Single Session Social Work in Hospitals

This paper reports on three complementary research studies that set out to examine the incidence and nature of single sessions in hospital social work practice. The first study was a data‐mining exercise that used statistics recorded by practitioners in nine public hospitals over a 12‐month period to establish the extent of single session work, the clinical areas in which it occurred, and the types of issues it covered. This quantitative information was enhanced with the qualitative findings of the two subsequent studies: the first with hospital social workers; and the second with singlesession clients. We concluded that single session work has not been sufficiently acknowledged in social work education and literature, and that it needs to become a more legitimate part of social work practice and training. At best, it represents social work at its highest level of skill, requiring expertise in quickly building rapport, assessment, and knowledge about sources of practical aid and information.     

Social Enterprise Among University-Based Centers in US Schools of Social Work

Globally, social enterprise is used increasingly by nonprofit organizations to create new funding streams in the face of dwindling public funds. In light of evidence that institutions of higher education are making similar adaptations, this study explores the extent to which academic centers in US schools of social work are using social enterprise strategies to fund mission efforts. Interviews with the directors of 16 social work research centers in 14 states reveal incentives and barriers that exist at multiple levels and considerably impact the potential viability of social enterprise in the social work academic setting. Implications for institutions of higher education and social work scholars are discussed.     

Trainees' Views of the Step Up to Social Work Programme

There are long-standing concerns about the quantity and quality of social workers in England. Several initiatives have sought to change application and training processes, among which are employment-based routes whereby students are placed with social work employers and receive substantial funding compared to other students, and employers are more closely engaged with higher education elements of their training. This article presents and analyses the views of the first cohort of students, termed trainees, in one such initiative, the Step Up to Social Work programme that commenced in 2010. Data were collected by online survey, administered at four time points with response rates ranging from 78% at Time 1 to 71% at Time 2, 64% at Time 3 and 71% at Time 4. Findings revealed that the respondents were largely satisfied with their training and the Step Up initiative, although reservations were expressed by some about academic teaching, programme organisation and apparent lack of account of trainees' previous experiences. Findings also reveal the type and extent of the trainees' academic achievements and professional experiences. The findings from this first cohort of trainees may usefully inform other employment-based routes and social work education more generally.     

Promoting Election-Related Policy Practice Among Social Work Students

Political involvement is an integral component of the social work profession, yet there is no explicit reference to social work participation in election-related activities in either the National Association of Social Workers Code of Ethics or the Council on Social Work Education Educational Policy and Accreditation Standards. Social work education may offer an opportune time to shape crucial patterns of future electoral participation among social workers. This study examines BSW, MSW, and PhD student electoral involvement during the 2012 presidential election and ways social work program administrators across the country encouraged students to acquire skills and experience in election-related policy practice during the election season. Findings indicate that the extent of opportunities offered to students varied widely across programs as well as across types of electoral activities.     

The Role of the Graduate School of Social Work in Criminal Justice Higher Education

This article deals with the extent to which graduate schools of social work are providing education in the field of criminal justice. It raises the question of whether the two-year professional social work model can be adopted for graduate education in criminal justice. A detailed survey taken in 1972 revealed that graduate schools of social work provided insignificant course offerings in the broad field of criminal justice.

The article concludes by showing that graduate schools of social work are appropriate vehicles for criminal justice type offerings, while at the same time indicating that those concerned with criminal justice have the opportunity to experiment with the social work model.     

Information Technology Availability in Schools of Social Work

Abstract

The introduction of information technology into social work education is essential and inevitable. Little, however, is known about the current use of computers in schools of social work. This study is the first to focus on the variety and availability of hardware and software; the extent to which computer-related courses are integrated into the curriculum; and the types of computers, uses, and users in schools of social work. The sample consists of non-US schools drawn from the membership of the International Association of Schools of Social Work (IASSW) and US schools drawn from the membership of the Council on Social Work Education (CSWE). The study tested three hypotheses: A. Schools in the United States use computers significantly more and for more advanced purposes than do schools in other countries; B. Schools that offer graduate degrees will be better equipped with computers and use them more extensively; and C. The larger the school, the greater the number of computers and the higher the sophistication of computer use. The findings supported these hypotheses and portend a trend for standardization of hardware and software in schools of social work. Based on the findings, the article recommends curriculum and policy modifications that should be considered by schools of social work.     

The Social Work and Politics Initiative

Abstract

Social work is becoming a more politically oriented profession. In addition, social work education is including politics as a greater part of the curriculum. Still, much more can be done to increase the amount of political content in social work education. This paper describes a model for involving students in political social work without drastically altering current arrangements. The model consists of two parts: a class on politics and social work and field practica in state legislators' district offices. Following a discussion of the literature on education for political social work, we look closely at the Social Work and Politics Initiative. We also examine problems encountered with the program.     

Voting is Social Work: Voices From the National Social Work Voter Mobilization Campaign

ABSTRACT

The National Social Work Voter Mobilization Campaign, also known as Voting is Social Work, involved social work faculty, field educators, practitioners, and students in a nonpartisan voter engagement drive. Following the 2018 elections, researchers surveyed Campaign participants in social work schools and agencies to document their voter engagement activities.The study reported extent and amount of their involvement. The survey distinguished between the voter engagement participation of school- versus agency-based social workers, which has not been studied elsewhere. Participants also reported the benefits of political participation to individuals, communities, and the profession and perceived barriers such as organizational constraints, fears of appearing partisan, and distrust of politics. Presented in historical context, the findings highlight the need to mainstream voter engagement throughout social work education.     

Perceptions Among Social Work and Non-Social Work Students Concerning Causes of Poverty

Feagin’s Poverty Scale was used to measure social work students’ and non-social work students’ perceptions of the causes of poverty. Present social work students, like previous ones, attribute poverty more to structural factors than individual factors. Further analysis, however, suggests that this may only be true for female and white social work students. Male and nonwhite social work students appear to attribute poverty to both structural and individual factors. White social work students perceive structural factors as more important in causing poverty than white non-social work students. Non-social work students did not overwhelmingly attribute poverty to individualistic factors as expected.     

Social Work and Criminal Justice

SUMMARY

We shall begin with the principal, and complicated, conclusion: Regrettably, the social work profession has largely abandoned the criminal justice field. That is not to say that social workers are not employed in criminal justice settings. Certainly they are. Significant numbers of social workers earn their living as probation and parole officers, caseworkers in public defender offices, counselors in correctional institutions and halfway houses, and so on. As a profession, however, social work no longer has a major presence in the criminal justice field (Gibelman and Schervish, 1993). Relatively few social workers embark on their professional education with the aim of employment in the criminal justice field. Virtually no courses in social work education programs focus explicitly or comprehensively on criminal justice (Knox and Roberts, 2002; McNeece and Roberts, 1997). Workshops offered at professional conferences or continuing education seminars rarely focus on criminal justice issues per se. And, relatively little serious scholarship on criminal justice issues is authored by social workers.

Interestingly, this has not always been the state of affairs. Earlier in the profession's history, social workers were much more visible and vocal participants in dialogue, debate, research, and practice related to criminal justice. Ideally-in light of social work's unique perspectives on practice and social problems, and the profession's noble value base-the profession will reclaim its preoccupation with criminal justice. As Sarri (2001) concludes with respect to social workers' involvement in the juvenile justice system in particular:

Thirty years ago, social workers were in leadership positions in juvenile justice in the majority of states. In the 1980s, a gradual decline began in agencies and in social work education for practice in juvenile justice. Some have suggested that the decline was at least partially due to professional resistance to working in coercive settings with involuntary clients. However, given the millions of people now caught up in the criminal justice system who are not receiving the social services they desperately need, it is a priority that social work return to a more central role in criminal justice. (p. 453)     

School Social Work in Australia

Abstract

This study explores the current state of social work services in Australian schools. A total of 65 social workers participated in the survey. The majority of respondents had permanent positions and over half of them were working part time. The number of schools serviced was wide ranging and the median was six schools. The major funding source was state governments, the primary referral sources were school staff, and the primary reasons for referral were behavioural and mental health problems. Respondents reported good support from employers and high levels of work efficacy and satisfaction. A large proportion of their hours were spent on counselling, paperwork, case management, and consultations. The major barriers to their work were lack of time, lack of resources, and lack of recognition given to social work perspectives and roles. Given the paucity of literature, findings from this study are expected to lay a foundation for future studies.     

Spirituality in Social Work: A Survey of Students at South African Universities

Academic discourse related to spirituality has proliferated globally. The rationale for its inclusion in social work education rests on the premise that spirituality is a critical strength in social work practice. This paper explores this aspect and highlights empirical research related to the inclusion of spirituality in training. It does this within the context of a SA study that was undertaken to explore the views of students with regard to the role of religion and spirituality in practice and the extent to which South African curricula considers religion and spirituality. The research was conducted by distributing questionnaires to final year social work students at schools of social work (N = 21); 342 completed surveys were returned yielding a response of 47%. The findings revealed high levels of religiosity or spirituality amongst students, a gap in the curriculum on spirituality and support for its inclusion in social work education.     

Mind the Gap! Students' Understanding and Application of Social Work Values

This paper discusses a research project that explored the development of student social workers' values during the first year of professional education at one Scottish university. Questionnaires, based on a vignette, and focus groups established baseline information at the outset of the study. These methods were reapplied a year later to identify the extent to which students' values framework had developed, and the factors that had supported this. The study revealed that, by the end of that year, students could both identify and apply values to support them in their work with individuals to a greater extent than they could those to help them challenge structural discrimination. The study also highlighted the need for university-based teaching, and practice learning experiences, to provide more opportunities for reflection and discussion to support the development of values in student social workers.     

Exploring the Nexus Between Social Work and the Environment

Abstract

Within social work discourse, “the environment” seems inevitably to refer to the sociocultural environment. Such a focus reflects the domain that social work has defined for itself through various codes of ethics, as well as the theory and practice focus of social workers. Over a long period of time, doubt has gradually been dispelled about the effect that humankind has had on the environment, and it is now largely accepted that global warming has an anthropogenic basis. The present paper examines the place of social work in a world that is trying to come to terms with various ecological disasters, not the least of which is climate change. Social work is cast as a profession that needs to become more aware of the ways in which society is embedded in the natural world and our physical environment as a whole. The issue of social sustainability is explored as a focus for the relevance of social work knowledge and practice in this time of environmental crisis.     

Social Inclusion as an Agenda for Mental Health Social Work

Summary

Following New Labour's election to office in the UK in 1997, policy initiatives have proliferated relating to mental health. Much of this policy innovation emphasises the social dimensions of mental health and distress, with an emphasis on employment and social inclusion. Paradoxically, this modernization of the mental health agenda comes at a time when mental health social work is struggling to establish its role and contribution within recently integrated health and social services. The paper considers whether New Labour's flagship programme, Mental Health and Social Exclusion, constitutes a “New Deal” for mental health, and whether it provides a perspective that will help mental health social work to define its distinctive contribution to integrated services.     

Educational Linkages between Undergraduate Education in Social Welfare and Professional Social Work Education

Schools of social work in the United States and in Canada have for many years, supported and encouraged their faculty to accept visiting professorships or research appointments in foreign schools of social work. This program has benefited both faculty and students through enriched course content. However, only in recent years have more than a few faculty from foreign schools of social work joined the faculties of schools of social work in the United States and Canada as visiting professors. There is no question that these faculty members have made a contribution to social work education in the schools where they were resident. This author provides insights on how visiting professors might affectively contribute as members of faculty and questions the emphasis we are presently giving to methodology at the expense of our commitment to the ideological and moral base of social work.     

Sustainable Social Work: An Environmental Justice Framework for Social Work Education

Environmental degradation is not experienced by all populations equally; hazardous and toxic waste sites, resource contamination (e.g., exposure to pesticides), air pollution, and numerous other forms of environmental degradation disproportionately affect low income and minority communities. The communities most affected by environmental injustices are often the same communities where social workers are entrenched in service provision at the individual, family, and community level. In this article, we use a global social work paradigm to describe practical ways in which environmental justice content can be infused in the training and education of social workers across contexts in order to prepare professionals with the skills to respond to ever-increasing global environmental degradation. We discuss ways for social work educators to integrate and frame environmental concerns and their consequences for vulnerable populations using existing social work models and perspectives to improve the social work profession's ability to respond to environmental injustices. There are significant social work implications; social workers need to adapt and respond to contexts that shape our practice, including environmental concerns that impact the vulnerable and oppressed populations that we serve.     

Human Service Education Programs: Their Nature and Significance for Social Work

This paper examines emerging human service education programs at the community college, baccalaureate, and graduate levels. These programs bear a variety of titles such as mental health, social services, community development, and applied social sciences, as well as the more general human services label. Because they are relatively new phenomena, the nature and purposes of these programs are not widely known or understood. They appear to share some common purposes with social work education, while at the same time the potential for competition or conflict exists. Their significance for social work education programs and their graduates are considered.