The theory evaluation scale: An epistemological tool for analyzing social work theories

The profession of social work places a strong emphasis on the utilization of theories in classroom settings as well as in clinical milieus. Therefore, it is understandable that social work students, scholars, researchers, and practitioners feel compelled to make sense of theoretical underpinnings in their professional lives. This study sought to develop an instrument to critically appraise social work theories. Through Qualtrics, a panel of 14 internationally recognized experts in social work theories assessed the content of 16 items, which emanated from the literature on scale development. All of these items were described in accordance with Lawshe’s (1975) content-validity framework. Nine of the original 16 criteria survived expert scrutiny to constitute the Theory Evaluation Scale. Coherence, conceptual clarity, philosophical assumptions, connection with previous research, testability, empiricism, limitations, client context, and human agency were the final criteria on the empirically supported instrument. Implications for research, practice, and social work education are discussed.     

Innovations in teaching social work research

This article reviews the innovations in teaching research in social work education, including conceptual material and specific examples. There is attention to the ideological differences inherent in research and its instruction, methodology/technology innovations, and integrative and group approaches, among other developments. Examination of three major models of research instruction and their assumptions about the purpose of research in social work is presented. Discussion about ethical codes and curricular guidelines for social work programs in the United States and the United Kingdom provides a framework to understand the importance of teaching and learning research for the social work profession.     

Using conceptual models as a planning and evaluation tool in conservation

Conservation projects are dynamic interventions that occur in complex contexts involving intricate interactions of social, political, economic, cultural, and environmental factors. These factors are constantly changing over time and space as managers learn more about the context within which they work. This complex context poses challenges for planning and evaluating conservation project. In order for conservation managers and evaluation professionals to design good interventions and measure project success, they simultaneously need to embrace and deconstruct contextual complexity.In this article, we describe conceptual models—a tool that helps articulate and make explicit assumptions about a project's context and what a project team hopes to achieve. We provide real-world examples of conceptual models, discuss the relationship between conceptual models and other evaluation tools, and describe various ways that conceptual models serve as a key planning and evaluation tool. These include, for example, that they document assumptions about a project site and they provide a basis for analyzing theories of change.It is impractical to believe that we can completely eliminate detail or dynamic complexity in projects. Nevertheless, conceptual models can help reduce the effects of this complexity by helping us understand it.     

Cultivators of Change: Food Justice in Social Work Education

Food security is an important social work issue historically, and social work educators are responsible for teaching a curriculum that ensures social workers advance human rights, social justice, and economic justice. Contemporary food justice work focuses on the intersecting issues of policy, health, social justice, economic development, and the natural environment. The long-term global public health and environmental threats posed by the mainstream food system in combination with increasing poverty and food insecurity have led to questions about the ability of communities to sustain a nutritionally adequate and equitably distributed food supply. This paper provides examples of social work courses, units, and assignments that focus on educating students about food and environmental justice issues. Much of this work is based on service learning, which is an effective pedagogical tool for fostering connections between classroom concepts and practice. Courses that help students understand the contextual environments in their local communities provide optimal learning environments to address social, economic, and environmental injustices in the food system. Food justice, in particular, is one lens by which students can learn about environmental justice issues for application to their future practice.     

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     

A GENOGRAM WITH AN ATTITUDE

The approach described in this paper is predicated on the fundamental belief that in order to become competent and ethical practitioners, students must understand themselves and how they see others. They must be given tools and skills that facilitate examinations of their own assumptions and beliefs about themselves, other, and how the world works. It is also essential that students examine how these assumptions and beliefs will influence the way they choose to conduct therapy. Once they are aware of their biases, they must learn to choose to consciously influence themselves in a way that permits their clients the largest room for change within the clients' own contexts of belief, understanding, experience, and possibility. In this paper I describe the use of the genogram as a tool to facilitate the process of gaining self knowledge. This tool has been used in a multicultural counseling course, as well as in professional development workshops for psychologists, mental health counselors, and marriage and family therapists.     

The need for explicit argumentation in ethical decision-making in social work

This article addresses the need for social workers' explicit argumentation in ethical decision-making, i.e. the justification offered in adopting a particular course of action with their clients. It is the main assumption of this article that social workers need to be aware and explicit of the personal and professional ideas, concepts, values, and assumptions that guide their practice. In the following sections we clarify central concepts such as argumentation and its explicitness, present a conceptual framework for analyzing ethical decisions in social work, illustrate its applicability on social work dilemmas, and discuss possible implications for social work practice and education. Finally, we recommend that social work education put emphasis on: (1) developing more awareness for inner deliberations and making these explicit and amenable for evaluation; and (2) developing specific skills for explicit argumentation in ethical decision-making.     

Profession and Workplace Expectations of Social Workers: Implications for Social Worker Subjective Well-Being

The expectations people have of social workers, and those that social workers hold of themselves, can negatively affect social worker's perceived well-being, via work stress and strain and other negative workplace experiences. This qualitative research presents findings that help to better understand what aspects of these expectations have the greatest impact on the well-being of a sample (n = 19) of social workers with reported low levels of workplace and profession satisfaction. Our data support a conceptual framework of social worker's expectations that relate to outcomes of practice, social worker roles, the perceived functioning by other health-related professionals, conflict in direct practice with social worker identity and having to work in adverse situations, as all contributing to the well-being of social workers. Findings are discussed in relation to social work practice and the role and function of professional associations and educational programmes in addressing these issues that emerge in practice.     

Service Delivery Models for Social Work Practice: Organizing the Content of Human Behavior and Social Environment Courses

The ever-increasing breadth in the conceptual base of current social work practice requires a schema for organizing the diverse needed knowledge for use by practitioners. This paper describes five models of social work practice: social functioning or social competency; social change; medical-clinical; ecological; and learning or education. The basic commonalities and dimensions within each model are reviewed with emphasis on the varying theoretical bases from the social and behavioral sciences as well as social work; the belief systems inherent in each model; assumptions made relative to the target population, the change process, and social work roles; and the authority patterns existing within each model.     

Introduction

ABSTRACT

Conceptualizations of mental health and mental illness continue to be an important influence in shaping social work practice and education. By critically analyzing the emergence of the current concepts of “brain disease” and “behavioral health,” we are able to better understand the stakeholders in this renaming process. The inherent assumptions and the sociopolitical aspects of these two concepts are analyzed. Recommendations for social work practitioners and educators in preparing for a future in which they will participate more fully in the professional dialog about changes in the vocabulary of mental illness and thus more meaningfully shape the service delivery system in general, and the social work domain, in particular, are offered.     

A conceptual framework for the study of human ecosystems in urban areas

The need for integrated concepts, capable of satisfying natural and social scientists and supporting integrated research, motivates a conceptual framework for understanding the role of humans in ecosystems. The question is how to add humans to the ecological models used to understand urban ecosystems. The ecosystem concept can serve as the basis, but specific social attributes of humans and their institutions must be added. Learning and feedback between the human and natural components of urban ecosystems are key attributes of the integrated model. Parallels with familiar ecological approaches can help in understanding the ecology of urban ecosystems. These include the role of spatial heterogeneity and organizational hierarchies in both the social and natural components of urban ecosystems. Although urban watersheds are commonly highly altered, the watershed approach can serve as a spatial basis for organizing comparative studies of ecosystems exhibiting differing degrees of urbanization. The watershed concept can also spatially organize the hierarchically scaled linkages by which the integrated human ecosystem model can be applied. The study of urban ecosystems is a relatively new field, and the questions suggested by the integrated framework can be used to frame ecosystem research in and associated with urban and metropolitan areas.     

From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence

Cultural competency has been a long held ideal for social work educators and practitioners. However, definitions and approaches to cultural competency vary widely depending on worldview, discipline, and practice context. Within social work and beyond, cultural competency has been challenged for its failure to account for the structural forces that shape individuals' experiences and opportunities. In contrast, the concept ofcultural humility takes into account the fluidity of culture and challenges both individuals and institutions to address inequalities. This article takes a critical look at cultural competence as a concept, examining its explicit and implicit assumptions, and the impact these assumptions have on practitioners. It suggests that cultural humility may offer social work an alternative framework as it acknowledges power differentials between provider and client and challenges institutional-level barriers. The authors advocate a move from a focus on mastery in understanding ‘others’ to a framework that requires personal accountability in challenging institutional barriers that impact marginalized communities. Cultural humility, while a promising concept, has not been fully explored in social work. Therefore, the authors present a conceptual model of cultural competency along with strategic questions for providers and organizations to integrate into social work practice and education.     

Using transformative learning as a model for human rights education: a case study of the Canadian Human Rights Foundation's International Human Rights Training Program

This paper examines the essential practices and conditions for fostering transformative learning using the Canadian Human Rights Foundation's International Human Rights Training Program as a case study. It suggests that the program's participants challenge their own values and assumptions about human rights, their work and their society through critical reflection. Consequently, it argues that if human rights educators are to contribute to the transformative education of others, it is necessary for them to understand the theoretical and practical underpinnings of the learning process associated with human rights education.     

Revolutionizing the Social Work Curriculum

The social work literature provides ample evidence of the use of the systems paradigm and concepts. However, system ideas serve primarily as a sensitizing tool, suggesting important environmental factors but not describing precisely the links between them. Social work's failure to take the next logical step, to develop systems models, constrains practitioners’ understanding and ability to intervene. The authors describe system dynamics modeling and its benefits. Educating students in system dynamics modeling can improve social work interventions in the complex situations faced by practitioners.     

Reflections on Designing and Teaching a Social Work Research Course for Distance and On-Campus Students

Social work educators are increasingly challenged to train future social workers who can both value research and believe in themselves as capable researchers. One way to achieve this is the teaching of a specific social work research course at a basic qualification level. At Otago University, such a course was introduced in late 2005, and early 2006, for both on-campus and distance (off-campus) students. This Ideas in Action piece reveals the thinking behind and strategies used to help future social workers overcome their reluctance about social work research and enable them to take practice-related research skills into their future work.     

Mental health social work in Northern Ireland and the Republic of Ireland: challenges and opportunities for developing practice

Drawing on their experience of mental health social work in Northern Ireland and the Republic of Ireland, the authors examine the impact of current legislative and policy change in both jurisdictions. The paper applies Lorenz's theoretical framework to develop a comparative analysis of how global and country specific variables have interacted in shaping mental health social work. The analysis identifies linkages between factors and indicates similarities and differences in mental health social work practice. The paper highlights emerging discourses in this field and explores the impact on practice of developments such as de-institutionalisation, community care, and ‘user rights’ versus ‘public protection’. The article concludes with a review of key challenges facing social workers in both jurisdictions and identifies opportunities for developing mental health social work in ways that can positively respond to change and effectively address the needs of mental health service users and their carers. The analysis provides an opportunity to evaluate Lorenz's theoretical framework and the paper includes a brief critical commentary on its utility as a conceptual tool in comparative social work.     

Teaching research methods to social work students in India and Australia: reflections and recommendations

This paper draws on the reflections of two social work educators who have, for many years taught research methods to undergraduate and postgraduate social work students in India and Australia. The intent is to suggest measures for enhancing the quality of social work research education. The reflections are embedded in a social justice and human rights framework, privileging the educators’ unique social and cultural contexts and their commitment to engage with indigenous knowledge. The authors recommend effective social work research education requires the educator to draw on a deep understanding of their own context, as well as globally accepted research traditions. Particularly, we encourage research teachers to adopt student-centred approaches that emphasise a broad ‘research mindedness’ (in their students and themselves), building students’ practical capacities and confidence to become effective, research informed practitioners; capable of contributing to their own communities and to the social work profession more broadly.     

Exploring Professional Stereotypes and Learning for Inter-professional Practice: An Example from UK Qualifying Level Social Work Education

This paper explores the concept of stereotyping from UK social work students' and educators' perspectives. It discusses findings from an exploration of inter-professional practice with two cohorts of final year social work students in a UK university. The authors adapted a questionnaire to initiate discussion about inter-professional working with BA and MA students participating in a specialist child and family social work module. This paper analyses students' responses to the questionnaire and explores wider issues relating to professional stereotyping and identity, discussing the usefulness of these concepts for social work education and collaborative practice. Results suggest that student social workers held both positive and negative assumptions about specific occupations/professions (such as medicine), and that these acted as a mirror or tool for reflecting back their own views of social work identity/ies. We argue that this pedagogic exercise in identifying stereotypical assumptions about ‘others’ may encourage the building of a positive sense of ‘own’ professional identity. We further suggest that students should be encouraged to construct a core social work identity that is dynamic and responsive to changing contexts.     

Causal Thinking and Computer Literacy

Summary

Professional practice in the human services often is based on implicit theories of causality regarding assessment of a problem and related interventions in a client's life. Complex applications of computing to this kind of professional activity require literacy about the underlying processes by which individuals make causal judgments. This paper presents a conceptual framework for understanding three components of causal thinking, the causal field, cues-to-causality, and causal theories, and their relationship to computing applications. For each component, several cognitive heuristics are described that can help individuals understand the components of causal thinking and link them to computer applications that might enhance the quality of professional practice.