A Memorandum on Research into Social Work Education

Abstract

Because HB &; SE courses are charged with being “the foundation on which the remainder of the curriculum must be based,” their chaotic development over several decades may be the best indicator of our incomplete and conflicted search for a common theoretical orientation. An analysis of 481 graduate HB &; SE courses representing the offerings of 66 graduate schools indicates that formal guidelines have been minimally implemented, particularly in regard to achieving an interdisciplinary approach. Expectations of HB &; SE content may be unrealistic until some preconditions for the development of social work theory are attained, and until progress in this development is realized.     

Group Work in Graduate Social Work Education: The Price of Neglect

Abstract

Although social work practice with groups is on the rise, social work education has neglected to prepare students for group work practice. The results of a 1991 survey show that graduate education has practically eliminated group work as a specialized area of study. Most schools offer group work only as an elective, and few students graduate with a course in this subject. Additionally, students in foundation courses learn little about group work theory and have limited or no group field work experience in which to develop practice skills. The authors discuss the consequences of this lack on student learning, faculty development, field education, and the social work curriculum. They make recommendations for schools and CSWE to revitalize group work in the curriculum.     

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.     

Promoting public health through community engagement: Embracing the journey

ABSTRACT

This case study recounts and analyzes the journey that graduate students, enrolled in an experiential, interdisciplinary health promotions course, took with a diverse, urban, Black, Midwest community. Community members, faculty, and graduate students in social work and public health were fellow travelers on this voyage into uncharted territory. A major goal of the journey was to teach students how to recognize community strengths and to facilitate the community in using those strengths. The learner’s stance is used as the guiding principle for this reflective journey that generated serendipitous benefits and challenges. The article concludes with recommendations for interdisciplinary education and curriculum development.     

Curriculum Building in International Social Work: Toward Preparing Professionals for the Global Age

Abstract

How can social workers be better prepared to practice and make other professional contributions in an increasingly interdependent world? This article reports the results of a study of expert opinion on the rationale for and optimal approaches to internationalizing social work education. Learning objectives and content areas for the general graduate curriculum and for specializations are discussed. Curriculum recommendations are presented to address three identified arenas for professional contribution: Enhanced domestic practice; professional exchange and action; and international practice and research.     

Principles of Survey Analysis

Abstract

The National Association of Social Workers developed a methodology for conducting systematic content analysis of social work jobs and the curriculum of a social work program. Although the methodology was created so employers could respond to the declassification phenomenon, potentially it is quite valuable as a curriculum development tool in social work education. A social work program in New Zealand illustrates the usefulness of this approach in curriculum development.     

The California Collaboration

Summary

This article documents the Title IV-E child welfare social work project of the California Social Work Education Center (CalS WEC): The establishment and ongoing support of collaborative arrangements among 58 California counties, the California State Department of Social Services, and all of the California graduate social work schools. The primary goal of this collaboration is to produce MS Ws who will commit to helping disadvantaged children and families in publicly supported child welfare services. The project model contains five interdependent components: a competency-based curriculum, financial support for students, development of instructional materials, active participation among public child welfare agencies and the universities, and evaluation.

This paper focuses on the collaborative curriculum development process. Evolving arrangements among stakeholders are described here in terms of the reciprocal adjustment of curriculum development and field and classroom instruction to prepare MSWs for public child welfare careers.     

Translating knowledge into practice: using simulation to enhance mental health competence through social work education

ABSTRACT

Simulation-based learning (SBL) is an innovative experiential teaching method where students and instructors interact with a simulated client to foster students’ holistic competence in practice. Considering the context of North America where social workers are the largest service provider in the field of mental health, it is critical for educators to enhance competencies in students during the social work program. Guided by competency- and simulation-based, adult learning frameworks, this paper illustrates the development and integration of a range of educational activities into a treatment-focused advanced mental health course in the social work curriculum. We conclude by discussing how SBL enhances students’ mental health competence and provide recommendations when developing SBL in the mental health curriculum in social work education.     

Graduate Education for Social Change

ABSTRACT

Is it possible to conduct an effective, progressive, and politicized program for graduate students in our contemporary conservative context? This article evaluates the outcomes over seven years of a pioneering program in Political Social Work. Based on survey data of Political Social Work alumni, it addresses four outcome measures: enrollment, satisfaction with curriculum and field opportunities, job and career development, and persistence of political ideology and practice. While being “political” during the past decade is clearly different than it was in the 1960s, the evidence proposes that political content and practice can have a significant place in both social work education and the field. More specifically, the study demonstrates that politicized social workers in the 1990s were able after graduation to secure employment, sustain progressive values, and practice political social work.     

Enhancing Competence in Health Social Work Education Through Simulation-Based Learning: Strategies From a Case Study of a Family Session

ABSTRACT

Simulation-based learning (SBL) is a powerful tool for social work education, preparing students to practice in integrated health care settings. In an educational environment addressing patient health using an integrated care model, there is growing emphasis on students developing clinical competencies prior to entering clinical placements or clinical practice settings. This article highlights the importance of SBL in the development of the clinical competencies of graduate social work students enrolled in a Social Work Practice in Health course. The development and implementation of an educational initiative using a family-based simulation scenario to enhance classroom learning for health social work practice is described, and recommendations for future educational initiatives using SBL are provided.     

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 Role of Religion and Spirituality in Clinical Social Work

Abstract

Social work has a history of treating the whole person in his/her environment, however, the effort to be scientific in our approach to clinical practice often has obscured our examination of the religious and spiritual beliefs and practices of our clients and in our own lives. Consequently, there has been very little guidance to date on how curriculum can help integrate the professional identities of MSW/MDiv students. An elective practice course, “The Role of Religion and Spirituality in Clinical Social Work” in our accredited graduate social work program provides a transitional space for this integration to occur through a guiding framework of psychodynamic, systems, and postmodern theories.     

Evaluating the Social Environment Component of Social Work Courses on Human Behavior and the Social Environment

SUMMARY

This analysis of 117 foundation of Human Behavior and Social Environment (HB&SE) course outlines gathered from 60 graduate schools of social work is based on the HB&SE standards of the Council on Social Work Education (2001). It draws upon an analytic framework for integrating content related to the social environment. Specific criteria for assessment included how well the course outline reflected the reciprocal nature of human behavior and the social environment, presented a strengths perspective, incorporated diversity content, and covered material related to families, groups, organizations, communities, and political economy. Four types of HB&SE course outlines were identified (lifespan-oriented, systems-oriented, theory-oriented, and combination), and results are presented by course outline type. The findings suggest that increased attention to content related to the macro social environment, human diversity, well-being, and theory for practice is needed to strengthen HB&SE foundation courses.     

Including Curriculum Content on Lesbian and Gay Issues

Abstract

This paper presents a rationale for requiring content on lesbian and gay issues in the social work curriculum. Recent research suggests that a considerable percentage of social workers possess homophobic attitudes. Some support exists for making education a tool to reduce negative attitudes toward the gay population. However, students are unlikely to receive adequate information about this population before they enter the social work curriculum. The goals of including content on lesbian and gay issues are to decrease homophobic attitudes and to prepare students to provide effective social work practice with lesbian and gay clients. Methods and resources for incorporating content on lesbian and gay issues in human behavior, direct practice, policy, community organization and research courses of the social work curriculum are presented.     

The Dutch “National” Curriculum Computer Applications for Schools of Social Work

Summary

This paper describes the current situation of computer education in the schools of social work in the Netherlands, new policy in curriculum development, and the development of a new comprehensive curriculum on computer applications. The basic philosophy of the curriculum and a firm relation to social work practice are discussed. To illustrate these developments, an outline of the curriculum for social casework is presented as a kind of status report.     

Multi-Systems Life Course: A New Practice Perspective and Its Application in Advanced Practice With Racial and Ethnic Populations

To better respond to social work's directive of increased sensitivity to cultural and ethnic diversity, it is imperative that theory development includes explicit consideration of the complex experiences of racial and ethnic minorities. For a more advanced and culturally relative practice, the authors posit the development of an encompassing perspective referred to as multi-systems life course (MSLC). Using a case example, this article applies a MSLC perspective to practice with women of color experiencing intimate partner violence. Implications for social work practice and an overview on incorporating a MSLC perspective into a graduate social work curriculum are included.     

Collaborative Education in a Radical Social Work Course

Abstract

This paper explores the use of social group work in a graduate MSW course on Progressive Social Work Practice co-taught by Jan, a faculty member, Stacy, a current graduate student, and the students enrolled in the course.     

Teaching Note—A Call for Including Theories of Evaluation in Program Evaluation Courses Taught in Schools of Social Work

ABSTRACT

Many schools of social work offer courses on program evaluation. However, one component of program evaluation—theories of evaluation—may all too often be left out of the curriculum. This Teaching Note defines and describes evaluation theory and the benefits of including it in a program evaluation curriculum in schools of social work. Specific ideas for incorporating this content into MSW and doctoral courses in schools of social work are provided.