Social Work Textbooks on Human Behavior and the Social Environment

SUMMARY

This analysis of fourteen foundation frequently used Human Behavior and Social Environment (HB&SE) textbooks is based on the Council on Social Work Education's (2001) guidelines for HB&SE and a framework for integrating content related to the social environment. Specific criteria for assessment included how well the textbook reflected the reciprocal nature of human behavior and the social environment, presented a strengths perspective, incorporated diversity content, and covered material related to families, groups, organizations, communities and political economy. Three types of HB&SE textbooks were identified (life cycle, systems, and theory), and results are presented by textbook type. The findings suggest that increased attention to content related to the macro social environment and to the inter-relationships of macro, meso, and micro forces would strengthen HB&SE texts.     

Reflecting on the Social Environment Dimensions of HB&SE

SUMMARY

This paper discusses the contributions of three studies of the Human Behavior and the Social Environment curriculum presented in this volume (Mulroy & Austin; Taylor, Mulroy, & Austin; Taylor, Austin, & Mulroy). A key theme across these theoretical and empirical pieces is that content related to social environment may not be coherently or consistently presented across courses. This finding is discussed in light of the general move toward contextualism in the social sciences in recent decades. Implications for social work pedagogy, research, and theory development are discussed.     

Towards a Comprehensive Framework for Understanding the Social Environment

SUMMARY

This paper presents a conceptual framework for selecting and organizing concepts of the social environment. It expands upon the traditional Human Behavior and the Social Environment perspectives used in social work curricula in the United States by identifying how a macro-systemconsisting of the intersection of four societal forces (social justice, social problems, social policy, and the political economy) works to influence a micro-systemof community, organizational, and group dynamics. In this framework, the impact of the macrosystem is mediated by collective responses of partnerships, alliances, and networks convened to address these forces. The framework is useful for understanding the complexity and uncertainty of the social environment in modern society with specific reference to: (1) how macro-system forces work to shape a constellation of community and organizational concerns, (2) how collective responses that seek solutions can be understood as instruments for achieving meaningful social change, and (3) how micro-systems concepts of structure (stages of development, systems of exchange, and diversity) and process (power and leadership, conflict and change, and integrating mechanisms) can inform practice.     

Infusing Content on Oppression into the Social Work Curriculum

Abstract

The 2003 Council on Social Work Education standards of accreditation mandated the inclusion of course content to educate students about the systemic factors that contribute to populations being at risk of oppression, as well as strategies to redress them. In response to that mandate, this article discusses oppression in its biopsychosocial complexity and suggests ways that confronting oppression can be integrated into the core curriculum of social work.     

Theories of Aging and Social Work Practice with Sensitivity to Diversity

Abstract

Aging experiences are multidimensional, and social workers need to know theoretical perspectives on aging which are useful in understanding the diversity of experiences of individuals in later adulthood. This article describes and discusses four theoretical perspectives on aging which are not usually presented in Human Behavior and the Social Environment textbooks but which contribute to understanding of diversity in later adulthood: Atchley's continuity theory; Fisher's age-independent periods; Stoller and Gibson's perspectives on gender, race and ethnicity, class, and the life course; and Friend's theory of successful aging of gay men and lesbian women.     

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.     

Exploring the Nexus Between Social Work and the Environment

Abstract

Within social work discourse, “the environment” seems inevitably to refer to the sociocultural environment. Such a focus reflects the domain that social work has defined for itself through various codes of ethics, as well as the theory and practice focus of social workers. Over a long period of time, doubt has gradually been dispelled about the effect that humankind has had on the environment, and it is now largely accepted that global warming has an anthropogenic basis. The present paper examines the place of social work in a world that is trying to come to terms with various ecological disasters, not the least of which is climate change. Social work is cast as a profession that needs to become more aware of the ways in which society is embedded in the natural world and our physical environment as a whole. The issue of social sustainability is explored as a focus for the relevance of social work knowledge and practice in this time of environmental crisis.     

Social Work and the Natural Environment: Embedding Content Across Curricula

Social work is a profession focused on people within their environments. This is reflected in codes of ethics, where our shared mandate is to work towards individual wellbeing and social change. Recently, social work literature has promoted green and eco-social work, drawing on climate change science, notions of expanded and future justice, knowledge of the link between health and the environment, and principles of deep ecology. However, if social workers are to take up their place in a rapidly changing, globalised world, rife with environmental concerns, their education must prepare them to do this. One way of doing this is to embed curriculum on social work in relation to the natural environment in already existing units. This paper describes two examples of how this could be done based on the authors’ experiences from their respective universities.

IMPLICATIONS

• It is incumbent on social work to respond to the mounting evidence related to the environmental crisis.

• Social work is well placed in terms of theory, values, and skills to lead the way in developing an eco-social paradigm of potential relevance across disciplines.

• Social work educators need to educate students about emerging issues, such as environmental degradation. Embedding material in already existing courses, as per examples provided in this paper, provides one way of doing this.

     

A National Survey of Graduate Education in Psychopharmacology: Advancing the Social Work Perspective on Psychiatric Medication

ABSTRACT

Social workers’ unique skills and professional perspective can contribute to improved practices in psychopharmacology, yet it is unclear how social work programs prepare students for this area of practice. This study examined instruction of psychopharmacology through a national Web-based survey of MSW program directors and instructors of psychopharmacology content (n = 171). Nearly two-thirds (63.7%) reported their program integrates psychopharmacology usually into one or two existing courses, whereas 20.5% indicated their program offers a stand-alone course. Lack of faculty expertise and having no room in the current curriculum structure were identified as the top barriers for programs not offering any psychopharmacology content. The profession’s critical, social justice, empowerment, client-centered, and systems perspective appears to ground the teaching of psychopharmacology in social work programs.     

Internet-Based Instruction as an Innovative Approach to Managing Prerequisite Curriculum Content in a Graduate Social Work Program

SUMMARY

Students admitted to graduate social work programs possess varying levels of understanding of prerequisite curriculum content. Compounding this situation is that social work educators teaching at the foundation level are now required to provide an expanded array of curriculum content in their courses. This article conceptualizes an Internet-Based orientation course as a unique tool for preparing students with prerequisite curriculum content necessary for successful integration and mastery of a graduate curriculum. Several steps are presented in the design and development of the course: obtaining support and approval, identifying and collecting data, designing and developing course components, and implementing and evaluating the course. Although course development occurs within a social work education setting, findings from this Internet-Based orientation course are applicable to other educational and human service settings.     

A Memorandum on Research into Social Work Education

Abstract

Because HB &; SE courses are charged with being “the foundation on which the remainder of the curriculum must be based,” their chaotic development over several decades may be the best indicator of our incomplete and conflicted search for a common theoretical orientation. An analysis of 481 graduate HB &; SE courses representing the offerings of 66 graduate schools indicates that formal guidelines have been minimally implemented, particularly in regard to achieving an interdisciplinary approach. Expectations of HB &; SE content may be unrealistic until some preconditions for the development of social work theory are attained, and until progress in this development is realized.     

Towards an Anti-Racist Social Service Organization

ABSTRACT

This paper outlines key concerns for social sendee agencies working toward the establishment of an anti-racist organization. The spectrum of barriers at the individual, client-professional, organizational and community levels will be presented. These issues will be surfaced for the purpose of alerting professionals and administrators to both the discrete and concomitant sets of multicultural issues that can affect an organization's functioning. Moving towards an anti-racist stance requires: (1) awareness of those issues impacting the agency's capacity for serviceability, psychological safety and a value added environment for the worker, the consumer and the neighboring community; and (2) a willingness to seek out expert consultation and information about a needed process of sustained diversity intervention.     

Teaching Note―Conceptualization of a Contemporary Social Work Ethics Course

This article outlines the conceptualization of a contemporary social work course for the foundation level of a midwestern U.S. master’s of social work program. The conceptualization uses problem-based and applied learning and reflective thinking with attention to the developmental level of students. A brief review of factors to be considered in teaching social work ethics is included. Student learning beyond the National Association of Social Workers’ Code of Ethics is described as well as the use of an ethical decision-making model.     

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.     

Teaching Successful Community Practice in Social Work

ABSTRACT

This article identifies and addresses a severe problem in the management of community practice projects of students in their second and third year in the Undergraduate Social Work program at the University of Haifa School of Social Work; namely, the current binary evaluation method based on total success or failure of the project.

Using a systems approach, this study creates a framework by which to ensure effective and positive outcomes for community practice projects carried out by undergraduate social work students (Freund, Arkin & Saltman, 1999). This framework is unique in that it draws on knowledge gained from organizational and community theories, as well as instructional theories for teaching social work practice.

The proposed framework includes three components that describe the factors necessary to help transform the student's learning experience: the organization's characteristics, the student's resources, and the evaluative measures.

This inter-conceptual approach enhances the ability of the instructor, the student, and the organization to build an appropriate organizational foundation for students operating communal programs. The underlying assumption is that an integrative approach promotes a better understanding of the components essential for building and evaluating social plans conducted by social work students.     

Northern Theory: The Political Geography of General Social Theory

The relationship between geopolitical position and general social theory is examined by a detailed reading of three important texts, Coleman’s Foundations of Social Theory, Bourdieu’s Logic of Practice, and Giddens’s Constitution of Society. Effects of metropolitan position are traced in theoretical strategies, conceptions of time and history, models of agency, ideas of modernity, and other central features of their theorizing. Four textual moves are identified that together constitute the northernness of general social theory: claiming universality, reading from the center, gestures of exclusion, and grand erasure. Some alternative paths for theory, embodying different relations with the global South, are briefly indicated. Raewyn Connell is University Professor at the University of Sydney, and author, co-author, or editor of nineteen books, including Ruling Class Ruling Culture (1977), Making the Difference (1982), Gender and Power (1987), Schools and Social Justice (1992), Masculinities (1995), The Men and the Boys (2000), and Gender (2002). Connell is an Editor of Theory and Society. A contributor to research journals in sociology, education, political science, gender studies, and related fields, her current research concerns social theory, neo-liberalism, corporate masculinities, gender practices, and intellectual labor.     

‘Business under new management’ — lessons from Canada on regulation of the social work profession

Abstract

In December 1998 the Social Work and Social Service Work Act (hereafter the Ontario Act) was passed in Ontario, Canada marking the effective completion of social work regulatory legislation across provincial Canada. This article outlines the principal features of the Ontario regulations, and summarises the strengths and limitations of the various arrangements which have been implemented across Canada. As moves toward control of the Australian social work profession are contemplated, the implications for such a move are discussed in the light of the Canadian experience.     

Publication Rates of Undergraduate Social Work Programs in Selected Journals

Abstract

Scholarship is receiving an ever-increasing emphasis within social work education, particularly at the undergraduate level. Decisions on recruitment, reappointment, tenure, salary, and promotion often are influenced by publication productivity. The authors extend previous research on publication activity of graduate faculty by reporting the journal article production of undergraduate social work faculty over a 7-year period in seven major social work journals. As expected from earlier studies, relatively few faculty produced a sizable proportion of the articles. However, articles written by only one author were less common than previous research suggested. The majority of articles appeared in three of the journals reviewed: Social Work, Journal of Social Work Education, and Families in Society (formerly Social Casework). The most prolific undergraduate faculty were likely to come from programs located in combined bachelor of social work/master of social work settings in relatively large public universities. Gender differences were noted in only one area: twice as many women authors were among the most prolific baccalaureate contributors.     

Poverty,exclusion and child protection practice: the contribution of ‘the politics of recognition&respect’

The affective dimensions of poverty, including the impact of wider policy discourses and services that ‘other’ and shame people in poverty, are increasingly recognized. In response, Lister [(2013). Power, not Pity: Poverty and Human Rights. Ethics and Social Welfare, 7(2), 109–123] advocates for ‘a politics of recognition&respect’ that centralizes the voices, participation and lived experiences of those who live in poverty. This paper considers how applying Lister’s theory could improve child protection (CP) social work in England, from a human rights and social justice perspective. The paper draws on findings from an ATD Fourth World participatory research project aimed at updating the course content for a pre-existing social worker training module on poverty awareness. The project brings together families with experience of poverty and CP interventions, social work practitioners and academics.