an educational process that is grounded in reality. The activity is designed to highlight the social privileges of individuals and the inherent risks that are taken when deciding to challenge or confront oppressive structures, attitudes, and behaviors.
TL;DR: In this article, student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened self-awareness/self-assessment, and future social work practice.
Abstract: The purpose of this article is to describe student perceptions of their experiences around social justice discussions in the social work classroom through a qualitative, grounded theory framework. Student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened self-awareness/self-assessment, and future social work practice. Each of these categories was derived from comparable multiple themes stemming from the student responses. A conceptual model resulting from the analysis suggests that students who shared experiences of perceived discrimination during classroom discussions could develop an enhanced self-awareness, which would result in an added empathy for clients in their future social work practice. Suggestions for teaching strategies and directions for future research are also discussed.
TL;DR: Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation, and a number of differences emerged between traditional and distance learners.
Abstract: This article describes community–university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice Pre- and posttest data were collected from 60 BSW students who were enrolled in community practice and who participated in a community-based research project with their state’s fair housing office The evaluation outcomes focus on changes in professional interest in macro practice, students’ self-efficacy, and differences in students’ learning experiences, based on traditional bricks-and-mortar or distance learning contexts Results show that students experience increases in self-efficacy related to community assessment and intervention Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation A number of difference
TL;DR: In this article, the authors present theoretical frameworks for social work doctoral programs that are integral part of social work education and, as faculty, training of BSW and MSW students.
Abstract: Graduates of social work doctoral programs are an integral part of social work education and, as faculty, training of BSW and MSW students. Missing from the literature are theoretical frameworks th...
TL;DR: In this paper, the authors assess the quality of recent Canadian social work doctoral dissertations implementing a grounded theory approach, based on the premise that presentations of grounded theory approaches in doctoral studies impact the conduct of teaching and future research and have direct implications for the legitimacy of qualitative research.
Abstract: Grounded theory is a popular methodological approach in social work research, especially by doctoral students conducting qualitative research. The approach, however, is not always used consistently or as originally designed, compromising the quality of the research. The aim of the current study is to assess the quality of recent Canadian social work doctoral dissertations implementing a grounded theory approach. Our analysis is based on the premise that presentations of grounded theory approaches in doctoral dissertations impact the conduct of teaching and future research and have direct implications for the legitimacy of qualitative research. Using Saini and Shlonsky’s Qualitative Research Quality Checklist, the authors appraised dissertations in terms of credibility, dependability, confirmability, transferability, authenticity, and relevance. The article concludes with implications regarding the quality of studies utilizing grounded theory approaches and consequences for future doctoral educatio...
TL;DR: This paper proposed using the Council on Social Work Education's core competencies as behaviorally specific standards for gatekeeping and provided suggestions for developing gatekeeping policies inclusive of these competencies for remediation/termination.
Abstract: Gatekeeping has long been an integral component of what is now referred to as the Implicit Curriculum, or the context in which professional social work education occurs. Despite its long-standing role within social work education, gatekeeping elicits conflict for both individual faculty members and entire programs of social work education. Much of this conflict stems from a failure to identify objective and measurable standards on which to base gatekeeping decisions. This article proposes using the Council on Social Work Education’s core competencies as behaviorally specific standards for remediation/termination and provides suggestions for developing gatekeeping policies inclusive of these competencies.
TL;DR: In this article, the authors looked at employer perceptions of online degrees compared to traditional degrees and found that a majority of social service administrators believe traditional MSW degrees are preferable to those attained online, especially with respect to clinical training.
Abstract: Online programs have proliferated rapidly in higher education, and this reality holds true for social work education as well. Employing a mixed methods design, this study looked at employer perceptions of online degrees compared to traditional degrees. Data was collected through an online survey that included Likert type and open-ended questions assessing employer attitudes and hiring practices regarding individuals who possess online MSW degrees. Results suggest that a majority of social service administrators believe traditional MSW degrees are preferable to those attained online, especially with respect to clinical training. These findings have significant implications for online MSW programs and graduates with online degrees.
TL;DR: In this article, the authors examined an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States.
Abstract: This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on dat...
TL;DR: In this paper, the authors examined the impact of Juan Melendez's story and the application of intergroup contact theory on students' prejudice toward criminal-justice-involved people using a teaching technique derived from Intergroup Contact Theory.
Abstract: Criminal-justice-involved clients often are a complicated population for students to consider through a lens of oppression. Nevertheless, it is critical that they do so given that many will serve clients with criminal records during their careers. An attempt to challenge students’ prejudice toward criminal-justice-involved people was deployed using a teaching technique derived from intergroup contact theory. The authors invited Juan Melendez to share his story of incarceration on death row for more than 17 years for a crime he did not commit. This article is an examination of the impact of Mr. Melendez’s story and the application of intergroup contact theory.
TL;DR: In this article, a study of social work students' opinions about and actions in response to these occurrences and their implications for the social justice mission of the social work profession was conducted.
Abstract: AbstactIn April 2015, a Black man, Freddie Gray, died in police custody in Baltimore, Maryland. A day of rioting followed. These events provided the researcher with the opportunity to ascertain social work students’ opinions about and actions in response to these occurrences and their implications for the social justice mission of the social work profession. Students expressed a commitment to social justice and reported that it was emphasized in their education. A significant minority indicated that the Gray case was not addressed in any of their social work classes or in their field practicum. Although respondents reported that the Gray case further enhanced their commitment to the principle of social justice, few engaged in any sort of activity in response to Gray’s death and the unrest either at the time of the events or 6 months later. Implications for social work education are discussed.
TL;DR: The authors compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction.
Abstract: This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a significantly higher self-efficacy belief than entry-level students. Results suggest that increased mastery experiences, as found in the advanced social work curriculum, may help students develop confidence in their ability to practice as professional social workers.
TL;DR: Professional shortages of geriatrically trained social workers pose a barrier to mental health care for older adults, and integrating graduate social work interns into primary care settings may help address this problem.
Abstract: Professional shortages of geriatrically trained social workers pose a barrier to mental health care for older adults. Integrating graduate social work interns into primary care settings may increas...
TL;DR: It is called for the profession to explore how continuing education pathways can bridge service gaps, contribute to the knowledge base of social work, and meet current labor market demands.
Abstract: With the increase in the number of displaced peoples, the demand for skilled social workers from diverse backgrounds to serve them is critical. This article explores a continuing education program that prepares precollege individuals from newly arriving communities who will work as entry-level workers serving these immigrant and refugee communities. The article focuses on the development of a Case Management Certificate Program as a response to community-identified issues, then presents a discussion exploring the educational pathways and unique contributions of these individuals. The article calls for the profession to explore how continuing education pathways can bridge service gaps, contribute to the knowledge base of social work, and meet current labor market demands.
TL;DR: In this article, social work students created a community activism project to raise awareness about the prevalence and impact of Trauma and its impact on individuals and their families, and described silencing as the mechanism that hinders individual and commu...
Abstract: Social work students created a community activism project to raise awareness about trauma prevalence and impact. Trauma theory describes silencing as the mechanism that hinders individual and commu...
TL;DR: In this paper, social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This art...
Abstract: Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This art...
TL;DR: The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults as discussed by the authors.
Abstract: The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.