Practice Teaching Guidelines for Learning Ethnically Sensitive, Anti-Discriminatory Practice: A Canadian Application

Correspondence to Gayla Rogers, Faculty of Social Work, The University of Calgary, 2500 University Drive N.W., Calgary, AB Canada, T2N 1N4. Summary Canadian social work educators, in recognizing the importanceof preparing students for anti-oppressive practice, can lookto developments in the United Kingdom for direction and guidance.Recent changes to education policy statements in Canada haveincluded the requirement that social work students graduatewith the knowledge, values and skills to be ethnically sensitivepractitioners. The Canadian equivalent to practice teaching,the field practicum, is an ideal venue to learn about multi-culturaldifferences, oppression, and how to combat institutional andindividual racism, sexism and ethnocentrism. However, such learningmust be explicitly and purposely developed. Thus, guidelineshave been suggested to promote the establishment of an ethnicallysensitive, anti-discriminatory practice teaching process. This paper discusses how concepts and practices derived in Britaincan be applied in a Canadian context to help course instructors,tutors, practice teachers and students build effective learningexperiences for the multi-cultural realities and struggles oftoday. These guidelines can be used by both Canadian and Britishsocial work courses and include questions to be raised at keypoints throughout the practice teaching process to ensure thefocus and attention to ethnically sensitive, anti-discriminatorypractice is maintained. The guidelines were derived from a synthesisof British concepts and practices combined with a review ofselected North American and British literature and the experiencesof two practice teaching projects in one social work coursein Canada. The projects involved practice teaching placementswith a community development project that had a multi-culturaland multi-racial focus and the experience of a native studiesconcentration with a practice teaching component. From a Canadianperspective this combination facilitates a step forward andprovides a framework which has a timely practical application.     

Allocating Blame in Social Work

Correspondence to Geraldine Macdonald, Applied Social Studies, Royal Holloway and Bedford New College, Egham Hill, Surrey TW20 OEX. Summary This article takes issue with those who assume that the responsibilityfor bad outcomes in social work, such as child deaths, is appropriatelylaid at the feet of individual workers. It examines the philosophicalorigins of such arguments, some recent applications within socialwork literature and their appropriateness to the realities ofsocial work practice. The author argues that a morality of socialwork must recognize the social and organizational context inwhich it occurs.     

Adult Learning: Implications for Teaching in Social Work Education

Summary The new Diploma in Social Work (DipSW) requires practice teachersand academic tutors to foster student empowerment while at thesame time ensuring practice competence. A model for achievingthese aims is that of adult learning. This paper traces thedevelopment of adult learning research and offers suggestionsfor effective teaching methods. It argues that the principlesof adult learning could provide a unified framework for professionaltraining and that, moreover, this educational approach couldbe used to benefit social work practice itself.     

The Right Kind of Telling? Locating the Teaching of Interviewing Skills within a Systems Framework

to Juliet Koprowska, Department of Social Policy and Social Work, University of York, Heslington, York, YO10 5DD, UK. E-mail: jk11{at}york.ac.uk Summary There is a gradually expanding literature addressing the teachingand learning of interviewing skills in social work education.The process of professional learning in the wider field is notfully understood; empirical studies are rare and methodologicaldifferences make comparison difficult. Few papers offer a theoreticalbasis for methods of teaching. The article starts with a shortaccount of the literature, with more explication of papers whosethemes are closely related to those of this article; a considerationof skills training on social work qualifying programmes follows.Next, Agazarian's (1997) theoretical framework is presentedand then the theory and methods of practice are employed tomake sense of obstacles to learning and to demonstrate how toovercome them. Finally, potential areas for further researchare suggested.     

Integrating Group Dynamics Training and the Education and Development of Social Work Students

Summary This paper explores experience of the development of a groupdynamics workshop in a post-graduate course for student socialworkers. The background to the workshops is outlined with referenceto students, course staff and consultant staff. A brief summaryof different conceptual approaches to group dynamics trainingis offered in order to clarify terminology and methods. Importantconclusions concerning the design and operation of the workshopsare drawn and emphasis is placed on an analysis of the multiplerole situation of student social workers, choosing appropriatelearning designs, and making these explicit     

Teaching Behaviour Therapy Skills to Social Work Students

Summary Twenty social work students who were in the final term of atwo year non-graduate CQSW course were divided into two groupswhich met weekly for four sessions. The purpose of these sessions was to teach the students, throughexperiential methods, the use of behaviour modification techniquesin the hope that they would transfer this competence to theirwork with clients individually or in groups. Each student selecteda target behaviour for change, and with group supervision, defined,monitored and set goals for the target behaviour and finallyimplemented therapeutic procedures.     

Practice Validity, Reflexivity and Knowledge for Social Work

Correspondence to Professor Michael Sheppard, Department of Social Policy and Social Work, University of Plymouth, Drake Circus, Plymouth, Devon PL4 8AA, UK Summary In the last few years there have been significant developmentsin conceptualizing the role and nature of knowledge in socialwork. This has been based on a fundamental review of epistemological,ethical and theoretical facets of social work and its knowledgebase. Amongst some of the most significant developments havebeen the emergence of new concepts (for social work) such asprocess knowledge, reflexivity and a range of ideas relatingto hypotheses. In a recent article, Susan White (1997) soughtto critique some of my ideas on this matter. This article representsa response to her paper; one which uses the opportunity to drawout wider issues for a general theory of social work knowledge.In particular, it focuses on three key dimensions: the centralityof the concept of practice validity, the importance of a conceptof reflexivity which is not simply transferred from the disciplineof sociology but which has a social work-specific meaning, andthe dangers of an unrestrained relativism.     

The Cultural Mediator: Bridging the Gap Between a Non-Western Community and Professional Social Work Practice

Summary This paper analyses a demonstration project that enabled socialworkers to practise effectively in their home community (a Bedouin-Arabcity in the Negev, Israel) where gender relations are patriarchaland the interface of social work and cultural practices hadpreviously impeded professional functioning. Collaborative workwith cultural mediators, individuals with high social statusand knowledge of community traditions, rendered interventionsmore culturally appropriate, bridged gaps between the culturaland professional canons, and promoted social work's role ina society that had a limited understanding of, and experiencewith, the profession. Future social work practice and researchcould focus on further enhancing women's choice making opportunitiesin this patriarchal culture.     

A Reflection of The Rising Spectre of Conservatism: Motivational Accounts of Social Work Students

Summary It has recently been argued that the increasing conservatismof Western society is reflected in those entering social work.Pearson, however, has argued that social work recruits by theirchoice of occupation are politically deviant. In this papermotivational accounts of social work students and intendingpsychologists are examined in light of the emerging politicaltrends. Social work students were more concerned with personalgrowth, and later in training with effecting social change,than the intending psychologist. An examination of motivationalaccounts revealed two groups of social work students. The traditionalbase of the profession was represented by a subgroup who wishedto help others and/or effect social change. A second group ofstudents, concerned with the benefits that could accrue to selfthrough social work practice, was also identified. It is consideredthis privatization reflects the dominant ideological trend beinggiven personal meaning by the student.     

Social Work Assessment Processes in Work with Ethnic Minorities-the Doshi Family

Summary The authors describe a framework for assessment which they developedin a book on practice theory (Curnock and Hardiker, 1979). Thisframework was used by them to guide the practice described withthe Doshi family and to analyse the social work processes involved.This paper concludes with an evaluation of the practice.     

Applying Single-Case Evaluation in Social Work

Summary This article reports on a research project involving the useof single-case designs on an agency-wide basis within KirkleesMetropolitan Education Social Work Service. Following a programmeof training, 21 social workers (69 per cent of the service)applied the methodology in 83 cases. The extent of practitionerinvolvement in this project prompted Bruce Thyer (Professorat the University of Georgia, USA and editor of Research onSocial Work Practice and author of Thyer, 1993) to state ina letter to the authors, ‘Please allow me to offer mycongratulations on a most valuable project. To my knowledge,this is the largest agency-based study of this type which hasever been conducted. Your agency social workers are especiallyto be commended for their implementation of single-case designswith real life clients and families’ (6 May 1994). Theproject's strategy was to concentrate on the prerequisites ofsingle-case methodology which include specifying target problemsand selecting an appropriate measure to monitor progress. Thetype of single-case design used was determined by the courseof natural practice, hence indicating the flexible nature andviability of this methodology in the evaluation of social workpractice. The use of single-case designs encouraged a systematicapproach in the definition of target problems, identificationof goals, selection of intervention procedures and in monitoringoutcomes. The practitioners found that single-case designs enabledcontinuous assessment of outcome data by both the clients andthe practitioners, providing a model of accountability and collaborativeworking. A paper based on this article was presented by MansoorKazi at the ADSS Research Group Conference, Stafford, 17–18November 1994.     

Academic writing in social work education: reflections from an international classroom

The affordances of processing subject knowledge through academic writing are rarely explicitly realised in social work education. In this article, we highlight the link between instructors’ efforts to facilitate students’ academic writing and students’ perceived increase of knowledge in the subject of social work in an international context. Based on instructors’ and students’ reflections collected before, during, and after a course, we aimed to answer the following questions: in what way can academic writing support students’ learning in social work? What are students’ reflections on the pedagogical model involving academic writing? The theoretical framework for the analysis was based on learning theories focusing on collaborative learning. The main conclusion is that the instructors’ awareness of how to scaffold students’ ability to write in an academic context and to develop the students’ understanding of social work in a local and global context is an important factor in student learning.     

Social Work and Self-determination

Correspondence to Department of Political Science and Social Policy, University of Dundee, Dundee DD1 4HN. Summary Self-determination is a curious concept, related to, but notquite the same as, freedom and autonomy. As an ethical principle,the principle of self-determination bears little relationshipto the way social workers behave. It is used as if clients werebeing allowed a free, independent choice; but clients are subjectto pressure, and the social work relationship is often conceivedwithin a structure of authority. As a guide to practice, theconcept of self-determination ignores the cases where directionis legitimate or desirable. Self-determination can be seen as a professional ideology—aninter-related set of values and ideas. The concept is derivedfrom a number of ideas and values outside social work, but itappears to have little direct relevance to social work in practice.The paper suggests that the concept of freedom may be more usefuland less remote from the realities than ‘self-detemination’is.     

What kind of people are we? 'Race', anti-racism and social welfare research

Summary This article argues that, to provide reliable and nationallyrelevant information on which to base policy and practice andto afford the Black population equal access to knowledge aboutits social realities, social welfare research needs to includeaccurate representations of minority ethnic groups and theirchanging needs. Using child welfare and community care as examples,a brief research review indicates the continued scarcity ofsuch research and its potential benefits. The methodologicalsupports available to researchers seeking to include minorityethnic populations and anti-racist perspectives are considered,and it is concluded that such supports are limited and patchy.In exploring the reasons for this, the author identifies someof the political, personal and technical challenges an anti-racistapproach presents. The terms 'experiential affinity' and 'experientialinterdependence' are introduced to help conceptualize the knowledgeand power differentials which may impede researchers pursuinganti-discriminatory aims, and a 'costs and benefits' frameworkis suggested to help understand and confront these issues. Then,drawing on existing research and theory, the article considersin detail some of the technical challenges to be overcome, withparticular reference to sample identification and selection,fieldwork processes and data analysis and suggests practicalways in which some of these challenges might be met.     

Play Therapy with Rosy

Summary Rosy is typical of many problematic children in residentialsettings as well as natural homes. What is perhaps not so typicalin social work practice is play therapy, an intervention thathas been acknowledged as having contributed to a significantimprovement in Rosy's behaviour and emotional stability. Certainconditions are necessary—a suitable playroom; assuranceof regular sessions; a play therapist who is, at least to someextent, freed from her own unconscious preoccupations so thatshe can work effectively on the child's needs without interjectingher own. The aim of this paper is to present a synopsis of thetheoretical background, to outline some practical considerations,and to quote from my work with Rosy as a living example of playtherapy in the hope that others will be stimulated to considerplay work as a viable method of intervention with some children.Rosy's play sessions lasted a little over a year, many othercases require less time.     

Social Work, the State and the University

Summary Some aspects of the triangular relationship between the state,the university and social work are explored. Is it appropriatefor social work to be taught in a university? What are the implicationsof the fact that well over 90% of social workers are employedby the state? And what above all, is the nature of the relationshipbetween critical analysis as the corner-stone of scholarshipand the need to prepare the social work student to functioneffectively in the real world? It is argued that the respectiveattitudes of higher education and government towards socialwork are influenced by the nature of social work's relationshipwith sociology, but that this in turn has not been fruitfulfor practice development.     

Conceptualizing Community Social Work--a Response to Alan York

Summary This note takes further the task of conceptualizing communitysocial work begun by Alan York in his paper for the June 1984edition of this Journal. York's approach is criticised firstlyfor unhelpfully conflating ‘community work’ and‘community social work’ and, secondly, for developinga schema unable to satisfactorily theorise the range of communitywork approaches currently to be found within social work. Buildingupon York's suggestion that ‘dichotomous formulations’provide an appropriate way forward for analysing community practice,three, distinct, dichotomies are elaborated, and recommendedas a basis for locating and comparing current approaches tocommunity social work.     

On Teaching and Applying the Law in Social Work: It is not that Simple

Summary The teaching of welfare law to social workers has recently beenthe subject of critical scrutiny. Concurrently the relationshipbetween social work practice and the law, the place that legislationshould occupy in daily working practice, has been openly debated.This paper, based on our teaching and practice experience anda small evaluation exercise, criticizes the principal positionstaken in the debate on that relationship. It also evaluatestwo approaches to teaching law to social workers. We argue thatteaching law to social workers and using legal knowledge andprovisions in practice is not as simple and straight-forwardas some commentators allege. Rather, we argue that, for socialworkers to learn and apply the law effectively, both teachinglaw and any subsequent application of this knowledge must beconsidered in a conceptual frame of practice dilemmas whichconfront every practitioner and create role conflict, uncertainty,ambiguity, and insecurity.     

The Place of Knowledge in Social Work Activity

Summary This study considers whether a small sample of social workerswas using theoretical knowledge as a basis for activities inpractice. The findings indicate that the use of this type ofknowledge was minimal. They also bring to light a number ofquestions related to the development of knowledge for use insocial work practice.