Exiting TANF: Individual and Local Factors and Their Differential Influence Across Racial Groups*

Objective. We ask whether individual and local factors known to influence reliance on welfare continue to be important under the TANF program, and if such factors differentially affect exit from TANF for African Americans and whites. Methods. We use monthly administrative data on TANF recipients from October 1996 to July 2004 from the Mississippi Department of Human Services. These data are linked to local economic, social, and spatial characteristics to estimate discrete time hazard models of TANF exit. Results. Personal barriers to work (e.g., low education and children) and limited economic and social opportunities in communities reduce the likelihood of leaving TANF. The results show that African‐American exits from TANF are more influenced by human capital and local economic, social, and spatial conditions than are whites' TANF exits. Conclusion. The work‐first initiative under TANF is most viable where individual barriers to work are limited and economic opportunities and community support to become self‐sufficient exist for all people.     

How is ‘welfare‐to‐work’ shaped by contingencies of economy,welfare policy and human capital?

This research weighed the impact made by the economy, welfare policy and human capital on unemployed welfare mothers in the USA. Specifically, it asked how welfare mothers' employment status, poverty status, and enrolment for Temporary Assistance for Needy Families (TANF) are affected by these three factors. Longitudinal data from the Survey of Income Program Participation (SIPP) provided a sample of TANF mothers. The SIPP data shed light on modes of economic adaptation exhibited by these mothers. Event history analysis was applied to the data (for years 1996–2000), and results were obtained showing that restrictive welfare policies combined with high unemployment can boost the number of working poor Americans by severing them from TANF. Human capital contingencies – which here comprised development of the sample's occupational skills, work experience and education – helped TANF mothers gain employment and even leave welfare. Some were able to do so and live above the poverty level. Social support, especially family support, was another factor included in this study that was found to be of some use to unemployed mothers in terms of finding work. Results bear several implications for TANF policy.     

Explaining Restrictive TANF Policies: Group Threat Hypothesis and State Economy Conditions

ABSTRACT

This study examined whether TANF policies' restrictiveness is related to states' racial composition and economic conditions. The data were extracted from various reports dated 2000–2014. Results from generalized least squares random-effects modeling showed the number of restrictive TANF policies to be associated positively with larger populations of Hispanic individuals and associated negatively with larger populations of African American individuals. No association was found between policies' restrictiveness and “other” minority population, nor between restrictiveness and either poverty or unemployment. One conclusion suggested by the analysis is that restrictive TANF policies result from dramatic increases in the Hispanic population that trigger the dominant group's resentment of ethnic minorities. Several policy implications are stated.     

Group Work Gets Physical: Self-Defense Class and Social Work

SUMMARY

This article examines how a self-defense class is a social work group when it incorporates basic group work principles. The ways in which stages of group development, member roles and mutual aid are used in a self-defense class will be explored. The article also highlights how a self-defense class can be a legitimate intervention for women who have been victimized.     

Coming Together: Factors that Connect Social Workers to Group Work Practice

Group work is an effective method to intervene with various populations in multiple settings. However, research has demonstrated that social workers are often not prepared for the realities of group work practice. In this study, the lens is turned on professional social workers that identify as group workers about the motivations and factors that contributed to their practice of group work. The goal of this research is to provide data and related insights that will enhance the preparation of social workers for the realities of contemporary group work practice. The study also identified factors that would enhance group work education in both the classroom and field education settings.     

Crossing Boundaries: Comparing Group Work in the United States and Australia

ABSTRACT

This article compares the teaching and practice of group work in Australia and the U.S., including data on both students and practitioners, group work content in selected schools of social work, the types of groups offered and client populations served. Implications for cross-cultural social work are discussed as are areas of future international collaboration and research.     

Action and Reflection in Work with a Group of Homeless People

The paper reviews work with a group of homeless men and women and explores contradictions which became manifest for the worker as he engaged clients who are economically and therefore socially and politically a part of an oppressed class. The work of Paulo Freire informs the discussion and illuminates practice principles toward a more radical approach to group work with poor, institutionally oppressed people. The paper also addresses clinical aspects of the group. Thc contention is that the historical split between social action and clinical work can be healed when work is focused at the psychosocial interface.     

Group Work Education: A Call for Renewed Commitment

Studies demonstrate steady decline in group work courses and concentration in graduate social work programs. This is attributed to the Council on Social Work Education’s recommendation, in 1969, for a generalist practice model; the growing interest of professional social workers in developing casework skills, including psychiatric casework; and the influence of perspectives from nonsocial work disciplines. This article proposes renewed efforts to strengthen social group work education and concerted collaboration between classroom and field. It focuses on essential course content, emphasizes social group work perspectives, and identifies core social group work concepts and tools for inclusion in curriculum and field education.     

IASWG Standards for Social Work Practice with Groups: The Case of Quebec Practices

The International Association for Social Work with Groups (IASWG) proposes Standards of social group work that are intended to act as minimum standards that can be applied internationally. The aim of this article is to examine group work practices in Quebec in the light of IASWG Standards. To address this question, secondary analysis of existing data from a study undertaken in Quebec is presented. Results indicate that group work practices in Quebec tend to be rather structured (e.g., selection criteria, norms). The discussion shows that the IASWG Standards are useful for critically examining Quebec practices but also provides information that could contribute to the improvement of these Standards.     

Teaching Group Work in the BSW Generalist Social Work Curriculum: Core Content

In this article, nine considerations associated with social work practice with groups are identified and discussed. These range from the importance of mutual aid and the role of the group leader to multicultural competence and practice skills needed in the beginning, middle, and ending phases of group work. Group work is only one of four modalities that must be taught in the undergraduate practice sequence. Therefore, the nine considerations represent the essential content on group work for the generalist practice curriculum. The author assumes that this content can be presented in a 7-week time frame. In a companion article, the author presents teaching strategies and techniques that assist the instructor in conveying the principles for practice discussed in the present article.     

老人小组社会工作技巧——社会工作专业实务教学探微

社区老人小组工作技巧是社会工作专业实习的重要内容,也是社会工作者(以下简称“社工”)协助老人丰富晚年生活不可忽略的重要工作之一。排除老人心理障碍、防止组员构成差别过大以及锁定初、中、后期小组活动目标等,是老人小组工作中的重要技巧。本文以社工专业实务教学为例,就老人小组工作技巧谈谈几点体会。     

The BSW Social Work Curriculum: Teaching Strategies,Case Material,and Assignments for Teaching Group Work

This article is a companion piece to another article appearing in this special edition of Social Work with Groups on group work content for the generalist practice curriculum. In this article, techniques that assist the instructor in presenting the material on group work in the classroom are identified. These techniques, which include case material and classroom exercises, also help students connect their field and classroom learning about group work. The activities discussed in this article derive from the core group work content discussed in the previous article.     

Group Work in Foundation Generalist Classes: Perceptions of Students about the Nature and Quality of Their Experience

Social group work education appears to be in trouble. The literature details a progressive disintegration of group work educational opportunities while highlighting an incremental increase in the use of groups in agencies. This makes for a concerning scenario. This article presents data from a national study of 1,360 first-year MSW students. The current study explored the extent to which students are exposed to group work content and knowledge in foundation classes. A discussion of implications and recommendations, using case vignettes, are provided to illustrate and amplify findings, as well as to highlight challenges that lie ahead for group work education and practice.     

Social Group Work in Community Life

This paper focuses on social group work practice with adult community groups, highlighting the importance of these groups to the achievement of increased citizen participation in current social concerns, and identifying characteristics of these groups which require some different conceptualizations of social group work practice. This paper characterizes our current social context as deficient in the necessary social arrangements for a just and humane society. Thus it argues for a major shift of professional skill to assisting adult community groups to deal with environmental deficiencies, whether these be social policy, resource allocation, or program administration. It suggests that many problems which are identified as "personal inadequacy" may, in fact result from environmental deficiencies, and may be better served through the active efforts of citizens in their own behalf. The paper assumes an interaction between person, group and context, and posits that more effective use is made of professional knowledge and skill through work with those groups which seek to address the environmental context of human affairs.     

Group Work Education Today: A Content Analysis of MSW Group Work Course Syllabi

This article presents the results of a content analysis of MSW group work course syllabi in an effort to better understand the extent to which social group work education shows consistency with guidelines articulated in the Standards for Social Work Practice with Groups. This study aims to provide a current depiction and in-depth account of the state of group work education today through the lens of course syllabi.     

Going to Camp Together: Lighting the Group Work Fire in a New Generation

This article describes the structure and process of Group Work Camp, an experiential training program sponsored by the International Association for Social Work with Groups (IASWG). The purpose of this 3-day event, which offers workshops and activities in a camp environment, is to transmit the skills, culture, and philosophy of social work with groups to students and new professionals. Camp also aims to connect participants to the group work community through interaction with skilled and enthusiastic professionals and educators. Participants live together as a large group and engage in ever-changing small groups. They learn primarily by experiencing group membership in the present moment, reflecting on this experience, and then discussing its implications. As the Chinese proverb says, “Tell me and I will forget. Show me and I will remember. Involve me and I will understand.” In the course of this experiential learning process participants develop strong connections with peers and mentors and become familiar with IASWG, a resource for support and stimulation that will be invaluable as they pursue group work practice in an environment likely to isolate them from group work peers. The article ends with a discussion of the implications of this model for group work education, supervision, and practice.     

Looking to the Future: Welfare-Reliant Women Talk About Their Job Aspirations in the Context of Welfare Reform

We examine the job aspirations of 80 Temporary Assistance for Needy Families (TANF) recipients in Cleveland and Philadelphia by drawing on data from in-depth, qualitative interviews conducted in 1997–98, well after the Personal Responsibility and Work Opportunity Reconciliation Act was implemented but before time limits were reached. We show that these recipients view the work mandates they face as legitimate and express optimism regarding future work and earnings prospects. They also desire more education. Although their earnings expectations are high, respondents' occupational goals are relatively low, even among those with the most human capital. Furthermore, mothers say their vocational expectations reflect the urgency they feel about finding a job. We suggest that providing cash assistance while TANF recipients increase their human capital is critical for meeting the self-sufficiency goals of welfare reform.     

Business Interest Group Power and Temporary Assistance to Needy Families*

Objectives. Our aim is to test the influence of business interest groups on Temporary Assistance to Needy Families (TANF) policy at the state level. Methods. We use the state TANF guarantee, the length of time recipients have before they lose their benefits, and the existence of a “family cap” as dependent variables in three models. Each of the models tests business interest group power and several other measures that represent possible influences on the dependent variable. Results. We find that business interest group power is significantly related to both the generosity of the TANF guarantee and to TANF time limits. However, it is not related to the presence of the family cap in state TANF policy. Conclusions. The evidence we found is consistent with the idea that those state TANF policies that are most intimately related to business interests are just those policies that are most affected by business group influence. States' TANF policies regarding maximum benefit and time limits both have a direct impact on wealth redistribution and labor‐market behavior. On the other hand, business interest groups do not seem to have much influence on the presence of TANF family caps, policies that are arguably less the concern of business interest groups, and more connected to public attitudes toward families and children.     

Instilling the Soul of Group Work in Social Work Education

This article addresses the process of developing an educational model for teaching social work with groups in an undergraduate social work degree program in Israel. The model was developed against a backdrop of decreasing status of social group work within the profession and the consequent loss of its unique identity and power in the social work field. The model's aims are to provide the students with the basic principles of social group work, to ensure its place in their professional identity, and to awaken curiosity regarding its use in their future practice as social workers.