Family Planning: Implications for Social Work Education

New contributions to social work education, highlighted at the 1972 International Congress of Schools of Social Work held in the Hague, generate critical questions for social work educators on theory and experience, commitment and competence, authority and freedom. The contributions of “agology” from Holland, “conscientization” from Latin America and “animation” from France give new urgency to the old problem of defining the core and boundaries of social work. The paper postulates that the boundaries must be drawn to include social action and social change, while always maintaining an identifiable professional behavior which is the product of knowledge, values, and skills associated with a professional discipline.     

Social Work Values in Human Services Administration: Implications for Social Work Education

The perceived wisdom in the social work education community, based on empirical research from the 1990s and the early part of this century, says that the master of social work (MSW) degree is not competitive with the master of business administration or the master of public administration to obtain top-level administration jobs in nonprofit agencies. This article reviews recent information on hiring preferences of board chairs that provides new hope that the MSW degree with a concentration in management or administration is perceived as a viable and useful degree for top-level positions in human services agencies. Thus, current board chairs are more inclined to value the MSW than administrators and academics from years past. The reason is that the values of social workers are seen as quite valuable in the current environment.     

Digital Exclusion: Potential Implications for Social Work Education

QAA Subject Benchmark 5.9 requires social work students to demonstrate the ability to have a critical understanding of the social impact of ICT, including an awareness of the impact of the ‘digital divide’. In the twenty-first century, the implications of digital exclusion may become increasingly relevant for the social work profession with its values of empowerment and anti-oppressive practices. As governments and organisations move closer to the provision of online services, the social worker may find themselves addressing the disempowerment of service users and carers disconnected from a virtual welfare state. The concern is that Benchmark 5.9 does not go far enough, that the full significance of this requirement may not be sufficiently realised and a greater awareness urgently called for.     

Combating Poverty and Social Exclusion: Implications for Social Work Education

This article considers the importance of understanding poverty for social workers and the ways it is delivered on social work programmes. It reviews the context in which poverty is experienced by service users and social workers. It then goes on to consider the ways in which teaching about poverty has been approached in social work education. Drawing on the experiences of the authors of designing and delivering a module on social work, poverty and social exclusion on a postgraduate DipSW programme it considers an approach to developing poverty aware social work practice for social workers in training. Finally it discusses ways in which the new three year qualification for social work training might develop this subject more fully in ways that seek to combat poverty and social exclusion amongst social work service users.     

Patterns of Black Leadership: Implications for Social Work Education

This paper shows the historical relationship between social structure and Black leadership patterns, and points out their implications for social work education. Accordingly, it indicates that when Blacks were exposed to race relations policies of subjugation, toleration, segregation, and desegregation, they adopted leadership strategies of integration via verbal agitation and political participation, accommodation or separation via acquiescence or nationalism, and integration or separation via nonviolent direct action or violent direct action. Since the current race relations policy is one of tolerance, it is recommended that social work education prepare Black leaders to operate within this social context.     

Interprofessional Education for Practice: Some Implications for Australian Social Work

Abstract

Social workers work with many other professionals in the workplace and being able to work in a team is both a practice standard for professions and a desirable graduate attribute of most universities. However, student learning about teamwork is often inconsistent and serendipitous, albeit some attention may be given to it as part of field education and work preparation. Students and new graduate social workers usually adopt the teamwork approach that prevails in the agency in which they work and teamwork behaviour is often a result of socialisation and acculturation. Internationally, over the last two decades, interprofessional education for interprofessional practice has achieved prominence in social work curricula. This article covers recent Australian initiatives in interprofessional education and the involvement of the social work program at a leading Australian university in an interprofessional education project. Implications for social work student education and social work practice are discussed.     

Inbreeding in Social Work Education: An Empirical Examination

Academic inbreeding frequently has been asserted to be detrimental to the quality of educational institutions. Prior empirical studies, however, have been equivocal in supporting this position and sizeable proportions of inbreeding have been noted in high-prestige institutions. This study found inbreeding to be quite prevalent in graduate schools of social work, but not related to an institution's ranking on measures of prestige, scholarly and professional productivity, and teaching quality. Similarly, the academic nativity of individual faculty members across schools was not related to their scholarly productivity. It was concluded that inbreeding alone is not predictive of institutional or individual calibre.     

Applying Post-structuralist Ideas to Empowerment: Implications for Social Work Education

In this article we reflect on the trouble we have encountered while teaching post-structuralist ideas to students who privilege empowerment as a theoretical position. We briefly define empowerment theory and outline its modernist anchoring. We introduce Foucault's analysis of power to critique and examine the discursive practices of how power operates when some students talk about empowerment theory. This examination of power as applied to empowerment theory then supports our argument that post-structuralist ideas can be of benefit in social work education and practice and not just a slippery theoretical positioning where anything goes. The aim of this paper is to open space to see the way post-structuralist theory unsettles taken-for-granted assumptions when social work students foreground empowerment theory. We are not arguing that empowerment theory nor power are good or bad but that they are dangerous when we fail to reflect on and critique how we apply them in practice.     

Spanish Language Self-Efficacy Beliefs Among Spanish-Speaking Social Workers: Implications for Social Work Education

Limited research exists about Spanish-speaking social workers that provide bilingual social work services. To date, studies have not exclusively focused on actual language competence of bilingual social workers or even their self-perceived language beliefs. This study reviews the results of a cross-sectional Internet-based survey exploring self-perceived Spanish language skills of bilingual social workers. The nationwide sample consisted of 321 participants who self-rated their self-efficacy Spanish language skills in relation to 5 social work competency categories. Results indicate that the language that participants reported speaking at home versus at work was significantly associated with the self-efficacy ratings. These associations along with implications for social work education are discussed.     

Perceptions of Self-Care Among MSW Students: Implications for Social Work Education

ABSTRACT

For students new to social work, self-care is a strategy for addressing potentially negative impacts of the profession. Curiously, however, participation in a university’s self-care program has been chronically low. The purpose of this study is to explore social work students’ perceptions of self-care and to create a database for supporting changes in social work education. Qualitative data were collected via an online survey from MSW students. The findings revealed 5 categories for student perceptions of self-care, including health, time, activities, balance, and professionalism, and 3 categories for self-care and the social work program, including academic program experiences, resources, and modeling. Implications of the study in developing and tailoring a self-care program to students in MSW programs are discussed.     

Self-reflexive Student Research and its Implications for Social Work Education

This paper presents a thematic analysis of postgraduate social work student research on refugee and migrant experiences in Aotearoa New Zealand, collected in the last decade from one university social work programme. The focus is on the ways in which students located themselves in relation to their research, which explored diverse facets of refugee and migrant experience and was invariably connected in some way to their own experiences. Students not only learnt to conduct qualitative research, but also found that having been drawn to locate themselves within it for ethical reasons, their self-reflexive stance had enabled greater personal learning and in some cases, healing. This added greatly to their professional development and through the collation of their research reports it can be shown that for students, locating themselves in relation to their research may be a worthwhile part of learning to be a professional social worker.     

Some Implications of the Block Grant for Social Work Education

An empirical inquiry into a block grant specimen revealed that expenditures among the priorities of control, maintenance, and change varied according to variations in poverty and minority rates in the population. Implications are that without a clearly defined national role in grant-in-aid decision making, the poor and other disadvantaged citizens may be neglected under the block grant. Social work faces a condition of change and uncertainty, which underscores the need for curricula reexamination of the preparation of professionals for successful management of this condition, if it is to continue as an organized entity in the development and delivery of services.     

American Racism: Implications for Social Work

The opportunity to conduct research into an area of personal disability provides the graduate student additional maturation and increased self-realization. The student is thereby able to contribute significantly to the corporate knowledge of the disability through integration of past personal experience with the knowledge and techniques gained through professional education.     

A Journal of Family Social Work conversation with Monica McGoldrick,LCSW

Monica McGoldrick and Judith Siegel converse about Monica’s decision to become a social worker, her interest in families, key people who influenced her along the way, and the inspiration for her work on ethnicity in family therapy.     

Agology,Animation, Conscientization: Implications for Social Work Education in the USA

This paper explores three new approaches to an understanding of social work — agology, animation, and conscientization — as presented by a Dutch, French, and Chilean scholar respectively. The differences between these approaches and those in use in the United States are explored Agology is concerned with what we know, animation with what we can do, and conscientization with what we will be. The paper concludes that the use of any of these three concepts in the curriculum would make a significant difference in what we would expect students and faculty to know and do.     

Sustainable Social Work: An Environmental Justice Framework for Social Work Education

Environmental degradation is not experienced by all populations equally; hazardous and toxic waste sites, resource contamination (e.g., exposure to pesticides), air pollution, and numerous other forms of environmental degradation disproportionately affect low income and minority communities. The communities most affected by environmental injustices are often the same communities where social workers are entrenched in service provision at the individual, family, and community level. In this article, we use a global social work paradigm to describe practical ways in which environmental justice content can be infused in the training and education of social workers across contexts in order to prepare professionals with the skills to respond to ever-increasing global environmental degradation. We discuss ways for social work educators to integrate and frame environmental concerns and their consequences for vulnerable populations using existing social work models and perspectives to improve the social work profession's ability to respond to environmental injustices. There are significant social work implications; social workers need to adapt and respond to contexts that shape our practice, including environmental concerns that impact the vulnerable and oppressed populations that we serve.     

Defining Culturally Competent Practice with Sexual Minorities: Implications for Social Work Education and Practice

In recent years, social work has placed an increasing emphasis on culturally competent practice. Although use of that term has referred primarily to practice with ethnic and racial minorities, the concept has been broadened to include social work with other culturally diverse populations. This article examines the application of cultural competence principles to practice with gay, lesbian, bisexual, and transgendered clients. Attitude, knowledge, and skill components are addressed to delineate a culturally competent approach to social work with sexual minorities. Implications for practice, education, and the profession are also discussed.     

Characteristics of Homeless Jail Inmates: Implications for Social Work

This study set out to validate the hypothesis (belief) that homeless people were likely to commit minor offenses as solutions to their conditions. Jails, and maybe prisons, would provide three meals a day, a place to sleep, and minimal health care-especially during the winter months. Instead, the data did not support the hypothesis. Contrary to the reported practices of some homeless people in Colorado who are described as committing non-serious but timed offenses to go to jail, it found a homeless population in jail who give a literal interpretation to the political phrase “the invisible people.” They were not in jail because they were homeless, but instead they were in jail for serious crimes (murder, rape, drugs, robbery) and their homelessness was a side fact Since it was not likely that this group would seek to address or resolve their homelessness, it was recommended that jail social workers identify their needs to them, track them into social welfare networks, with a designated contact person, prior to their release.     

Social Capital and Local Economic Development: Implications for Community Social Work Practice

Summary

Although the concept of social capital has direct relevance to community practice, it is not widely known in social work. This paper defines the concept, traces the development of social capital theory, and examines ways in which community social workers can promote local economic development by enhancing social capital. It contends that community social workers can make a major contribution to local economic development by implementing projects that mobilize social capital and promote the material well-being of local people.     

Sensitivity Training: Relevance for Social Work Education

Students in undergraduate child welfare services courses were required to interview people in their home communities regarding perceptions of, and attitudes toward child welfare services. The exercise was successful in achieving the objectives of moving the course out of the classroom, increasing knowledge of course content, and providing some practice in interviewing and survey research. Some 4,000 respondents indicated consistency in perceiving some services as more important than others Criteria applied in ranking importance of services included blameability, moral censure, urgency, available alternatives, client vulnerability, service effectiveness, and numbers affected. While most people knew surprisingly little about child welfare services there was considerable public support for such services.