Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.     

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.     

The Place and Relevancy of Practice with Couples in Graduate Social Work Education

Social workers often provide services and therapy for couples; however, little literature has been published that suggests models for teaching—from a social work perspective—marriage counseling or social work with couples. This article reports the results of a survey that examined how faculty in graduate schools of social work are teaching practice content in marriage counseling and their perceptions of its relevancy to social work practice. Findings indicated that some content on social work practice with couples is evident in most master of social work programs. Moreover, faculty perceived social work practice with couples as moderately relevant to all practice settings listed in the survey.     

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.     

Promoting public health through community engagement: Embracing the journey

ABSTRACT

This case study recounts and analyzes the journey that graduate students, enrolled in an experiential, interdisciplinary health promotions course, took with a diverse, urban, Black, Midwest community. Community members, faculty, and graduate students in social work and public health were fellow travelers on this voyage into uncharted territory. A major goal of the journey was to teach students how to recognize community strengths and to facilitate the community in using those strengths. The learner’s stance is used as the guiding principle for this reflective journey that generated serendipitous benefits and challenges. The article concludes with recommendations for interdisciplinary education and curriculum development.     

Strengths and Pathological Perspectives in Community Social Work

ABSTRACT

Current social work theory distinguishes between the traditional pathology-oriented perspective and the strengths perspective. This paper posits that the working model of community social workers is grounded in a strengths perspective, which, in relation to community work, is compatible with and supplementary to empowerment models, providing a methodological base for the values and practice of the macro method of social work. The current study aimed to assess the prevalence of each of these two perspectives towards community activity, and to examine the differences between them regarding the sense of empowerment and professional skills acknowledged by community social workers in Israel. The findings revealed that while the majority of community social workers adopt a strengths perspective in their work, they experience a greater sense of empowerment and of professional skills when adopting a pathology-oriented perspective.     

University-Community Partnership Centers

Abstract

In academic settings, community research, and the service that goes along with it, is often not valued as much as other methods of research. The more qualitative and labor intensive nature of applied research often raises concerns about whether pre-tenured faculty can publish the sufficient quantity and quality of work necessary to achieve tenure. This paper describes successful collaborations through a university-based Community Partnership Center with members of community-based organizations in low-income inner-city neighborhoods, social work students, and faculty. Two case examples illustrate the co-authors' involvement with the Center as pre-tenured faculty. The article outlines the challenges and benefits of involvement with an established center for university-community partnerships. With careful planning and coordination, such centers can be excellent vehicles through which to achieve important mutual benefits for community-based organizations, student learning, and faculty responsibilities in research, teaching and service.     

From vocational to knowledge-based education - an account of Swedish social work education

This article outlines the historical trajectory of Swedish social work education. Important stages and developmental changes in educational programs are described. As well overall structure of Swedish social work education and training is presented. A number of important issues not only specific to Swedish circumstances but also pertinent to social work education around the world are described and their role is analysed. More specifically, the author focuses on issues of social work as a research discipline, identity of the social work discipline, cleavage and relationship between social work research and social work practice. Social work education, social work practice and social work research are seen in a holistic perspective. The author describes and argues that Swedish social work education has gone from being a non-academic vocational training program to a knowledge-based package of academic discipline.     

The institutional origins of American literary history

Abstract

This article deals with the importance of institutions in the construction of literary classifications. Following Mary Douglas, the article offers a double-stranded perspective on institutions that stresses both their social and cognitive anchorage. This is applied to one particular case, namely the genealogy connecting Emerson (and the Transcendentalists) to Jonathan Edwards. The article shows how Perry Miller's 'discovery' of that lineage in 1940 has an institutional history that goes as far back as the early beginnings of American literature as an academic discipline. Part of the function of the discipline, the article argues, is to hide this history in order to bring out the continuing relevance of such taxonomies. The concluding paragraph identifies some implications of this view on institutionalization for current discussions about the (post-) nationality of American literature.     

COW: Conferencing on the Web

SUMMARY

This article describes a Web-based social work practice course which provides instruction in text, sound, images, and video and allows students and faculty to communicate with each other asynchronistically.     

Social Work in the Engaged University

This article identifies the importance of educating social work students and enlisting social work faculty to embrace the university–community engagement arena as a critical subfield of community practice. Through the lens of social work knowledge, values, and skills, the authors present three case studies of social workers who are working in the university–community field. The authors offer some directions for social work education.     

North Central Sociological Association Presidential Address the Community College Conundrum: Pitfalls and Possibilities of Professional Sociological Associations

Abstract

This presidential address examines the “community college conundrum” within our discipline. Although it is reported that 44 percent of first-time undergraduate students attend community colleges, community college faculty are underrepresented in the American Sociological Association (ASA) and within our regional associations. This lack of participation has two roots: (1) our disciplinary lack of interest in studying community college education as a unit of analysis; and (2) the failure by sociologists to understand community college education as a social justice concern. Data for this study include an assessment of membership and participation in our disciplinary associations, content analysis of the journal Teaching Sociology, and a review of ASA syllabi sets. Findings reveal a common theme: community college sociologists are ignored and afforded a marginal status—a “less than” status—within our discipline. Recommendations include calling on the ASA and all sociologists to recognize the importance of community colleges in doing the work of “public sociology.”     

Editorial

Abstract

This comprehensive research study examined how schools of social work in Canada have responded to disability issues. The study focused upon specific policies and practices ofthe Canadian schools of social work which have been developed to create a more inclusive environment for students, staff, and faculty members with disabilities and to prepare students for practice in dealing with individuals who are disabled. A ten page survey consisting of closed and opened-ended questions was sent to the deans and directors of the thirty-five schools of social work in Canada. This study found that although there have been significant changes in these schools over the last ten years, there are many barriers to disability inclusion from recruitment and admissions; accommodations; retention, graduation, and employment; curriculum; hiring faculty and staff with disabilities; and university relations/resources. It concludes with recommendations for schools of social work.     

Using a Strengths Perspective for Social Work Practice with Abused Women

ABSTRACT

Recently, a strengths perspective for social work has gained burgeoning interest as an empowering guide for working with clients. While others have led the way in conceptualizing the strengths perspective for social work practice, there is a need to consider its application to different groups. This article describes the significance of using a strengths perspective for social work with women who have been abused by their male partners and how social workers might apply this perspective to multiple levels of intervention with the women.     

Social work educators and social policy: a cross-professional perspective

This article seeks to contribute to the ongoing debate within European social work on the role of social work educators in influencing social policy. It reports on a study that examined the role of social work educators in furthering social policy by comparing Israeli social work educators’ engagement in policy with faculty members in professional schools with strong ties to social policy, namely education and healthcare. While the findings show some similarities between the three groups of educators, they also underscore marked differences between educators in social work and the other professions. In particular, social work educators are more involved in, and more committed to, social policy engagement than faculty members of other professional schools are. These divergences are attributed to the greater focus upon policy practice in social work and its prevalence in teaching programmes, as well as to the profession’s focus on disenfranchised clients, who are especially impacted by social policies.     

Social Problems,by Amitai Etzioni. Foundations of Modern Sociology Series. Prentice Hall,Englewood Cliffs,New Jersey, 1976. $3.95, Paper. 182 Pp.

Abstract

Publication productivity has received increasing attention in the social work literature. A major shortcoming of the social work literature on productivity is the paucity of attention given specifically to the publication efforts of ethnic minority social work educators. This article presents findings from the first national survey to specifically focus on publication productivity among African-American social work faculty. The data generated from the survey reveal that productivity is associated more with individual-level factors than structural factors, a minority of African-American faculty are producing most of the publications, and African-American social work faculty are producing slightly fewer publications than the broader population of social work faculty.     

Preparing Social Work Students for Interdisciplinary Practice

Summary

This article reports findings of an MSW interdisciplinary practice curriculum experiment. A diverse group of students at ten schools of social work were provided with specialized fieldwork and training. The agencies represented a broad array of services, fields of practice client populations and professional disciplines. Students encountered frequent interdisciplinary disputes and often found social workers coordinating interdisciplinary teams, a role upon which social work curricula rarely focus. This specialized experience seems to have not only enriched students' preparation for interdisciplinary work, but also deepened their understanding of social work as a unique discipline.     

Community Planning That Is “Caught” and “Taught”: Experiential Learning from Town Meetings

Generalist, strenghts-oriented social work practice requires practitioners who are equipped both academically and experientially to deal with a variety of interventions and client systems of different sizes and types. Social work programs need to assure that community practice is learned in both classroom and field. Generalist practice models and experiences should include a focus on the community as the unit of attention. Too often, community-related tasks that support individual clients are emphasized, resembling "systems-oriented casework" more than community practice. Strategies should support the development of community strenghts, esteem, and identity. This article describes a community project undertaken by a school of social work that provided students with experiential learning in community planning. Three town meetings were designed and led by a team of community leaders, students, and faculty to engage citizens in community planning efforts. The design of the town meetings and the integration of theory and practice focused on building community strenghts. Certain risks, creativity, and resources are required for developing powerful and relevant experiences for students in community practice. The implications for social work education are discussed.     

Putting ‘glamour’ back into practice thinking: Implications for social and community development work

Abstract

There have been many calls for social work to renew its commitment to practice. This article argues for an old-fashioned, yet curiously postmodern social work practice, based on integrative thinking. Integrative thinking and inquiry are defined and grounded on the premises of reflexive thinking, practice wisdom and humanistic thinking. Characteristics of integrative thinking are discussed. Principles for its application to rural practice and community development work are offered.     

Using Student Course Evaluations: Findings,Issues, and Recommendations

Abstract

Although university administrators widely use student course evaluations (SCEs) in evaluating faculty performance, faculty members are skeptical about what SCEs actually measure. Faculty lack information about SCE reliability and validity and whether administrators use them fairly in making personnel decisions. This article reports research findings on factors that threaten the reliability and validity of SCEs. It provides recommendations for minimizing these threats. It reports findings of a recent survey of social work deans on their opinions about and use of SCEs. The article also presents recommendations to enhance the use of SCEs.