The Role of Social Workers in Welfare to Work Programs

Summary

Welfare to work is an important arena for understanding the changing nature of social policy and practice in Australia, the UK, Hong Kong, and the United States. This article discusses some key policy and practice issues in respect to social work professional training and practice. Welfare to work programs focus on “active” measures and stress the importance of “responsibilities” for all people of working age to support themselves through employment. The programs are being implemented in different ways across these different countries but in all cases the focus is increasingly on groups of people who may require substantial levels of assistance to meet their needs and to help them find and sustain employment.     

The rise of market-based “choice” programs: 100 years of social sorting in social welfare services

Social service programs in the United States increasingly focus on giving individuals and families more “choices.” The approach is exemplified by “choice programs,” where people receive services through various forms of market participation. Examples of choice programs include defined contribution retirement plans, housing vouchers, charter schools, and health insurance marketplaces. Individuals across the socioeconomic spectrum have become accustomed to choice programs, and one's social status greatly affects the types, qualities, and prices of services people receive. The importance of the conversation around choice programs for providing access to resources is immense. Yet, despite contentious debate about their utility, we lack a comprehensive understanding of the institutionalization and widespread adoption of choice programs across a diverse range of social service domains. This article synthesizes stratification literature on retirement, healthcare, education, and housing to document the historical rise of choice programs. Particular attention is given to explaining how behavioral patterns and routines become second nature, altering who benefits, who is left out, and the overall effectiveness of the social welfare system.     

Lessons from American Social Work Education: Caution Ahead

Abstract

Similar trends are occurring in Australian and US social work education, as universities increasingly adopt a rigid market orientation to tertiary education. This marketisation shapes social work education in manifold ways, including the pressure to increase revenues (and effect greater efficiencies) by expanding the size of social work programs. The unregulated growth in social work programs leads to lowered admission standards, as programs are forced to compete for students. An oversupply of social workers will also drive salaries downwards as supply eclipses demand. These issues are examined in the context of a “big” versus a “small” (fewer but more highly trained social workers) model of social work. Emphasis is placed on the lessons that Australian social work educators can learn from the challenges facing US social work education.     

A Catholic Perspective on Gay Priestly Ministry from the Closet

Abstract

Overview of Catholic doctrine and interpretation of Catholic teachings pertaining to homosexuals and homosexual practice are reviewed by two “closeted” homosexual priests. The paper considers the role of the clergy and expectations of the Church regarding pastoral ministry to homosexuals. Case studies highlighting unique contributions by ‘closetedr’ and ‘open’ homosexual clergy to pastoral care of homosexual parishioners are presented. The authors discuss personal and professional dilemmas facing homosexual clergy including ‘coming out’, homosexual bonding within religious communities, and the wide range of attitudes among Catholics, lay and religious, concerning homosexual Catholics.     

Reflections of an Emerging Male-to-Female Transgendered Consciousness

Abstract

Professionals involved in social work practice with or designing approaches for working with male-to-female (MTF) transgend-ered youth must listen to the individual voices of these youth for the valuable information they can share with us. This paper provides the reader with the gift of a first-person account of one person's experiences as a “plainclothes transgender” person -a term he has coined to define his experiences. The paper concludes with implications for practice with both “plainclothes” and “fixed/prepared” male-to-female trans-gendered youth.     

Using network analysis to conduct a system-wide program evaluation within a university

ObjectiveTo conduct a system-wide assessment using social network analysis (SNA) to examine how 14 important issues (e.g., consent; racism) are addressed through education, training, and programming at a university.MethodsEvaluators conducted interviews with campus departments responsible for educating/training on the 14 issues. Interviews revealed which programs (n = 52) were offered that addressed the 14 issues, and data on audience characteristics, date of delivery, and which issues were covered in each program were collected. SNA was used to calculate degree and create visualization graphs illustrating patterns of content-coverage across all 52 programs.ResultsThe average degree was 19.38 (SD = 9.70), meaning programs overlapped in topic area with nearly 20 other programs, on average. Most programs (n = 36; 69.2 %) were attended by audiences of 500 people or less. “Diversity and inclusion” represented the topic area with the most programs (n = 23), whereas “suicide” and “bullying/hazing” had the least number of programs (n = 3). Degree was negatively correlated with attendance numbers (r=-.310, p < .001), indicating the more a program overlapped in content with other programs, the smaller the audience.ConclusionsThis study supports the use of network analysis in conducting systemic evaluations of programs offered at a university, complementing the work of ongoing, local-level program evaluations.     

Efficiency in religious organizations

Churches must realize that the management of their human resources is critical. The U.S. Catholic Church in recent years has been this problem take on even more significance with the apparent shortage of priests. This article considers this problem in light of a relatively new methodology, data envelopment analysis, which compares organizations to comparable best-practice units. The authors conclude that the Church would benefit from a better distribution of priests, both within and across dioceses. They also conclude that the use of deacons and priestless parishes can be effective in some circumstances.     

People and Contexts: Social Development from Birth to Old Age,by Henry S. Maas. Englewood Cliffs,New Jersey: Prentice-Hall,Inc., 1984

Abstract

Throughout the history of professional social work education, the liberal arts have been regarded as not simply the most suitable basis for professional education but as the essential basis. As undergraduate programs developed more fully, liberal arts content inevitably decreased. Also, because graduate programs rely increasingly on undergraduate programs for students, the need to define clearly the nature and purpose of liberal education for social work students has become even more apparent. This article addresses the purposes of liberal education and the “content” versus “perspective” controversies and their relation to social work preparation. The premise is that social work has a natural alliance with the liberal arts. For one reason, social work is a complex set of “ideals” reflecting many ideas that have had currency over the century in the literature, politics, economics, history, philosophy, and the human and natural sciences that compose the liberal arts. Social work is not so much “technology of intervention” or science, as it is applied humanistic value. As such, the relationship of social work to the liberal arts is one of intertwined strands. This article proposes that social work education emphasize the ideas, assumptions, and events that have shaped, and are shaping, the profession, and in so doing, recast and strengthen its relationship with the liberal arts.     

Transformative Community Practice

ABSTRACT

The authors examine how well models and concepts of community practice fit their practice in an extremely low income urban African-American community. They describe the evolution of their agency's response to community disinvestment over the past 30 years. That response has been to create indigenous African-centered organizations that can transform how people see themselves, the community, and their futures. Early childhood education, social services, economic development, and leadership training and organizing are core programs. The authors urge model builders and educators to include the concept of transformation as a community change goal, and to strengthen attention to institution building skills, “cultural work,” and capital formation.     

Social Work Admissions and Academic Accommodations for Students with Disabilities

ABSTRACT

The Americans With Disabilities Act of 1990 (ADA) protects students wth disabilities from discrimination by academic and professional programs in higher education. A student with a disability cannot be denied admission to an educational program because of his or her disability if the student is otherwise qualified. This means that a student with a disability who is qualified for an academic or professional educational program cannot be denied admission to a program based solely on the student&s disability. This educational requirement mandated by the ADA applies to all educational fields including social work education. The purpose of this study was to explore how social work programs are dealing with these requirements in their admission and academic accommodation procedures. Twelve social work programs located in the mid-western United States participated in the study. Representatives of each of these programs were given an in-depth interview focusing on their admissions process, academic accommodations, and general topics related to social work education and disabilities. All programs taking part in the research were accredited by the Council on Social Work Education (CSWE). The CSWE is the national accreditation body for social work education within the United States.     

Prospects for Change? Structural,Cultural and Action Dimensions of the Careers of Pioneer Women Priests in the Church of England

Like other organizations the Church of England has adapted to the greater and increasing involvement of women in paid work and other parts of the public domain. However, this has been a gradual, strongly contested and painful process for the Church. In 1986, it allowed women to enter the lowest rank of the clerical profession as deacons, and after many years of hard and bitter struggle the vote was won in the General Synod to ordain women to the priesthood. ¹ The first women priests were ordained in 1994. This article reports a study of 31 of the most senior and experienced Church of England women priests from dioceses across the whole of England. Women entering previously male‐dominated, or male exclusive occupations as in the case of the priesthood, are necessarily engaged in a process of change. The women priests in this study were active agents for change, they wanted to change the organization, both structurally and culturally. This article examines the question of whether these women ‘pioneers’ in the Church of England stand any chance of changing the organization and the occupation, or whether and to what extent they are changed themselves by needing to ‘fit in’. It will look at the structural and cultural factors, which may inhibit their agency or support it.     

The Myth of Global Social Work: Double Standards and the Local-Global Divide

The push towards “global standards” in social work is part of a movement to generate uniformity, quality control, and benchmarking for professional education programs. It acts as a powerful vestige of modern institutions and professional associations to prescribe through processes of standardization, formalization, and technical specificity. In social work “global standards” attempt to create a fixed set of minimal requirements to which all professional programs should adhere. Standards are viewed along two dimensions: (i) as a necessity due to the changes and scale of complexity in social work; and (ii) as a vehicle for importing dominant forms of knowledge, values, and skills. Those parties who enthusiastically underwrite attempts to construct “global standards” in fact create a powerful network of allies that undermine local or cultural differences and fail to reconcile them. Global standards in social work undercut indigenous skills and values and negate the expertise of professional judgement. They constitute an unnecessary and politically motivated intrusion in the world of social workers. Ultimately, standards such as these are an illegitimate, impersonal, and voluntary means of regulation. As such, global standards are inherently political because their construction and application formally regulates the local practices in which they become embedded. Over time, they modify the position of social work practitioners and alter relations of accountability to the standards themselves.     

Catholic Social Thought and the Caring Professions

Abstract

Catholic social teaching provides a developed and consistent body of principles, based on solidarity with the full potential of every person. Love, the personal aspect of solidarity, is an indispensable relational quality. These principles, an external framework for action, are close to core social work values as well as to the values of many clients. They acknowledge both the context of the helping relationship and the consciences of the helper and the person helped. This could contribute to a thickening and deepening of our understanding of social work practice and the consequent “formation of the heart.” doi:10.1300/J377v26n03_05     

The Willingness to State an Opinion: Inequality,Don't Know Responses,and Political Participation

Most explanations of inequality in political participation focus on costs or other barriers for those with fewer economic, educational, and “cognitive” resources. I argue, drawing on Pierre Bourdieu's work on “political competence,” that social position in the form of income also structures political participation through differences in the sense that one is a legitimate producer of political opinions. I test whether income differences in participation persist net of costs by examining nonparticipation in a setting in which barriers to participation are low: answering political survey questions. Lower‐income people are more likely than others to withhold political opinions by saying “don't know” net of differences in education, “cognitive ability,” or engagement with the survey exercise. Further, political “don't know” rates predict voting rates, net of other predictors. Efforts to democratize participation in American politics must attend not only to the costs of involvement but also to class‐based differences in individuals' relationship to political expression itself.     

The Implementation of a “Work First” Welfare-to-Work Program in a Changing Environment

ABSTRACT

Current welfare-to-work programs grapple with the issue of putting welfare recipients to work immediately or investing in long-term education and training. Because of the 1996 welfare reform time limits, “work first” approaches are predominating. This paper examines the innovative program developed by Goodwill Industries of Southern California, which meets the challenges of implementing a work first model with a low-skill Spanish-speaking population, while also providing services to overcome barriers to employment. This is accomplished in the context of a unique profit-generating business enterprise, which makes program participants both clients and employees.     

Immigration in America

The purpose of this study was to analyze the evolution of geography in the United States’ K–12 education system throughout the Nineteenth Century to understand the causes of variations, shifts in focus, and relative importance placed on geography. A broad theoretical framework, based on the work of sociologists of education and education philosophers and historians, guided the process of data collection and analysis. The authors feel that this research is significant because it clearly shows that geography was a high-status, “stand alone” subject in the public schools throughout most of the Nineteenth Century. Factors contributing to geography's prominent curricular position correlate well with the theoretical notion that the variation of emphasis of school subjects hinges largely on the involvement of their respective academic disciplines and/or scholars, and that society must perceive the subject as macro-economically beneficial to the long-term longevity of the nation's interests and economy. For the social studies as a whole, this paper represents a model of analysis for all of the subject areas that are currently included in the collection of ideas, themes, and approaches that comprise the modern concept of the social studies.     

Faculty Perceptions of the Effectiveness of Web-Based Instruction in Social Work Education: A National Study

SUMMARY

This paper presents the findings of a national study that examined the perceptions of faculty with Web-based teaching experience concerning the effectiveness of Web-based instruction as compared to face-to-face instruction in social work education. The findings suggest that faculty perceived face-to-face instruction to be more effective than Web-based instruction in all curriculum areas. However, the extent of perceived effectiveness of Web-based instruction varied by curriculum area. Also, online teaching in areas such as practice was viewed as least effective, suggesting that the traditional “no significant difference” conclusions between face-to-face and online teaching need to be examined more closely.     

Psychosemantics of “One-China” Conception: Fourth-Dimensional Resolution of Taiwan-Mainland Political Deadlock1

The political conflicts between Taiwan and the Mainland have progressed, for over 50 years, from the historical “hot civil war” for the “exclusive ownership” of one China’s territorial sovereignty to the contemporary “cold rhetoric circularity” around the “geopolitical symbolism” of the one-Chinaprinciple. In the process, the United States has been intimately entangled in the disputes in terms of 3 alignment stages-from an “unambiguous pro-Taiwan” before the 1970s, the “ambiguous neutrality” in the early 1970s, to the contemporary “pro-Mainland China.” Despite the fact that during the past 3 decades the United States honored the arms sales and the Taiwan Relations Act commitments in Taiwan’s favor, and simultaneously conferred the “3 Nos” and 3 communiques in Mainland China’s favor, the cross-Strait tensions have persisted without the prospect of a definitive foreseeable resolution. Further, because of the lack of explicit conception of “one China,” the United States has to constantly resist the opposing persuasions of the 2 sides, and therefore must continue to rely on the “ambiguous dual deterrence strategy” for maintaining the “dynamics balance” over the Taiwan Strait. For such endeavors, the Clinton “4 frameworks” and the Bush “5 Taiwan policies” have proven to be very effective, but mostly to the extent of assuming a “passive” role in preventing military confrontations.     

“Be Ye Transformed”: The Sexual Storytelling of Ex-gay Participants

The ex-gay movement in the United States has, for the last three decades, argued that there can be “freedom from homosexuality.” We draw from eighteen in-depth, semi-structured interviews with individuals seeking help from an ex-gay ministry for same-sex attractions. We argue that the testimonies that “ex-gays” or “strugglers” we spoke with represent a distinct genre of story, what Kenneth Plummer would call a “sexual story,” such as, for example, lesbian and gay coming out narratives. We find that elements of each type of narrative are flexible and culturally resonant across subcultures, demonstrating the creativity with which social movements and individuals construct and reconstruct themselves.     

Viewing psychopathology through a trauma lens

Many symptoms and behaviors associated with a range of psychiatric disorders, including those not designated as trauma- or stressor-related, result from unprocessed and unintegrated traumatic experiences, requiring therapeutic assessments and interventions that consider the complex dynamics brought on by trauma. While the focus on symptoms in the Diagnostic and Statistical Manual of Mental Disorders (DSM) may lead practitioners away from a consideration of etiology when choosing interventions, the exclusions of “disorders of extreme stress not otherwise specified” in DSM-IV and “developmental trauma disorder” from DSM-5 may further predispose practitioners to disregard traumatic etiology and symptoms when assessing, diagnosing, and treating clients. Because a majority of recipients of public mental health services suffer deleterious effects from trauma exposure, social work and other mental health professionals have an ethical responsibility to incorporate trauma-based screenings, assessments, and interventions with clients. Thus, trauma-informed evaluation and treatment approaches must be included in graduate curricula, practitioners must seek continuing education to supplement their knowledge and practice skills, and agency administrators must provide inservice training to professional staff.