Less Pain,More Gain

SUMMARY

Applied social statistics is typically one of the most dreaded courses in a social work program. Technological advances in computer applications offer tools to lessen the pain and increase the gains associated with teaching and learning statistics. This paper reports on a modest research project resulting in a computer-based approach to teaching Applied Social Statistics. This approach makes full use of MicroCase, a statistical software package. Results of evaluative efforts which appraised the computer technology-enhanced statistics course are presented. Course format, classroom procedures, workbook and homework assignments, evaluation tools, and teaching strategies are also suggested.     

Web-assisted instruction for changing social cognitive variables related to physical activity

The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received information on exercise and fitness and a Web-based program (treatment, n = 127); 7 sections received the same exercise and fitness information as the treatment condition, but no Web-based program (comparison, n = 118); and 6 sections received information in unrelated areas (control, n = 178). The Web-based program consisted of 9 Web assignments (1 per week) that targeted key SCT variables. Satisfaction with the Web-based program was high. Use of self-regulation strategies was significantly higher at posttest in the treatment group than it was in the other groups. Knowledge concerning the skills taught by the Web assignments was significantly greater in the treatment group than it was in the comparison group. The results of this study demonstrate that a Web-based instructional program has a positive impact on knowledge and skills related to SCT strategies for changing physical activity behavior.     

Using propensity scoring to estimate program-related subgroup impacts in experimental program evaluations

This article discusses the use of propensity scoring in experimental program evaluations to estimate impacts for subgroups defined by program features and participants' program experiences. The authors discuss estimation issues and provide specification tests. They also discuss the use of an overlooked data collection design--obtaining predictions that program intake staff make about applicants' likely program assignments and experiences--that could improve the quality of matched comparison samples. They demonstrate the effectiveness of this approach in producing credible subgroup findings using data from a large-scale experimental evaluation of Job Corps, the nation's largest federal education and training program for disadvantaged youths.     

Web-Assisted Instruction for Changing Social Cognitive Variables Related to Physical Activity

The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received information on exercise and fitness and a Web-based program (treatment, n = 127); 7 sections received the same exercise and fitness information as the treatment condition, but no Web-based program (comparison, n = 118); and 6 sections received information in unrelated areas (control, n = 178). The Web-based program consisted of 9 Web assignments (1 per week) that targeted key SCT variables. Satisfaction with the Web-based program was high. Use of self-regulation strategies was significantly higher at posttest in the treatment group than it was in the other groups. Knowledge concerning the skills taught by the Web assignments was significantly greater in the treatment group than it was in the comparison group. The results of this study demonstrate that a Web-based instructional program has a positive impact on knowledge and skills related to SCT strategies for changing physical activity behavior.     

Action!: Student-Generated Videos in Social Work Education

Experiential learning is a vital aspect of social work education, particularly for teaching community practice. The literature, however, provides few examples of technology-based experiential assignments that educators can implement in their classrooms. This exploratory study examined an innovative student-generated video assignment developed for a social work community practice course. Thirty-seven former students spanning three distinct semesters completed an online survey of closed- and open-ended questions. Findings indicate the video assignment enhanced understanding of community practice and provided a unique diffusion factor. Participants appreciated how the video assignment differed from traditional assignments by offering opportunity for praxis, creativity, and acquisition of technological skills. Educators should note the challenges of student-generated videos to maximize their educational benefit and sustain student receptivity to such assignments. Teaching video-making skills has implications for post-graduation employment in the human service sector.     

Social Work Studies at a Haredi Women's College: Difficulties and Dilemmas

This paper examines the challenges faced by female Ultra-Orthodox students in a social work program designed for the Ultra-Orthodox community in Israel. Findings were obtained from four focus groups with a total of 32 students. The participants reported being exposed to contents that were inconsistent with the perspectives of their community, fieldwork expectations and requirements that violated strict rules of gender separation, and inconvenient scheduling of exams and field trips that did not take their religious observances into consideration. Despite the considerable distress that these matters caused, most of the students made determined efforts to cope, to learn the course material, to carry out their fieldwork assignments, and to reconcile the discrepancies between some of the contents they learned and behaviors that were expected of them and their deeply held values and ways. Implications of the findings are discussed and recommendations made.     

Teaching Note—Integrating Theory and Research Methods in a First-Year Doctoral Sequence or Program

This teaching note describes an innovative process in which faculty members worked collaboratively to create an integrated three-course sequence of requisite course content in a PhD program, developed complementary assignments, and coordinated a classroom experience that led to the creation of an individualized area statement and eventual integrated literature review. Lessons learned from this experience are discussed.     

Experiential Exercises for the Development of Computer Literacy Among Social Work Undergraduates

Summary

This paper describes exercises and assignments used to promote computer literacy among social work undergraduates. These exercises were used as course assignments in an elective course for seniors, “Information Technology and Human Services.” Exercises met four criteria: (1) they assume no previous computer experience or knowledge, (2) they are directly related to human services practice, (3) they promote mutual support, (4) they are experiential. Exercises include use of word processing, database, spreadsheet, electronic mail, privacy invasion, shopping for a computer system, and impact of information technology on the larger society.

The potential placement of computer literacy exercises in the social work curriculum is discussed. It is suggested that a single experiential course best meets the need for promoting computer literacy among social work students.     

The Role of Students

This article describes the experience of one school's change in curriculum direction with emphasis on the issues and concerns regarding parallel changes in the field instruction program. The process observed by the Task Force on the Practicum at Fordham in maximizing involvements of and communication with the cooperating agencies is outlined as is t he program projected for engaging the field instructors in considering the implications for them of a generic field instruction course for first year students. The article also contains the paradigm developed by the Task Force to sample the nature of the field assignments and the analysis of the findings from the data.     

The Use of Simulations,Writing Assignments,and Assessment Measures in Family Social Work Education

ABSTRACT

The focus of this article is on the applied aspects of practice and research in family social work education. Particular attention is given to the integration of writing assignments and assessment instruments with family simulations. A review of a family social work course is presented. The advantages and limitations of using multiple teaching methods are discussed with respect to preparing students for field placements and professional practice     

A packaged learning process: The consolidated approach

Social work educators do not have the luxury of teaching one concept at a time. With this in mind, the authors present a method of combining different content areas within one teaching exercise. Practice faculty can combine several concepts by using case studies to teach assessment skills and treatment issues of populations-at-risk. By assigning students an assessment of a case study character who is a member of a population at risk, the lecturer teaches a new skill and in the process students acquire additional knowledge about that population. The techniques use: (1) a genogram and an ecomap assessment of a woman in a short story; and (2) a problem-solving schematic assessment of a woman in a case study. The teaching techniques involve four steps: individual assignments, small group analysis, class assignments, and full class discussion. Class discussions revealed that students did gain knowledge of women's issues while acquiring practice skills. These strategies are appropriate for use in foundation or advanced social work curricula.     

Social Justice in the Social Work Classroom: Applying a Professional Value to Social Work Education

Social justice is a primary value of social work and therefore has a place in discussions of social work education pedagogy. This is especially true for conversations pertaining to students who are underprepared, due to educational inequalities, for successful completion of writing assignments at the undergraduate level. If underprepared students are treated as equals to prepared students, then the social inequalities that contributed to or caused a student to be underprepared are perpetuated rather than challenged. The authors explore responses to underprepared students that are consistent with social work's professional value of social justice.     

Putting Principles Into Practice: Addressing Historical Trauma,Mistrust, and Apprehension in Research Methods Courses

The social work profession has articulated commitments to acknowledging and affirming how diversity and culture shape the human experience and to developing social workers who can competently engage in research-informed practice and practice-informed research. However, there remains a need in social work education for more widespread use of culturally relevant pedagogies that can help achieve these goals. Informed by historical trauma theory and the Black perspective, this article presents a model we used for teaching research to master’s-level social work students at a historically Black university. The article describes assignments and classroom exercises that were used and discusses the implications of this model for culturally informed research curricula that promotes antioppressive research in diverse classroom settings.     

Asian students’ perceptions of group work and group assignments in a New Zealand tertiary institution

This study, conducted in 2005 in a New Zealand tertiary institution, examines Asian students’ perceptions of the much‐promulgated cooperative learning concepts in the form of group work and group assignments. Twenty‐two Asian students participated in one‐hour individual face‐to‐face semi‐structured interviews. The study found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English‐language skills, enhance their cultural understanding and provide them with opportunities to make friends. However, they held intensely negative views about group assignments that required students to complete a project as a group with shared marks determined by the performance of the group. Contributing factors affecting group dynamics included members’ attitudes and willingness to cooperate and contribute as a team, the composition of the group, students’ competing demands on students’ time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members. Most Asian students felt disheartened and helpless at having to complete mandatory group assignments. The study suggests that cooperative learning has its strengths and weaknesses. Students’ needs, interests, cultural values, and teaching effectiveness should be considered as a priority in teaching in tertiary institutions.     

Embracing the Village and Tribe: Critical Thinking for Social Workers From an African-Centered Approach

The social work department at a small historically Black college implemented an African-centered approach to the course Critical Thinking for Social Workers for freshmen students who declared social work as their major. We firmly believe that knowing and understanding the history and legacy of people of African descent is extremely important in educating African American students. Various pedagogical techniques, assignments, and intentional lecture topics were used in the implementation of this unique teaching style. This article reports the findings from using the African-centered approach in pedagogy and offers implications for social work education in the 21st century for historically Black colleges and universities and other programs with minority student populations.     

Grading with norm-referenced or criterion-referenced measurements: To curve or not to curve,that is the question

Assigning grades is an integral and everyday part of social work education. However, social work educators, especially those teaching the academically-based as opposed to practice-based courses, must decide whether to use norm-referenced or criterion-referenced measurements to grade exams and other assignments. Norm-referenced measurement is commonly called grading on a curve in higher education. While grading on the curve is not obsolete in academia, I have eliminated it in my courses. New and perhaps experienced social work educators may benefit from a review of both grading methods. This article examines both sides of a grading issue relevant to the wider context of higher education and, therefore, relevant to social work education. Grading with norm-referenced or criterion-referenced measurements is reviewed along with issues related to both types of grading. I will describe why I grade with criterion-referenced measurement and why I believe it is a better choice for social work education.     

Teaching Note—Teaching Self-Care and Wellness as a Professional Practice Skill: A Curricular Case Example

Educating for human rights and justice requires attention to the well-being of those being prepared to pursue these aims. This article describes an MSW program’s implementation of teaching self-care as a core practice skill. This curricular innovation stems from the increasing literature documenting the deleterious effects of burnout in professional helping and the need to address this concern in educational curricula. Further, this curricular change is a result of increased student exhaustion affecting academic performance and professional preparedness, and the ethical imperative to address this phenomenon. We describe specific components, strategies, and assignments in the curriculum as well as assessment of the curricular innovation. This curricular example is readily adaptable for other programs.     

Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation with Social Work Students

Students in undergraduate social work practice courses come to class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use of reflective journals as a flipped classroom technique to promote completion of reading assignments. This study surveys 27 students in 2 practice courses about the use of weekly reflective journaling as a flipped classroom assignment. Findings support that reflective reading journals increase student preparation and engagement but require more work for students and instructors. Implications are discussed.     

Work hardening: Outdated fad or effective intervention?

OBJECTIVES: The purpose of this outcome measurement study was to determine the effectiveness of a work hardening program as measured by the participants' work status at three months after program completion. Predictors of successful return to work were explored. STUDY DESIGN: The sequential case series design was employed, and data were gathered at three points: the initial work hardening assessment, the discharge assessment, and three months post-discharge from the work hardening program. Seventy-nine participants were included. RESULTS: Eighty-two percent (82%) of the clients who completed a work hardening program reported that they were working in some capacity three months after program completion. They listed their employment status in 5 sub-categories. Significant predictors of employment included "single" marital status, lower perceived disability scores at program entry, reduction in reported pain during program duration, and funding source. CONCLUSION: Work hardening remains an effective treatment strategy which promotes successful return to the workplace. Ongoing analyses of these programs is imperative.