Social Workers’ Perspectives Regarding the DSM: Implications for Social Work Education

There is a decades-old debate in social work regarding the appropriateness of the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) by clinicians in this profession. Despite often contentious perspectives, there has been very little study regarding clinical social workers’ experiences, attitudes, and beliefs about the use of the DSM in their work. In this qualitative inquiry, 20 clinical social workers who had recently completed master’s of social work coursework and were working with children were interviewed using grounded theory methods. Results of the inquiry are presented and implications for social work education are discussed.     

Examining the ‘Conservative Revolution’: Neoliberalism and Social Work Education

Within social work education, there may be a failure to adequately and critically examine neoliberalism and processes of neoliberalization. In this context, those seeking to grasp the meaning of neoliberalism should be attentive to at least six interconnected components: how we might define neoliberalism in relation to the ‘embedded liberalism’ it endeavoured to supplant or displace; the role of the state within neoliberalism; the concept of ‘accumulation by dispossession’ which illuminates how neoliberalism has constantly aimed to redistribute in favour of the rich; the centrality of insecurity and precariousness; the renewed and retrogressive faith in incarceration and, more broadly, what has been termed the ‘new punitiveness’; and how neoliberalism, in practice, is often at variance with the theory and rhetoric. It will be suggested that contemporary interpretations of neoliberalism by, for example, David Harvey and Pierre Bourdieu—along with the insights of Antonio Gramsci—might aid our understanding during a period of, now perhaps, faltering neoliberalization.     

Social Work and Sustainable Social Development: Teaching and Learning Strategies for ‘Green Social Work’ Curriculum

It is increasingly recognized that social work has a vital role to play in shaping effective responses to environmental degradation, climate change and disasters. Innovative teaching and learning strategies can be used to facilitate understanding of complex, interrelated and systemic social, economic and environmental challenges. This article shares the development and design of a new social work course entitled ‘Social work and sustainable social development’. Teaching methods and strategies are provided including individual and group mind maps, case studies and presentations, guest speakers and evaluation methods. Implications for social work education and the profession are discussed in order to build capacity to address environmental justice and sustainability.     

“Walking the Tightrope:” Clinical Social Workers’ Use of Diagnostic and Environmental Perspectives

The purpose of this study was to understand how clinical social workers think about and utilize two distinct worldviews: the psychiatric perspective of DSM diagnosis (Diagnostic and Statistical Manual of Mental Disorders) and the contextual person-in environment perspective. The former is a requirement for service and reimbursement in nearly every clinical setting, while the latter has always been the hallmark of a distinctively “social work” approach. Although there have been quantitative surveys of social workers’ use of the DSM, this is the first qualitative study to examine how social workers actually navigate these two worldviews. Thirty clinical social workers took part in individual interviews, and their responses were analyzed thematically using HyperRESEARCH, a qualitative data management program. Findings reveal an array of ethical and practical issues, including the central “tightrope” of balancing the need to “ramp up” problem formulation in order to access service with the desire to “damp down” in order to minimize stigma and avoid pathologizing problems in living. Implications are addressed for social work practice, policy, and education.     

‘It's About People and Their Environment’: Student Social Workers' Definitions of Social Work Research

This article considers constructions of social work research from the perspectives of student social workers in New Zealand. There have been many academic discussions of the unique epistemology that can be called social work research but little is known of students and/or practitioner views. Are they interested in social work research? Do they even care about debates on epistemology? Forty-three student social workers considered two questions while attending a social work research methods course: ‘What is social work research?’ and ‘What kind of social work researcher might I be?’. A subset of 18 distance students explored a third question: ‘Should social work research be part of everyday practice or not?’. To answer these questions students provided comments in a short survey, material from their written student assignments and comments from online discussion board activities. The results suggest that student social workers have a preference for social work research that is compatible with their clearly articulated social work value base, and that social work research primarily should benefit the client group with which a social worker is closely linked. Student social workers also recognise the importance of research for their everyday practice, yet at the same time feel there are organisational constraints to this happening.     

Placement Educators’ Experiences and Perspectives of Supervising International Social Work Students in Australia

International social work students in Australia have reported difficulties in finding quality placement opportunities and dealing with issues such as language and cultural barriers. While placement issues have been mostly investigated from a student perspective, this study explores the experiences and perspectives of placement educators towards supervising international social work students. It draws on an online survey of 83 placement educators working for an Australian university. The majority of placement educators reported that they supervised international students differently to domestic students. These differences were negatively framed as challenges involving students’ language competence, their understanding of cultural norms, and knowledge of Australian welfare systems. This framing implies that cultural and linguistic differences between international students and placement educators are viewed in terms of student deficiency rather than as a positive opportunity for mutual learning and professional development.     

“Social Work Idealism” and Students’ Perceived Reasons for Entering Social Work

This article reports the results of a study designed to measure “social work idealism” and factors influencing career choice among beginning BSW and MSW students. Influence factors were categorized as altruism, professional concerns, and influence of others. The investigators explored the predictive capacity of idealism and student demographics on the career choice factors reported by students. Overall, idealism ran high among all students, and altruistic reasons were reported as more important than professional reasons in their career choice. Also, students who scored high on social work idealism tended to attach greater importance to altruistic reasons than to professional concerns, as did younger students and female students.     

Social work and the politics of ‘austerity’: Ireland and Italy

ABSTRACT

No detailed analyses have been undertaken comparing and contrasting how social work is responding to the problems generated by the imposition of so-called ‘austerity’ measures in Europe. Comprised of three sections, the discussion is focused on Ireland and Italy. This comparative exploration locates social work within encompassing frameworks related to the changing population, political economy and welfare regime in each of these jurisdictions. Aspects of contemporary social work within Ireland and Italy are charted and the possibilities for confronting neoliberal ‘austerity’ are analysed. The article seeks to prompt and encourage comparative reflection within Europe in relation to how the social work imagination can be imbued with a new radicalism in the first quarter of the twenty-first century.     

Evaluating a Measure of ‘Social Orientation’ of Chinese Students in Social Work: Developing its Reliability and Validity

This study examines the reliability and validity of a measure of ‘social orientation’ indigenously developed from Chinese students of social work in Hong Kong. By administering two tests with Chinese social work students (n = 293 and n = 304) at associate degree level, the measure achieves strong internal consistency with r>0.75 and test–retest consistency with r>0.63. The instrument also has strong validity by attempting factor analysis of items generated from qualitative data in in‐depth interviews. The development of this indigenous measure of ‘social orientation’ will contribute to an understanding of the authoritarian, relationship and ‘other’ orientation of Chinese social work students. The authors propose that this will be a crucial factor in influencing the response of Chinese students towards different teaching and learning approaches in social work education.     

The “Three Waves” of Industrial Group Work: Historical Reflections on Current Research on Group Work

This paper deals with the three waves of the discourse on group work in social science and industrial practice that have helped pave the way for the current boom in the introduction of group work in companies. These waves are represented by the human relations approach, the sociotechnical systems approach, and the lean management debate. They are reviewed in two perspectives. The first relates to their concepts of work design and group work, following four questions: (a) What emphasis is put on work factors or on subjective orientations, on the design of working conditions or symbolic strategies? (b) How do the various approaches address the relationship between efficiency and control? (c) Which concepts of participation or democracy are involved? (d) How is the role of the social scientist in the process of industrial modernization conceptualized, explicitly or implicitly? The second perspective from a sociology of science relates to the context of production and utilization of social scientific knowledge. In general, two theses are put forward. The first states that a gap exists between the aspirations and reality of group work because the basic conflict of efficiency and control has been overlooked for ideological reasons. The second postulates that there is no linear progress in the theory and practice of group work. It seems that the socioeconomical context determines reasonably which group concept and ideology dominates certain historical phases of industrial modernization.     

Skills Laboratories and the New Social Work Degree: One Small Step Towards Best Practice? Service Users' and Carers' Perspectives

The new social work degree has a strong emphasis upon the development of communication skills and upon the requirement for Higher Education Institutions (HEIs) to assess students' safety and readiness to practise. The GSCC grants to HEIs to develop skills labs to help with this skills development have been widely welcomed, but not enough work has been done fully to evaluate the effectiveness of such skills labs. There has been some previous evidence to suggest that such projects may even be counter‐productive. This article explores the way in which Staffordshire University has called upon its service user/carer group and a team of practice assessors to work with the academic tutor to devise and carry out a programme of skills training in a skills lab environment for first year students on the new degree. An initial evaluation of this project shows encouraging results for this ‘work in progress’, even though it is still early days.     

Whither Sociology? Some Reflections on the Ideas of ‘Globalization’ and ‘Social Capital’1

The history of the social sciences provides instructive instances of clairvoyance on the part of some of its principal luminaries as well as periods of general institutional myopia. The 30-year history of the ISA Research Committee on Sociotechnics itself is an interesting representation of the path sociology in its mainstream and less orthodox (or deviant—depending on the perspective of the observer—configurations has traversed in these last decades. I vividly recall meeting Adam Podgorecki first at the meetings of the International Sociological Association in Washington and again, in the spring of 1973, at the Center for Advanced Study in the Behavioral Sciences. And I remember equally well meeting him again at the first meetings of the Research Committee on Sociotechnics at Loughborough University in England and at a later meeting in 1974, which was convened at the Polish Academy of Sciences in Warsaw.     

The “Other” Effects of Psychotropic Medication: Social Workers’ Perspectives on the Psychosocial Effects of Medication Treatment on Adolescent Clients

This study explores social workers’ perspectives on the psychosocial effects of psychotropic drug treatment of their adolescent clients. Using a mail survey, we asked a national sample of experienced clinical social workers to answer questions about their perceptions of the effects of such treatment on the sense of self and social well-being of an adolescent client. The survey questions also explored associations between perceived psychosocial medication effects and characteristics of the client and the treatment. The findings suggested that social workers viewed medication treatment as having greater beneficial than harmful psychosocial effects on their adolescent clients, but that both effects existed simultaneously. The most important factors associated with the perceived effects of medication that emerged from social workers’ reports included the etiology of the disorder, the type of drug treatment and its effectiveness in addressing symptoms, the client’s “competence,” and the quality of the relationship between the client and the treating social worker. This study provides direction for future research on a neglected but important question. It would be helpful to broaden the scope of professional discourse on the advantages and disadvantages of psychopharmacologic treatment for youth beyond the effectiveness or safety of the treatment to include questions concerning clinicians’ perceptions of the effects of drug treatment on youths’ sense of self and social well-being.     

Revisiting the question of the transnational state: A comment on William Robinson’s “Social theory and globalization”

Theory and Society -     

Discussion of Green’s “Melanie Klein and the Black Mammy: An Exploration of the Influence of the Mammy Stereotype on Klein’s Maternal and Its Contribution to the ‘Whiteness’ of Psychoanalysis”

This article is a response, in cinematic, historical, and autobiographical terms, to Emily Green’s “Melanie Klein and the Black Mammy: An Exploration of the Influence of the Mammy Stereotype on Klein’s Maternal and Its Contribution to the ‘Whiteness’ of Psychoanalysis.” The author attempts to open up Green’s analysis to a wide range of aesthetic, emotional, and political implications, moving between a consideration of the “passing” motif in Douglas Sirk’s film Imitation of Life (1959); thoughts on racialization and trauma in psychoanalytic history more generally; and reflections on the author’s own experiences of racialization and collective disavowal in psychotherapeutic training.     

A randomized controlled trial of the effectiveness of the youth crime prevention program ‘New Perspectives’ (NP): Post-treatment changes and moderator effects

ObjectivesNew Perspectives (NP) aims to prevent that youth at onset of a criminal career will develop a more persistent criminal behavior pattern. The study aim was to examine whether NP was effective relative to care as usual in preventing and reducing (persistent) delinquency. Moreover, we examined improvements in secondary outcomes (e.g., peer and parent relationships and cognitive distortions) and other outcomes (e.g., substance use and self-esteem).MethodsAt-risk youth (N = 101) aged 12 to 19 years were randomly assigned to the intervention group (NP, n = 47) or control group (‘care as usual’, n = 54). The effects of the NP intensive phase (3 months after program start) and aftercare phase (6 months after program start) were analyzed.ResultsNP and care as usual did not differ on any of the outcome measures at both post-test occasions. The effects of NP were the same for boys and girls, different age groups, and ethnic groups.ConclusionsThe overall null-effects are discussed, including implications for further research, policy, and practice.