Being the University: Liaison Persons' Reflections on Placements with Off-Site Supervision

Social work as a profession, social work practitioners and organisations, as well as social work educators are under strain due to global, economic, social and political changes and workplace pressures. Field education is recognised as pivotal in preparing social work students for professional practice. As social work practitioners, organisations and social work educators are exposed to external and internal pressures, social work practice learning with off-site supervision is becoming more prevalent. This paper reports on research that explored the experiences of key stakeholders in social work practice learning with external or, in other words, off-site supervision. This paper explores the experiences of university liaison persons who provided supported field education arrangements with off-site supervision. A range of themes have emerged, including reflections about bringing the university to the placement experience, creating student centred placement opportunities, the complexity of connecting the various players and the extra support and resources needed to support placements with off-site supervision. Findings suggest that quality learning experiences are about more than modes of supervision, that placements with off-site supervision increase the workload of liaison persons and that clear models and structures need to be developed to support emerging field education models.     

基于SYB模式的大学生电子商务创业教育研究

伴随国内互联网的快速发展和网络消费环境的整体改善,电子商务已经成为当代大学生最为可行的一种创业模式。在大学生电子商务创业教育中,高校应该大力借鉴国际上成熟有效的SYB创业人才培养模式,构建具有电子商务创业教育特色的SYB创业教育拓展体系,从创业意识、创业计划、创业模拟和实战等方面全面培养大学生创业基本素质;从创业教育的组织、师资、环境和创业实施条件等方面给予大力的保障。     

In Circle: A Healthy Relationship,Domestic Violence,and HIV Intervention for African American Couples

While marriage and healthy relationship education has grown, limited interventions have been developed specifically to support the development and flourishing of African American couples. African Americans are also disproportionately impacted by HIV/AIDS and are more likely to experience lethality and serious injury due to domestic violence compared to Whites. Despite this, African American couples have been resilient and managed to thrive in relationships. Little has been done to capture these strategies, build on cultural strengths, and design an intervention specifically crafted for this population. This article describes an intervention “In Circle” developed, implemented, and evaluated for African American couples to support healthy relationship and healthy marriage education. The intervention is based on an Ancient Egyptian value system and undergirded by three integrated theoretical perspectives. The article also includes implications for practice and research.     

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.     

A (not so) simple dialogue activity

ABSTRACT

This article explores the research on peer-to-peer dialogue in higher education, including the innovative practice of intergroup dialogue and other practices such as nonviolent communication and contemplative listening. I then describe an activity I do with my community college students, in a context where lack of time and other resources do not allow a more resource-intensive dialogue practice. I ask them to experience dialogue with several free, easily available resources, including nonviolent communication, contemplative practice, and public radio podcasts from On Being, then have a conversation outside of class in which they mostly practice deeply listening to someone with different political beliefs than they have. They may make a brief attempt at dialogue or nonviolent communication. I discuss how my activity may accomplish some of the goals of intergroup dialogue and be useful where students are learning about diversity and inequality across social divides, including in social work education and sustainability education. I nest this activity in a course that involves some contemplative practice, to explore how both sustainability education and the social justice component of social work may benefit from contemplative practice. Finally, I detail some other resources about hope and despair that support this activity.     

Changes in Irregular Emigration: A Field Report from Fuzhou

This paper is based on case studies in Fuzhou, China, with the aim of exploring the changes in Fuzhou’s irregular emigration activities. The findings indicate that due to changing socio‐economic and historical circumstances, a more legalizing tendency of irregular emigration from Fuzhou can be observed. Among these new developments are the following: less risk, along with the use of safer tactics, is now involved in the process of emigration; emigrants are better supported with resources such as financial support, network support and a higher level of education; “legal” status is cherished in the process of emigration, and fewer and fewer emigrants are likely to be victimized by organized smuggling groups; and migratory waves have decelerated and the passion for emigration has become both more rational and more sensible.     

Life after leaving care: Experiences of young Indian girls

Transition out of residential care to living independently in society is one of the most complex processes for young adults in India. The situation becomes more complicated for girls who are at the risk of gender discrimination in a male dominated society. A quantitative study was conducted to understand the experience of social reintegration of a hundred young girls who had left care in the past four years. The girls' responses on a series of questions regarding their experience of social reintegration in the areas of education, life skill, money management, etc., were computed as the Experience of Social Reintegration Index. Overall, the findings showed that about 50% girls were able to pursue higher education and had savings. In social support, organisational support was available to only one-third of the respondents. It was also revealed that the care-leavers' educational qualification, age of leaving care, preparation for social reintegration, availability of support network and self-esteem were some of the predictors of their nature of experience after leaving care.     

Parent support and education for low-income families: Historical and current perspectives

In this paper, the author reviews the premises, objectives and patterns of practice that have informed parent support and education for low-income families from its roots in the nineteenth century up to the present. The review has two purposes. The first is to complement and extend existing historical perspectives on the genre, which tend to have a middle class orientation (see, for example. Brim, 1959; Schlossman, 1978a). The second is to derive lessons useful for future consideration of parent support and education as a means to address various social problems.     

Privilege,compromise, or social justice: teachers’ conceptualizations of inclusive education

This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers’ support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers’ beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need for a paradigm shift in teacher education, moving away from deficit models towards an understanding of inclusive education as linked with issues of social justice.     

Social capital,human capital,and career success in public relations in Taiwan

This study examined the degree to which demographic, human capital, and social capital variables can predict career success for public relations practitioners in Taiwan. Social capital includes two dimensions: social trust and social network. Human capital includes education, rank, career tenure, and motivation. Public relations practitioners (150) from 16 agencies in Taiwan were interviewed in 2006. Social capital explained the significant variance in subjective career success. As for human capital, motivation negatively predicted job comfort, but positively predicted challenge and task significance. Career tenure and rank in the agency positively predicted autonomy, while only age and professional tenure predicted objective success. This study also revealed that the longer the practitioners stay in the business, the more the sense of autonomy, financial rewards, and support they have. Combined with the results of objective career success, career tenure is the best predictor for career success among all the variables in human capital. Since gender does not predict career success, we may infer that public relations practice in Taiwan does not seem hostile to women.     

Uncovering issues of ableism in social work education: a disability needs assessment

ABSTRACT

Social work education’s commitment to teaching inclusive social work practice must not only be evidenced in the explicit curriculum and teaching methods, it must also be present in the implicit curriculum including administrative policies, student support, and resources. Yet, accessibility and climate efforts often fall short of addressing disability and ableism as barriers to education, despite the clear call for disability to be included as part of the field of social work’s commitment to social justice. A social work graduate program in the USA developed a mixed-methods disability needs assessment, completed by 586 respondents in 2016. The assessment highlighted the frequency with which students experience ableist microaggressions and lack of support they feel they have, as well as the need for a disability-focused community within the school. Results illuminated the need for education on the depth and breadth of disabilities, advocacy, principles of Universal Design for Learning, and ableist microaggressions. These findings can assist social work educators in developing tangible strategies for more inclusive social work education.     

The added impact of parenting education in early childhood education programs: A meta-analysis

Many early childhood education (ECE) programs seek to enhance parents' capacities to support their children's development. Using a meta-analytic database of 46 studies of ECE programs that served children age three to five-years-old, we examine the benefits to children's cognitive and pre-academic skills of adding parenting education to ECE programs for children and consider the differential impacts of: 1) parenting education programs of any type; 2) parenting education programs that provided parents with modeling of or opportunities to practice stimulating behaviors and 3) parenting education programs that were delivered through intensive home visiting. The results of the study call into question some general longstanding assertions regarding the benefits of including parenting education in early childhood programs. We find no differences in program impacts between ECE programs that did and did not provide some form of parenting education. We find some suggestive evidence that among ECE programs that provided parenting education, those that provided parents with opportunities to practice parenting skills were associated with greater short-term impacts on children's pre-academic skills. Among ECE programs that provided parenting education, those that did so through one or more home visits a month yielded effect sizes for cognitive outcomes that were significantly larger than programs that provided lower dosages of home visits.     

Social Work Supervision and its Role in Enabling a Community Visitor Program that Promotes and Protects the Rights of Children

Abstract

This article explores the characteristics of traditional social work supervision, comparing it with supervision in the counselling/clinical field and in industry. The contention is that while social work supervision has learned from advances in other supervisory fields, the traditional social work supervision functions of administration, education, support, and mediation lead to a more holistic practice within child protection work than is possible using other narrower frameworks. A discussion of supervision within a community visitor program that promotes and protects the rights and interests of children and young people who are in state care is used to support this contention.     

Social support networks of care leavers: Mediating between childhood adversity and adult functioning

Care leavers' social support networks have often been theorized as having a salient role in explaining youths' functional outcomes and the way these relate to their adverse pasts. The goals of the present study are to examine the association between childhood adversity and adult functioning among youth aging out-of-care, and to explore how attributes of their social support networks mediate this association.The sample consisted of 345 Israeli care leavers (ages 18 to 25), formerly placed in residential or foster care. Standardized self-report questionnaires were administered to assess various attributes of youths' support networks (e.g., network size or adequacy) vis-à-vis three types of social support (emotional, practical, information and guidance), indices of childhood adversity, and markers of adult functioning (adjustment to post-school settings, economic well-being, and housing difficulties).Structural equation modeling indicated that a significant portion of youths' functioning outcomes was attributable to childhood adversity. This relationship was fully or partially mediated by social support, across the various types of support and outcomes examined. Network size and network adequacy were the most prominent predictors of functioning; the latter more consistently so. Whereas emotional, practical, and information and guidance supports all significantly contributed to greater adjustment to post-school settings and economic well-being, only practical support was related to fewer housing difficulties.The differential effects of the attributes and functions of care leavers' support networks on functioning outcomes are discussed in reference to social network literature. The paper also presents recommendations for practice and policy with a focus on social network intervention.     

Reconsidering “community liberated”: How class and the national context shape personal support networks

The “community liberated” thesis has been influential in describing contemporary social support systems. Specifically, “community liberated” argues that people do not seek support in their immediate neighborhood but rather entertain a network of far-flung ties to support-providing alters. This paper uses personal network data from six countries – Australia, Germany, the US, Austria, Hungary and Italy – to evaluate this argument and shows that the degree of liberation of one's community is strongly linked to one's socioeconomic status – specifically, one's education level. Additionally, we describe strong country-level heterogeneity in the spatial dynamics of personal support networks and find national contexts to be moderating the effect of education on community liberation, especially in Italy and Hungary, thus suggesting network geographic dispersion to be linked to national economic structures and labor markets. The paper thus elucidates the effect of two different, yet related social contexts on personal networks: the class context and the national context.     

Netzwerkintervention und soziale Unterstützungsförderung — konzeptioneller Stand und Anforderungen an die Praxis

A short reconstruction of the social network and social support research history is a starting point for a critical reflection of the state of the art of network and support intervention. Target levels of social network intervention are systematically discussed. The urgent need for an evaluation of more network and support intervention programs is expressed. Important conditions of effective interventions are drawn from network and support theory, research and practical experiences.     

Research‐based teacher education for multicultural contexts

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in‐service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence‐based practice’.     

Reviews

This article seeks to stimulate debate around the relationship between Post‐Qualifying Social Work education and social work practice. Whilst initially welcomed as a positive development for the continuous professional development of qualified social workers, the author questions if in a work climate increasingly dominated by concerns about meeting global market forces PQSW education has the potential to support discriminatory and oppressive practice and undermine social work values?Higher education in England has been given the task by the General Social Care Council to develop Post‐Qualifying Social Work (PQSW) education that delivers both academic and vocational learning as national occupational standards, workforce planning and concerns around globalisation drive professional development. Indeed, a positive selling point for the PQSW framework is its apparent ability to bring together practitioners' career choices with professional development, employers' workforce planning strategies and the government's modernisation agenda for public service provision. However, could a system of education designed to meet such a variety of agendas undermine social work practice and reduce higher education to primarily providing programmes designed to meet regulatory requirements rather than professional social work that promotes an anti‐discriminatory and anti‐oppressive approach to practice? The article concludes that whilst evidence suggests PQSW education does make a positive difference to practitioners and their organisations, debate is still required to ensure it supports agreed social work values and a commitment to anti‐oppressive and anti‐discriminatory practice.     

A Framework for Enabling Evidence-based Practice in Allied Health

Evidence-based practice (EBP) is upheld as best practice in health and human services but there is a need for more research on how this approach can be enabled in day-to-day practice. This qualitative study examined EBP with allied health managers and practitioners in a health service network (n = 17). The findings highlight the systemic nature of EBP and the extent to which it involves both individual and environmental attributes. Individual attributes include clear understanding of EBP, relevant knowledge and skills, and motivation and passion. Environmental attributes are the presence of an organisational culture that values and prioritises EBP and an integrated mix of research support services, professional development activities, supervision and mentorship, and university partnerships. Theoretical frameworks can be useful for making sense of complex processes, planning, and evaluating change. Therefore, the findings are presented as a framework incorporating reflective questions relating to the elements identified as enabling EBP.     

Reframing Black Perspectives in Social Work: New Directions?

This paper aims to focus on the politics of exclusion by opening up a debate about black perspectives in social work and articulates a comparative assessment between the UK and USA which includes contributions from social and political theory, particularly the ‘politics of recognition’. The paper begins by mapping the territory denoted in the growth of ‘studies’ in sociology and academia. Following these discussions, I review criticisms and possibilities of anti‐racist social work and black perspectives to argue that in the British context, the dilution of anti‐racist social work into a discriminatory practice framework undermined the place of black perspectives in social work education. In the next section, a reframing of black perspectives is envisaged with implications for social work learning and practice. By attending to these issues, social work learning and practice can support a more inclusive approach to professional knowledge which recognizes changing patterns of social life, complexity and multiple perspectives.