Shared Expectations? Reforming the Social Work Qualifying Curriculum in England

This is the first of two articles presenting findings from a scoping review undertaken in 2011 to inform proposals for a review of the social work qualifying curriculum in England made by the Social Work Reform Board. The review used a mixture of published and unpublished resources to compare the issues raised by the reports of the Social Work Task Force with what was known from published research investigating the ways that the current Requirements for Social Work Training (Department of Health, London, 2002) operate. It found that the evidence base on which the key issues relating to the concerns about initial social work qualifying programmes rest was very variable. The absence of a substantial research evidence base in this area hinders the development of effective policymaking on social work education, but the current changes to social work education and to social work regulation offer a timely opportunity to expand what we know about different assessment systems and how best to regulate social work courses.     

Studies in international social work

Studies in international social work is a joint report series between the Department of Social Work and INSWED (International Social Work Education and Development), both of which are at Stockholm University. The series was started in 2002 in order to reflect some of the international work relevant for social work that is being done by or in cooperation with these entities. It is open for ‘traditional’ academic work as well as international development cooperation projects. The research reports selected for publication in the series concern projects conducted in collaboration with Stockholm University and which can be expected to be of common interest to a wide range of readers. For this reason they are published in English. To date, the series has been devoted mostly to child welfare issues.     

Professional morale and social work training: A study

This article presents the results of an empirical study that was designed to ascertain the state of professional morale of the membership of the Connecticut Society for Clinical Social Work. The data suggest a dissatisfaction with career choice. Reassessment of the character and quality of social work supervision emerges as one of the study's implications.This article is adapted from the author's Masters thesis,Social Workers, Social Work, and Professional Self-Perceptions (1978), for the Smith College School for Social Work. The author wishes to thank Professor Roger Miller of Smith for his helpful comments.     

Further developments in Societies for Clinical Social Work: A ten-year follow-up study

In 1973, the first report of the development of Societies for Clinical Social Work was published, describing a fledgling movement among clinical workers across the nation. The present survey offers parallel data on that movement ten years later. The movement apparently continues robust growth, and seems more tightly focused on very specific goals which rank highly with society members and their leaders, particularly vendorship issues and education for clinical social work. The opinions of members of these societies suggest that they are firmly identified with social work history, education, and values, but are committed to parity with other independent professionals in the field of psychotherapy.The address of the Washington office of the National Federation of Societies for Clinical Social Work is 2101 L. Street N. W., Washington, D. C. 20037. Ken Adams of Dickstein, Shapiro & Morin is the Legislative Representative and Karen Corey is the Administrative Assistant: phone (202) 785–9700.     

Strain Trauma: Effects on Symptom and Character Development in an Eight Year Old Girl

The concept of traumatic strain is reviewed and illustrated with case material from the treatment of an 8-year-old girl. Clinical formulation about the impact of strain trauma upon this girl’s development is provided to further highlight the literature on the subject.Danille Drake is affiliated with Baltimore-Washington center for Psychoanalysis and Clinical Social Work Institute, Washington, DC.     

The Role of Social Work Education in Advancing Social Development in the English-speaking Caribbean

This article presents a discussion of the role of professional social work education in advancing social development in the countries of the English-speaking Caribbean. It addresses issues around the development of the profession in the region, student enrolment, curriculum expansion and programme delivery by the institutions which offer social work education. The events which contributed to the emergence of social work education in the region during the fourth decade of the twentieth century and social work education's continued contribution to regional development are discussed. The prospective use of the new Global Agenda for Social Work and Social Development to advance the profession in the region in the twenty-first century is noted. The article concludes by highlighting the many challenges that currently impact social work education in the Caribbean and the fact that the development of social work education in the region is inextricably linked to the region's social development needs. Social work education as delivered through the University of the West Indies is used as the case in point for discussion.     

Therapist pregnancy and maternity leave: Maintaining and furthering therapeutic gains in the interim

A therapist's pregnancy and maternity leave is a time of multiple transitions for both patient and therapist. This article reviews the literature on therapist pregnancy and its therapeutic implications. It discusses the treatment planning choices of: trial termination, therapeutic hiatus, and temporary transfer. The article further addresses the clinical and administrative issues of planning the maternity leave as well as the issues of time-limited treatment with the interim therapist. It included illustrative case examples based on the author's experience as an interim therapist during a six month maternity leave.This paper in its original form was presented as part of the requirement for The Hunter College School of Social Work: Post Masters Program in advanced Clinical Social Work.     

Social work education in Cyprus: prospects and challenges in developing an indigenous character

The evolution of the social work education and welfare system in Cyprus is inextricably linked to the country’s recent turbulent history. Social Work in the Republic of Cyprus, although shaped by the country’s turbulent political past and present, is also influenced by Western theory as in many other countries in the Asian and African continent [Gray, M., & Fook, J. (2004). The quest for a universal social work: Some issues and implications, Social Work Education, 23(5), 625–644; Rankopo, M. J., & Hwedie, K. O. (2011). Globalization and culturally relevant social work: African perspectives on indigenization. International Social Work, 54(1), 137–147; Yip, K. S. (2007). Tensions and dilemmas of social work education in China. International Social Work, 50(1), 93–105]. In contrast with social welfare which has a long history (since late nineteenth century), social work education is still at an early stage of development in Cyprus. A non-surprising situation given that social work practice and education, in its early stages, is essentially a modernist Western invention which has a history of silencing marginal voices and importing, into diverse cultural contexts across the world, Western thinking primarily from the UK and the USA (Gray & Fook, 2004). However, if an indigenous social work character is to be developed in Cyprus, and a more distinctive identity with regard to the social work academic curricula is to be demonstrated, then Payne’s [(2001). Knowledge bases and knowledge biases in social work. Journal of Social Work, 1(2), 133–136] views on social work knowledge need further exploration.     

Don’t Worry,She’ll Say it: A Tribute to Florence Lieberman

This paper presents a tribute to Florence Lieberman, a significant leader in the field of Clinical Social Work, who has been and continues to be highly productive and vastly influential. Throughout her career Florence has published books and articles that result from her intense and accurate concerns about social work practice, and particularly about practice with children. Florences academic career includes 20 years at Hunter College School of Social Work in New York. As an influential member of the Hunter faculty, she has played an important role in shaping the impact of social work philosophy on psychotherapy practice. Starting with her Charter membership in the National Association of Social Workers (NASW), she has been influential in the development of the Federation of Societies for Clinical Social Work (Federation), the National Academy of Practice (NAP), and the International Committee on the Advancement of Private Practice (ICAPP). Leadership, empowerment, and adherence to Social Works mission are themes that Florence Lieberman has enacted throughout her stellar career. The author discusses his experience with her, which illustrate these essential characteristics.Presented at the International Committee on the Advancement of Private Practice (ICAPP) Meeting on June 9, 2004.     

Three-dimensional virtual reality: Applications to the 12 grand challenges of social work

Abstract

The American Academy of Social Work and Social Welfare (AASWSW) identified 12 Grand Challenges of Social Work to unify the profession with focused research, practice and policy applications for the most pressing social issues. Virtual Reality (VR), specifically three-dimensional immersive computer-generated environments, has a history of research and applications to address social and behavioral problems. VR is becoming more readily available, as the technology is becoming more common in mainstream platforms such as mobile technology. While social work interventions are often tailored for vulnerable populations that may not have access to VR computing, it appears that virtual reality is gaining accessibility with these advances. Within the framework of the 12 Grand Challenges of Social Work, researchers from three social work virtual reality laboratories in the United States, Texas State University, the University of Houston, and the University of Alabama, review applications previously tested and currently in development to focus future research and intervention in social work practice.     

Social Work Responses to Domestic Violence During the COVID-19 Pandemic: Experiences and Perspectives of Professionals at Women’s Shelters in Sweden

Clinical Social Work Journal - This study explores how social work professionals at women’s shelters in Sweden experience, understand, and are responding to domestic violence under the impact...     

The integration of child care services in Scotland

This paper describes the development of integrated child care services in Scotland with a particular focus on the role of residential child care provision. It discusses changes in Social Work Department policies and the impact this has had on their relationship with the Children's Hearings system. Recent research shows the pattern of use of residential and foster care in three Social Work Departments and issues in the development of residential services are identified. Three particular examples of service integration are described: residential outreach work; a centre for young people under an integrated management; and multi-agency youth strategies. Social work and education services in Scotland are in the process of radical change. In the context of the integration of child care services, the paper discusses the impact of local government reorganisation and changes in child care legislation.     

Social work through collaborative autoethnography

This paper discusses a research project involving five MA Social Work Students and one member of Social Work Academic Staff. Using narrative and taking a collaborative autoethnographical approach, this project highlights some of the feelings that students articulated following a 70-day placement experience. Findings include anxiety, powerlessness and frustration, together with growing confidence, recognition of their skills and a deeper understanding of the role of ‘self’ in social work. Raising issues of preparedness for practice placement, this paper has implications for both social work practice and social work education. Autoethnography (AE) is both a method of carrying out research and a methodology, specifically a qualitative methodology linked to ethnography and narrative inquiry. AE results in highly personalized narrative accounts of the researcher’s engagement with specific sociocultural contexts in the pursuit of knowing more about a phenomenon. Applying such a methodology to explore collaboratively issues of student lived experience of placement is a new and innovative use of this method.     

Social Work's Legacy: Irreconcilable Differences?

Social Work is under attack, not the least of which comes from within its own ranks. Clinical social work appears to the hardest hit as critics question its fit with social work's historic focus on the poor and the oppressed. In addition, there continues to be ongoing controversy regarding the profession as means of social control. Clinical social work has also been attacked for its reliance on the medical model and the growth in private practice. Do these attacks and criticisms signal the end of clinical social work? Or, could this be viewed as part of a process through which social work analyzes its self in its continuing efforts to remain relevant. Is this the evolutionary path of social work? This paper explores some of these controversies and debates. The profession has grown, evolved, and responded to criticism since its inception. A current model for understanding the fit between clinical social work and social justice is presented as an example of how debate continues to lead the profession forward.     

Inter and Intra Professional Social Work Differences: Social Works Challenge

Social work historically has had two overarching domains. One domain is concerned with communities and policy development, the other with direct practice involving individuals, groups and families. Both the macro and micro domains are infused with concerns of social justice and advocacy. Conflict in the profession between social justice and casework began over a century ago, with early social work leaders Mary Richmond and Jane Addams. Controversy within the profession continues today. This paper will present many of the differing viewpoints within the ever-changing kaleidoscope of the profession. The paper will objectively present the issues of debate regarding micro and macro foci and recent debates related to professionalization, licensure, and the education of social workers. It will challenge readers to critically think about their own practices and view points. The synergy of the profession is much more than either people changing or society changing. As a profession we must move beyond the discord to the embodiment of harmony. The problem of AIDS will be discussed in order to demonstrate the challenges of working at both the micro and macro levels. Dorothea Marie Epple, PhD, LCSW, BCD is an Assistant Professor in the MSW program at the University of St. Francis. She received her PhD in 2002 at the Institute of Clinical Social Work Chicago and an MSW from Loyola in 1982. Dorothea has 25 years experience in Clinical Social Work in mental health, hospital and hospice settings.     

In and Out of Enactments: A Relational Perspective on the Short- and Long-term Treatment of Substance Abuse

This paper examines the contribution of a psychodynamic relational perspective to the treatment of substance abuse. Two cases of different lengths are presented to illustrate the therapeutic factors that contributed to successful recovery and long-term abstinence. Follow-up information on the successful outcome of both cases was available 7 years after the initiation of treatment. We discuss the critical role that the experience and processing of enactments played in both cases. Carol Ganzer, PhD, MSW, LCSW is on the faculty of the Institute for Clinical Social Work. She is a past president of the Chicago Association for Psychoanalytic Psychology and serves on the editorial boards of Clinical Social Work Journal and Beyond the Couch. She maintains an independent practice of psychotherapy and consultation in Chicago. Eric D. Ornstein, MA, LCSW, is a Clinical Associate Professor at Jane Addams College of Social Work, University of Illinois at Chicago. He is a field liaison in the College’s Field Division and currently teaches crisis intervention and field instruction workshops. He is on the Board of the Illinois Society for Clinical Social Work and Chair of their Education Committee.     

Environmental Justice Is a Social Justice Issue: Incorporating Environmental Justice Into Social Work Practice Curricula

Social justice education for social work practice is concerned with addressing issues of power and oppression as they impact intersections of identity, experience, and the social environment. However, little focus is directed toward the physical and natural environment despite overwhelming evidence that traditionally marginalized groups bear the burden of environmental problems. In this article, we discuss environmental disaster impacts on marginalized communities, presence of environmental justice in social work literature, and opportunities for integrating environmental justice into social work’s mandated disciplinary competencies. We conclude with an example of a module implemented in a foundation Social Justice for Social Work Practice course using place-based education principles as an illustration of concrete strategies for incorporating environmental justice into social justice curricula.     

Board certified diplomate: Who cares?

The Board Certified Diplomate in Clinical Social Work credential is considered as a representation of the advanced clinical social worker's professional identity. Various potential audiences for the credential are discussed, including other social workers, other psychotherapists, legislators, third-party payors, clinical social workers and clients. Problems with these audiences are discussed, and conceptualized in political terms. General suggestions are offered to enable clinical social workers to survive and advance in a distinctly political climate. Identification with the value, knowledge and skill characteristics represented by the Board Certified Diplomate status is recommended.This paper is based on ideas originally presented at the Fifth Annual Meeting and Conference of the Texas Society for Clinical Social Work on September 17, 1988 in New Braunfels, Texas.     

Postmodernism: A Dead End in Social Work Epistemology

Postmodernism continues to have a detrimental influence on social work, questioning the Enlightenment, criticizing established research methods, and challenging scientific authority. The promotion of postmodernism by editors of Social Work and the Journal of Social Work Education has elevated postmodernism, placing it on a par with theoretically guided and empirically based research. The inclusion of postmodernism in the 2008 Educational Policy and Accreditation Standards of the Council on Social Work Education and its 2015 sequel further erode the knowledge-building capacity of social work educators. In relation to other disciplines that have exploited empirical methods, social work’s stature will continue to ebb until postmodernism is rejected in favor of scientific methods for generating knowledge.