Social Work Training or Social Work Education? An Approach to Curriculum Design

Population ageing, economic circumstances and human behaviour are placing social welfare systems under great strain. In England, extensive reform of the social work profession is taking place. Training curricula are being redesigned in the context of new standards of competence for social workers—the Professional Capabilities Framework (PCF). Students must be equipped on qualifying to address an extensive range of human problems, presenting major challenges to educators. Critical theory suggests an approach to tackle one such challenge—selecting the essential content required for areas of particular practice. Teaching on social work with older people is used to illustrate this. Habermas' theory of cognitive interests highlights the different professional roles served by the social work knowledge base—instrumental, interpretive and emancipatory. Howe's application of sociological theory distinguished four social work roles corresponding to these. It is suggested that curriculum design decisions must enable practitioners to operate in each. When preparing students to work with older people, educators therefore need to include interpretive and emancipatory perspectives, and not construct social work purely as an instrumental response to problems older people present. This approach provides one useful rationale for curriculum design decisions, which is applicable to other areas of practice, and to contexts outside England.     

Research Note—Is Social Work Education a Form of Social Work Practice?

ABSTRACT

The inclusion of social work education as a form of practice has been missing from the debates on the need for a unified definition of social work practice. This Research Note reports the findings from interviews with 20 social work educators who were asked whether social work education is a form of social work practice and were encouraged to elaborate on their response. The qualitative data were analyzed using thematic analysis and revealed five themes. The findings contribute to the debate on the need for clarification among social work authorities in shaping the definition of social work practice and the need to provide a clear stance on the extent to which social work education is a form of social work practice.     

Troubling Times for British Social Work Education?

Although the creation of a new framework for qualifying education in social work combined with the introduction of a new framework for post qualifying education appears to have clarified and protected the future of social work in Britain, there remain a number of problems which these developments have not resolved. Indeed, as I will argue, their implementation has created a set of new questions that could derail the best intentions for the development of British social work. The purpose of this paper is to identify the scope of these problems, which potentially affect the provision both of qualifying and post qualifying education. It is suggested that while these issues may particularly impact upon social work education in England, it is probable that they will also present a problem for other countries in the United Kingdom.     

Challenging Social Work Education’s Urban Legends

Urban legends circulate throughout society, including higher education and social work education. Some academic mythologies take on the status of a tradition—no matter the evidence or lack thereof—and continue to thrive, to influence thinking, and to shape norms, which, in turn, direct behaviors. As with urban legends, academic myths are able to overpower and dismiss the conclusions drawn from critical thinking processes. Accreditation standards, common program structures, and faculty behaviors and expectations have evolved over time grounded in and shaped by various legends. Social work educators applying critical thinking processes to their educational enterprise will be able to challenge with intellectual rigor the profession’s urban legends, which will then result in national standards and program models that are creative, proactive, and forward-thinking.     

Societal Crises–Strategies for Social Work Education

This paper examines existing literature on anticipated role problems by mothers who reenter higher education after marriage and child rearing, and presents data from a study that examined the characteristics, role difficulties, and role satisfactions of a group of women with children who recently completed an MSW program. The findings revealed an absence of major problems for these women, both during and after MSW training. The dominant theme was one of rewarding, ego-enhancing, and relatively easy movement of these women through their MSW training and subsequently into professional positions.     

Virtual Social Work Education—Theory and Experience

This paper critically analyses the experience of providing social work education over the Internet. It argues that the interactivity and responsivity integral to e‐learning are significant capabilities that can facilitate the kind of student centred learning in social work that is consonant with the emerging consensus on effective educational and professional practices. Associated with this it argues that e‐learning better provides equality of access and opportunity to a diverse range of students to pursue social work education through the creation of critical mass and technological adaptations to diverse needs. Research with a group of students who have pursued online learning is presented. The research indicates that though e‐learning is largely considered a positive and enabling experience by students, it is still experienced as isolating by most. A balance therefore needs to be struck in future between face to face and online interaction ensuring students are not isolated and that infrequent use of e‐learning does not delay engagement with the medium and the passing of online developmental milestones. This paper concludes that there is a longer term future for e‐learning within social work education but that this future needs to be based on androgenic constructivist strategies to student learning and a responsive blend of online and physical interactivity.     

Business in Social Work Education: A Historically Black University’s Social Work Entrepreneurship Project

The destabilization of the current economy has sparked increased interest in entrepreneurship, especially for underrepresented minority social work students. The entrepreneurial thinking of these social work students entering social work programs at historically Black colleges and universities needs to be fostered in a learning environment. This article describes a historically Black university’s creative social entrepreneurship venture in response to the Social Work Congress’s 2010 imperative “Business of Social Work—Infuse models of sustainable business and management practice in social work education and practice.” The social entrepreneurship project uses the interprofessional collaborative educational model and attempts to provide meaningful and relevant education to social work students interested in social entrepreneurship through the collaborative efforts of the university’s School of Social Work and the School of Business and Management.     

Teaching Note—Incorporating Social Innovation Content Into Macro Social Work Education

The practice of social innovation offers promising approaches for addressing social issues. Although many social innovation strategies are congruent with macro social work theory and practice, some of the insights and tactics that have emerged in the social innovation field have the potential to strengthen current macro practice. Based on our experiences with the social innovation program at the Boston College School of Social Work, we focus on 5 aspects of the social innovation cycle and suggest social innovation content that can be incorporated into macro social work curriculum.     

Social Work Practice and Education in México

Social work education and practice in Mexico has emphasized need for social change, family, and community involvement. Education includes casework, group work, and community organization with extensive field work experience that is community based. Education programs rely heavily on literature from South American countries including liberation theory such as that espoused by Paolo Friere. Social work education at the college level prepares graduates for practice, with a licencia. Social Workers in Mexico work in medical settings, children's services, rehabilitation, family services, work settings and a variety of community based programs. Mexico has begun to develop graduate education. Education in the US, Canada, Mexico and other countries could be enhanced with further exchanges of faculty, students and literature.     

Social Workers’ Perspectives Regarding the DSM: Implications for Social Work Education

There is a decades-old debate in social work regarding the appropriateness of the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) by clinicians in this profession. Despite often contentious perspectives, there has been very little study regarding clinical social workers’ experiences, attitudes, and beliefs about the use of the DSM in their work. In this qualitative inquiry, 20 clinical social workers who had recently completed master’s of social work coursework and were working with children were interviewed using grounded theory methods. Results of the inquiry are presented and implications for social work education are discussed.     

From the Editor—Social Work Education for New Times

Abstract

A content analysis of 266 recommendation letters showed that males are more often associated with so-called male stereotype traits, while females are more often associated with so-called female stereotype traits. This outcome follows Gilligan's (1982) different voice theory: There are gender-based differences in values. It is argued that male and female voices should be merged to strengthen social work education and the profession and that an artificial male-female dichotomy should not set up.     

Evaluating the Impact of Post‐Qualifying Social Work Education

Post‐qualifying awards in social work are well established within the continuing professional development agenda for qualified social workers in the UK. The evaluation of education and training should be an integral part of this agenda because it is important to ensure that programmes continue to meet standards of delivery, are successful in meeting their aims and objectives and are making an impact on practice. However, there is a limited amount of published work on the evaluation of post‐qualifying social work education, with studies often focusing on programme delivery rather than on their impact on practice.

This paper explores evaluative work within the current post‐qualifying social work framework and discusses the results of an evaluation of the Vulnerable Adults and Community Care Practice programme, a specialist post‐qualifying social work education programme run by a UK university, as an example of an evaluation of the impact on practice. The results indicate positive evidence of impact on practice and demonstrate examples of how the programme has had a direct effect on individuals, teams, organisations and on people who use services.     

Videoconferencing: A Viable Teaching Strategy for Social Work Education?

The findings of a study that examined students' reports about their experience with ITV are presented. The results are based on two different courses with different instructors and different composition of students. Results show that students in both sites report that the use of technology does not compromise their learning but they dislike it. Strategies for future research to understand the nature of the reaction are suggested.     

Is Discrimination Against Evangelical Christians a Problem in Social Work Education?

This article reviews the literature regarding discrimination by social work practitioners and educators against evangelical Christian social workers. We examine the methodology of articles that compare religiosity and political ideology between social workers and the general population and also of articles that address discrimination against evangelical Christians in social work education. Our results indicate that there are limited studies to support arguments that such discrimination exists and that these studies have significant methodological weaknesses. We conclude that the claims about social work and social workers discriminating against evangelical Christians are not supported by a sufficient body of rigorous research.     

Examining the ‘Conservative Revolution’: Neoliberalism and Social Work Education

Within social work education, there may be a failure to adequately and critically examine neoliberalism and processes of neoliberalization. In this context, those seeking to grasp the meaning of neoliberalism should be attentive to at least six interconnected components: how we might define neoliberalism in relation to the ‘embedded liberalism’ it endeavoured to supplant or displace; the role of the state within neoliberalism; the concept of ‘accumulation by dispossession’ which illuminates how neoliberalism has constantly aimed to redistribute in favour of the rich; the centrality of insecurity and precariousness; the renewed and retrogressive faith in incarceration and, more broadly, what has been termed the ‘new punitiveness’; and how neoliberalism, in practice, is often at variance with the theory and rhetoric. It will be suggested that contemporary interpretations of neoliberalism by, for example, David Harvey and Pierre Bourdieu—along with the insights of Antonio Gramsci—might aid our understanding during a period of, now perhaps, faltering neoliberalization.     

Messages to Social Work Education: What Makes Social Workers Continue and Cope in Child Welfare?

This article examines the positive elements which make social workers continue their career with a focus on statutory child welfare. Such analysis is needed, as existing research tends to highlight stress, exhaustion and career break-up issues. The empirical data consist of focus groups of 28 social workers and a questionnaire addressed to 56 professionals in child welfare in two Finnish urban municipalities. The focus groups were targeted at novice, expert and veteran social workers. The analysis presents organisational, person-related and client-work-related positive elements from the point of view of social workers. The results highlight that social work in child welfare may be experienced as being rewarding and professionally challenging. The positive elements vary among novice, expert and veteran social workers, with the latter especially viewing their work as independent expert work with major opportunities to make a change in children's lives. Commitment to care of children is one of the key motivating factors. The study suggests that social work education should recognise that the subjective motivation to do social work may change during one's career and that social work may be simultaneously both stressful and rewarding. Students should learn how to balance these aspects of their work.     

Research Note—Globalization and Social Work: Influencing Practice Through Continuing Education

This study determined the effect of a continuing education (CE) program on increasing social workers’ knowledge about global issues and subsequently influencing decisions for future practice. Thirty-eight participants took a CE course (3-session face-to-face or 1-month online) on global issues. Social Work Practitioner Globalization Survey was used to test participants’ (1) knowledge about globalization and global references, (2) belief about the importance of globalization for making practice decisions, and (3) intent to seek global knowledge in the future. Pre- and postcourse data from 32 respondents showed increases in knowledge, belief, and intended action toward the use of globalization knowledge in social work practice. Findings help social work educators justify and plan curricula that infuse globalization and global issues as curriculum components.     

Fit for Purpose? Post-Qualifying Social Work Education in Child Protection in Scotland

Recommendations for post-qualifying training and education in child protection social work consistently form part of the political response to child abuse scandals. The influence of child abuse politics upon the push towards post-qualifying training and education has been consistent across the United Kingdom. Within Scotland educators have been quick to respond to the market demand for programme provision and there is now a growing number of academic programmes being offered by higher education institutions. Yet despite post-qualifying training and education achieving the status of ‘panacea’ there is little in the way of a national dialogue about what post-qualifying training and education in social work child protection should look like. The parameters of this have not been subject to any kind of national debate and the Scottish academic community has not entered into a professional dialogue on these issues. More crucially, educators have not engaged in any level of identifiable evaluation of their provision and there is an absence of engagement with the scholarship of teaching child protection at the post-qualifying level. This paper connects with these issues to question whether the post-qualifying training and education delivered by Scotland's universities can be considered fit for purpose.     

Gatekeeping in Graduate Social Work Education: Should Personality Traits be Considered?

To begin to systematically determine what qualities may be most useful for social work students and developing practitioners from a gatekeeping standpoint, this study explored the relationship between personality traits among first-year MSW students and performance in the field and classroom. Results indicated that there is a relationship between some personality traits and performance in the field and classroom. Findings from this study support previous research in allied disciplines indicating that personality traits are relevant to professional training and occupational success. They also lend support to recent literature in social work, which has recognized personal characteristics or attributes as critical to success in practice. Implications regarding gatekeeping, the US Council on Social Work Education's implicit and explicit curricula, and signature pedagogy are discussed.