Are curriculum decisions based on the evidence? How social work faculty members make choices in curriculum decisions

An important step in translating evidence-based practice and empirically supported interventions into large-scale service improvements is to develop an understanding of practitioners' education and training in these practices. This understanding begins with discovering the factors that influence the decision-making process by social work faculty regarding curriculum content for master's level social work programs. This exploratory study uses quantitative and qualitative survey data to examine the decision-making process used by 42 master's level social work programs to select the models of direct practice taught in their master's level social work programs, and whether evidence-based practice and research evidence influences those decisions. We investigate faculty perceptions of curriculum effectiveness and discuss implications of our findings for social work educators making content and organization decisions regarding master's level social work curriculum.     

Teaching without being taught how: social work practice faculty voices

ABSTRACT

Social work practice faculty have an important role in socializing MSW students to the field and practice of social work. This study, based on interviews with 15 faculty teaching an advanced clinical practice course in the United States, examines how faculty conceptualize teaching and learning. Faculty were asked about the theories or frameworks that guided their teaching, their own journeys to teaching and the resources that support their teaching. The study found that participants drew largely on their own experiences as student learners and social work practitioners and did not have much formal training in teaching and student learning. Furthermore, while half of the participants were able to identify a learning theory that guided their teaching, the other half were not. Finally, while participants articulated the need for support regarding their own teaching, many of the schools did not have formal faculty development opportunities. The paper ends with recommendations for supporting current and new faculty regarding teaching and student learning.     

TEACHING NOTES: AN EXPLORATORY STUDY ON MULTIPLE INTELLIGENCES AND SOCIAL WORK EDUCATION

This study surveyed social work educators about the importance of multiple intelligences for social work practice and social work education. The sample consisted of 91 faculty members who responded to an online survey that asked them to rate the importance of 7 intelligences (linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal) for overall social work practice, culturally competent practice, and social work education content areas. Interpersonal, intrapersonal, and linguistic intelligences were endorsed as the most important intelligences for social work practice and education; bodily-kinesthetic, musical and spatial intelligences for culturally competent social work practice. Implications for social work education and future work in this new area are recommended.     

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.     

Trainee multicultural case conceptualization ability and couples therapy

Previous literature on the assessment of multicultural counseling competence has been concerned only with counselors' abilities when working with individual clients. We expanded this line of research by investigating trainees' multicultural case conceptualization ability in the context of working with couples. Despite the fact that trainees self-reported a high level of multicultural competency, trainees were largely inattentive to racial factors in their case conceptualization responses to vignettes involving both African American and European American clients presenting for couples therapy. On the whole, despite didactic, clinical, and extracurricular training in multiculturalism, marriage and family therapy trainees did not sufficiently incorporate cultural factors into their clinical case conceptualizations. We discuss implications for teaching, practice, and future research.     

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.     

Reflective Teaching in Social Work Education: Findings from a Participatory Action Research Study

This article describes a feminist-informed reflective teaching project enacted by a group of social work faculty at Texas State University–San Marcos. Utilizing Schon's notion of reflection-in-action, faculty formed a participatory action research group to implement reflective techniques to further their professional development as new teachers and better prepare social work students for practice in the social work profession. This project guided the participants in establishing academic identity through the creation of a supportive academic setting and peer collegiality. The group met monthly to share reflective teaching journals (RTJs), participate in intergroup dialogue, and engage in contemplative practices, such as meditation and visualization. Methods of data collection and analysis included content analysis of the intergroup dialogue sessions. Findings from the project reinforced Kolb's experiential learning cycle, in which new insights gained from reflection were integrated back into the classroom. This article presents these important insights and suggests replication of this project to promote reflective teaching in social work education and to help prepare new social work faculty for success in academia.     

Confronting the “Threat” of Private Practice

Although an increasing number of social workers are engaging in private clinical practice and a majority of entering MSW students plan to do so, content on private practice is generally not included in MSW curricula. This article reports on a 1992-93 survey of faculty and student attitudes concerning various aspects of studying private practice in MSW programs. It compares the views of the two groups, assesses the implications for social work education, and encourages creative approaches to integrating the realities of professional practice with the traditional values and mission of social work.     

Assessment of Integration of Disability Content into Social Work Education

ABSTRACT

Three hundred members of the Council on Social Work Education (CSWE) responded to a survey regarding the inclusion of disability content in social work courses and supports needed to increase disability content. Although respondents generally agreed that disability content is important in social work education, its inclusion is inconsistent, with most frequent inclusion in courses on diversity and least frequent inclusion in courses on research. Respondents identified barriers to increasing disability content, including lack of resources for teaching, lack of relevant faculty expertise, and an overcrowded curriculum. Strategies and resources for infusing disability content into social work education are discussed.     

Generic Practice in Graduate Social Work Curricula: A Study of Educators' Experiences and Attitudes

This paper reports a study of the teaching of generic social work in graduate curricula in the United States. A key finding was that although a sizable majority of faculty supported a broad definition of generic practice, including a full range of micro and macro interventions, micro approaches were given more emphasis. Major difficulties encountered were: (1) inability to attain depth, (2) lack of faculty expertise in all components of generic practice, and (3) insufficient integration with field work. A majority of faculty lacked formal preparation for generic practice; macro practice was the area of deficiency reported. Core concepts relevant to generic practice were identified. Despite the problems, faculty believe that generic social work is a needed mode of practice.     

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.     

Marriage Rituals as Reinforcers of Role Transitions: An Analysis of Weddings in The Netherlands

Using a nationally representative survey of married couples (N = 572) in The Netherlands, I analyze three characteristics of the contemporary western marriage ceremony: (a) whether couples give a wedding party, (b) whether couples have their marriage consecrated in church, and (c) whether couples go away on a honeymoon. Hypotheses are developed arguing that marriage ceremonies reinforce role transitions in two complementary ways: They reduce uncertainty about the new roles that people will occupy, and they provide approval for norm‐guided behavior. Multivariate analyses support the hypotheses. Elaborate marriage ceremonies are more common among couples for whom the transition to marriage is more drastic, and traditional values in the social context of the couple go hand in hand with a more elaborate marriage ceremony.     

Effects of Premarital Medical Examination on Engaged Endogamous Couples in Rural Lebanon

Abstract

This article discusses the findings of a survey of Shiite Muslim engaged couples to assess their knowledge of the risks of congenital disease in endogamous marriage and the importance of the premarital medical examination. The engaged couples live in the Chmistar and Tarayya villages, located west of Baalbeck, in Lebanon. In-depth interviews were conducted with a group of mothers and key informants (religious leaders, general practitioners, geneticists, biologists and social workers) who are charged with providing information on the risks of marriage between first cousins. The qualitative analysis of their discourse revealed that: (i) endogamous marriage is preferred and fulfills the normative social tradition, and (ii) premarital medical examination, as practiced, seems to give the engaged couple a false sense of security. Results of this research emphasized that a health promotion program aiming at responding to a 1000-year-old tradition, such as endogamous marriage, should take into account the potential conflicts it introduces concerning the anthropological and sociological bases typical of this practice.     

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.     

Predicting marital satisfaction using prepare: a replication study*

This study clearly replicated the previous findings which demonstrated the predictive validity of PREPARE. Like the previous study, this longitudinal study was a 3-year follow-up of 179 couples who took PREPARE during their engagement. As in the initial longitudinal study, PREPARE predicted, with about 80% accuracy, couples who got divorced from those that were happily married. Also, the same linear trend in PREPARE scores was found (highest to lowest scores): happily married, unhappily married, cancelled/delayed marriage, and separated/divorced. This study further indicates the importance of the premarital period as the foundation for marriage and the ability of PREPARE to identify high-risk premarital couples who could benefit from premarital counseling. Premarital counseling could potentially help these high risk couples develop a more satisfying marriage.     

The impact of discernment counseling on individuals who decide to divorce: experiences of post‐divorce communication and coparenting

Discernment counseling is designed to help couples considering divorce arrive at a greater sense of clarity and confidence in their decision making about the future of their marriage. Possible outcomes include making no change to the marriage, divorcing, or attempting reconciliation through couples therapy. To date, no research has been done on whether or not discernment counseling helps couples who decide to divorce with their post‐divorce family life (i.e., coparenting). We surveyed 11 people (from male–female couples) and conducted in‐depth interviews with eight who had undergone discernment counseling and subsequently divorced to see what impact discernment counseling had on their post‐divorce coparenting relationship. We analyzed the data from a phenomenological perspective. Respondents described their discernment counseling experience as helpful for achieving clarity and honesty in the divorce decision‐making process, they shared their appreciation for the structure of the intervention, and indicated that it led to a greater coparental cooperation post‐divorce.     

Perceived Marital Support and Incident Mental Illness: Evidence from the National Comorbidity Survey

Social support in marriage may be associated with reduced risk for mental illness. Past studies are limited by short follow up and a focus on depression. A two‐wave nationally representative survey in the United States (n = 2,503) is used to examine whether social support in marriage is associated with the onset of each of four clusters of disorders—internalizing, externalizing, phobic, and bipolar—10 years later. Results indicate that higher levels of perceived marital support were protective against internalizing, fear, and bipolar disorders, and against incident externalizing disorders for women. Protective effects of social support in marriage against mental illness are long‐lasting, and sometimes differ by gender. Findings suggest the importance of mental health assessment in clinical practice.     

DOES ACADEMIC TRAINING BACKGROUND MAKE A DIFFERENCE AMONG PRACTICING MARRIAGE AND FAMILY THERAPISTS?

Using a national sample of practicing marriage and family therapists (MFTs) and their clients, this study investigated whether academic training background is associated with differences in pracice patterns and client outcomes. Clinical members of the American Association for Marriage and Family Therapy with academic training in psychology, social work, counseling, and marriage and family therapy were compared on a wide range of clinical practice variables, and their clients were surveyed about thier satisfaction and outcomes. Results showed highly similar practice patterns and client outcomes across all four disciplinary groups. Although the findings showed little evidence for the uniqueness of academic marriage and family therapy training among experienced MFTs, they also refute the notion that therapists trained in MFT degree programs practice in unusual or inferior ways compared to MFTs trained originally in other mental health disciplines.     

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.