INTEGRATING EVIDENCE-BASED PRACTICE AND SOCIAL WORK FIELD EDUCATION

The social work academic community is currently considering and critiquing the idea of evidence-based practice (EBP). Given the vital part that practicum education plays in the social work profession, understanding the views of field instructors on this subject is essential. The George Warren Brown School of Social Work at Washington University surveyed 283 field instructors within 180 agencies and found that the majority (87%, N=235) viewed it as a useful practice idea. However, most of the indicators employed to assess use of scientific evidence in social work practice revealed that it occurs too infrequently. A lack of time was reported as the greatest obstacle.     

Using the Image Exchange to Enhance Interdisciplinary Team Building in Child Welfare

A team building activity, the image exchange, was helpful to interdisciplinary teams in clarifying perceptions and opinions of participants about the roles of each discipline (child welfare, domestic violence, mental health, and substance abuse workers) at a five-day interdisciplinary training workshop. Discussion of team members’ perceptions and views provided opportunities to develop insights about misperceptions. Training in team development and role clarification provided a foundation for the development of effective interdisciplinary collaboration, which may improve interdisciplinary practice.Dr. Packard is an Associate Professor and Dr. Jones is a Professor in the School of Social Work at SDSU. At the time of writing, Ms. Nahrstedt was a Research Assistant in the School of Social Work at SDSU. This project was funded by a grant from the U.S. Department of Health and Human Services, Administration for Children, Youth, and Families.     

Research in practice: Promoting the dialogue

This paper describes and discusses a research dissemination project undertaken by participants in the Leicester University School of Social Work Child Protection Studies programme. The initiative was designed to enable experienced social workers to share with others findings from their recently completed research projects, to encourage other health and social care practitioners to engage in research activities, and to promote links with employers. Past and current students worked with staff to mount a successful national conference attended by eighty people which promoted discussion of a number of important child protection topics. It encouraged participants to continue with further research and dissemination activities. It also promoted the setting up of a partnership between the course team and local employers to run a programme of day events to bring relevant recent research findings to the attention of social work practitioners and first line managers.     

Public child welfare workers' perception of efficacy relative to multicultural awareness,knowledge and skills

Maintaining a well trained pool of workers in public child welfare agencies continues to be an ongoing problem. Research suggests that it is critical that we continue to explore the factors associated with worker efficacy. Existing research has found that outcomes for families and children are affected by numerous individual and organizational characteristics including worker's perceived efficacy (Advancement of Social Work Research, 2005; Bernotavicz, 2007; Collier, 2007; Ellett, 2007; Government Accountability Office, 2003; Milner, 2003). This study describes public child welfare workers, and their perceptions of efficacy relative to multicultural awareness, knowledge and skills. Study outcomes have implications for worker training, supervision, and curriculum on child welfare.     

Studies in international social work

Studies in international social work is a joint report series between the Department of Social Work and INSWED (International Social Work Education and Development), both of which are at Stockholm University. The series was started in 2002 in order to reflect some of the international work relevant for social work that is being done by or in cooperation with these entities. It is open for ‘traditional’ academic work as well as international development cooperation projects. The research reports selected for publication in the series concern projects conducted in collaboration with Stockholm University and which can be expected to be of common interest to a wide range of readers. For this reason they are published in English. To date, the series has been devoted mostly to child welfare issues.     

Must Schools of Social Work be Freestanding? Yes!

Abstract

Point/Counterpoint is a regular feature of the Journal of Social Work Education. Its purpose is to provide a vehicle for the expression of contrasting views on controversial topics in social work education. Our goal is to illuminate important debates and explore the diverse perspectives that are shaping social work education.

In each issue of the Journal, social work educators are invited to comment on a topic about which they have differing viewpoints. Each commentator is given an opportunity to make a brief rebuttal. In this issue, Barbara Shank (Chair, Department of Social Work, University of St. Thomas and the College of St. Catherine), Irving Piliavin (Director, School of Social Work, University of Wisconsin-Madison), and Marsha Seltzer (Professor, University of Wisconsin-Madison) address the question: Must schools of social work be freestanding?     

Exploring the self-care practices of child welfare workers: A research brief

Child welfare workers experience higher rates of vicarious trauma, workplace stress, and compassion fatigue, when compared to other social service workers. Increasingly, social service agencies, in general, and child welfare agencies, specifically, recognize the importance of self-care in assuaging these problematic employee outcomes. However, research that explicitly examines the self-care practices of child welfare workers in nominal. This study brief explores the self-care practices of child welfare workers (N = 222) in one southeastern state. Results reveal that child welfare workers only engage in self-care at moderate levels. Additionally, data suggests that variables such as health status, current financial status, and relationship status significantly impact personal and professional self-care practices, respectively. After a terse review of relevant literature, this brief will explicate findings associated with this study, and identify salient discussion points and implications for child welfare training, practice, and research.     

Plagiarism and the Web

TechNotes is a new occasional column in the Journal of Social Work Education designed to bring to readers’ attention new developments in technology of relevance to social work education. In this first column, Robert F. Vernon, associate professor, School of Social Work, Indiana University/Purdue University at Indianapolis, Shirley Bigna, assistant director, Krannert Memorial Library, University of Indianapolis, and Marshall L. Smith, professor, Social Work Department, Rochester Institute of Technology, describe technology that can help educators to deal with plagiarism.     

The therapeutic utilization of canines in a child welfare setting

This article describes the therapeutic use of canines in child welfare work. The chronically rejected child, or those who virtually spend their entire youth in care, tend to develop a withdrawn, depressed, and suspicious posture toward their relations with other people. This ultimately results in their failure to respond to conventional treatment modalities. Under these circumstances, the canine intervention may prove to be a valuable adjunct, helping to develop and to expedite the process of the therapeutic alliance.This article is a revised version of one presented to meet the requirements for the Masters in Social Work Degree from Hunter College School of Social Work.     

Infant and child observation as preparation for social work practice

This paper argues that infant and child observation is not only valuable as part of social work training for work with children and families but that it has a wider value in equipping workers with assessment skills relevant in all areas of social work, including care management. It describes the introduction of infant and child observation as a required component of the BA/Diploma in Social Work at The University of Reading and the effect on students' learning and their practice skills. It shows how child observation festers the development of reflective practice, enabling workers to look beyond the presenting problem and to understand the situation as a whole. The resulting intervention is then more likely to be appropriate in meeting a client's needs.     

Central Scotland's joint police and social work initiative in child abuse: an evaluation

SUMMARY. The previous article in this issue described the joint police and social work initiative in Central Region for the investigation of child abuse allegations from the point of view of a social work manager. This paper sets out the main findings of an independent evaluative study of the same scheme, focusing on its impact on the way investigations were handled, the aspiration to make procedures more child-centred, and the development in practice of the concept of co-ordination. The study, described more fully in Brown and Fuller (1991), was carried out by the Social Work Research Centre, University of Stirling, and funded by the Social Work Services Group of the Scottish Office.     

Social Work Educators in a Changing Higher Education Context: Looking Back and Looking Forward 1982–2005

Abstract

The present paper is based on initial findings from an online survey of Australian social work educators conducted as part of the Australian Research Council Linkage Project “Social Work in the Enterprise University: A national survey of social work educators 1982–2005”.1 1. The chief investigators in the project are Associate Professor Elizabeth Ozanne and Professor Craig McInnis, from The University of Melbourne, and Associate Professor Wendy Weeks, who sadly passed away in July 2004. The Australian Association of Social Work and Welfare Education is the industry partner in the project and the researcher is Kylie Agbim (nee Brown), PhD scholar, School of Social Work, The University of Melbourne. The article contributes to empirical data on the Australian social work education workforce and draws attention to the need for greater exploration of the challenges and opportunities confronting social work educators. It is argued that the characteristics of Australian social work academics and their visions for contemporary and future social work education are of increasing importance in a more competitive and global higher education market and in an era when the nature of welfare practice is being radically transformed. Initial findings from the 2005 national survey are compared with findings from the only previous national survey of social work educators and contemporary studies of other academic populations. The data highlight possible implications for contemporary and future social work education in universities.     

An educational model for child welfare practice with English-speaking Caribbean families

Implemented in New York City, the Child Welfare Fellowship Project is an international collaboration between social work educators in the United States and Jamaica, the West Indies, the public child welfare agency, and selected community-based agencies. This model educational program prepared selected Masters of Social Work (MSW) Fellowship students for exemplary child welfare practice with English-speaking Caribbean families by providing enhanced programs designed to support culturally competent skill development and a preventive approach to child welfare practice. These educational enhancements, combined with academic course work, increased professionalism, self-efficacy, and culturally competent skill development among participants and averted foster care placement for families seen over the duration of the project.     

The California Collaboration

Summary

This article documents the Title IV-E child welfare social work project of the California Social Work Education Center (CalS WEC): The establishment and ongoing support of collaborative arrangements among 58 California counties, the California State Department of Social Services, and all of the California graduate social work schools. The primary goal of this collaboration is to produce MS Ws who will commit to helping disadvantaged children and families in publicly supported child welfare services. The project model contains five interdependent components: a competency-based curriculum, financial support for students, development of instructional materials, active participation among public child welfare agencies and the universities, and evaluation.

This paper focuses on the collaborative curriculum development process. Evolving arrangements among stakeholders are described here in terms of the reciprocal adjustment of curriculum development and field and classroom instruction to prepare MSWs for public child welfare careers.     

Parent Involvement Practices in Child Protection: A Matter of Know-How and Attitude

Modern view of child protection services implies that to help young people, simply intervening on their behalf is not sufficient. It suggests that involving parents in the assistance process is essential in order to ensure that they are most likely to play their role as parents to their children in the fullest possible way. Although several articles have dealt with the issue of parent involvement, very few have attempted to document the practices used by practitioners to encourage such involvement. This article presents the findings of a study on child protection practices for involving parents in a child protection context. It is exploratory in nature, and uses a qualitative methodology. The study population is made up of 38 child protection service workers. An analysis of the practitioners’ discourse reveals that the behaviour and attitudes used by them to encourage parent involvement are very diverse. There also appear to be key moments in securing their involvement, that is, making contact, setting objectives and means of action, and applying the case plan. In addition to corroborating earlier studies on the issue of parent involvement, our findings indicate that the majority of the caseworkers interviewed practice an approach that aims to empower clients.Funding of this project was provided by le Fonds Richelieu de recherche sur l’enfance.Marie-Christine Saint-Jacques, Geneviève Lessard, and André Beaudoin are affiliated with School of Social Work, Laval University, Quebec, Canada. Sylvie Drapeau is affiliated with Department of Foundations and Practices in Education, Laval University, Quebec, Canada.     

BOOK REVIEWS

Abstract

THE DISABILITY RIGHTS MOVEMENT: FROM CHARITY TO CONFRONTATION. Doris Zames Fleischer and Frieda Zames. Philadelphia, PA: Temple University Press, 2001. Reviewed by Roland Meinert.

From Good Will to Civil Rights: Transforming Federal Disability Policy (2nd Ed.). Richard K. Scotch. Philadelphia, PA: Temple University Press, 2001. Reviewed by John T. Pardeck.

INTEGRATING DISABILITY CONTENT IN SOCIAL WORK EDUCATION: A CURRICULUM RESOURCE. Stephen French Gilson (Senior Editor) and Elizabeth DePoy, Heather MacDuffie, and Katherine Meyershon (Contributing Editors). Washington, D.C.: The Council on Social Work Education, Inc., 2002. Reviewed by John T. Pardeck.     

Book Reviews

Book reviewed in this article: Explanation and Understanding by Georg Henrik von Wright. Patterns of Evaluation in Science: Institutionalisation, Structure and Functions of the Referee System by Harriet Zuckerman and Robert K. Merton. Hostels for Probationers. A Home Office Research Unit Report by Ian Sinclair. Two Blades of Grass: Rural Co-operatives in Agricultural Moderniz-ation edited by P. Worsley. Ethnic Minorities in Britain by Ernest Krausz. Class Inequality and Political Order: Social Stratification in Capitalist and Communist Societies by Frank Parkin. Social Research in Bethnal Green: An Evaluation of the Work of the Institute of Community Studies by Jennifer Platt. Managers and their Wives: A Study of Career and Family Relation-ships in the Middle Class by J. M. and R. E. Pahl. Homelessness in London by J. Greve, D. Page and S. Greve. Homeless Near a Thousand Homes by Bryan Glastonbury. The Sociology of Occupations by E. A. Krause. Automation and Alienation: A Study of Office and Factory Workers by J. M. Shepard. Socwhgical Aspects of Crime and Delinquency by Michael Phillipson. Learning and Social Behaviour by Barry McLaughlin. A Sociology of Work in Industry by Alan Fox. Young People and Leisure by John Leigh. School and Society prepared by the School and Society Course Team at The Open University. The Planning of Social Security, International Social Security Associ-ation. The Urban Mosaic by D. W. G. Timms. Patterns of Power and Authority in English Education by Frank Musgrove. The Scientist's Rôle in Society: A Comparative Study by Joseph Ben-David. The Emerging Worker: Equality and Conflict in the Mass Con-sumption Society by William A. Westley and Margaret W. Westley. Deviance and Society by Laurie Taylor. The Nigerian Military: A Sociological Anlaysis of Authority and Revoltj 1960–67 by Robin Luckham.     

Washington State's adoption of a child welfare practice model: An illustration of the Getting To Outcomes implementation framework

Despite a great need for evidence-informed practices in child welfare, very few child welfare systems have implemented evidence-based case management models state-wide. While the literature on implementation from the perspective of model developers and researchers is steadily increasing, there has been little attention to the process of implementation originating from the reverse direction, by community organizations themselves, or with regard to going-to-scale implementation in child welfare. The Getting to Outcomes (GTO) model, which was originally created to help organizations choose and implement prevention programs, is a promising guide for child welfare systems seeking to initiate system-wide implementation of evidence-based practices. The GTO framework provides a step-by-step guide for surveying a system, building motivation, training, and evaluation. This article will illustrate the state-wide implementation of Solution-Based Casework (SBC), an evidence-based model of case management, by Washington State's Children's Administration, following the GTO framework. Despite some barriers and obstacles, the GTO model proved to be feasible and to aide in the implementation of SBC. Implications for the GTO model as a framework for empowering community organizations to choose and implement relevant evidence-based practices will be discussed.     

Book reviews

Book reviewed in this article: Method in Social Science: A Realist Approach Andrew Sayer The Perspective of Ethnomethodology Douglas Benson and John A. Hughes Soeiology, Ethnomethodology and Experience Mary F. Rogers The Social Dimension: European Developments in Social Psychology Henri Tajfel (ed.) Rethinking Cognitive Theory Jeff Coulter Beyond the State? Dominant Theories and Socialist Strategies Boris Frankel War, State and Society M. Shaw (ed.) Prisons and the Process of Justice Andrew Rutherford Regulating Society: Marginality and Social Control in Historical Perspeetive Ephraim H. Mizruchi Terrorism in Northern Ireland Alfred McClung Lee Classes in Contemporary Japan Rob Steven School Leavers and their Prospects: Youth and the Labour Market in the 1980s Kenneth Roberts Unfairly Structured Cities Blair Badcock Urban Social Research: Problems and Prospects (Sociological Review Monograph: 30) 169 Valdo Pons and Ray Francis (eds) Research in the Sociology of Work, Volume 2 I.H. Simpson and R.L. Simpson (eds) Work and Family: Changing Roles of Men and Women P. Voydanoff (ed.) Women and Education S. Acker, J. Megarry, S. Nisbet and E. Hoyle (eds) Talk: An Analysis of Speech and Non-Verbal Behaviour in Conversation Geoffrey Beattie British Social Attitudes. The 1984 Report R. Jowell and C. Airey (eds) The Age of the Dream Palace: Cinema and Society in Britain 1930-1939 Jeffrey Richards