Responsible Entry into the Profession—Some Current Issues

The community organization component of social work education has had a varying history—sometimes viewed as a vigorous and integral part of social work training, and sometimes treated as only marginal. Recently the trend has been toward a relatively minimal presence. In the face of this, the School of Social Administration at Temple University has revitalized and expanded its community organization sequence. This paper describes that process and develops the analysis and perspective on which it is based. The specific programmatic development is located within a broader assessment of the nature and role of community organization in social work in the 1980s.     

E-technology and Community Participation: Exploring the Ethical Implications for Community-based Social Workers

ABSTRACT

To date, much of the work on social work, ethics and technology has been focused on clinical social work and micromorality—the ethical practices of the worker and their clients in one-on-one or therapeutic group interactions. In contrast, this article foregrounds social workers engaged in community work and the ethical implications at a macromoral level. Central to community-based social work, also known as social development work, is the principle of participation. In observing the ways e-technology is affecting community participation, the focus is upon communicative and social technologies, rather than assistive technologies, or technology enabled assessment. The article explores the intersection of these three themes of community participation, technology, and ethics to examine the implications for social workers located in the complex context of community work.     

Community Practice in the Bulldozer’s Shadow: The History and Legacy of Social Work in Urban Renewal

Social work has a long history of involvement in urban development policy, dating to the settlement house movement. This article explores a neglected part of this history by analyzing the role of social work in urban renewal programs. The functions of social work in urban renewal—including relocating families displaced by slum clearance and community organizing to foster resident input in planning—reflect enduring tensions in practice between social justice and social control. Implications for current practice are explored as the profession continues to define its part in urban redevelopment policies.     

Between universal and national ‘social therapy’? Professional interventions by Jewish social workers in British Mandatory Palestine

ABSTRACT

This article explores the interrelated affinity between social work, nationality and universal humanitarianism through the case study of professional interventions by Jewish social workers in Mandatory Palestine. Given the limited literature on these professionals and the significant contribution of women in particular, it focuses on Siddy Wronsky and other German Jewish immigrants whose pre-immigration international heritage has been relegated to the margins. The article examines the therapeutic theory and practice of this unique group of social workers based on a qualitative analysis of archival texts. Several leitmotifs guiding these women emerge from the documentation of their work: the German-Jewish tradition that represented the past, the Zionist ideology that represented the future, and the encounter with a diverse immigrant population in a new geopolitical reality that represented the present. The findings indicate how, together with the transnational transfer of knowledge from the Jewish community in Germany to that in Palestine, social workers created a new profession inspired by a value system that sought to be simultaneously Zionist and universal. The article contributes to historical knowledge on social work and its ambivalent approach to a nation-building ideology as opposed to a universal commitment, as well as to an understanding of social work’s attitudes and techniques in working with immigrants and refugees.     

Social Capital and Residential Decision Making Among Rural and Nonrural College Graduates

Due to the low demand for highly educated workers in rural areas, high‐achieving rural students have been portrayed as having to pick between staying close to home and facing limited economic opportunities or leaving to pursue higher education and socioeconomic advancement. But what of those who want both—college degree and return to rural living? Comparing the experiences of rural graduates who returned to rural locales with those who out‐migrated and nonrural graduates across one predominantly rural state, this study explores how social capital matters in the residential decision‐making process. Proximity to work and family were the primary factors determining adult residence. Sense of place—but not attachment to a specific community—also mattered, especially for rural graduates. Family, school, and community social capital were more likely to play a role in career development for rural students, as career aspirations during adolescence followed by career‐driven college choices created pathways for rural return. Findings underscore the importance of analyzing rural return from a regional lens, as respondents reframed lifestyle elements researchers tend to portray as mutually exclusive—rural lifestyle, proximity to family, and professional career—as compatible by employing broad and flexible definitions of proximity and place.     

Nothing to give at all

Abstract

Adlerian psychology has been publicly neglected for many years but has been used covertly in many modern psychologies. Social work theory owes much to Adler's philosophy and many social workers probably unknowingly use it — in whatever guise — as their starting-point. But if Individual Psychology is their spring-board, the casework relationship may be their life-raft — to the detriment of creative and therapeutic work with people. Adler's ideas and social work theory are of value only in so far as they are expressed in the relationship of the worker with the client. For the most part, certainly in statutory agencies, other demands make it difficult for workers to operate from anything other than a defensive position. Therapeutic community practice, in contrast, reflects both Adlerian psychology and the best of social work theory: an egalitarian approach springing from a commitment to self-determination for both clients and workers.     

Toward a Radical Model of Social Work in Rural Communities

“Rural” areas as distinct from “urban” continue to be defined by greater personal interactions and less emphasis on formal systems of support. This reality rests in contradiction to the overwhelming majority of social work scholarship and theory development which takes place in an urban context. As such the present-day act of being a “social worker” in a rural community can, in many ways, feel like a bad fit, back-applying the model of an urban generalist into an environment whose organic community ties the social work model itself was originally designed to substitute for. In recognition of this, it is necessary to develop a “combined” model of practice for social work with rural communities and peoples. The fundamental distinction to be made is that rural social work, in its most radical form, is less concerned with adapting persons to the Gesellschaft than it is with strengthening the capacity of the Gemeinschaft to provide the kind of support capacity it historically has, taking into account changes and challenges resulting from factors such as globalization, urban sprawl, and cultural change.     

Learning from Our Mistakes: An Autopsy of an Unsuccessful University–Community Collaboration

A challenge facing social work education is how to enhance its connection to local communities. To this end, university and community collaborations have grown in popularity to address community needs and to augment student learning. The research literature indicates that there are many factors—from designs to guidelines—that drive successful collaborations. Building on the lessons from that research, this article provides a case study about a service-learning collaboration between a community organization and a masters-level social work course in the United States that was ultimately unsuccessful. Through stakeholder interviews and reflections, the authors provide several suggestions to improve future collaborations. These suggestions include the following. First, increase accountability for students and agency staff. Second, conduct an orientation session at the agency that includes necessary agency staff. Third, be mindful of cultural differences between organizations. Finally, restrict the number of service-learning options for students.     

ICT,young people and social work: distances and opportunities

ABSTRACT

The relationship between social work and Information and Communication Technologies (ICTs) is an awkward one in Spanish tradition, particularly from social work perspective due to a certain lack of institutional and professional competence in terms of understanding the capabilities of ICTs. Young people use ICTs to connect to each other and express themselves, however. ICTs represent a means—increasingly the main one—for young people to build and communicate their own identities and understand reality. As with other social sciences, social work suffers from a difficult relationship with young people. Youth is often studied differently and sometimes perceived as a problem that ends when adulthood is reached. In this context, the relationship among ICTs, social work and young people is also a difficult one. But this problem may also be a solution. By adopting a critical ICT approach, social work can create innovative initiatives and frameworks to improve communication between social work practitioners and teachers as with young people and students. Imagination and empathy will clearly be key to achieving this, in addition to deeper involvement in the use of new software and applications that can offer enhanced communication and build bridges between social workers and young people.     

The mobile phone: Towards new categories and social relations

The debate over the social use of the mobile phone has been enriched by a large amount of information and reflection as to how this instrument has modified interpersonal relations, changed roles in the family, re-defined the limits of communicative possibilities, rewritten the present functioning of institutions such as hospitals and schools, as well as the modus operandi of criminal organizations, intensified work rhythms, rationalized the organization of work relations, in a word, how the use of the mobile has profoundly changed society.² On the contrary, less attention has been dedicated to the reconstruction and analysis of the impulse that its users have given the mobile (see its unexpected transformation, from the king of orality to a means of writing and reading). The main thesis of this article is that the mobile is changing not only society, but above all the framework in which society lives. This framework is made up of space and time as its primary determinations, which are able to integrate, stabilize and structure reality. The mobile changes reality in its widest sense, or rather its social representation. Let us remember with McLuhan (1964), Meyrowitz (1985) and many other scholars, that the medium is not only the message, but also a specific concept of time and space, that is, a specific dimension of existence. In the following sections, above all the changes that have been brought about to space and time will be dealt with, and then how the statute of the presence and absence of individuals in social space is modified will be analysed, how the relation between modern citizens changes radically with public space, and finally how the democratic process is enriched by further implementations.     

Universal Access to Affordable Housing? Interrogating an Elusive Development Goal

Abstract

Universal access to safe and secure housing has long been a central concern of the international development community. Since 2001, this aspiration has taken the form of global benchmarking embodied in the UN Millennium Development Goal 7–11 and its successor the Sustainable Development Goal 11. Despite these targets, hundreds of millions of households continue to be excluded from this basic human right. How might we understand the politics driving the disjuncture between rhetoric and reality? By historically examining the core policy documents, it is suggested that the self-actualising discourse of neoliberalism—in which the housing goals are framed—work to normalise a reality in which the commodification of basic survival needs and individualised self-help are seen as the only viable alternatives in realising decent shelter for all. Moreover, the construction and reconstruction of neoliberalism over the past 15 years has resulted in the increasingly explicit and central role of corporations in delivering housing justice.     

Political Violence and Legitimation: The Episode of Colonial Cyprus

Guerrilla warfare often becomes popular despite the fact that many aspects of it are morally objectionable. Guerrilla groups too, instead of being considered terrorists, often become legitimate political actors. How does this happen? How does the process of legitimation of political violence work? I argue that this process is social and cognitive at the same time, and that a framework for its explanation must be able to account for this dualism. I build such an analytical framework on McAdam, Tarrow, and Tilly’s approach to social movement studies and on the general sociology of Pierre Boudieu. I use it to analyze the legitimation process of the guerilla anti-colonial campaign in Cyprus. In the legitimation process of Cyprus, two social mechanisms proposed by McAdam et al. played a critical role at an early stage—the mechanisms of certification and of boundary-drawing. Later, a social mechanism that I term “valorization” was central as well. To appreciate the effectiveness of these mechanisms, however, I argue that the dispositional facet of the legitimation process must be accounted for as well. I do this through field analysis, focusing in particular on positions of social and symbolic power. The analysis of the legitimation process in Cyprus offers lessons for the study of other similar processes. By showing how the three mechanisms worked effectively, and also showing the limits of their effectiveness, this analysis offers readily comparable causal analogies     

Three Books by Noel Timms

When appropriately used, simulations are powerful educational tools for the social work educator. A simulation permits the student to experience an approximation of reality, thereby generating interest and a more relevant classroom environment When it is not feasible to use extant simulation games, educators need to design their own—ones adapted to particular time limitation and course objectives. Two examples of “homemade” simulations are presented. One focuses on community power, the other on grant writing.     

Building Community from "Scratch": Forces at Work among Urban Vietnamese Refugees in Milwaukee

Drawing from extensive participant observation and qualitative interviewing, this paper describes and analyzes the Vietnamese "community" in Milwaukee, Wisconsin. The author concludes that community, both as an element that is sensed by its members and a process identified by actual interaction, is virtually nonexistent. Ten specific forces that inhibit community formation are identified under the overlapping categories of demographics, organizational issues, cultural factors, and class/power interests. The underlying tendencies toward family isolationism and radical individualism are implicated as driving social forces that undermine community building. Lessons learned from this case study about the process of community formation include the insufficiency of a common "enemy" or ethnic identity for sustainable community, social psychological issues, and environmental influences, as well as survival needs.     

Threshold Theory and Social Work Education

Critical reflection is a concept in social work education that holds a significant place—it provides both foundational theoretical ideas about the practice of social work, and is also a process used in career-long learning. Understanding critical reflection as a threshold theory concept—a higher education learning and teaching concept—providing a framework which assists educators in teaching critical reflection. Threshold theory identifies certain concepts as foundational within a discipline—these are transformative in profoundly altering the way students understand the subject. As with critical reflection, they are also integrative, conceptually difficult or ‘troublesome’ and difficult to forget.

The intrinsic nature of critical reflection makes its use as a conceptual model in practice a complex task: it requires the integration of theoretical knowledge, in a multiple-step methodology. Students must fully engage with the process, in identifying the impact of their lived experience, values and beliefs on their practice, as well as power, social structures and influential discourses. This article argues that threshold theory assists educators in understanding the nature of learning that is required for students to master critical reflection in social work education     

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.     

Relational ethnography

All matters related to ethnography flow from a decision that originates at the very beginning of the research process—the selection of the basic object of analysis—and yet fieldworkers pay scant attention to this crucial task. As a result, most take as their starting point bounded entities delimited by location or social classification and in so doing restrict the kinds of arguments available to them. This article presents the alternative of relational ethnography. Relational ethnography involves studying fields rather than places, boundaries rather than bounded groups, processes rather than processed people, and cultural conflict rather than group culture. While this approach comes with its own set of challenges, it offers an ethnographic method that works with the relational and processual nature of social reality.     

The Structure of Empathy in Social Work Practice

This article presents a detailed theoretical framework demonstrating how empathy is used in the practice of social work. This consists of affective, cognitive, and behavioral dimensions of empathy and delineates six latent constructs that make up these dimensions. These constructs are (1) caring, (2) congruence, (3) interpersonal sensitivity, (4) perspective taking, (5) altruism, and (6) the therapeutic relationship. Evolutionary, sociological, and neuroscience theories are used to describe empathy's origins as a historically adaptive and interactional process, and social work theories emphasize empathy as an interpersonal helping strategy and organizing principle essential to the practice of social work.     

Commitment to Community Practice Among Social Work Students: Contributing Factors

It is important to develop commitment to community practice among social work students to encourage their engagement in this field as professionals later in life. This research examines factors that affect commitment to community practice among social work students. A structured questionnaire was administered to 277 social work students in one university and one college in Israel. The findings indicate three main factors that explain variance in commitment to community practice: specific self-efficacy for this field, positive experience in a community project during training, and experience with politics. Surprisingly, theoretical studies and support for community work during supervision did not significantly contribute to explanation of commitment to community work. The findings are discussed.