The Impact of Service-Learning on Student Development

Abstract

The purpose of this study was to gain a better understanding of the personal, professional, interpersonal, social, and academic development of students who complete a 15-hour service-learning assignment as part of the requirements for a family diversity course. A content analysis of 36 students' reflection papers revealed that service-learning was extremely beneficial, even when the experience was brief. Numerous valuable lessons were learned by the students about themselves and their future careers. Specifically, they became more accepting of others, and they realized the importance of service to one's community. In addition, they were able to process and synthesize the information they learned in the classroom by experiencing the course content in a real-world setting.     

Mental Health Workforce Change Through Social Work Education: A California Case Study

The 2004 CaliforniaMental Health Services Act requires large-scale system change in the public mental health system through a shift to recovery-oriented services for diverse populations. This article describes an innovative strategy for workforce recruitment and retention to create and sustain these systemic changes. The California Social Work Education Center Mental Health Program provides stipends to master's of social work students at 17 California universities. In return, students must work for 1 year postgraduation in community mental health practice. Results of a 5-year study show that stipend recipients closely mirror the diverse demographics of the state, and 94% have remained in community mental health practice. The article also discusses lessons learned and implications for social work education in California and other states.     

Schools of Social Work Contribution to Community Partnerships: The Renewal of the Social Compact in Higher Education

ABSTRACT

Embracing the concept that the social compact between university and community can provide a cornerstone for true social change. This article details how partnering with outside organizations in collaborative relationships can help fulfill higher education's obligation to educate for the good of a democratic and learned populace. Often the social conscience of a university, schools of social work can serve as leaders in the development or facilitation of university and community partnerships to address or intervene in areas of social need. One research institution of higher education provides successful examples.     

Broadening the Array of Services: Integrating Legal and Social Work Services for Youth and Families

ABSTRACT

The Community Justice and Legal Assistance Clinic (CJLA) is a unique community-based legal clinic developed through a partnership between a law school and a child and family service agency embedded within a low-income community. This article describes the development of this clinic through a community assessment process; its unique multidisciplinary features; the services provided to clients in three of the agency's service areas; the benefits of the partnership for clients, the social service agency, the participating law students, and the law school; and lessons learned for replication of this type of clinic in other communities.     

Opening Doors to Disability

ABSTRACT

This paper describes and analyzes a community intervention class project in a university community that led to the establishment of an officially recognized campus organization, Open D.O.O.R.S. (Disability Organization for Opportunity, Resources, and Services), to address issues of people with disabilities. It emphasizes the need for providing students knowledge of community strategies at a time when the profession is facing increased social problems and fewer social resources.     

Empowering Students for Community Organization Practice

Abstract

Community organization courses often focus on discussions of collaboration and campaign strategies. Seldom are students taught how to carry out the tactics needed to enact these strategies. In addition, community organization courses typically minimize the importance of the confrontation tactics that are often necessary to achieve social change. The author describes methods used for classroom instruction in power analysis and confrontation politics.     

From Mad to Worse: Anger Management for Grades 3–4

ABSTRACT

This article examines how a web-based communication and information site was used as a forum to foster a sense of community among members of a graduate social work program in a multi-site, rural university setting. Results indicate that students made greater use of the site than faculty and those who used the site felt a greater sense of community. This article also explores the lessons learned in using this type of electronic discourse.     

Searching for a Just Community

SUMMARY

The American university community, the context within which social work education is conducted, has a clear goal of education. It is also the workplace for a diverse group of students, faculty and staff. The community is defined and the author suggests that social work educators have unique contributions to offer in the development of a “just” university community.     

Integrating Social Work Into Undergraduate Education Through a Community Action and Social Change Multidisciplinary Minor

Social work education has a long and successful history of developing change agents through bachelor of social work, master’s of social work, and PhD programs, but these programs often create boundaries limiting the reach and infusion of social work perspectives. With rapid changes in social, economic, and political contexts, students from all academic concentrations need to understand how community action and social change improves society. Using systems and community practice frameworks, this article provides an in-depth case study of one university’s model of an undergraduate multidisciplinary minor bridging social work philosophy with other academic disciplines. We explore the model and its development, with specific discussion of the lessons learned in creating and sustaining a multidisciplinary minor, its effect on students, and its implications for social work.     

Changing Contexts of Practice: Challenges for Social Work and Community Development

ABSTRACT

In a rapidly changing global environment, there have been renewed calls to position community development more centrally in social work, particularly in the face of contemporary practice challenges. This paper analyses the broad policy contexts of neoliberalism, globalisation, and governance change and discusses how these forces interact with social work and community development, drawing on examples from Australia and Ireland. The paper argues that sociopolitical forces both restrict and present opportunities for social work and community development practice and we seek to reactivate debate about the position of community development within changing and challenging contexts.

IMPLICATIONS

• Contextualises community development practice, policy, and research within contemporary environments of neoliberalism, globalisation, and governance change.

• Critically evaluates implications and new opportunities for social work and community development, drawing on examples from Australia and Ireland.

• Reactivates debate and analysis on the position of community development in contemporary social work as we move forward into the new decade, and the next global agenda for social work and social development.

     

Social Work within a Community Discourse: Challenges for Teaching

This paper considers the continuing debate about the relationship between social work and community work. We write about our collaboration as educators, one from a social work background and the other from a community work background and discuss the challenge of teaching community work to social work students in a way that is relevant for contemporary practice, and that embraces community work principles and values. Our paper explores Ife's framework of competing discourses of human services and discusses how it has helped us to articulate our thinking and teaching practice in the Irish context. For us, the framework integrates social work and community work within a community discourse that provides a language transcending disciplinary boundaries. This approach represents a means of familiarising students with the community work process and enabling them to take action on issues of social justice. The framework represents four competing models of human service delivery: the managerial, the market, the professional and the community. We discuss how we use this conceptualisation to teach and engage students in a process of critical reflection. The paper discusses methods we use to undertake this process, and the development of our teaching practice over the last two years.     

ELEMENTARY SCHOOL STUDENTS' EXTRACURRICULAR ACTIVITIES: THE EFFECTS OF PARTICIPATION ON ACHIEVEMENT AND TEACHERS' EVALUATIONS

ABSTRACT

I use data from the Early Childhood Longitudinal Study to examine both the number and the types of extracurricular activities in which elementary school students participate and find significant differences in participation patterns by gender, race, and class. The number of activities in which students participate during kindergarten and first grade affects their gains in reading achievement test scores between first and third grade and third grade teachers' evaluations of mathematics skills, but does not affect gains in math achievement test scores or teachers' evaluations of language arts skills. Dance lessons, athletic activities, and art lessons, in particular, affect one or more of the dependent variables. With one exception, interactions of extracurricular activities with socioeconomic status show that less-privileged children benefit more from participation in activities than do more-privileged children, providing evidence against Bourdieu's theory of cultural capital and social reproduction.     

Sharing Power

Abstract

This article discusses the notion of partnership as it relates to co-production and co-responsibility, and thus to community building and re-building. It begins with a brief review of the evolution of the role of helped/helper to that of consumer/producer of services. It argues that identifying professional services as complementing those services offered in the community by kith and kin facilitates power sharing, and can lead to stronger partnerships and stronger communities. Complementarity is understood as involving the division of labor or of tasks, which is essential to effective partnerships. The article contends that an empowerment oriented approach has a better probability of influencing the practice of social work when social work organizations integrate the notion of partnership and when social work education provides opportunities for students to experience partnerships, co-production and co-responsibility in the building of knowledge. An illustration from the author's application of power sharing in the classroom is provided.     

Teaching About A Sex Work Community in India: Toward A Postcolonial Pedagogy

Scholars have questioned the validity of universal social work values and the manner in which international welfare interventions manage basic needs without affecting structural change. This article examines a class on engaging with sex workers in India that was informed by the critiques of normative international welfare engagement. The analysis drew on qualitative interviews with 18 participants, students’ written responses, and the instructor's field notes. Results indicate that structural factors, the class material, and the class format helped students immerse themselves in community life, challenge preconceptions about the community, validate beliefs and ideologies that emerged out of the lived experience of sex workers, and engage in social change. Implications for international social work education and pedagogy are discussed.     

Teaching Note—Asserting Social Work’s Role in Developing an Interprofessional Education Project

ABSTRACT

Interprofessional (IP) education is an essential component of today’s health care education. IP education has been recognized and supported for its potential to educate workforce-ready health care clinicians with the knowledge and skills, necessary to collaboratively deliver high-quality, client-centered care. While social work’s reflective, patient-centered, and holistic approach to care is invaluable in addressing healthcare challenges at all levels, social work’s lack of involvement in IP health care team practice is evident in the development of IP education curriculum with other health care disciplines. This article describes how one School of Social Work at a regional public university became part of a longitudinal IP education project in collaboration with a large R-1 research university, creating an IP opportunity for Master’s in Social Work (MSW) students. It also discusses the process taken for social work inclusion in the IP project, an experiential elective course designed to supplement the project, as well as Transformative Learning Theory, the conceptual framework used.     

Alcohol Education Project: Preliminary Answers

Abstract

The goal of the five year University of Massachusetts (UMass) Demonstration Alcohol Education Project has been to promote responsible decision making about alcohol use. The UMass/Amherst campus has 25,000 students, of which there is an approximate one third turnover every academic year. Educational methods used to achieve the goal have included community development, mass media, and such intensive approaches as workshops, courses, and guest lectures. Mass media reaches up to 70% of the student body, while intensive interventions reach about 5%.

Data has been gathered from a large number of sources in order to evaluate the following objectives: 1) University students will demonstrate decreased inappropriate alcohol consumption patterns. 2) University students will demonstrate an increased level of planning, conducting, and participation in responsible social activities. 3) University students will demonstrate an increased number of interventions with peers around alcohol issues. 4) University students will demonstrate a decrease in peer pressures which contribute to inappropriate alcohol use among their peers. 5) Key people within the university community will demonstrate an increase in behavior which encourages responsible decisions about alcohol.

Analysis of the program model indicates the initial assumptions were generally valid. For example, predisposing factors such as attitudes toward drinking, and certain demographics are in fact predictors of contexts and quantity and frequency of drinking, which are in turn predictors of negative consequences. Preliminary results from the data collected indicate significant changes in knowledge, but no significant change in individual behavior for the parameters measured. There are indications of trends toward changes in party giving behaviors and heightened alcohol awareness in certain dormitories. Additionally, the university community designed and adopted a set of guidelines for interpretation of the trustees' policy on consumption of alcoholic beverages on campus. The guidelines were designed to be social and educational in nature; their impact was confounded when the minimum drinking age for the state was raised to 20.     

Suicide Prevention in the Dot Com Era: Technological Aspects of a University Suicide Prevention Program

Abstract

Western Michigan University's Suicide Prevention Program utilizes multiple technological components, including an online training course, a Web site, and 2 social networking Web site profiles, as integral aspects of a comprehensive program. This article discusses the development, maintenance, use, and impact of the technological aspects of this program, which complement other program activities in meeting program goals. The Web site and use of social networking Web sites have been very well received by members of the university and wider community. Although initial outcomes of each component are positive, low participation in the online training course has limited the usefulness of pretest–posttest comparisons. It is thought that other campus suicide prevention programs may benefit from using technology as a primary method in their suicide prevention programming efforts.     

What do urban college students really think about health insurance? A qualitative study

Abstract

Objective: To determine barriers and opportunities to health insurance enrollment among an undergraduate students at a large urban university. Participants: Participants were 31 college students enrolled in 4-year and community colleges in the City University of New York (CUNY), and six health services and insurance enrollment specialists who facilitate and assist in the health insurance enrollment process for CUNY students. Methods: Focus groups were conducted with students and in-depth interviews with key informants in May 2017. Results: The research revealed important insights into how students perceive and value insurance and yielded recommendations for the university to improve enrollment of its students. Conclusions: Many colleges can increase student enrollment in health insurance by informing and educating students about the process. Improving enrollment processes can increase insurance rates and improve student population health.     

Building community-engaged practicum units through anchor institutions: The case of Southside Initiative

ABSTRACT

This article provides the assessment results from a community-engaged field education unit for social work students situated within a neighborhood setting in the South-Central region of the United States. A community-university partnership between several community institutions and a school of social work created the Southside Initiative (SSI) as a means to build capacity within the Oaks neighborhood. This neighborhood lacked professional social workers but was rich in other types of assets. The lessons learned from this initiative provide preliminary understanding about the benefits, complexity, and challenges of building and sustaining community-rooted practicum placements in neighborhood settings.     

Social Adaptation and Welfare Planning in the Post-Nomadic Urban Environment: The Case of the Israeli Negev Bedouin

Abstract

State planning to settle and to provide services for nomadic populations is a complex enterprise. In Israel, the government's efforts to plan, direct, and contain the Negev Bedouins' social development upon settlement has fostered both positive and negative changes in the new communal setting. Women, children, and the elderly have proven to be particularly at risk during the settlement transition period. Proactive efforts on the part of indigenous and Jewish community planners and social workers provide a crucial component encouraging communal adaptation to new environments and lifestyles. Experiences in the Negev may also provide lessons for community practitioners in other previously mobile communities.