Teaching the Child Perspective in Social Work Education: Ethical Principles and Classroom Strategies

Aimed at graduate and undergraduate social work instructors, this article identifies the problem of inadequate attention to children in social work education in the US. The authors argue that social work ethics require social work educators to address children as a vulnerable population. They argue that children will be more central in social work education if instructors adopt a child perspective defined by three knowledge categories, development, well‐being and hope, that serve as reference points in teaching. A triangular strategy of position, attitude and action is provided to guide the day‐to‐day use of a child perspective in the classroom. The authors examine sources of the problem, describe its effects on students' education and future practice and provide classroom examples and teaching techniques.     

Portfolios for learning and assessment: laying the foundations for continuing professional development

Portfolios are widely used in a range of education programmes at different levels in a number of countries. They are also well established at all stages in social work education. However, in the literature there is surprisingly little critical analysis of the application of the portfolio in social work. In this paper the authors' objective is to contribute to professional knowledge about the use of portfolios in social work. The authors are all members of the Higher Education Funding Council Self-Assessment in Professional and Higher Education Project and are concerned to develop self-assessment in social work and enhance the development of life-long learning. They begin by examining the literature about portfolios from the field of education. Findings are then analysed from a small exploratory study of the use of portfolios in practice learning on a Diploma in Social Work course. Five different but related conceptual themes which emerge from the analysis are discussed: compiling the portfolio; issues of evidence; reflection in a context of assessment; the practice teacher and the learning dialogue; and the challenge of assessment. Suggestions are offered for effective portfolio practice.     

Establishing a Group to Encourage Writing for Publication among Doctoral Students

Abstract

Research Notes, a new feature of the Journal, presents short reports of current research in social work education. Each report presents a synopsis of the purpose, methodology, results, and conclusions of the study.

The authors describe the establishment of a group that encourages doctoral students to write for publication while focusing on the quality of their written work. They detail the steps taken in starting the group, describe the group's internal review process, share results of an evaluation of the group's first year, and discuss implications for other social work programs wishing to nurture publication productivity.     

LIVRES

Notices Bibliographiques: Gender and civil society: Transcending boundaries . Publié sous la direction de Jude HOWELL et Diane MULLIGAN. Londres, Routledge Notices Bibliographiques: The economics of work and family . Publié sous la direction de Jean KIMMEL et Emily P. HOFFMAN. Kalamazoo, W. E. Upjohn Notices Bibliographiques: Kids at work: The value of employer sponsored on‐site child care centers . Par Rachel CONNELLY, Deborah S. DEGRAFF et Rachel A. WILLIS. Kalamazoo, W.E. Upjohn Notices Bibliographiques: Fighting for time: Shifting boundaries of work and social life . Publié sous la direction de Cynthia FUCHS EPSTEIN et Arne KALLEBERG Telework and social change: How technology is reshaping the boundaries between home and work . Par Nicole B. ELLISON Notices Bibliographiques: Leaving welfare: Employment and well‐being of the families that left welfare in the post‐entitlement era . Par Gregory ACS et Pamela LOPREST. Kalamazoo, W.E. Upjohn Institute for Employment Research Notices Bibliographiques: Helping working families: The Earned Income Tax Credit . Par Saul D. HOFFMANN et Laurence S. SEIDMAN. Kalamazoo, W.E. Upjohn Institute for Employment Research Notices Bibliographiques: The scientific reproduction of gender inequality: A discourse analysis of research texts on women's entrepreneurship . Par Helen AHL. Nouvelles publications du BIT : América Latina. Negociación colectiva y equidad de género . Publié sous la direction de Laís Abramo et Marta Rangel. Santiago du Chili, BIT Nouvelles publications du BIT : Employers' organisations taking the lead on gender equality: Case studies from 10 countries . Genève Nouvelles publications du BIT : Gender equality and decent work: Good practices at the workplace . Genève     

Using child abuse inquiries in child protection education and training

In this article the two authors describe and analyse their experiences of using child abuse inquiries in child protection education with pre-qualifying social work students, over a period of 10 years. The article addresses a range of issues, including the effects of changes in child protection policy and practice; changes in social work education; the cumulative effects of the number of inquiry reports over the past 25 years; use of particular inquiry reports to discuss issues of oppression; the importance of sensitivity to the processes of such teaching and the emotional impact on social work students. The authors, one woman and one man, are both white and in their middle years. Prior to teaching social work, both were in child care and child protection practice for many years. One author's experience of sexist oppression informs particular aspects of the content of this teaching (see article) and both authors' experiences of endeavouring to be aware of, and sensitive to, the needs of social work students as individuals and as groups, has led them to take a particular approach when using child abuse inquiry reports in educating social workers in the complex and contested field of child protection practice.     

Protecting the Inclusion of Macro Content in Generalist Practice

Maintaining the integrity of macro focused curriculum content in a generalist academic program is a central issue in social work education. The authors describe forces affecting social work education that have resulted in an increased focus on micro level practice to the detriment of macro level practice. They present a generalist curriculum model for highlighting macro focused curriculum content. The model's components include: (1) curriculum goals; (2) curriculum themes; (3) liberal arts foundation; and (4) curriculum content and learning strategies. The authors highlight the model's advantages for creating a pro-activist educational atmosphere.     

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.     

DO SOCIAL PREFERENCES INCREASE PRODUCTIVITY? FIELD EXPERIMENTAL EVIDENCE FROM FISHERMEN IN TOYAMA BAY

In addition to showing that student measures of social preference, a concern for outcomes achieved by other reference agents, are quite different from those obtained in the field with participants who face social dilemmas in their daily lives, we find links between the social preferences of our field participants and their productivity at work. We also find that the field stock of social preferences evolves endogenously with respect to how widely team production is utilized. Because the link between productivity and social preference is strong, we provide a reason for the wider economics profession to take notice of social preferences. (JEL C93, D21, D24, H41, J24, M52, Z13)     

Identifying as an evidence-based social worker: the influence of attitudes,access, confidence,and education

This study explored United States-based social workers’ (N = 152) attitudes toward, access to, and confidence in engaging in evidence-based practice (EBP), the extent to which social work education prepared them to engage in EBP, and the factors that contributed to their identification as an evidence-based practitioner. Findings indicated that although practitioners had a positive attitude toward engaging in EBP, they were only moderately confident in doing so, rarely accessed evidence, and were only moderately prepared through their education. Believing that EBP should be implemented, more educational preparation, and positive attitudes contributed to greater identification as an evidence-based practitioner, areas that social work and continuing education should further support to enhance social workers’ EBP skills.     

Education for a sustainable future? Students’ experiences of workshops on ethical dilemmas

ABSTRACT

The goal of education for sustainable development (ESD) is to promote the values, behaviors, and lifestyles that are needed to find solutions to global economic, social, and environmental challenges. Social work and social work education have an important role to play in ESD, and poverty reduction, health, and well-being are important issues for social work as well. UNESCO, as well as the provisions of the Sweden’s Higher Education Ordinance, emphasizes the importance of higher education in meeting the future challenges to creating a sustainable society. Social work education at Örebro University has a long tradition of collaboration with service user organizations, for example by holding workshops on ethical dilemmas. This article describes these workshops and explores the students’ experiences of them. Four themes were identified: the perspective of ‘the other’ (and my own role), the importance of a nonjudgmental approach, the complexity of ethical dilemmas, and awareness of the complexity of social work. The workshops give the students a platform where they can gain practical knowledge and experience. Through the workshops, the students began to reflect on their own inner ethical compass, as well as on their own role and the challenging nature of social work.     

REVIEWS

Gustafson, J.P., & Cooper, L. W. The modern contest: A systemic guide to the pattern that connects individual psychotherapy, family therapy, group work, teaching, organizational life, and large-scale social problesms.
Henggeler, S.W.& Borduin, C.M. Family therapy and beyond: A multisystemic approach to treating the behavior problems of children and adolescents.
Elizur, J., & Minuchin, S. Institutionalizing madness: families, therapy and society.
George, K. The adoption option: A practical handbook for prospective adoptive parents.
Landgraf, J.R.Singling: A new way to live the single life.
McCarthy, B. & McCarthy E. Couple sexual awareness.
Marlin, E. Relationships in recovery: Healing strategies for couples and families.
Miller, S., Wackman, D., Nunnally, E., & Miller, P.(1988). Connecting instrucdtor manual.
Miller, S., Wackman, D., Nunnally, E., & Miller, P.(1988). Connecting skills workbook.
Miller, S., Wackman, D., Nunnally, E., & Miller, P.(1988). Connecting with self and others.     

Social Work Educators' Views and Experiences of Grow Your Own Qualifying Programmes in England

Little is known about the impact on social work educators and social work programmes of employer sponsorship of social work students through secondment or traineeship schemes, often referred to as Grow Your Own (GYO) schemes. This article reports on social work educators' views of sponsorship, the effects on their activities and the dynamics of mixed student cohorts. The study took place in England during 2007–2009 and comprised a review of the literature, interviews with a range of social work educators (n = 23), GYO students (n = 35), and employers (n = 27), and the production of a good practice guide based on stakeholder contributions. Social work educators reported that GYO activity may enhance and enrich social work programmes. They valued secured and guaranteed practice placements, considered that employer-sponsored students enriched the total student cohort, facilitated an expansion of student numbers, and strengthened partnerships with local employers. A further advantage was that GYO benefited the teaching programme overall with more robust employer/university relationships. Social work educators reported that such schemes required careful management and investment of time and might lead to some tensions about the balance between education and training. These findings are placed in the context of developments in social work education in England.     

University Tenure and the Legal System: Procedures,Conflicts, and Resolutions

Abstract

To better understand the increasing legal presence in cases and disputes involving tenure, the authors analyzed materials from court cases, employment law, and higher education. This analysis yielded knowledge about ways in which tenure as a contract, credentials as evidence, and due process contribute to orderly tenure procedures, thereby averting some legal conflicts. Academic, legal, and ethical perspectives were used to explore these concepts and to consider their implications for social work faculty confronted by the dual demands of academia and tenure review. Guidelines are provided to assist faculty in dealing with tenure review and dispute resolution in appeal and dismissal.     

Empowering Community-Based Programs for Youth Development

This article discusses the need for community-based programs for youth and their families and urges the social work profession to resume its historical leadership in such programs while incorporating recent theory and practice. The authors describe the reasons why social workers abandoned neighborhood-based youth development services, the intended outcomes of such services, and current societal and professional trends that support a revival of social work’s involvement in youth development. They discuss one school of social work’s current participation in a youth agency partnership and examine implications of the suggested revival for social work education. Collaboration among families, schools, diverse community services, agencies, and educators is emphasized.     

Serving the U.S. Work Force: A New Constituency for Schools of Social Work

Almost 90 million working people and their families have great unsatisfied needs for services. They pay for most present and potential U.S. human service structures in at least seven ways. Working people constitute a great challenge and potential growth area for the profession and for schools of social work. Developments in present industrial social work and social work education are discussed in this paper. Specific new proposals are presented. These include suggestions for meeting urgent needs and opportunities during the economic crisis.     

The Impact of Social Work Education: A Personal Construct Reconceptualization

Abstract

Despite educators' and practitioners' assumptions, research on the professional socialization of social work students has generally failed to document an impact of the educational process and has consequently hampered informed debate on the nature, outcome, and processes of social work education. In this paper the impact of social work education on the individual is reconceptualized in terms of Kelly's personal construct theory, which posits the individual in social work education as personally construing the social work systems of meaning. This conceptualization formed the basis of a cross-sectional study of students at the beginning, middle, and end of social work education. The comparison showed that graduating students used a repertoire of more abstract social work constructs. They also showed an understanding of social work and its role in the world consistent with that articulated by the department in which they completed their professional education. However, a disjuncture was noted between the graduates' understanding of social work and its role in the world (social change) and the constructs they used to understand situations encountered by social workers. Possible reasons for this disjuncture are suggested.     

People with experience of long-term drug use and homelessness teaching with us: experts by experience participation in university social work education

ABSTRACT

Participation of experts by experience in university social work education is an important shaping factor for future social workers. This article presents two-year long experience in lecturing together with people who have had experience with long-term drug use, homelessness and have a lot of experience with being in a role of social work clients as well. The aim of the presented approach is to recognize their experience, opinions, and attitudes as an important source of knowledge in social work. Based on the research outcomes, the authors discuss topics such as: the role of experts, empowerment, breaking the stereotypes and ethical issues related to experts’ participation. They conclude with practical recommendations.     

Learning to be interprofessional through the use of reflective portfolios?

Learning portfolios are used extensively in health and social care. There is evidence of their value as a tool to consolidate learning although limited information is available regarding their use in social work education. This study explores the use of a portfolio to encourage social work students to reflect on their interprofessional learning (IPL). The portfolio offers a means of demonstrating professionalism concerning knowledge, skills and attitudes in the context of collaborative practice. The findings of this research suggest that qualifying students were largely capable of reflecting on their development of interprofessional competence after attending specific IPL events, which were part of a wider programme. Social work students found reflective writing difficult, although this improved over time. In particular students struggled to write about skills and attitudes. Students perceived the portfolio to be a good way to assess their progress and believed this helped them to engage with their learning and make meaning through reflection and analysis. They appreciated that IPL and feedback from their assessments had advanced their abilities for self-analysis; despite needing help with reflective writing, they felt better prepared for ongoing use of reflection in their professional development, and in ‘working together’.     

Classic Book Reviews: The Past Revived

Middletown: A Study in Modern American Culture. R. S. Lynd & H. M. Lynd. Predicting Success or Failure in Marriage. E. W. Burgess & L. S. Cottrell, Jr. Family, Socialization and Interaction Process. T. Parsons & R. F. Bales. The Social Psychology of Groups. J. W. Thibaut & H. H. Kelley. Husbands and Wives. Dynamics of Married Living. R. O. Blood & D. M. Wolfe. World Revolution and Family Patterns. W. J. Goode. Blue‐Collar Marriage. M. Komarovsky. Emerging Conceptual Frameworks in Family Analysis. F. I. Nye & F. M. Berardo (Eds.). Family and Social Network(2nd ed.). E. Bott. The Future of Marriage. J. S. Bernard. All Our Kin: Strategies for Survival in a Black Community. C. B. Stack. Children of the Great Depression. G. H. Elder. Inside the Family: Toward a Theory of Family Process. D. Kantor & W. Lehr. A Treatise on the Family. G. S. Becker.