Graduate Education for Social Change

ABSTRACT

Is it possible to conduct an effective, progressive, and politicized program for graduate students in our contemporary conservative context? This article evaluates the outcomes over seven years of a pioneering program in Political Social Work. Based on survey data of Political Social Work alumni, it addresses four outcome measures: enrollment, satisfaction with curriculum and field opportunities, job and career development, and persistence of political ideology and practice. While being “political” during the past decade is clearly different than it was in the 1960s, the evidence proposes that political content and practice can have a significant place in both social work education and the field. More specifically, the study demonstrates that politicized social workers in the 1990s were able after graduation to secure employment, sustain progressive values, and practice political 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.     

Evaluating the Political Participation of Licensed Social Workers in the New Millennium

Abstract

The social work literature is replete with studies evaluating direct practice or clinical interventions, but strikingly few have assessed how well social workers are faring in the political arena. The sample in this study consists of 396 randomly selected social workers licensed in 11 states who completed a 25-30 minute telephone survey. Social workers were surveyed to determine: (1) to what degree social workers participate politically; (2) whether they have the psychological engagement, or motivation, necessary to participate; and (3) whether social workers feel adequately prepared by their program to do policy work. Implications for social work education are discussed.     

Assessment of Integration of Disability Content into Social Work Education

ABSTRACT

Three hundred members of the Council on Social Work Education (CSWE) responded to a survey regarding the inclusion of disability content in social work courses and supports needed to increase disability content. Although respondents generally agreed that disability content is important in social work education, its inclusion is inconsistent, with most frequent inclusion in courses on diversity and least frequent inclusion in courses on research. Respondents identified barriers to increasing disability content, including lack of resources for teaching, lack of relevant faculty expertise, and an overcrowded curriculum. Strategies and resources for infusing disability content into social work education are discussed.     

Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’     

Evaluation of Distance Education Programs in Social Work

SUMMARY

Social work courses and programs delivered with distance technologies continue to increase in number. This article reports on current social work education research on distance courses and programs, and makes recommendations for future distance education research. Distance education research in other fields is described to give context for social work efforts.     

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Magic happens: Revisiting the spirituality and social work debate

Abstract

The social work profession is currently undergoing a resurgence of interest regarding the issue of spirituality in social work. This article attempts to summarise and explore the debate so far and to discuss the implications of this in a practice context. Current issues including definitions of spirituality and the key concerns in the areas of both practice and education are addressed. The article concludes with an overview of a model of spiritually sensitive social work practice, and poses options for further professional reflection on the place of spirituality in social work practice.     

Developing common ground for a sustainable knowledge base for social work education in the Netherlands

ABSTRACT

This article is about a research project focused on the development of a common knowledge base for social work education in the Netherlands. Recent substantial changes in society and social policy were the reason for a reconsideration of the educational content of social work education. A great urgency was established with regard to the adaptation of the study programs, including a higher level of knowledge. The aim of the project was to provide a knowledge base that creates a bridge between theory and practice and between social work practice and the societal context. The project started with an exploration of literature focusing on the significance of knowledge for professional practice and on existing classifications of the knowledge base in social work education. Subsequently a design-based empirical study was carried out using the Delphi-method. Experts agreed about the definition of the knowledge base and about the design requirements: practice-based, science-based, usable and sustainable. After an exploration of the content, a model was developed consisting of seven building blocks (BBs). The common knowledge base has been established by the Dutch Council of Schools of Social Work and is being used as the basis for the body of knowledge in all curricula of social work education in the Netherlands.     

The role of critical social work education in improving ethical practice with refugees and asylum seekers

ABSTRACT

This paper uses critical reflection as its primary methodology to research one Master of Social Work student’s former practice experiences as an Australian immigration officer. The paper contextualizes the study by offering a critical analysis of hegemonic constructions of asylum seekers in Australia, which are reflected in Australian law and policy, as well as potentially influencing social work practice. Critical reflection on one of the author’s practice provides a rich case study that reveals the tensions of government-employed social workers in restrictive environments, and the espoused social justice values of the profession. The findings hold implications for both social work education and practice, suggesting that critical social work education, and in particular, the use of critical analysis and reflection, can improve ethical practice with refugees and asylum seekers.     

Preparing social workers for ecosocial work practice and community building

ABSTRACT

In the context of the global ecological crisis, the profession of social work is increasingly shifting to embrace an ecosocial lens, recognizing the centrality of the ecological environment for human existence and the inextricable linkages of wellbeing for people and planet. Social work educators are contributing to this shift as leaders in the transformation of their home institutions and communities. We present examples within two models of education for ecosocial work, the infusion model and the integration model. Exemplars are based on the authors’ expertise and contributions to ecosocial work education, community building, and ecosocial change, both locally and globally.     

Hope over fear: social work education towards 2025

ABSTRACT

Prediction of possible futures is fraught with dangers. Neither the global economic crisis which erupted in 2008 nor the political earthquake which shook Scotland over the issue of independence during 2014 was foreseen by many commentators, if indeed any. Given these experiences, predicting where social work education might be in 2025 is a potentially hazardous enterprise. Nevertheless, the recent resurgence of interest in utopian thinking reflects a widely felt desire to go beyond ‘capitalist realism’ and to envisage different possibilities – a desire also reflected in political developments in Greece and Spain. This development is primarily in reaction to the dominance of another form of utopian (or dystopian) thinking: neo-liberalism, with its message that ‘there is no alternative’. In this paper, I will argue that that search for alternatives has important implications for social work and social work education. Following a discussion of the ways in which neo-liberalism has shaped the profession over two decades, the paper will identify current challenges to neo-liberal social work and social work education and more widely, to the politics of austerity. Drawing on examples from different countries, I will argue that this ‘new radicalism’ points the way to a more politically engaged social work education.     

Pathways to social work supervision

ABSTRACT

Social work research and literature in the area of supervision tends to focus on the supervision of field education students. Less attention is given to the supervision of social work practitioners and there is almost no information that examines how social workers become supervisors. This exploratory study interviewed 27 practicing social work supervisors across different fields of social work practice in Western Canada. The participants included 15 supervisors with a graduate degree and 12 supervisors with an undergraduate degree. The supervisors completed a brief questionnaire that was followed by a structured interview. Supervisors were asked how they came to be social work supervisors. Thematic analysis of the supervisors’ responses revealed three pathways to supervision: task exposure, supervision by happen chance, and deliberate decision. The responses suggested that additional focus on supervision might be included in undergraduate education and that universities, professional associations, and employers pay more attention to succession planning.     

Becoming aware of the grand social challenges: how an international and interdisciplinary educational context may broaden students’ perspectives on human rights and public health

ABSTRACT

The understanding of contemporary social problems and challenges in an international and national perspective is a significant issue for social work because of globalisation and social problems are too complex to handle by single actors themselves. The need for interdisciplinary and interprofessional collaboration is important. This paper focuses on experiences from an Erasmus Intensive Programme with the title Human Rights, Public Health and Social Service Challenges on Local Government in the Nordic-Baltic Sea Area. Social work students from different countries interacted with students from other disciplines such as political science, psychology and economy to discuss common challenges and solutions in this field. The analysis of the findings shows students reflect upon human rights issues as universal rights and how challenges presented by contextual differences in preconditions for everyday life between the countries, are reflected from different disciplines/professional perspectives. The paper argues that international and interdisciplinary programmes, where students get the opportunity to meet and to work with overarching and transnational issues, have a great potential for engaging students in global development in a rapidly changing world.     

Scholarly Productivity of Social Work Graduate Programs

Abstract

This research compares the scholarly productivity of ten leading social work graduate programs with 35 randomly selected Council on Social Work Education (CSWE) accredited graduate programs. The data reports that, when comparing group averages, the ten leading social work programs had greater scholarly productivity than the 35 randomly selected programs. These findings were statistically significant. However, when comparing individual programs, a notable number of the randomly selected graduate programs had much higher rates of scholarly productivity than some of the ten leading social work graduate programs. The implications of these findings for social work practice and education are discussed.     

Collaborative Responses to the Demands of Emerging Human Needs

Abstract

The paper explores the disintegration and integration which exist between faith and religion and social work and learning. There is a brief explanation of Catholic Papal Teachings and Catholic Social Teaching as a demonstration of de facto concordance between social work and religion. The paper contains citations based on the current social principles of the Catholic Church, several recent papal exhortations and encyclicals. These readings highlight the need for good social work practice. The paper ends with some practical suggestions in ways to promote collaboration between the two fields of endeavor.     

From pillar to post: Women and social work studies in the 21st century

Abstract

A decade or so after the acknowledgement and inclusion of women's issues in mainstream social work courses, we find the circumstances in which such education occurs have changed. The 'third wave' of feminism has revisited the feminist agenda of the 1960s and 1970s; there has been a paradigm shift in what tertiary education is perceived to offer; and global theories have been replaced by post modern interpretations. This article discusses the impact of these changes for social work education drawing on the authors' experiences with the 'Women and Social Work' elective subject in the Bachelor of Social Work Degree at the University of New South Wales, Australia. This elective was popular until the mid 1990s when it failed to attract students. The authors reflect on their experience of teaching the subject and their understanding of current feminism to identify a way forward in the attempt to rekindle student enthusiasm for feminist understandings and provide education which will further the emancipatory project of social work.     

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.     

‘States of change’? One hundred years of the JUC

ABSTRACT

The Joint University Council for Social Studies (JUCSS) was formed 100 years ago at the end of the First World War in 1918. Its expressed aim was to coordinate and develop the work of social study departments across the UK, as part of the larger project of post-war reconstruction. In October 2018, an event entitled ‘States of Change?’ was held in London to celebrate this history and to explore what, if any, kind of future the JUC (as currently constituted) should have. At the event, I gave a short historical presentation that examined social work education’s history in the context of the JUCSS’s origins and development. This paper picks up some of the key ideas from this presentation in more detail. It will be argued that tensions which existed in the formation of the JUCSS in 1918 still exist today, not least because they are emblematic of the ambivalences and complexities that are at the heart of social work and social work education, then and now. Furthermore, it will be suggested that social work as an academic discipline must pay heed to these tensions if it is to survive—and thrive—in the academy today. (192)     

From local to global: Making social policy more effective for rural community capacity building

Abstract

In the context of a discussion of globalisation this paper examines developments in social policy aimed at building civil society and enhancing social capital. It notes that policy driven by a desire for minimal government intervention and market dominance has resulted in a clear disadvantage in rural Australia and growing inequities between urban and rural communities. Clearly poverty has a postcode and overwhelmingly the postcodes are rural. At the same time the demography of ‘rural’ Australia is changing as the inland empties and the coastal regions experience population overload with its accompanying environmental problems. This paper discusses the need for more effective targeted involvement of the state in rural policy development if we are to preserve quality of life, address inequities and overcome the divide between city and country. There is a strong role for social work in forging rural community development. However, the profession has to be much more politically astute in its dealings with governments and community groups if it is to carve out a central role. Strategies are discussed to develop such a role.

Margaret Alston is an Associate Professor in social work and is Director of the Centre for Rural Social Research at Charles Sturt University, New South Wales. She is a Director for the Foundation for Australian Agricultural Women, a member of the Advisory Board for the Social Sciences Unit, Bureau of Rural Sciences, a member of the Board of General Practice Education Australia and on the Editorial Committee for Australian Social Work