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Showing papers in "The Journal of Baccalaureate Social Work in 2003"


Journal ArticleDOI
TL;DR: The authors explored the potential of a course devoted to reinforcing perceptions of the structural causes of poverty without instilling fatalism and found that participants in this introductory level social work course developed significantly stronger structural explanations for poverty without developing a fatalistic attitude towards solutions.
Abstract: Consistent with the generalist social work perspective and values, many social work students appear to begin their studies believing that the causes of poverty are structural (due to societal factors) and not individual (due to individual defects). There is some evidence that social work curricula serve to confirm this perception. Existing research, however, also suggests that, along with a deepening structural understanding of the causes of poverty, these students may develop fatalistic attitudes about alleviating poverty. In response to this challenge to social work education, this pilot study explores the potential of a course devoted to reinforcing perceptions of the structural causes of poverty without instilling fatalism. Findings suggest that the participants in this introductory level social work course develop significantly stronger structural explanations for poverty without developing a fatalistic attitude towards solutions. Undergraduate student attitudes, implications for social work curricul...

22 citations


Journal ArticleDOI
TL;DR: In this paper, the benefits of including service learning in social work curricula are discussed. And empirical evidence supporting the efficacy of service learning is offered, drawing on recent examples from baccalaureate and master's-level programs.
Abstract: In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determination, collaboration, social justice, a person-in-environment focus, and accountability. Drawing on recent examples from baccalaureate and master's-level programs, empirical evidence supporting the efficacy of service learning in the field of social work is offered.

22 citations


Journal ArticleDOI
TL;DR: This paper examined the effect of service learning in urban settings on students' values and their attitudes toward individuals of lower socioeconomic status and of different racial and ethnic back grounds and identified a series of themes that demonstrated how students' attitudes toward people of lower socio-economic status changed as a result of the service learning experience.
Abstract: This study1 examines the effect of service-learning in urban settings on students' values and their attitudes toward individuals of lower socioeconomic status and of different racial and ethnic back grounds. A series of focus groups was conducted during one semester to identify changes in students' attitudes. A series of themes was identified, which demonstrated how students' attitudes toward people of lower socioeconomic status changed as a result of the service-learning experience. This study also includes strategies for integrating service-learning in social work education.

16 citations


Journal ArticleDOI
TL;DR: In this article, a case example of a cultural immersion experience for baccalaureate social work students is presented to illustrate how an out-of-classroom setting with community leaders can be used as a means to teach diversity holistically and with an ethno-conscious approach.
Abstract: This paper contributes to the ongoing discussion of appropriate material to be covered and methods to utilize in teaching diversity content in the social work curriculum. A case example of a cultural immersion experience for baccalaureate social work students is presented to illustrate how an out-of-classroom setting with community leaders can be used as a means to teach diversity holistically and with an ethno-conscious approach. Through horizontal learning and respectful dialogue, students have an opportunity to witness a community's strengths and resources and to develop relationships that foster understanding and cultural sensitivity.

11 citations


Journal ArticleDOI
TL;DR: In this article, the authors report on a two-year study on retention of students of color in baccalaureate social work programs in the U.S. given the increasing diversity of the population and social work clients.
Abstract: Given the increasing diversity of the U. S. population and social work clients, retention of students of color in baccalaureate social work programs is a major issue. This article reports on a two-...

9 citations


Journal ArticleDOI
TL;DR: In this article, the effects of an international experience for BSW students and the transformation of these effects into knowledge for individual and collective development are explored examining changes in attitudes and perspectives after a two-week social work survey course in a Dutch social work program.
Abstract: Building on a belief in the value of study-abroad programs, this article describes the effects of an international experience for BSW students and the transformation of these effects into knowledge for individual and collective development Perceptions of BSW students are explored examining changes in attitudes and perspectives after a two-week social work survey course in a Dutch social work program Qualitative and quantitative methodologies are used to discuss changes in responses to survey questions, pre- and postinternational experience, as well as analysis of directed journal entries and integrative papers using an experiential education model The findings in this study demonstrate the multidimensionality of a study-abroad program, the effect on the students and the importance of the student perspective as they view the profession

6 citations


Journal ArticleDOI
TL;DR: Findings suggest that academics and practitioners were closer than they were divided on issues of undergraduate educational preparation for child welfare practice, and similarities and dissimilarities between the two expert groups raise questions.
Abstract: Academic and practitioner child welfare experts in Illinois were surveyed regarding BSW curricula content for preparing students for competent child welfare practice. Findings suggest that academics and practitioners were closer than they were divided on issues of undergraduate educational preparation for child welfare practice. Similarities and dissimilarities between the two expert groups raise questions, as well as provide an empirical starting point for developing university-agency partnerships in child welfare education and training.

6 citations


Journal ArticleDOI
TL;DR: In this article, the authors present how a BSSW program followed best practice principles in curricular development and created an educational environment both inside and outside the classroom to enhance relational leadership.
Abstract: Social workers are not born advocates. They must be educated and trained for this prominent professional role that will be expected of them. Advocacy is integrally tied to leadership and leadership skills. This article addresses this connection and identifies relational leadership—a type of leadership that is appropriate for social work advocacy. The author presents how a BSSW program followed best practice principles in curricular development and created an educational environment both inside and outside the classroom to enhance relational leadership. The foundation of this environment is the belief that leadership can be learned and it is everybody's business. Evaluation results from multiple outcomes measures are encouraging. Evidence is provided that students in this program have become involved as leaders and advocates. The author argues that students in social work programs have untapped leadership potential. To tap the potential for future leadership and advocacy, students need to be offered a comp...

6 citations


Journal ArticleDOI
TL;DR: The authors explored the use of an electronic FORUM in a social work diversity class as a way to increase and enhance outside discussions related to contemporary diversity issues, and found that participants liked being able to express their opinions openly without fear of reprisal.
Abstract: This article explores the use of an electronic FORUM in a social work diversity class as a way to increase and enhance outside discussions related to contemporary diversity issues. A total of 45 students from two different BSW programs participated in the FORUM. Students were encouraged to remain anonymous during the discussions to enhance the opportunity for honest dialogue. A five-point Likert scale was developed to measure students' perceptions about whether or not their participation in the FORUM was personally beneficial and how anonymity affected their responses. Overall, students felt positive about their experience with the electronic FORUM, and appreciated being able to express their opinions openly without fear of reprisal. They also reported an increased awareness about other cultures, customs, and beliefs.

4 citations


Journal ArticleDOI
TL;DR: The authors focused on the student voice and asked undergraduate social work students what the concepts of theory, practice, and integration in social work meant to them and found that a knowledge of student understanding of these key concepts may help social work educators to better understand and reformulate the challenge of integrating practice and theory.
Abstract: The concepts of theory, practice, and integration in social work have largely been examined in the professional literature from an academic, normative approach with little attention to the student perspective. This exploratory study focused on the student voice and asked undergraduate social work students what these concepts meant to them. A knowledge of student understanding of these key concepts may help social work educators to better understand and reformulate the challenge of integrating practice and theory. The wide range of student responses were analyzed using the adult education framework of surface and deep approaches to learning. Findings carry implications for the development of more meaningful teaching-learning strategies and areas of future research to address this longstanding challenge.

4 citations


Journal ArticleDOI
TL;DR: In this paper, a case study demonstrates the process by which a class composed of senior social work students learn macro practice values and skills by partnering with a community organization and the products of this collaboration emerge from the real-life problem scenario in which students, community partners, and the social work educator collaborate to develop the skills necessary to resolve problems.
Abstract: This case study demonstrates the process by which a class composed of senior social work students learns macro practice values and skills by partnering with a community organization The products of this collaboration emerge from the real-life problem scenario in which students, community partners, and the social work educator collaborate to develop the skills necessary to resolve problems Through community partnership, social work educators are in the position to expand the opportunities for students to develop critical thinking skills, and provide opportunities to practice community organization within the classroom setting

Journal ArticleDOI
TL;DR: In this article, educational outcomes and student satisfaction were reported for three sections of an introductory research course at the undergraduate level, two of these sections employed a text that was organized according to the principles of andragogy while the other section used a traditional text.
Abstract: While the traditional approach to education views the student as a passive receptacle of knowledge, the model of adult learning known as andragogy views the learner as an active learner in the process. In this article, educational outcomes and student satisfaction were reported for three sections of an introductory research course at the undergraduate level. Two of these sections employed a text that was organized according to the principles of andragogy while the other section used a traditional text. Modest support for the model of adult learning (andragogy) was revealed in the qualitative data analyzed because more students evaluated this model as positive than as negative. The quantitative analysis of data failed to provide support for this model because there was not a statistically significant difference between the three sections on knowledge, satisfaction, or change in psychosocial variables such as willingness to participate in research activities.

Journal ArticleDOI
TL;DR: The importance of grounding the rubric in the knowledge base of the course and submitting its content for student and peer input are stressed as a means to enhance its validity and address some of the disadvantages associated with its use.
Abstract: This article promotes performance evaluation using a rubric as a useful approach to assessing the extent to which social work students meet the complex learning objectives of practice courses. This approach permits assessment of qualitative competencies, such as use-of-self, and facilitates the reduction of multiple evaluation criteria to a single grade. It guides students in completing assignments, details performance expectations, and provides meaningful feedback to both student and instructor. Using a process recording as an example, the article describes how to construct, introduce, apply, and evaluate a rubric. The importance of grounding the rubric in the knowledge base of the course and submitting its content for student and peer input are stressed as a means to enhance its validity and address some of the disadvantages associated with its use. The author encourages social work educators to develop, explore, and empirically assess this, and other, nontraditional approaches to assessment.

Journal ArticleDOI
TL;DR: In this article, the authors discuss advising as a responsibility of social work educators, including the CSWE mandate that advisors be knowledgeable about their programs and be able to provide more than simply course selection.
Abstract: This article discusses advising as a responsibility of social work educators, including the CSWE mandate that advisors be knowledgeable about their programs and be able to provide more than simply course selection. It provides a framework for advising and strategies for developing effective advisement programs in social work programs. It also includes discussion about issues faced in universities where advisement is not always rewarded.

Journal ArticleDOI
TL;DR: The results indicate that the respondents found the course module to be helpful not only in preparing them for their senior year fieldwork practica but also in their post-BSW employment and MSW programs as well.
Abstract: This paper explores the development of an undergraduate course module devoted to the American Psychiatric Association's Diagnostic and Statistical Manual: Fourth Edition (DSM-IV). The skills-based course in which this module is presented is focused on helping junior year BSW students to prepare for their senior year fieldwork practica. Students enrolled in this course between 1998 and 2000 were surveyed. The results indicate that the respondents found the course module to be helpful not only in preparing them for their senior year fieldwork practica but also in their post-BSW employment and MSW programs as well. An excerpt from the module is included as an appendix.

Journal ArticleDOI
TL;DR: In this paper, the authors describe the collaborative development of an interdisciplinary distance learning course focusing on research, theory, and practice in the area of violence against women, and discuss course development considerations, issues, outcomes, and recommendations for the use of specific technologies.
Abstract: The use of distance learning technology provides educators with creative and innovative opportunities to reach a variety of students in different fields of study. This article describes the collaborative development of an interdisciplinary distance learning course focusing on research, theory, and practice in the area of violence against women. Course development considerations, issues, outcomes, and recommendations for the use of specific technologies are discussed.