Sex and Cultural Differences in the Acceptance of Functional Foods: A Comparison of American,Canadian, and French College Students

Objective: Functional foods (FF)—foods containing nutritional supplements in addition to natural nutrients—have an increasing presence in the marketplace. Expanding on previous research, the authors investigated college students' acceptance of FF. Participants: In September-March 2004, 811 undergraduates in Canada, the United States, and France participated in the study. Methods: A self-administered questionnaire measured students' general food attitudes and beliefs as well as FF-related knowledge, attitudes, beliefs, and purchase intention. Results: Overall, participants slightly favored FF over traditional foods. However, although most respondents associated FF with positive health benefits, many remained dubious of currently available FF information. In terms of culture and sex, the authors found small but significant divergences in FF knowledge, attitudes, and behaviors. Conclusions: Stronger labeling and education efforts may increase cross-cultural acceptance of FF by college students.     

Becoming a Trustworthy Profession: Doing Better Than Doing Good

Abstract

Social work is a relationship-based profession. For this reason, social work professionals need to be perceived as trustworthy by those with whom we work. This address outlines the nature and importance of trustworthiness and the specific issues the social work profession faces in relation to the question of trustworthiness. I argue that scandals in human services and faith-based institutions as well as pressures associated with new public management create further challenges to achieving trustworthiness. The address discusses how the profession can enhance its trustworthiness through increasing our capacity to articulate professional purpose, committing to professional excellence and to being courageous in speaking out about abuses of power that impact on the lives of people who use our services.     

Protecting Clients From Harm: The Role of Continuing Professional Education

Abstract

In the absence of professional regulation and in the context of a changing and competitive environment, the Australian Association of Social Workers (AASW) encourages member commitment to self-regulation and continuing professional education (CPE). Continuing professional education is promoted as the platform upon which the credibility of the entire profession of social work and the maintenance of high-quality standards of practice rest. High practice standards are integral to the protection of vulnerable people from potential unethical, inappropriate and harmful practice. The present article asserts that Australia's changing and competitive environment, driven by prevailing ideologies and policies, has an impact on social work practice and is harmful to vulnerable clients. In order to protect vulnerable clients from harm and to maintain high standards of practice, the AASW's CPE programme arguably needs to include topics that enhance professional knowledge of current ideologies and policies and their impact on social work practice and clients.     

Teaching About Organized Religion in Social Work

Abstract

Schools of social work commonly teach that the origin of the profession lies in the humanistic principles of the many world faith traditions. However, beginning as early as the days of the Charity Organization Societies (COS) in the late nineteenth century and the Social Security Act of 1935, social work education, research, and practice have increasingly disassociated themselves from religion and its contribution to the profession. Furthermore, a large number of social workers, regardless of their personal religious affiliations, were trained to think that their religion has no relevance for their everyday professional practice. Meanwhile, society, especially in the last two decades, is marching toward greater integration between social services and organized religion. The rift between religion and professional social work practice, extenuated in the past fifty years, is being challenged by devolutionary trends of government funding and social service delivery that encourage faith-based social service provision. These trends also challenge the dogmatic exclusion of religious contents in social work education. In this article, we review the place of organized religion in social work education and present our innovative course to re-link organized religion with social work curriculum.     

Putting the Logos to Work: A Reply to Meyer

Abstract

Journalist Janet Malcolm recently published several articles and a book in which she accused her own profession of manipulation and deceit in its listening and interviewing practices. Specifically, she focused on the Jeffrey MacDonald murder case, on which Joe McGinniss' book, Fatal Vision, was based. McGinniss, she claimed, fostered a close and seemingly empathic relationship with the accused in order to betray him later—and in this event Malcolm saw the prototypical journalist-interviewee relationship. Her accusations about the role of journalism raised intense professional scrutiny. This essay examines the case from the standpoint of journalistic listening. Are the temptations for deceptive or “slanted” empathy inherent in the journalistic interview? Does the journalist have a responsibility not only to listen to the person being interviewed, but to “listen” equally well to the demands of a developing story—as if it, too, were a living entity? Do ethical standards within journalism demand that an interviewer's listening style, especially as it is seen in empathic behavior, be congruent with his or her unexpressed conclusions?     

The Role of the American Nurses' Association in Maintaining Professional Accountability

Abstract

A professional association has been defined as a group of practitioners who organize to perform functions they cannot perform as separate individuals and to judge one another as professionally competent. History reveals that when a profession becomes clearly defined, the responsible practitioners form an association in order to establish standards of practice and enforce rules of conduct.

As the professional association for nurses, the American Nurses' Association is inextricably involved in the development of mechanisms that guarantee professional accountability. A standing priority of the association is to improve the quality of care provided to the public by such means as 1) setting a timetable for establishing qualifications for entry into nursing practice; 2) evolving a coherent credentialing system; 3) establishing systems to assure the profession's accountability for practice and for the delivery of services; and 4) providing for expansion, accessibility, and improvements in continuing education in nursing.

If nurses are to assume greater responsibility, the profession must be in a position to assure the public of quality nursing care. Since the public holds the profession (as a whole) accountable for the competence of its practitioners, the professional association has a responsibility to establish mechanisms by which to judge the competence of its practitioners and to evaluate the quality of care.     

“Fractured Reflections” of High-Status Black Male Presentations of Self: Nonrecognition of Identity as a “Tacit” Form of Institutional Racism

ABSTRACT

This article examines the effects of “tacit” expectations about race, which are institutionalized in an Interaction Order that frames how we “see” high-status occupational identity. There is an essential moment in presenting Self before Other(s) when it is the turn of the Other(s) to recognize, respond to, and ratify that presentation. The Self is a social accomplishment that requires mutual cooperation from others. Failure to recognize and ratify competent presentations of self, reported frequently by black men, can strip those presentations of the social identity they claim and the dignity, power, and authority associated with that identity. We argue that these “tacit” expectations about identity follow black men wherever they go—no matter how successful they are. Using accounts drawn from interviews, we examine the persistent failure of Others to recognize and ratify high-status black male identities and the legitimate authority they carry.     

Facilitating the Transition from Student to Social Worker: Challenges of the Younger Student

Abstract

The transition from student to social worker is a process which social work educators cannot control but can facilitate. Through classroom and field instruction faculty assumer responsibility of preparing students' professional knowledge, skills, and values; however, our responsibilities should extend beyond curriculum delivery. Drawing on Schlossberg's (1984) model of transitions, this article discusses two primary factors which affect the younger student in transition—developmental needs and the external environment—and strategies for assisting in the transition through intervention in academic advising and teaching roles.     

From Rights to Responsibilities: Identity Politics and Ethnographic Methodology,Dialogues with South African Musicians

Abstract

The ethnographic endeavour is often riven by a tension between two claims to the ‘right’ to research asserted either on the basis of identity claims or professional expertise. A closely associated debate within the academy is characterised by an oscillation between concern about uneven power relations and the desire to maintain effective research practice. Attempting to address the absence of voices of ‘subjects’ in this debate, I discuss the issue with musicians who critique both notions of identity and academic expertise as providing ethnographic authority, and propose a shift in discourse from rights to responsibility. This progresses beyond essentialism but insists that structural power inequalities between researchers and researched be accounted for, thus moving towards more situated, responsible ethnographic theory and practice.     

Romanian social workers facing the challenges of neo-liberalism

ABSTRACT

With a history of almost 90 years, professional social work in Romania once flourished up until World War II. The Communist Party disbanded the profession in 1968 and it was reinstated after the fall of the Iron Curtain in 1989. Within the context of the socio-economic transition from a centralised to a free-market economy, Romanian social policy and social work have evolved from a Marxist/socialist-type ideology, one that advocates for state intervention, to a libertarian/neo-liberal-type ideology, which promotes both state withdrawal from welfare provision and individuals taking responsibility for their own welfare. These two trends continue to co-exist subject to sometimes divergent forces such as international institutions and internal Romanian social pressures. Using a qualitative approach, we explore how Romanian social workers are adapting to the neo-liberal realities and identify three types of perceived challenges: 1. those related to regulation, 2. linked with collaboration in social work activity and 3. those related to the social worker-client relationship. Under neo-liberal pressures, the social worker's role of agent of social change becomes marginalised in daily practice, leaving little power to influence agency policies that negatively impact clients.     

Personal reflection and experience of a Fulbright Scholar: teaching a mental health course in Vietnam’s changing culture

This paper documents the experience of developing and teaching a course on mental health for undergraduate social worker students during a semester in Vietnam. Social work is a profession at the early stages of development in Vietnam, requiring much curriculum development. There are over 40 universities with undergraduate social work education programs, but few of the faculty have had training or experience in practicing social work. The paper will summarize the main reasons for developing such a course given the current state of mental health need and services in a changing culture, as well as the current state of professional social work education and the newly established profession of social work. The author describes the contexts underlying the course—the status of social work and social work education in Vietnam, the context of mental health and mental illness in Vietnam, and curriculum adaptation to the cultural context. From this experience, the lessons learned about the role of cross-cultural critical thinking, cultural knowledge, and other strategies will be discussed about teaching a subject like mental health internationally.     

Thinking systemically about fieldwork education—A third way

Abstract

This paper reviews fieldwork education initiatives in a number of Australian States and New Zealand and within the United Kingdom throughout the 1990s. This provides the context for a review of parallel developments of fieldwork education in Western Australia—including the development of a Joint Schools/AASW/Employing Agencies Coordinating Committee, a fieldwork syllabus, two levels of professional supervision training and an enhanced fieldwork assessment manual. As a contrast to the government-driven initiatives in fieldwork education in the UK and the prescribed profession/school of social work-driven requirements in the Australian/New Zealand literature, a community development model of working systemically with multiple stakeholders is presented as a third way in which a multi-layered change initiative is developed, implemented and reviewed. The writer argues for greater attention to core practice tasks and to rigorous assessment processes within fieldwork education, and the active involvement of industry, as essential for educating competent and confident social workers.     

Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

ABSTRACT

Developing professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches and also for those experiencing the impact of rapid policy changes in their own countries.     

Implementing media literacy training for social work programs at HBCUs: A literary analysis of barriers and opportunities

ABSTRACT

The image of the social work profession in the media is problematic for many reasons. Social work and its practitioners are often depicted as incompetent, ineffective, and unnecessary. Despite the necessity of the services provided to the public by social workers, public opinion of the profession remains low. To reverse the current trend, social work programs, particularly those at historically Black colleges and universities, can begin to provide media literacy training and media awareness within the curriculum to assist future social workers in stemming the tide of negative coverage and portrayals of the profession in the media. Using the media diffusion of information theory as an overview, this literary analysis provides a historical view of the profession and highlights current trends in social work practice, education, and media training.     

Social work stories: situated views and larger visions in disciplinary scholarship and education

ABSTRACT

This paper is about the changing imaginations of social work in an increasingly entangled world. It is also about the ways in which literatures shared across time and space encourage us to identify with larger collectivities. My central argument is that if social work is to find a larger vision in the wake of the failure of a range of modern progress narratives, we must engage differently with the challenge posed by multiplying and sometimes conflicting knowledge communities. Thinking with contemporary debates in transdisciplinary critical social theory, I nominate and explore a number of alternative heuristics—‘generational problematic,’ ‘translational space,’ and ‘imagined communities’—in support of future work on the uneven temporal and spatial communities of affiliation that reproduce and change what social work is, or could be, about. I conclude with theoretical suggestions, and some thoughts toward how social work education might better support incoming generations to locate themselves within the broader life-course of the discipline and profession.     

WHEN THE DOCTOR IS A “LADY”: POWER,STATUS AND GENDER IN PHYSICIAN-PATIENT ENCOUNTERS*

An extensive body of research indicates that men interrupt women much more often than the reverse, across a variety of situations. Some conclude that men's interruptions of women in cross-sex conversations constitute an exercise of power and dominance over their conversational partners. To be sure, power is an important facet of many other social relationships, such as those between whites and Blacks, bosses and employees, and—of immediate interest—doctors and patients. Moreover, much of our existing knowledge of sex differences in behavior confounds gender with status. This paper reports results of an exploratory study of interruptions between physicians and patients during actual “visits to the doctor.” Findings based on detailed analyses of videotaped encounters offer empirical support for an asymmetrical view of the physician-patient relationship: physicians interrupt patients disproportionately—except when the doctor is a “lady.” Then, patients interrupt as much or more than physicians, and their interruptions seem to subvert physicians' authority. Discussion focuses on the respective roles of power, status and gender in face-to-face interaction.     

What's the Use of Family Therapy?

This paper, a plenary address to the Australian Family Therapy Conference, is concerned with the role of family therapy in society and the abuse of professional power. It is argued that family therapy is part of the medicalisation of marriage and the family, through which problems are defined — often inappropriately — as relationship problems and experts (therapists) are created. Aspects of professional power are identified; its pursuit is not in the interests of families, especially those with greatest needs. Proposals to tackle these obstacles are made regarding practice and training in therapy, and the management of professional power.     

Reflecting on partdime private practice: Is it worth it?

Abstract

Gradual, but not so subtle, changes in Australia's political and welfare cultures have meant that over the past I0 years social workers have been showing a greater interest in private practice as a legitimate aspect of the profession. This paper presents some of the major practical considerations required for a part-time practice to be successfully initiated and maintained. The author uses her own experience as an example and explores the personal, professional and commercial decisions she has made in such a practice over the past 16 years.     

Towards Interdisciplinary Community Collaboration and Development

SUMMARY

This article looks at the conceptualization and practice of interdisciplinary community collaboration and development (ICCD) in Israel and the US. It is based on the work of two interdisciplinary professional groups which were initiated by social workers—one in Israel and one in the US. This article presents a mapping of key issues and concepts, including distinguishing between mono-, multi-, and inter-, trans-disciplinary and inter-perspectives. The article addresses the issues of multiple professional identities, identification of a common core knowledge base and skills among disciplinary specializations for community development practice, and an understanding of inter-organizational perspectives. A qualitative methodology was used to conduct a content analysis of data from dialogues among professional practitioners in the Israeli and the US groups. Despite differences in the purpose, frequency and intensity of the two forums, there is an underlying belief in the importance of these discussions and in the commitment to interdisciplinary practice. Both groups believe that multiple types of expertise are needed, alongside new models of both inter-organizational and interdisciplinary relationships as well as professional-community interactions. Recommendations include the need for further examination of interdisciplinary community collaboration and development.