A National Survey of Graduate Education in Psychopharmacology: Advancing the Social Work Perspective on Psychiatric Medication

ABSTRACT

Social workers’ unique skills and professional perspective can contribute to improved practices in psychopharmacology, yet it is unclear how social work programs prepare students for this area of practice. This study examined instruction of psychopharmacology through a national Web-based survey of MSW program directors and instructors of psychopharmacology content (n = 171). Nearly two-thirds (63.7%) reported their program integrates psychopharmacology usually into one or two existing courses, whereas 20.5% indicated their program offers a stand-alone course. Lack of faculty expertise and having no room in the current curriculum structure were identified as the top barriers for programs not offering any psychopharmacology content. The profession’s critical, social justice, empowerment, client-centered, and systems perspective appears to ground the teaching of psychopharmacology in social work programs.     

Understanding perceptions of substance use education in social work: an analysis of survey responses from MSW program leaders

ABSTRACT

This article details the findings of a series of analyses regarding how the institutional leaders of Master of Social Work Programs (MSW) in the United States form their perceptions on the role and implementation of substance use concepts in social work education. Five statistical tests were performed on data collected from a 2017 substance use education (SUE) survey of MSW program leaders, and the analyses were used to explore how program leaders form their perceptions on: the importance of SUE to social work, the need for regulatory measures for SUE in social work, the SUE needs of individual MSW programs, the implementation of substance use course content, and graduating students’ substance use intervention capacities. Significant findings from the analyses showed that: the amount of foundational course emphasis on clinical SUE within individual programs is a significant predictor of program leader perceptions on students’ clinical substance use intervention capacities; different categories of substance use intervention preparedness have interconnected effects among domains of preparedness; and perceptions on the importance of SUE to social work have a significant impact on program leaders’ opinions regarding regulatory measures for SUE in social work.     

Investment in Innovation: An Historical Appraisal of the Fund for the Advancement of Education,Paul Woodring. Boston: Little,Brown and Company, 1970. 323 Pages, $7.50 Hardbound

Abstract

An exploratory study of the role of “faculty field liaison” was conducted, utilizing a national survey of 88 MSW degree-granting programs. Respondents were program directors of field practicums. Their perceptions were solicited regarding: (1) criteria for selection, (2) liaison expectations, (3) methods of evaluation, and (4) perceptions of the importance of liaison duties compared to other job responsibilities. Many more liaison responsibilities were identified than were heretofore reported in the literature or other documented research. The study confirmed that the role is more complex and diverse than anticipated. The need for some form of uniform understanding and training of liaisons seems evident.     

The Open Door Project Task Force: A Qualitative Study on LGBT Aging

This paper reports formative qualitative findings from the Open Door Project (ODP), a unique program created by the Lesbian, Gay, Bisexual and Transgender (LGBT) Aging Project. Data were collected from Open Door Task Force members (N = 34). This includes 4 focus groups that were held with a total of 22 participants; and key informant interviews that were conducted with 12 participants from 10 different agencies. Findings revealed that agencies took significant steps to make important and long-lasting structural changes, including changing their diversity and personnel policies, and intake forms to be LGBT inclusive; implementing ongoing staff training initiatives on LGBT issues; and actively involving leadership, including senior managers, executive directors, vendors, and Councils on Aging, in helping to create and sustain organizational change. The ODP is an effective model to increase cultural competence in working with aging LGBT communities.     

Perceptions of Self-Care Among MSW Students: Implications for Social Work Education

ABSTRACT

For students new to social work, self-care is a strategy for addressing potentially negative impacts of the profession. Curiously, however, participation in a university’s self-care program has been chronically low. The purpose of this study is to explore social work students’ perceptions of self-care and to create a database for supporting changes in social work education. Qualitative data were collected via an online survey from MSW students. The findings revealed 5 categories for student perceptions of self-care, including health, time, activities, balance, and professionalism, and 3 categories for self-care and the social work program, including academic program experiences, resources, and modeling. Implications of the study in developing and tailoring a self-care program to students in MSW programs are discussed.     

The Relevance of Personal Therapy in the Education of MSW Students

Much controversy exists among social work educators about the effectiveness and relevance of personal therapy during a MSW program. The current study examined this issue by surveying social work faculty at the 12 single-track clinical programs in North America (n = 148) and MSW students (n = 139) at one of these programs. Significantly more of the MSW students surveyed felt that personal therapy was essential or important to their social work education than did the faculty. Students surveyed expressed a desire to increase self-awareness and a willingness to participate in therapy when needed.     

Evaluating ITV-Based MSW Programs: A Comparison of ITV and Traditional Graduates' Perceptions of MSW Program Qualities

SUMMARY

Traditional and ITV-based MSW graduates at the University of Minnesota are compared on their perceptions of learning, relationships with instructors, adequacy of access to resources, connections with others students, staff support, connection to the school. Possible impacts of ITV exposure on graduates' use of electronic technologies are also examined. ITV graduates generally rated the program's impacts on learning and their satisfaction with various program supports equal to or higher than did graduates of the traditional program, with the exception of students' connections to other students and access to resources such as libraries and computer labs.     

Practice Fridays: Using Simulation to Develop Holistic Competence

ABSTRACT

There has been a call for social work programs to better prepare students for field education. This qualitative study examined an innovation titled Practice Fridays developed to enhance competence in MSW students in a classroom setting. Students (N=57) described what they learned through this simulation-based learning activity and the processes that facilitated their learning. Students reported an enhancement in knowledge, skills, professional judgment, and self-awareness, attributed to observed practice, focused feedback, and guided reflection. Findings suggest that holistic competence can be developed in the classroom when using holistic teaching methods. These findings support simulation as an innovative method of teaching holistic competence in the classroom to prepare students for field learning.     

An empirical assessment of writing and research proficiency in HBCU social work students

ABSTRACT

Lack of proficiency in writing and research among social work students has increasingly concerned social work educators and practitioners. Given the significance of written communication with clients and emphasis on evidence-based practice in the field of social work, it is critical to assess students’ competence in both writing and research. However, deficit-based approaches to assessing writing and research competence have disadvantaged students at historically black colleges and universities (HBCUs). This pilot study aims to assess writing and research proficiency of HBCU master’s of social work (MSW) students through empirical analysis of their capstone papers and surveys from educators to provide implications for developing a writing and research manual for social work programs at HBCUs. Ten capstone papers were randomly selected and qualitatively analyzed; nine faculty and one field supervisor completed the survey, and their respondents were analyzed using cross-case analysis. Analyses of the capstone papers identified two themes for writing and research domains, respectively: (1) weakness in developing statements and lack of knowledge of writing style and (2) plagiarism and lack of understanding of research structure. Moreover, analyses of the surveys revealed four themes regarding assessment of writing and research skills among students struggling with basic writing mechanics, indicating that HBCU MSW students may have potential and capacity for learning, as evidenced by their ideas and critical thinking skills. These findings suggest both teaching- and research-oriented programs could employ the proposed writing and research assessment manual, as well as a writing and research lab/center for improving writing and research skills among their students.     

Difficult Conversations in a School of Social Work: Exploring Student and Faculty Perceptions

Difficult conversations about isms, power, privilege, and oppression are an essential part of social work education, and they present unique challenges for students and faculty. The current study examined students’ and faculty’s perceptions of the safety of the classroom and the competence of the faculty in facilitating difficult conversations at a graduate school of social work in New York City. Student and faculty versions of a survey were distributed to both groups. Results indicated students rated the experience of having difficult conversations at the school significantly more negatively than the faculty did. The majority of respondents expressed the need for courses and training to be more fluent in having difficult conversations. Future directions are discussed based on the findings.     

Preparing social workers for practice with LGBT populations affected by substance use: perceptions from students,alumni, and service providers

Trends in the field of service among those with alcohol and other drug addictions highlight the urgent need for schools of social work to effectively train students to serve clients with substance use disorders, and have cultural humility to effectively serve disproportionately affected LGBT consumers. Online surveys and interviews examined perceptions of graduate social work students and alumni in a certified alcohol and drug counselor program, along with several service providers within an urban setting in the US. Results indicated that students and alumni did not feel adequately prepared through coursework to practice with LGBT populations affected by substance use, while feeling more clinically competent to practice with LGB individuals, than with transgender consumers. Similar findings related to unique differences associated with perceptions of faculty support, along with field preparedness to practice with LGB individuals when compared to transgender individuals. Service providers noted an overall commitment and to serve LGBT consumers as well as positive perceptions of students and alumni to do the same. Implications examine the role of faculty in addressing challenges related to preparation of social work students to practice with LGBT consumers affected by substance use disorders, along with suggestions for curricular changes, and ongoing field trainings.     

ADVANCED STANDING AND BRIDGE COURSES: STRUCTURES AND ISSUES

This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15% of programs do not provide advanced standing to incoming students, that slightly more than 63% require a bridge course, and that bridge courses are most often used to increase the academic readiness of students. The study's findings are used to frame a discussion of the significant issues raised by the introduction of a common set of competencies for BSW and MSW students in the new EPAS.     

Licensure as a Dilemma for Social Work Education: Findings of a National Study

Abstract

This paper reports on the first national survey to study the perceptions of MSW social work faculty of the relationship between licensing examinations and social work education. A non-random sample of 242 faculty from 39 systematically selected accredited schools from all states with licensure responded. The questionnaire focused on the impact of the national licensure examination on teaching, curriculum, and students. Among the major findings was that students are perceived as regarding the licensure exam as important to the profession and significant to their future. Faculty, however, only take the examination into consideration in the advisement process. Generally, they are unfamiliar with the examination's content, and they disregard it in curriculum development and in teaching.     

BSW Program Administration: Directors' Perceptions of Their Power to Manage

Abstract

A national survey of 299 bachelor of social work (BSW) program directors was conducted to identify management functions of director positions and perceptions of power to influence these functions. Sources of personal, structural, and institutional power were found to be important predictors of power for middle managers in academic settings. Findings indicated that BSW directors have varying perceptions of power to direct their programs and manage resources associated with departmental administration in higher education. This study supports the complexity of academic management and emphasizes the need to broaden social work education to help provide a foundation for administration in academic settings.     

Research in the Undergraduate Curriculum: A Survey

Directors of and faculty teaching research/statistics in undergraduate social work programs were surveyed to (1) determine research requirement for undergraduates; (2) characterize those faculty teaching research; and (3) ascertain directors' and faculty perceptions of student attitudes toward research. Results revealed that most undergraduate programs required from 3 to 6 semester hours in research; course objectives varied widely from program to program; sociology faculty taught most of the research courses; and students were perceived as being negative toward research. Findings generally were consistent with prior surveys of MSW programs and practitioners. Dilemmas in teaching research are discussed.     

Relationships Among Diverse Students in a Cohort-Based MSW Program: A Social Network Analysis

ABSTRACT

Peer relationships are an integral part of social work education. This study examined three types of social ties (academic, friendship, and professional) among first-semester students in a cohort-based MSW program. Data were collected three times during the semester and analyzed using social network analysis. By semester’s end, students had an average of 10.2 ties (significantly more than the midsemester mean of 8.6 ties per student), almost exclusively within their own cohort. Participants (N = 144) had a greater percentage of ties with people of a different racial or ethnic group at end of semester compared to midsemester, although relationships were more likely to exist between students of the same race or ethnicity, especially for friendships. Implications for MSW education are discussed.     

Evaluation of an avatar-based training program to promote suicide prevention awareness in a college setting

Objective: Training programs exist that prepare college students, faculty, and staff to identify and support students potentially at risk for suicide. Kognito is an online program that trains users through simulated interactions with virtual humans. This study evaluated Kognito's effectiveness in preparing users to intervene with at-risk students. Participants: Training was completed by 2,727 university students, faculty, and staff from April, 2014 through September, 2015. Methods: Voluntary and mandatory participants at a land-grant university completed Kognito modules designed for higher education, along with pre- and post-assessments. Results: All modules produced significant gains in reported Preparedness, Likelihood, and Self-Efficacy in intervening with troubled students. Despite initial disparities in reported abilities, after training participants reported being similarly capable of assisting at-risk students, including LGBTQ and veteran students. Conclusions: Kognito training appears to be effective, on a large scale, in educating users to act in a facilitative role for at-risk college students.     

LGBT Faculty,Research, and Researchers: Risks and Rewards

ABSTRACT

Self-identified lesbian, gay, bisexual, and transgender (LGBT) faculty along with heterosexuals with scholarly interests in these populations can face heterosexism, heterocentrism, homophobia, and hostility within and outside of social work programs. This article describes the risks and rewards of being an LGBT faculty based on the experiences of the authors. Myths and realities relating to coming out, promotion, and funding are discussed, along with the pitfalls of tokenism and the stress of being an LGBT faculty of color. Ways to endure and even thrive in spite of these potentially formidable burdens are also described.     

Results of the Doctoral Faculty Publication Project

Results of this longitudinal study of the 1990s revealed that 12 of 61 doctoral faculties (20%) were responsible for 43% of journal articles published. Publication rates of these faculties appeared to accelerate in the 1990s and correlated positively with measures of program size and longevity. However, when all variables were controlled, the perceived academic quality of MSW programs was the sole correlate of faculty publication. Overwhelmingly, faculties of US News and World Report’s most highly rated MSW programs at the end of the decade were also the most frequently published. Implications of these findings are identified and discussed.