Outcomes focused user involvement in social work education: applying knowledge to practice

Abstract

This paper discusses an innovative approach connecting service user and carer involvement (SUCI) in social work education to social work practice. The research team, comprised service users, carers, social work students and module leader, worked collaboratively democratising the research process. At the University of Dundee, a core social work module facilitates students to spend 15 h with a service user and/or carer (host) gaining a unique insight into their everyday lives. During this time, hosts and students discuss two policy practice questions, responses to these questions are generating annual qualitative data, with study findings being disseminated at local and national level. The experiential learning students acquire from spending time with their host becomes the site of knowledge creation through involvement that is applied to practice. This paper reports on the narratives emerging from the longitudinal data (2012–2015, n = 90) on the changing landscape of social care in Scotland and the dissemination of project findings. We explore the intersection where the voices of service users and carers, student learning and social work practice coalesce. A model of outcomes focused SUCI is introduced as a template for meaningful, sustainable and outcomes-focused SUCI in social work education.     

Social Work Education and Clinical Learning

In response to a growing diversity of opinion regarding educational models and essential content in clinical social work education, this paper offers a perspective concerning graduate clinical curricula. Part I, the foundational piece of the paper, discusses the definition of clinical social work, social work’s core orientation and values, and influential contextual issues. The interrelated core orientations guiding knowledge and skill development are identified as the person-in-situation perspective and the concept of relationship. Based on this foundation, Part II identifies elements of a contemporary biopsychosocial knowledge base and essential clinical skills. This paper is intended to stimulate dialogue about a topic of importance to the profession and the clients it serves.     

A Teaching Framework for Transformative Multicultural Social Work Education

Abstract

A major challenge in multicultural social work education is fostering meaningful learning experiences for students by matching educational methods and content to students' individual learning needs and characteristics. Building upon transformative learning theory developed by Jack Mezirow, this paper proposes a teaching framework for transformative multicultural social work education that addresses students' individual learning needs and characteristics. This framework uses the dimensions of cultural knowledge and cultural sensitivity to represent four potential stances of cross-cultural learning in students. The paper provides a detail discussion regarding the learning needs and learning foci of students at each stance, and useful teaching strategies and activities that enhance students' transformative learning process so that they develop integrative knowledge about self and others in a dynamic multicultural society from multiple perspectives.     

Ethical Dilemmas of Practicing Social Workers Around Psychiatric Medication

Abstract

It is acknowledged that social workers in mental health and other settings routinely experience client-related ethical dilemmas. Further, there is wide recognition of the potential impact of ethical dilemmas on social work practice with clients who use psychotropic medication. Little is know empirically, however, about the experiences of practitioners with these dilemmas. This article describes the results of a national survey of practicing social workers regarding the nature of ethical dilemmas they face related to their work with clients on medication issues. The results make it clear that social workers regularly confront a variety of ethical dilemmas in this type of practice. Many of these dilemmas are related to ambiguities around the knowledge base of practice, appropriate roles of providers, and basic personal and professional values. The authors present implications of these findings for social work practice and further research.     

Knowledge Management in Social Work–Towards a Conceptual Framework

SUMMARY

Knowledge management (KM) is receiving increasing attention in the human services such as social work. Social service organizations have started to use information and communication technology for knowledge management purposes with the aim of improving service efficiency and effectiveness. Existing KM studies, particularly in the commercial or industrial sectors, mainly focus on the reductionistic “knowledge-as-object” view, while other perspectives such as “knowledge-as-process” are less discussed. This paper argues that these mainstream conceptions of knowledge in KM do not fully fit with that of social work knowledge, and that a spectrum view may be more useful for future practice and inquiry in the area.     

An exploratory investigation of social workers’ knowledge and attitudes about autism

ABSTRACT

Although researchers continue to generate knowledge concerning autism, few have investigated social workers’ understanding about this condition. In this exploratory study, we surveyed licensed social workers (n = 793) to examine social workers’ understanding and attitudes about autism. Overall, we found social workers have accurate knowledge and hold strengths-based attitudes about autism and persons on the autism spectrum. Factors significantly associated with accurate autism knowledge were having special training in autism, having present clinical involvement with autism, and knowing someone on the autism spectrum. Implications for social work practice, education and training, and future research, are discussed.     

Graduate Education for Social Change

ABSTRACT

Is it possible to conduct an effective, progressive, and politicized program for graduate students in our contemporary conservative context? This article evaluates the outcomes over seven years of a pioneering program in Political Social Work. Based on survey data of Political Social Work alumni, it addresses four outcome measures: enrollment, satisfaction with curriculum and field opportunities, job and career development, and persistence of political ideology and practice. While being “political” during the past decade is clearly different than it was in the 1960s, the evidence proposes that political content and practice can have a significant place in both social work education and the field. More specifically, the study demonstrates that politicized social workers in the 1990s were able after graduation to secure employment, sustain progressive values, and practice political social work.     

Magic happens: Revisiting the spirituality and social work debate

Abstract

The social work profession is currently undergoing a resurgence of interest regarding the issue of spirituality in social work. This article attempts to summarise and explore the debate so far and to discuss the implications of this in a practice context. Current issues including definitions of spirituality and the key concerns in the areas of both practice and education are addressed. The article concludes with an overview of a model of spiritually sensitive social work practice, and poses options for further professional reflection on the place of spirituality in social work practice.     

Mending the gaps in social work education and research: two examples from a Swedish context

ABSTRACT

The gap-mending concept is an analytical tool that helps teachers and researchers in social work to reflect upon what, in their practice, increases, maintains or mends gaps between professionals and service user groups. The article suggests a theoretical background on how gaps in social work practice can be challenged. This includes theories about power and recognition. It then moves on to describe the development of gap-mending strategies in research and education at the School of Social Work at Lund University. Lund University was one of three partners that took the initiative to the international network PowerUs that has focused on gap-mending strategies in social work education. The authors have been working over 10 years in collaboration with service user participation in the education of social workers and in different research projects. In the article, they give examples of gap-mending practices and of challenges that they have faced. The first example is an experimental course that has been given since 2005 where social work students study together with students from service user organizations in a university course. The second example is an attempt to combat homelessness in several Swedish municipalities. Supported by researchers, the development project has been a collaboration between homeless groups, politicians and social workers.     

Looking for ‘social work’ in school social work

School social workers can be seen as a professional group operating on the margin of an educational logic that dominates schools as institutions. This conditions what tasks they are assigned and what aspects of social work knowledge they will find relevant. On the other hand, the role as a sole professional and relative outsider in the organization provides a potential for school social workers to transcend established theories of social work practice. This article aims to investigate how social work theory is applied in school social work. Twelve semi-structured interviews with school social workers were analysed in terms of how they relate to four knowledge approaches derived from the literature: task-centred, systems theory, strengths and anti-oppressive. Contrary to claims within the sociology of professions that social work practice is formed largely by organizational context rather than a discipline-specific knowledge base, the interviewees seemed to lean on a robust professional foundation within social work theory. Interviewees strongly emphasised their role as working for the individual pupil and positioned themselves as somewhat in opposition to a somewhat oppressive school environment.     

Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’     

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Social work and digitalisation: bridging the knowledge gaps

The aim of this paper is to spark a discussion about how social work in England has responded to digitalisation thus far. It pays attention to relationality, the interaction between people and things and includes reference to the practice landscape, the places and spaces within which social work occurs. It calls for social work to revisit the idea of professionalism in the connected age, through outlining circumstances where practitioners have been called to account for online practices that have compromised public trust. These practice failings indicate that knowledge gaps, pertaining to digital literacies and technological competence in social work education and practice, exist. Therefore, the current requirements for learning and development, pre- and post-qualification, are appraised alongside the preliminary findings of a research project designed to examine the contribution of social work education to the digital socialisation of students in readiness for practice. The suggestion is made that social work should pause to consider ‘digital knowledge gaps’ before rushing to drive technology enhanced practice methods forward.     

Social work for critical peace: a comparative approach to understanding social work and political conflict

ABSTRACT

This paper uses a case study approach to explore issues of social work policy and practice in three sites of political conflict in Europe: Northern Ireland; Bosnia and Herzegovina; and Cyprus. It begins with a review of the international literature on social work and political conflict and then discusses the strengths and limitations in engaging with comparative case study approaches. The authors explain how they view the writing of the paper as an intellectual encounter that helped establish the beginning stages of their comparative analysis. This starts with an analysis of the existing knowledge base about the three case studies that each share similar patterns of colonial histories, political and community conflict and the social work response. The second part of the paper extends this analysis to a critique of the impact of neo-liberal social and economic policies that often adversely impact upon the role of social workers in resolving conflict and building peace. The paper concludes with an appeal for social work to rediscover its rights-based role in working with victims and survivors of political conflict, what the authors describe as: ‘social work for critical peace’.     

Pedagogy of international social work: a comparative study in the USA,UK, and Georgia

The social work profession worldwide has been increasingly influenced by globalization and its effects on social issues that require social workers to be responsive and knowledgeable in addressing them. In recent years there has been an increased emphasis on the internationalization of the social work profession and education. With limited examples of international social-work-teaching methods discussed in the literature, there is also a lack of information obtained directly from students on methods of instruction that they most prefer and find beneficial. This collaborative, comparative project examined students' perceptions of methods that make teaching international social work successful at three universities in the United States, United Kingdom, and Georgia. While there were different preferences for content- and process-driven approaches in teaching, students' common interest was in gaining practice examples and exposure to real-life practice of international social work in their own and other countries. The findings suggest that international social work education needs to be more experiential and practice-based.     

Social work students’ perspective on environmental justice: Gaps and challenges for preparing students

ABSTRACT

The integration of environmental justice into social work education, research, and practice has grown substantially in the past decade. However, social workers still report feeling unprepared to address these challenges with their clients and communities. To understand the disconnect between education about and application of environmental justice principles, semi-structured qualitative interviews were conducted with graduate social work students (n = 14). Findings suggest this disconnect is catalyzed, in part, by the environment’s meta nature and a lack of facilitated education on the dynamic feedbacks between the physical environment and social justice issues. Implications for social work educators are discussed.     

The history of social work in Australia: A critical literature review

Historical knowledge plays an important role in the development of social work identity. Yet there has been little analysis of the historical literature on social work and social workers in Australia. Attention is drawn here to both the strengths in the existing literature, and also to the major gaps in our knowledge of social work practice, education, activism and professional organisations. Arguments are considered for a greater prioritising of historical research within the social work profession.     

Practice experience and social work education

Abstract

This paper examines the arguments that are often put in favour of social work academics having direct practice experience in order to enhance their teaching effectiveness. The paper looks at the number of ways that social work academics can gain up to date knowledge of practice developments and explores what constitutes an effective teacher. It concludes that recent direct practice experience will be of limited use in assisting social work academics to become effective teachers and that there are other ways that academics can become aware of practice developments that are in line with the other professional requirements on academics such as research and knowledge generation.     

The challenges of a hidden disability: Social work practice in the field of traumatic brain injury

Abstract

Traumatic brain injury (TBI) has become an important area for social work practice. Children and adults sustaining TBI often undergo hospitalisation, rehabilitation and face the prospect of lifelong cognitive and psychosocial impairments. Families are profoundly affected by the consequences of the injury. TBI is a ‘hidden disability’ because there are typically no physical markers indicating a person has brain damage. This paper aims to provide some guidelines for social work practice in the area, in particular, outlining options for social work interventions at individual, family, community, service system and policy levels. Social workers need to acquire specialised knowledge about brain injury, reformulate traditional models of grief counselling to address the adjustment challenges and utilise community education and service innovation to address the social stigma and reduced level of community participation associated with brain damage. Finally, social workers aim to nurture a sense of hope in the face of the tragedy.