A Case-based Collaborative Learning Model for Teaching Advocacy

Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called ‘Advocacy Week’, which prepares students for a statewide NASW-sponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.     

Family assets,postsecondary education,and students with disabilities: Building on progress and overcoming challenges

Students with disabilities are increasingly enrolling and participating in two-year, four-year, and other institutions of higher education. Federal policies and initiatives addressing the educational needs of students and adults with disabilities provided impetus for these increases. For example, mandates within the Individuals with Disabilities Education Act (2004) have resulted in K-12 public schools increasingly preparing students for postsecondary education. Nonetheless, students with disabilities continue to face financial challenges as well as low educational expectations in their pursuit of postsecondary education. Family assets may provide a framework for addressing these challenges and provide specific implications for policy as well as educational practice.     

Prevention of Elder Mistreatment in Nursing Homes: Competencies for Direct-Care Staff

Existing training on elder mistreatment in nursing homes focuses on detection and reporting of abuse, with little training specifically targeted toward prevention of mistreatment before it occurs. We used qualitative interviews with nursing home staff, policy makers, and related professionals to identify training needs. Based on participant accounts, we drafted a number of competencies essential for caregiver training to prevent mistreatment in nursing homes. Competencies include those dealing with definitions and policies, risks for mistreatment, communication and respect in relationships with residents, and development of a cooperative work environment. Competencies are discussed along with illustrative examples, and implications for practice and policy are addressed.     

Do Rural Students Really Perform Worse than Urban Students Do? Empirical Evidence from a University Entrance Program in Taiwan

Despite a major expansion in the number of students in higher education, students from rural areas continue to be underrepresented at selective universities. To reduce the urban‐rural imbalance of entry to selective universities, institutions in many countries of the world have implemented admission policies favoring rural students. Previous evidence has shown that rural students have lower academic performance than their urban peers, which leads to concern that rural students will reduce the academic excellence of selective universities. Using the introduction of a university admission policy favoring rural students in Taiwan and a unique administrative data set of students' academic records, we compare the academic performance of students from rural areas with that of their urban counterparts during their college years. The results show that rural students have consistently outperformed urban students in semester grade point averages and class rank percentile across time; however, the differences in academic performance are mainly attributed to the rural students' initial outperformance in the first semester of the freshman year.     

The Experience of Higher Education from the Perspective of Disabled Students

This article describes the findings and examines the issues arising from a small-scale investigation into the experience of higher education from the perspective of disabled students at a university in the United Kingdom, and makes recommendations for policy and practice. Methodology involved semi-structured interviews with participants to reveal individual experience and analysis of relevant documentation from the university to examine the rhetoric underlying their experience. Factors that create a positive experience for disabled students, and those which effect discriminatory practice and marginalisation are identified. The implications of the findings for policy and practice are discussed, and conclusions drawn including: the need for a central policy which supports the philosophy of an accessible learning environment for all students; central co-ordination to implement the policy with practical guidelines to departments; ongoing monitoring and evaluation procedures which involve disabled students; staff training and awareness; student advocacy.     

促进上海高校毕业生就业的建议

为促进高校毕业生就业,上海需继续推进职业教育发展,完善就业技能培训体系,促使就业培训市场化,全面提升高校毕业生的就业能力。支持中小企业发展,教育学生改变轻视中小企业的成见,促使其改变就业观念;解决中小企业融资难的问题,通过优惠政策鼓励其吸纳高校毕业生。发挥高校就业指导中心提供就业服务的主渠道功能,推动高校就业指导服务机构建设;增加对非重点院校就业促进工作的资金支持;注重专业设置与产业发展之间有效衔接的长期规划。激励高校学生通过实习增加实践经验,增加社会实践学分的比重,严格执行学分认定标准;开设实践知识讲堂,为学生储备实习知识。     

Value of “haafu” as a Category in Education Research

This paper examines the importance of better recognizing and representing haafu students in Japanese education policies by using Fraser's tripartite theory of social justice. In today's transnational Japan, there has been a remarkable increase in the number of haafu, a term used in reference to children with Japanese and non‐Japanese parents. However, the educational experiences of haafu children have not been adequately investigated by researchers and the government for education policies. Central to these arguments are concerns that haafu children occupy a liminal space, and hence are potentially educationally “at risk.” They are generally viewed as Japanese because of their nationality and are expected to perform like the majority of Japanese students with two Japanese parents due to their familiarity with Japanese culture. Yet, in practice there is a paradox that haafu students might be marginalized as a consequence of being viewed as not Japanese enough. In this context, how should public education respond to an increasingly culturally diverse student body? This paper argues why there is a need for public education, its policy and practices to more effectively recognize, represent and redistribute resources ‐ as Fraser frames the three dimensions of social justice ‐ in support of these students.     

The Politics of Integration—new Sites for Old Practices?

Public education authorities throughout the Australian States and Territories have moved towards the development of policies and programmes to integrate students considered disabled into regular classrooms. The implementation of policy frequently is reduced to disputation over resources which, it is argued, will facilitate integration. This paper contends that such debates sustain the flawed notion that integration is simply a technical issue to be achieved through deployment of special equipment and personnel to regular schools, recommending a further consideration of the contribution of pedagogy, curriculum and school organisation to disabling or enabling educational programmes.     

MSW Students in Private Practice

The increasing number of MSW students engaged in private psychotherapy practice concurrent with their graduate studies has received little attention in literature on social work education. This article examines the educational, ethical, and legal dilemmas effected by this trend, and describes the policy developed at the University of Denver to address these problems. More broadly, it argues that schools of social work in general have a legitimate interest in adopting policies to prohibit or discourage MSW students from conducting private practice.     

Field Placements in For-Profit Organizations

The recent explosion of proprietary social services suggests that growing numbers of social work students may be placed for field work in organizations whose primary goal is the realization of profits. Information on the extent to which social work programs collaborate with proprietary agencies for field education purposes is unavailable. This article describes the results of a national survey to determine the use patterns and policies of master of social work programs regarding field placements in for-profit settings. Findings indicate that social work education is incorporating proprietary sites for field training at an unparalleled rate. Proprietary sites used most often are hospitals, nursing homes, and outpatient health care agencies. Furthermore, the study links different policy positions on for-profit placements to geographical location. The author suggests, among other recommendations, that programs provide positive role models to help students apply professional values and ethics to problems resulting from proprietary influence upon practice.     

Physician Migration in the Global South between Cuba and South Africa

Transnational physician migration has concerned states' health and migration policies for many years. Recent developments have increased attention to the outcomes of these flows in the global south, where physician emigration is undermining public health policies. Cuba's exporting of medical professionals presents an alternative dynamic, based upon both an ideology of humanitarian solidarity and a need to secure hard currency earnings. The benefits and challenges arising from a bilateral agreement between Cuba and South Africa to supply Cuban doctors to South Africa and training at the Latin American Medical School (ELAM) for South African medical students are addressed. The benefits of skills enhancement and professional development are noted, as well as the economic benefits for both the Cuban government and individual doctors, while concerns with the appropriateness of the medical training provided at ELAM for the South African health context and the sustainability of the current policy are discussed.

Policy Implications

• Strategic bi‐lateral agreements offer a productive route towards more sustainable management of skilled migration.
• When migration agreements include skills training, attention is needed to ensure the training provided is appropriate to the destination context: attention needs to be paid to the appropriateness of the medical training afforded to South African medical students in Cuba for health requirements in South Africa.
• International migration agreements can form part of a broader policy suite aimed at realizing public health and other development priorities. However, attention must be paid to the suitability and sustainability of the outcomes of these practices.

     

Teaching Note—No Peace Without Justice: Addressing the United States’ War on Drugs in Social Work Education

The United States’ War on Drugs encompasses a body of legislation characterized by punitive approaches to drug control. These policies have resulted in escalating incarceration rates and have extracted a particularly harsh toll on low-income people of color. This article argues that education on the War on Drugs is essential for effective practice with people affected by addictions and is also an important social justice issue. It is thus the responsibility of educators to incorporate a critical examination of drug policy into course work. Strategies for addressing drug policy in social work education are provided, including the use of guest speakers and multimedia presentations, case study assignments that prompt students to examine the intersection of policy and practice, and international drug policy comparisons.     

The Debate as a Pedagogic Tool in Social Policy for Social Work Students

Social work education under the Diploma in Social Work has been shaped by a competency led training model. The danger in this approach is that the critical thinking required of the reflective practitioner becomes lost. This paper argues that the teaching of social policy requires a complex interplay of knowledge, skills and values if students are to be equipped to participate effectively in the policy process. The authors, as teachers of social policy to social work students, have developed the use of the debate as a tool for learning and assessment. This approach is evaluated using structured student feedback and is discussed in the context of experiential and reflective learning and the application of social policy as ‘policy practice’. Over three cohorts, students reported increased knowledge and understanding and improved confidence in argumentation skills. Observation showed them utilising a range of policy practice skills. Recent evidence from the USA and Australia begins to confirm the value of this learning tool.     

‘A commitment to cultural pluralism’. Diversity practices in two Amsterdam venues: Paradiso and De Meervaart

Cultural policy has traditionally had close ties with the construction of the society as a nation state, which has been marked by its built-in tendency towards cultural homogenisation. Post-World War II, multicultural societies pose profound challenges to these traditional forms of cultural policy. Although, in the last decades, western democracies have been designing cultural diversity plans, this does not mean that governmental policies have successfully been translated in institutional practice. In the Netherlands, mainly established cultural institutions have failed to integrate diversity into their core business. Yet, there have been a few exceptions that continue to make attempts to adapt their programmes to address new populations. In this article, we use Parekh’s view of a multiculturalism that reconciles unity and diversity, as a heuristic device that allows us to explore and examine the bottom-up diversity policies and practices of two Amsterdam-based cultural institutions: Paradiso and De Meervaart.     

Disability analysis of longitudinal health data: Policy implications for social security disability insurance

The relationship between impairment, disability, and labor force participation is investigated longitudinally through disability determinations using objective medical evaluations. The sensitivity and specificity concepts are used to study the disability determination standards and their ability to predict capacity to work. Approximately one of every eight men in the study had a physical impairment that met or equaled the medical listings of impairment sometime through age 65; for the women the figure was slightly less than one-half that size. Many of these people were seriously ill; within four years of the disabling condition being established, about two of every five people were dead, suggesting the listings of impairment are indeed sensitive to serious health problems. The majority of the men who did meet or equal the medical listings of impairment were alive four years after the disabling condition was determined, and most of these survivors were in the labor force despite the disabling impairment. The study shows that withdrawal from the labor force is based on age in combination with any level of impairment; and the disabled are a unique subset of the impaired, distinguishable not by health but demographic and socioeconomic characteristics.     

Preparing social work students for policy practice: an Australian example

This paper presents an innovative approach to the teaching of policy skills across the two years of an Australian Social Work degree programme. It argues that placing policy back into practice and teaching the skills involved provides social work practitioners with a better capacity to effect change. Australian Catholic University, School of Social Work is located in Australia's capital city. The policy units have a clear framework within which to understand policy development and provide students with real hands‐on policy experience combining an experiential based learning approach with traditional teaching methods. The second year subject is structured around a number of policy workshops. Each workshop deals with a current policy problem and examines a different stage of policy development. It has as a consultant to the process a social worker who works as a policy practitioner providing a role model of practice in a policy area. Feedback from students has been extremely positive reporting increased confidence in policy skills and a recognition of the importance of these skills in social work. This teaching experience reinforces the need to focus on the educational considerations in teaching a subject where conceptual, theoretical and skill components are equally important if policy practice is to effect change.     

A Teaching Model for the Use of Computers in Direct Practice

The purpose of this brief report is twofold: to provide one teaching approach designed to help students and clinicians use the computing facilities available in their agencies to aid their clinical practice, and to highlight issues central to this training. The teaching model presented is based on a four-step process: Using the computer as a tool, the student moves through the process of identifying relevant practice based questions, to operationalizing these questions, to analyzing the data collected, and finally to interpreting and applying the results. This teaching innovation and our positive experience with it offers further support for the place of computers in a clinical practice curriculum and serves as a useful reference to other individuals, institutions, or agencies that are planning to offer similar training.     

Leave policy in the Nordic welfare states: a ‘recipe’ for high employment/high fertility?

Predicted population decline and labour shortages in European welfare states are directing attention to policy strategies that might increase women's employment and fertility rates. In this context, the Nordic welfare states’ blend of high female employment rates and relatively high fertility levels stands out from others. These patterns are accompanied by comprehensive work–family policies indicating that policy reform is a main explanation. A core element in Nordic work–family policies is generous leave of absence arrangements for parents. In scrutinising leave policy in a Nordic context, the analysis in this paper emphasises that the current situation is a result of processes that have taken a long time to unfold, and that leave policy reforms interact with labour market developments and cultural institutions of family formation in shaping women's social practices.     

Not Just a Matter of Criminal Justice: States,Institutions, and North American Drug Policy

This article proposes a theoretical approach to illicit-drug policy that emphasizes politics and institutions, as an alternative to dominant perspectives emphasizing social control. After revealing conceptual links between drug-control policies and those of social provision, I describe a typology of drug policies based on the division of labor among the institutions responsible for implementing the legislated agenda. I then develop a theoretical argument that approaches drug policy as social policy, employing concepts of institutional reach and policy linkages. In the concluding section I use this approach to compare drug policies in the United States and Canada after 1980.