Outward bound: a treatment modality unexplored by the social work profession.

The Outward Bound Experience has a strong yet time-limited impact on delinquent youths. Social workers could help maintain the impact by establishing community-based followup programs that would reinforce and sustain the positive attitudes and behaviors developed.     

Local and global practice: Relocating social work as a human rights profession in the new global order

Globalization, as currently understood, is confined to an economic world view, and does not include notions of global citizenship, social priorities and human rights. Yet social workers, because of the value base of the social work profession, must be concerned with these issues, and work towards a form of 'living in one world' that locates human values as paramount. One of the reactions to globalization has been an increase in localization, and social workers are now required to work at both global and local levels, and to relate the two. This is explored in relation to social work knowledge, values and skills, with particular reference to using a human rights framework for social work theory and practice. In a globalized world, all aspects of social work are affected by global issues, and all social problems have a global dimension. Hence international social work can no longer be a marginalized specialization within the social work profession, but must be part of the day-to-day practice of all social workers, if social work is to remain relevant to the pursuit of human rights and social justice. Die gegenärtigen Auffassungen von Globalisierung sind in einer ökonomischen Perspektive befangen und entbehren jeder Vorstellung von globaler Bürgerschaft, sozialen prioritäten und Menschenrechten. Aufgrund ihrer Wertebasis als soziale Profession kommt es f&ür Sozialarbeiterinnen und Sozialarbeiter darauf an, sich mit diesen Sachverhalten auseinanderzusetzen und auf eine Form des Zusammenslebens in einer Welt hinzuarbeiten, in der humane Werte an allererster Stelle stehen. Als eine Reaktionsweise auf die Globalisierung bildete sich eine verstärkte 'Lokalisierung' heraus. Dies bedeutet für die Sozialarbeiterinnen und Sozialarbeiter, daß sie nun auf beiden Ebenen arbeiten und diese zugleich miteinander verbinden müssen. Diese Aufgabe wird hier thematisiert im Hinblick auf das Wissen, auf die Werte und die Qualifikationen in der Sozialarbeit, und zwar unter besonderer Berürcksichtigung eines auf die Menschenrechte bezogenen Rahmenkonzepts für die Theorie und Praxis der Sozialen Arbeit. In einer globalisierten Welt sind alle Aspekte Sozialer Arbeit von globalen Entwicklungen betroffen, und umgekehrt haben alle sozialen Probleme eine globale Dimension. Wenn Soziale Arbeit Weiterhin eine relevante Rolle bei der Verwirklichung von sozialer Gerechtigkeit und den Menschenrechten zukommen soll, dann kann die internationale Dimension der Sozialarbeit nicht bloß eine marginale Specialisierung innerhalb der Profession bleiben, sondern muß zu einem integralen Bestandteil der tagtäglichen Praxis aller Sozialarbeiterinnen und Sozialarbeiter werden. La globalización tal como la entendemos actualmente, está confinada a un punto de vista economómico, y no incluye nociones de ciudadania global, prioridades sociales y derechos humanos. Pero los trabajadores sociales, debido a la base de valores existentes en la profesión de trabajo social, deben estar preocupados con estos temas, y trabajar hacia una forma de 'vivir en un mundo' que sitße los valores humanos en el ámbito de gran importancia que se merecen. Una de las reacciones a la globalización ha sido el aumento de la localización, y a los trabajadores sociales actualmente se les requiere la capacidad de trabajar en ambos niveles, global y local, y de relacionarlos. Exploramos estos aspectos en relación con el conocimiento en trabajo social, valores y destrezas, haciendo particular referencia a la capacidad de uso de un marco de derechos humanos como ase para la teoria y práctica del trabajo social. En un mundo globalizado todos los aspectos de trabajo social quedan afectados por temas globales, y todos los problemas sociales tienen una dimensión global. Por tanto, el trabajo social internacional no puede continuar siendo una especialidad marginal en la profesión, sino que debe formar parte de la práctica diaria de todos los trabajadores sociales si queremos que el trabajo social continße siendo relevante en la bßsqueda de los derechos humanos y justicia social.     

The public relations profession as discursive boundary work

Public relations (PR) has spent more than a century as a professional project, marked by a struggle with adjacent professional fields for market control, social closure and elite status. However, the wider literature on professionalisation lacks a systematic account of how professions discursively construct their boundaries, or how differences in field position can influence a profession’s use of discursive strategies to defend or contest its boundaries. This matters for the deepening of PR scholarship, since an effective exploration of the PR profession must include studies of PR’s jurisdictions and its jurisdictional disputes. This article introduces into PR theory, a discourse analytical framework for deconstructing boundary work between PR and adjacent professions. The discourse framework, and accompanying discussion, answers the call to dismantle silo thinking about PR activity, through a methodology designed to examine PR’s intersections with other fields.     

Absent in theory,invisible in practice: Queering HBSE for a more inclusive social work profession

A sound theoretical foundation is a necessary element of social work education that prepares students to confront the challenges of practice with critical knowledge of the human experience. Queer theory is a strength-based framework for understanding sexual and gender identities that fall outside of the current social norms, and offers a highly relevant and useful pathway for the education of social work practitioners. Despite its utility for enhancing understanding and acceptance of gender and sexual minority (SGM) people, it is underutilized in social work compared with other disciplines. Additionally, this study reports on the gender and sexual identities of social work students and their endorsement of help-seeking behaviors related to issues of gender and sexual nonconformity. These empirical-based perspectives undergird the tenets of queer theory and support its application in research endeavors aimed at better understanding the human experience. A theoretical and empirical-based argument is made for the queering of HBSE to strengthen both explicit and implicit curricula in social work education. This study expands on the limited usage of queer theory within social work and directly challenges the normative and binary nature of sexual and gender identity evident within the professional literature and implications for education and research are offered.     

New social intervention technologies as a challenge in social work: IFSW Europe perspective

ABSTRACT

This study aims at analyzing the degree of training, use, and practice of the new technologies among the social work professionals in their work environment and at finding out their main reluctance or reservations to a more intensive use of ICTs in the performance of their tasks. For this purpose, a structured and closed questionnaire has been sent to the chairpeople of the professional organizations’ members of the International Federation of Social Workers Europe (IFSW Europe), which also includes Turkey and Israel. The reason for this choice lies in the fact that the representatives for the professional organizations have a privileged view on the situation of the profession from a global perspective and are the key informants on the current situation surrounding the social workers. This study allows us to know, among other results, that the success of ICTs among the professionals will depend on their ability to adapt to the specific professional nature of the social worker in the intervention domain. However, the uncertainty regarding the security of the personal data treatment, regarding the increase of the non included or paid work hours, and also, regarding the increase of professional stress are key factors explaining the reluctance of some professionals to a more intensive use of ICTs.     

Reflective learning in social work education: Scaffolding the process

This article examines the contribution of reflective learning in social work education to professional self-construction of social workers in Ireland. It suggests a framework for scaffolding this process on a post-graduate programme and gives an account of the issues and dilemmas faced by the authors in implementing this framework. The article focuses on the construction of a 'learning community', which facilitates and scaffolds reflective teaching/learning, in two particular course modules, the Use of Self in Social Work and the Practice Skills Laboratory. The authors document the underlying theoretical constructs utilised and the practical implications for the learning environment.     

From psychoanalysis to clinical social work: An evolutionary process

The development of psychoanalytically oriented social work is traced from its beginnings in 1918. The author distinguishes between practitioners who do social work and those who do psychoanalytic therapy. Such therapy is defined as a method which attends to the dialectic interplay between conscious and unconscious forces. Social workers who receive analytic training may facilitate a much needed revival of psychoanalysis as the social enterprise which Freud originally envisioned.Keynote address at the Third National Clinical Conference of the Comittee on Psychoanalysis at New York on November 1, 1990.     

Co-supervision of social work students: A model for meeting the future needs of the profession

This article presents co-supervision as an effective and efficient model for field education of social work students. In our current climate of scarce resources and with a changing workforce that is increasingly feminised and part-time, this model provides a framework for efficient resource allocation by sharing the responsibility of field education among more than one social work supervisor. We will describe a model of co-supervision that we have developed over a period of 6 years. We will be using the findings from our own exploratory study for this model along with practice-based reflection to support our proposal that co-supervision is an innovative and beneficial model for field work education of social work students.     

Sociological social work: a cartoon

I trace an account of social work—and sociology—that I believe holds a promise for re-forming the relationship between the two. I develop the argument in two ways. First, taking 1920s Chicago as a case study, I will attempt ‘a history of the present’ to suggest how the relationship between sociology and social work came to be as it is. I will suggest that the practice of some (both familiar and forgotten) people in 1920s and 1930s sociology and social work is best explained as a form of ‘sociological social work’. Second, after tracking this genealogy, I suggest an agenda for sociological social work that consists of straining to enact certain kinds of inter-disciplinary relationships, developing methodological social work practice, hearing occasional sociological frontier conversations and shared theorising. I illustrate how these arguments challenge both sociology and social work and both theory and practice.     

Employee assistance programme and clinical social work in America: A developmental perspective

Abstract

This paper provides a general overview of the history and state of the art of employee assistance programmes in America, a history of social work involvement in industry in America and an overview of some of the future trends of human service delivery in America.     

Social work and day care: a role looking for a profession

The profession's present role in day care is assessed through a review of the social work literature. This analysis suggests that the profession is not systematically involved enough in child care systems on a local or national basis. The author discusses why this is so, and suggests professional points of access for social workers interested in providing social services in different types of child care. In addition, it is recommended that more policy and programmatic emphases be put on providing social services to family day care homes, the care of children by their relatives, and for centers that serve ethnic minorities and disadvantaged families.I wish to thank Beatrice Saunders and Eleanor Brilliant for their help in writing this article.     

Science and social work: a sketch

While recognizing that understanding of ‘science’ varies across time and countries, there are strands of a shared albeit diverse inheritance. Failures to see where we are located within this inheritance make the social work community vulnerable to simplistic claims regarding what, for example, ‘doing science’ is like. This in turn makes it difficult to deal adequately with questions such as in what ways can or should we distinguish social work science from other kinds of knowledge? Is science in some recognizable way a unified form of knowledge? How ought we to deal with disputes and disagreements in social work science? What kinds of consequences might we envisage from social work science? I deal in turn with each of these questions.     

The role of social work field education programmes in the transmission of developmental social work knowledge in Southern and East Africa

This paper reports on the findings of a study on the role of social work field education programmes in the transmission of developmental social work knowledge in Southern and East Africa. It highlights the challenges in locating developmental social work placements and the creativity shown by social work educators in addressing these challenges and improving learning opportunities for social work students. Both academics and students were found to be committed to developmental social work, within a willing practice environment hampered by knowledge, capacity and resource constraints. Social work education was found to be playing a transformative role through the teaching of a developmental social work curriculum and the creation of collaborative developmental social work learning experiences. Social work educators trained and supported agency supervisors in developmental social work, while students served as conduits, modelling developmental social work practice. What has yet to be determined in future research is the students’ perspective of this developmental educational environment.     

Class participation as a pedagogical tool in social work education

Class participation is an essential part of the social work pedagogy. However, active student engagement in classes is inconsistent and varies based on factors such as social backgrounds, educational background, and individual characteristics. Instructors often evaluate participation based on frequency of verbal contributions. Evaluation criteria are often unarticulated or difficult to measure, presenting numerous challenges for instructors and students alike. A model of reflective self-assessment of participation by students, paired with timely instructor feedback is put forth in this paper to mitigate these concerns. The steps in this model include initial self-assessment, goal setting, midterm review, and a final review. The process of continuous self-evaluation and problem-solving is discussed as strategies that aid the process of class participation. Three instructor touch points are suggested: at the goal-setting stage, the midterm review, and the final grade. Throughout the paper, connections to social work practice and social work pedagogy are highlighted. This model has yet to be implemented in a social work school’s curriculum. Challenges in the implementation and resolution of those challenges are also presented. This model suggests ways to enhance opportunities for student engagement and integration into graduate programs, in addition to fostering valuable skills for future practice in the field.     

The DipSW admissions process: Laying the foundations for social work training

Recruitment and selection to DipSW is an essential, but largely ignored, activity. Here, we examine the ‘professional’ literature which emphasises setting standards for entry and the antiracist literature which explores discrimination in the selection process. The Manchester University DipSW selection process is then discussed as are some of the broader issues for selectors in balancing the competing interests of prospective students, course programmes, agencies and other interested parties. It is argued that recruitment and selection is not a simple administrative chore but is inextricably bound up with current debates about the nature of both social work practice and education.     

The psychological goods on clinical social work: a content analysis of the clinical social work and social justice literature

The purpose of this content analysis was to evaluate the extant literature on clinical social work and social justice. In July 2009, an online search of the university databases EBSCO Host (1988–2009) was conducted to identify articles on clinical social work and social justice. Thirty-six peer reviewed journal articles were identified and extracted. The majority were non-empirical articles (75%) published in the United States (94%) over a 21-year period from 1988 to 2009. Overall, clinical social work practice was described as psychological and/or sociopolitical interventions that had a direct and/or indirect effect on psychological and sociopolitical level social justice outcomes. Theories and practices consistent with social justice were advanced. These findings suggest that clinical social work's promotion of psychological well-being remains an underdeveloped area in the scholarly and research literature. In this era of professional educational reform, additional research and professional training on social justice based clinical social work practice is warranted.     

“Entering the developmental spiral the work of Michael F. Basch applied to clinical social work

Entering the developmental spiral through affect attunement reactivates and revitalizes the thrust to continue development when it has been fixated, distorted or derailed. Achieving affect attunement is a vital dimension of the healing process. Basch describes how affect stimulates and controls the ordering and pattern matching function of the brain, motivating behavior and relationships. These theories are examined in selected vignettes illustrating the manner in which we seek to free individuals from stalemate in relationships, destructive behavior or depressive states.