Human Sexuality Education in Marriage and Family Therapy Graduate Programs

Given the likelihood that marriage and family therapists will encounter clients with sexual concerns, it is important to know how graduate training programs are preparing future clinicians to work with this domain of life. Sixty‐nine marriage and family therapy (MFT) program directors completed an online survey to examine how sexual health education is integrated into graduate training programs. Findings indicate that while the majority of program directors value sexuality curriculum, and most programs require at least one course in this area, there are barriers to privileging sex topics in MFT graduate programs. Barriers include few MFT faculties with expertise in human sexuality and marginalized sexual health topics. Implications for training MFT graduate students and their work with future clients are discussed.     

SCHOOL SELECTION PREFERENCES OF PUBLIC AND PRIVATE UNIVERSITY MSW STUDENTS: A RETROSPECTIVE STUDY

A convenience sample of MSW students responded to an Internet-based survey (N=2,289) retrospectively reporting their reasons for enrolling in a specific social work graduate program. Reponses indicate that MSW students who enroll in private graduate programs are younger and reported reputation-related and employment-related reasons for specific school selection more often than students enrolled in public schools. Students enrolled in public schools reported location-related reasons as more important. Bifurcation of the applicant pool into private and public preference-groups presents a recruitment challenge. Other findings include that enrollment rates are substantially higher than previously anticipated, which suggests that most applicants to graduate social work programs are likely to be admitted if they apply to multiple programs.     

A mixed-method exploratory study of interprofessional education in social work at historically Black colleges and universities: A faculty perspective

ABSTRACT

A mixed-method approach was used to capture social work faculty experiences in integrating interprofessional education (IPE) in the social work curriculum at historically Black colleges and universities (HBCUs). Questions measured attitudes, needs, preparation, and readiness of HBCU faculty to participate in preprofessional and graduate IPE courses. Both quantitative and qualitative analyses were used. The 23 participants indicated that there was strong interest and endorsement for participation in IPE as an educational tool to improve interdisciplinary team work and social care outcomes. However, faculty had limited previous involvement with IPE courses. Many partners were identified for IPE courses with almost all endorsing alcohol and substance abuse counseling, mental health counseling, public health, early childhood education, nursing, rehabilitation counseling, school of divinity, and school of psychology. The following IPE teaching methods were endorsed by almost all of the faculty: seminars, IPE common tools, case analysis, collaborative assessment, role playing, and experiential activities. Qualitative analysis of the open-ended questions yielded five themes: designing/evaluating IPE programs, embedding IPE courses in the social work curriculum, facilitating trust among faculty, removing negative IPE stereotypes, and IPE courses sustainability. The study contributes vital information about an important group of stakeholders whose participation in IPE, heretofore not mentioned in the IPE literature, needs to be integrated. We recommend that the IPE higher education community work with HBCUs to implement IPE.     

Multicultural education in Thailand

This study examines multicultural education policy in Thailand. The researcher used the qualitative research methods of interviewing, observation and document examination to obtain data. Theory about multicultural education was used as a theoretical framework. The sites of study were eight primary schools that served students from diverse cultures – Muslim, Buddhist, Burmese, Cambodian and Thai – in the southern provinces of Thailand. Results showed that current educational policies do provide opportunity for migrant students to access public education. The Ministry of Education has allowed schools to apply their own rules and regulations that reflect the diverse cultures of their students. The results also show that the curriculum includes references to various cultures, that textbooks contain content that encourages students to live in harmony with people from different cultures and that some schools have implemented bilingual education programs. However, deeper analysis of school practices made it clear that what seems to be an acceptance of cultural diversity is just another form of assimilation. The well-established features that define Thainess remain intact and the inclusion of culturally specific content is insufficient to change the unequal power relations among dominant and minority groups in Thailand.     

Personal reflection and experience of a Fulbright Scholar: teaching a mental health course in Vietnam’s changing culture

This paper documents the experience of developing and teaching a course on mental health for undergraduate social worker students during a semester in Vietnam. Social work is a profession at the early stages of development in Vietnam, requiring much curriculum development. There are over 40 universities with undergraduate social work education programs, but few of the faculty have had training or experience in practicing social work. The paper will summarize the main reasons for developing such a course given the current state of mental health need and services in a changing culture, as well as the current state of professional social work education and the newly established profession of social work. The author describes the contexts underlying the course—the status of social work and social work education in Vietnam, the context of mental health and mental illness in Vietnam, and curriculum adaptation to the cultural context. From this experience, the lessons learned about the role of cross-cultural critical thinking, cultural knowledge, and other strategies will be discussed about teaching a subject like mental health internationally.     

Group Work in Graduate Social Work Education: The Price of Neglect

Abstract

Although social work practice with groups is on the rise, social work education has neglected to prepare students for group work practice. The results of a 1991 survey show that graduate education has practically eliminated group work as a specialized area of study. Most schools offer group work only as an elective, and few students graduate with a course in this subject. Additionally, students in foundation courses learn little about group work theory and have limited or no group field work experience in which to develop practice skills. The authors discuss the consequences of this lack on student learning, faculty development, field education, and the social work curriculum. They make recommendations for schools and CSWE to revitalize group work in the curriculum.     

Publication Rates of Undergraduate Social Work Programs in Selected Journals

Abstract

Scholarship is receiving an ever-increasing emphasis within social work education, particularly at the undergraduate level. Decisions on recruitment, reappointment, tenure, salary, and promotion often are influenced by publication productivity. The authors extend previous research on publication activity of graduate faculty by reporting the journal article production of undergraduate social work faculty over a 7-year period in seven major social work journals. As expected from earlier studies, relatively few faculty produced a sizable proportion of the articles. However, articles written by only one author were less common than previous research suggested. The majority of articles appeared in three of the journals reviewed: Social Work, Journal of Social Work Education, and Families in Society (formerly Social Casework). The most prolific undergraduate faculty were likely to come from programs located in combined bachelor of social work/master of social work settings in relatively large public universities. Gender differences were noted in only one area: twice as many women authors were among the most prolific baccalaureate contributors.     

Branch Campuses: Extending the Reach of Social Work Education

The study explored the characteristics and experiences of branch campus social work education programs and educators in the United States. Eighty-one branch campus social work educators in 26 states completed an online survey. Findings revealed that undergraduate and graduate branch campus social work education was primarily delivered face-to-face to nontraditional students. Half of these programs were recently established, and the majority were expected to grow. However, teaching these students was not necessarily viewed as a shared responsibility. Although some branch campus faculty reported higher workloads and limited connections to parent campus colleagues, faculty generally reported great satisfaction teaching branch campus students. Practical implications are provided.     

Promoting public health through community engagement: Embracing the journey

ABSTRACT

This case study recounts and analyzes the journey that graduate students, enrolled in an experiential, interdisciplinary health promotions course, took with a diverse, urban, Black, Midwest community. Community members, faculty, and graduate students in social work and public health were fellow travelers on this voyage into uncharted territory. A major goal of the journey was to teach students how to recognize community strengths and to facilitate the community in using those strengths. The learner’s stance is used as the guiding principle for this reflective journey that generated serendipitous benefits and challenges. The article concludes with recommendations for interdisciplinary education and curriculum development.     

Social Work Doctoral Education in Australia: The Case for Further Development

ABSTRACT

Social work education in Australia has been based in universities since the 1940s. There are now 32 higher education providers offering social work programs across Australia. The significant growth in master’s level qualifying programs in Australia, along with recent higher education policy changes, has increased the need for social work academic faculty members with doctoral qualifications. This paper presents the findings of a scoping review of literature on social work doctoral education. Despite a growing literature on social work doctoral education in international contexts, the review found that there is a lack of Australian research and evidence on social work doctoral pedagogy, the number and diversity of doctoral students, the doctoral student experience, and doctoral graduate employment intentions and outcomes. Addressing the lack of Australian research in this area would be an important step to enabling Australian social work to address future research training and capacity needs and directions.

IMPLICATIONS

• There is a lack of research on Australian social work doctoral education and this is a neglected aspect of social work scholarship of teaching and learning (SOTL) research.

• Research into social work doctoral education would provide baseline information on the number and diversity of students, doctoral student experiences, graduate outcomes, and employment intentions.

• Development of social work SOTL about doctoral education would support future research capacity and enable the advancement of social work research knowledge and skills.

     

Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.     

Student health insurance programs at collegiate institutions: a national survey

Increasing health care costs are forcing collegiate institutions to find more economical ways to meet the health care needs of students. Student health insurance programs are a major component in meeting these needs. This national survey reports the extent to which student health insurance programs are offered or administered by 2-year and 4-year colleges, universities, and professional and graduate schools in both the public and private sectors. The study finds that most programs are optional, open to all registered students regardless of age or credit load, with dependent coverage options usually available. Reported enrollment levels suggest that less than 20% of the students participate at a majority of the institutions surveyed. Concern about group health insurance at the collegiate level reflects national concern over the large number of Americans who currently lack health coverage.     

Lessons Learned: Pedagogical Tensions and Struggles with Instruction on Multiculturalism in Social Work Education Programs

While the importance of multiculturalism to social work education and practice has been extensively theorized in the social work literature, very little empirical attention has been paid to the concrete experiences of social work students within the classroom. The socializing influence of pedagogy is one aspect of the professionalization process that must be considered in addressing issues of diversity and inclusion in graduate education programs. This article addresses this gap by describing and analyzing the narratives of 15 minority graduate social work students. It examines their perception and experiences with instruction on multiculturalism with the graduate curriculum and the meaning they assign to these experiences. Their narratives illuminate the myriad ways that the curriculum excludes minority students and reproduces social inequality. Social work education has a responsibility to eliminate racism and inequality from the content of its courses and in its teaching methods. The identification of these negative socializing messages may assist educators in structuring curricular and pedagogical practices that can facilitate the academic success of all students.     

Undergraduate public relations education in Spain: Endangered species?

The purpose of this article is to analyze the precarious situation concerning undergraduate public relations education in Spain, despite the existence of a Degree in Advertising and Public Relations. In addition to core subjects, which are set by the government and required on all university curricula, the Spanish system allows universities to complete their curriculum with other compulsory and elective courses. Given this freedom, universities have failed to come up with either the specific contents for public relations or for liberal arts, social sciences and business courses that will enable students to enter the profession. In light of the future restructuring of degrees through the Bologna Process, this situation is a serious threat to the continuity of public relations teaching in Spanish universities.     

The Path to Social Work: Contextual Determinants of Career Choice among Racial/Ethnic Minority Students

While the importance of multiculturalism to social work education and practice have been extensively theorized in the social work literature, very little empirical attention has been paid to the concrete experiences of social work students with instruction on multiculturalism. The experience of students within the multicultural classroom is one aspect of the professionalization process that must be considered in addressing issues of diversity and inclusion in graduate education programs. This article addresses this gap by describing and analyzing the narratives of 15 minority graduate social work students. It examines their perception and experiences with the graduate multicultural curriculum and the meaning they assign to these experiences. Their narratives illuminate the myriad ways that the curriculum excludes minority students and reproduces social inequality. Social work education has a responsibility to eliminate racism and inequality from the content of its courses and in its teaching methodologies. The identification of these negative socializing messages may assist educators in structuring curricular and pedagogical practices that are compatible with the multiethnic groups that both serve and are served by the profession.     

Human Sexuality and Social Work,Harvey L. Gochros,and LeRoy G. Schultz,Editors. New York: Association Press, 1972. 384 Pages, $9.95 Hardbound

Social work educators in the United States face the challenge of introducing curriculum changes that would provide future practitioners with the much-needed international-crosscultural perspective, in a world that is increasingly interdependent. The issues and opportunities concerning innovation and curriculum change in developing a graduate program with this dimension are examined critically, based on an experiment at the University of Hawaii School of Social Work. There is specific focus on the rationale for such a program, the role of faculty and students, innovations in class and field teaching, and likely future directions.     

Internationalizing the public relations curriculum

This article offers public relations educators guidance on the multiple ways that they can internationalize the public relations curriculum at their schools. Public relations education currently includes classes that focus on writing and management. However, with the increasing importance of international communication, many educators now see the need to create a course dedicated to international public relations. This article provides three proven options that will allow educators to incorporate the topics of culture, international practices, and culturally sensitive theory development into their public relations programs.     

Web presence of universities: Is higher education sending the right message online?

Web sites of the 3738 U.S.-based colleges and universities were sampled and analyzed to determine how higher education employs the internet to communicate to key publics overall and students in particular. Analyses revealed prospective donors are the most often-targeted public followed by faculty/staff. Prospective and current students followed. In better news to students, the five items students most often seek on the Web were the five most common items linked from university home pages.     

A Model for Developing and Managing Distance Education Programs Using Interactive Video Technology

Based on two years of experience with a distance MSW program, the authors present an evolving model for the development, management, and evaluation of distance education graduate programs that use interactive video technology. The model includes five core components: (a) accreditation standards compliance, (b) resource requirements, (c) curriculum adaptation, (d) faculty development, and (e) program evaluation. While not an exhaustive listing, these components are advanced as central to the effective planning and administration of distance education programs in social work.     

Social Work Practice and Education in México

Social work education and practice in Mexico has emphasized need for social change, family, and community involvement. Education includes casework, group work, and community organization with extensive field work experience that is community based. Education programs rely heavily on literature from South American countries including liberation theory such as that espoused by Paolo Friere. Social work education at the college level prepares graduates for practice, with a licencia. Social Workers in Mexico work in medical settings, children's services, rehabilitation, family services, work settings and a variety of community based programs. Mexico has begun to develop graduate education. Education in the US, Canada, Mexico and other countries could be enhanced with further exchanges of faculty, students and literature.