Creation and evaluation of a maternal mental health course

Perinatal Mood and Anxiety Disorders (PMADs) engender significant and increasing personal, social, developmental, and economic burdens to women, children, families, and global public health. In the US, a Master of Social Work (MSW) elective course, Introduction to Maternal Mental Health, was created to prepare future social workers to better understand, detect, intervene, and advocate with women struggling with perinatal mental health concerns. A pilot study used pre–post-surveys (N = 10) and a focus group to examine students’ knowledge acquisition, course satisfaction, and perceived self-efficacy. A Wilcoxon signed-rank test showed a statistically significant difference between pre- and post-survey course content knowledge scores. Positive focus group feedback and survey outcomes suggest that students benefitted from the course in terms of increased learning and professional efficacy in maternal mental health; however, the study should be replicated using a larger sample and comparison group. The course outline provided may be used to develop a similar course or to infuse maternal mental health content into existing courses. The paper concludes with implications and recommendations for social work educators.     

Gender-Sensitive Social Work Practice: A Model for Education

Many social work educators are in search of ways to integrate course content on women while preserving time-tested models of assessment and intervention. Although women comprise the majority of social work clients, most psychological models of assessment and intervention are based on male psychological development. In contrast, feminist theories and therapies have turned attention to female psychological development and how this differs from male progression. This article describes and discusses a psychotherapeutic model for practice and education that allows for balanced gender sensitivity and that can be readily superimposed on existing models for more effective assessment and intervention.     

Author's Response

This paper presents an overview of the content on women from the social science and social work literature that needs to be incorporated into the social work curriculum to eliminate sexist content and to provide a substantive and nonsexist knowledge base concerning women. The body of knowledge reviewed includes the literature that identifies the influence of sexism on established theory and research. Also, the paper highlights literature concerning the effects of sexism on social workers, on social welfare policy and services, and on social work practice.     

Teaching Globalization to Social Work Students: In and Out of the Classroom

This paper was part of qualitative research that sought to explore motivations of Masters-level students (n = 53) in taking an elective course in international social work at a large public university in the Southeastern US. A review of the literature includes the foundational aspects of globalization and its relationship with social work education. Through content analysis, results show comportment of students' stated motivations for taking the course and the contemporaneous literature on globalization. Themes expressed are the historical context of globalization, concern about global inequalities, and the varying impacts of globalization around the world. Discussion is directed towards exploring ways of effectively infusing globalization content in the social work curricula.     

A Comparative Study of Two Different Teaching and Curricular Arrangements in Human Behavior and Social Environment

In this paper we examine using social work faculty to teach Human Behavior and Social Environment content to undergraduate social work students versus using faculty from other departments. We formulated three hypotheses: social work students from a program with “IN” (taught by social work faculty) HBSE courses learn a wider range of theoretical orientations, are more capable of utilizing HBSE knowledge in practice, and are more sensitive to. human relations than are those from a program with “OUT” (taught by other faculty) HBSE courses. The data suggested that there were no significant differences between students.     

Internet-Based Instruction as an Innovative Approach to Managing Prerequisite Curriculum Content in a Graduate Social Work Program

SUMMARY

Students admitted to graduate social work programs possess varying levels of understanding of prerequisite curriculum content. Compounding this situation is that social work educators teaching at the foundation level are now required to provide an expanded array of curriculum content in their courses. This article conceptualizes an Internet-Based orientation course as a unique tool for preparing students with prerequisite curriculum content necessary for successful integration and mastery of a graduate curriculum. Several steps are presented in the design and development of the course: obtaining support and approval, identifying and collecting data, designing and developing course components, and implementing and evaluating the course. Although course development occurs within a social work education setting, findings from this Internet-Based orientation course are applicable to other educational and human service settings.     

Exploring a Place for Spirituality in the Social Work Curriculum

Abstract

Although social work recognizes that spirituality is a basic dimension of human development, little attention is being given to this dimension by social work programs. This study surveys the views of social work faculty on the place, if any, that spirituality should have in the social work curriculum. Results suggest that there is considerable support for a course on this subject. Possible explanations for opposition to such a course also are explored. Suggestions are provided for introducing spirituality content into the curriculum.     

Multicultural Content in Social Work Graduate Programs

ABSTRACT

This paper reports the results of a national survey of Deans and Directors of graduate social work programs and of social work faculty responsible for teaching graduate-level multicultural courses. The findings indicate the use of a combined infusion and designated course model is the most prominent in addressing the CSWE diversity curriculum content requirement. Although there is substantive content on traditionally oppressed minority populations, there is an increasing number of groups and topics under the banner of diversity. There is heavy reliance on traditional teaching methods and little consistency in the educational resources used to teach the courses. The demographic composition and perceptions of social work faculty who teach multicultural courses are reported. The implications of the findings are discussed.     

The Secondary School Age Group

South Australia became the third Australian state in which training for social work was established following a public meeting in Adelaide in September 1935 which set up a Board of Social Service Training.

This paper traces the history of that social work course through its establishment and early years. The account is based on both documentary material and on information gathered through interviews with a high proportion of the graduates of the first decade.

The rationale and support for the course are discussed, as are its content both academic and practical, its difficulties through these early years and its efforts – finally successful in 1942 – to be taken within the University of Adelaide.

The students of the course during this period are discussed in terms of their characteristics, their reasons for undertaking the course, and their responses to it. Their subsequent employment and welfare activities will be the focus of a subsequent paper.

It is suggested that although in many respects the Adelaide course was similar to those established during the preceding decade in Melbourne and Sydney, which in turn had built on patterns of social work education developed earlier in England and the United States, its particular emphases and values reflected the role and influence of its founding director Mrs. Amy Wheaton.     

A Collaborative Approach to Service,Learning, and Scholarship

ABSTRACT

This article describes a research course that was a collaborative endeavor between a school of social work and a community organization. This project was guided by learning, service and scholarship goals. Specifically, the participants in this course provided a pro-bono evaluation for a community benefits district. The benefits district solicited assistance from the authors, with the caveat that district members not be involved in the data collection and analysis. The authors situate this project on a continuum of traditional versus participatory research, and propose a “mixed” model for collaborative university-community efforts. The authors suggest ways of engaging students in “real world” research that benefits the community and facilitates their own training as macro social work practitioners. Factors that facilitate and hinder such a project are also discussed.     

Refusing to Listen: Are We Failing the Needs of People with Alcohol and Drug Problems?

This paper argues that social work education in the UK has persistently failed to equip its social workers with the knowledge to work effectively with people with alcohol and drug problems. In spite of continuing criticism of the profession's unwillingness or inability to engage with substance use issues, social work education has failed to respond to the calls for better training on this subject, even when specific guidance has been issued about course content. This results in a failure to meet the needs of our service users as well as social work staff who remain frustrated at their inability to intervene. The paper explores the historical and current debate about social work training in relation to alcohol and drugs and identifies the barriers to its inclusion in qualifying and post‐qualifying (PQ) curricula. Finally it offers a strategy for improving social work training as well as an overview of programme content requirements.     

Teaching pedagogies enhancing social work students’ perceptions and attitudes toward older age in an undergraduate course on working with older people

Approximately threefold increases in older age population groups (+65 years) are projected in the next 15 years. Demographic changes in society will mean greater numbers of older adults in proportion to the younger generation. In the current policy on older age groups, emphasis is placed on healthy aging warranting a multidisciplinary workforce to work with older people. Despite this need and increased demand in the aged care sector, a fewer social work students are willing to undertake aged care placements or to choose it as a career option.

An innovative teaching and learning pedagogy was used in designing the course curriculum titled ‘Social Work with Older People’, including the input of invited specialist guest speakers, an on-campus interactive workshop with older guests, and an assessment designed to evaluate the learning related to the workshop content. The paper reports changes in the attitudes of students studying gerontological social work after the course delivery, evaluated through an online survey with the purpose of improving the learning outcomes in the course and to gauge students’ interest, experiences, attitudes and motivation to work in the aged care sector. The paper contributes to building knowledge in addressing the needs of the changing social demographic.     

Critical social work and competency practice: a proposal to bridge theory and practice in the classroom

Social work education in North America is increasingly focused on competency criteria and micro skills training for future practitioners. Market forces are transforming the nature of social work practice in Canada, and social work regulators are concerned about the lack of evidence-based competencies in social work education. Since the Controlled Act of Psychotherapy was proclaimed in 2017, social work practitioners are in a position to offer psychotherapy services; as a result, universities are under greater pressure to shift to competency-based learning that meets the requirements of a regulated profession. This has raised concerns about the narrowing focus on critical social work theory in preparing students for practice. The divergence between anti-oppressive and direct practice schools is widening with the result that many students have difficulty bridging the gap between critical theory and competency-based practice. This paper attempts to integrate both traditions by offering students a course that directly links critical analysis of structural barriers and client centered interventions. The course is part of a developing critical competency curriculum that focuses on methods of facilitating empowerment and change in the helping process by articulating key relational components between service user and practitioner from a critical-competency perspective.     

Marriage and gender inequality: work–family arrangements of Portuguese and British highly qualified women

This article examines work–family reconciliation processes in order to understand if, over the course of marital life, women become socially closer or further away from their partner. Drawing on work–life interviews with highly qualified women in Portugal and Britain, we compare these processes in two societies with different historical and social backgrounds. Findings reveal three main configurations of social (in)equality which emerge during married life: growing inequality in favour of the man, in favour of the woman or equality between spouses. With due attention to the importance of national specific factors, we present three main conclusions. First, (in) equality is built up over the course of marital life and female strategies for reconciling family and work are at the core of this process. Second, the national specificities can mould the effects of cross-national gender mechanisms. Third, the intersection between cross-cultural phenomena such as conservative attitudes towards domestic work and national specificities (such as the availability of part-time options) is a rather complex process which needs further research.     

A Review of Social Justice and Diversity Content in Diversity Course Syllabi

Given United State's leading position among international social work organizations, it is important that its standards of practice for diversity in social work education are examined. Using a nationwide sample of syllabi (N = 174) in the United States, the purpose of this study is to measure the extent to which various facets of diversity and social justice are incorporated into social work course syllabi. The study further assesses whether social justice content is integrated into diversity courses according to the Council on Social Work Education's 2001 and 2008 Educational Policy and Accreditation Standards (EPAS). The goal is to better understand program adherence to diversity objects designed for social work education curriculum. An examination of course titles, syllabi content, and course objectives revealed a broad array of identified topics; however, terms such as culture/multicultural (79.2%), race (71.7%), diversity (68.2%), ethnicity (63.6%), gender (60.1%), oppression (57.8%), and gay/lesbian (56.1%) were addressed with greater frequency across all syllabi. In an assessment of adherence to 2001 and 2008 EPAS among syllabi, interrater agreement with the use of Kappa revealed modest agreement. Greater transparency in connecting EPAS with diversity course syllabi is an important step in the requirement to improve capability across programs. Implications for future research are discussed.     

Graduate and Professional Education: 1980: A Survey of Institutional Plans,Lewis B. Mayhew. New York: McGraw-Hill Book Company, 1970. 48 Pages, $3.95 Hardbound

The field of social work reflects and often enforces a traditionally narrow view of women in the structure of its social service agencies and in the kinds of assistance they provide, and in social work education itself. This article discusses the rationale for attention to the ideas of the Women's Liberation movement and describes how they were incorporated into the social work curriculum at the University of Connecticut. The course offered was designed to help students examine the social, psychological, and sexual assumptions made about men and women and the implications of those assumptions.     

The social stratification of time use patterns

Time use is both a cause of social inequality and a consequence of social inequality. However, how social class stratifies time use patterns is seldom studied. In this paper, I describe the time use patterns in the years 1983 and 2015 by social class, and gender in the British context. Using sequence analysis methods, I show how the diversity of time use patterns in British society is socially stratified. I find that 13 clusters capture the heterogeneity of time use patterns and that these clusters are associated with social class, gender, and day of the week. These clusters capture patterns of paid and unpaid work schedules, as well as leisure patterns. The results show that men have experienced a reduction of the standard Monday to Friday 8-hr working day, while women have experienced a general increase in this type of schedule. On the other hand, patterns of domestic working days have reduced for women and increased for men. Important differences exist in paid and unpaid work patterns between social classes. Working-class women have experienced an important increase in shift work on weekends. They are also much more likely to be doing unpaid work on weekdays compared to upper-class and middle-class women. Working-class men are more likely to experience non-working days and leisure days on both weekdays and weekends and are more likely to be doing shift work. They are also more often doing unpaid work on weekdays compared to men in upper-class households. Patterns of childcare indicate that all families have increased their childcare time. Men in upper-class households in particular have experienced an important growth in childcare time between 1983 and 2015. I conclude by discussing how time use can further our understanding of social stratification.     

Teaching Literature to Highlight Social Policy Issues

Abstract

Graduate social work education can be enhanced through extensive and appropriate use of relevant literary works. This paper describes an elective course for second-year graduate social work students in which twentieth-century novels were used to highlight social policy issues. The paper deals with the relationships between art and social realities and the usefulness of literature for social policy analysis. A detailed account of this course and its evaluation is presented as well as its potential for replication.     

The Views of Social Work Students Toward Gay and Lesbian Persons

Abstract

Since it is estimated that 2.5 to 9% of men and 1.5 to 4% of women in the U.S. population are gay or lesbian, it is very likely that social workers will encounter gay or lesbian people as clients, co-workers, and/or supervisors. The Council on Social Work Education stresses nonjudgmentalism and acceptance as important social work values and requires that undergraduate social work students be exposed to content concerning gay and lesbian persons. This study was designed to examine the differences between the views of students choosing a social work major and students choosing other majors. Generally, social work students exhibited more positive attitudes than did students in other majors, even after controlling for personal attributes such as religiosity, gender, age, race, and political affiliation.