Boundary-spanning work demands and their consequences for guilt and psychological distress

Using data from a national survey of working Americans (Work, Stress, and Health Survey; N = 1,042), the authors examine the associations between boundary-spanning work demands and self-reported feelings of guilt and distress. The authors document gender differences in the emotional and mental health consequences of boundary-spanning work demands, as indexed by the frequency of receiving work-related contact outside of normal work hours. Specifically, the authors observe that frequent work contact is associated with more feelings of guilt and distress among women only. Analyses also demonstrate that guilt accounts for the positive association between the frequency of work contact and distress among women. Statistical adjustments for levels of guilt reduce the positive association between frequent work contact and distress among women to nonsignificance. The findings underscore the importance of focusing on gender and emotions in work-family interface processes, as well as their implications for psychological health.     

Professional morale and social work training: A study

This article presents the results of an empirical study that was designed to ascertain the state of professional morale of the membership of the Connecticut Society for Clinical Social Work. The data suggest a dissatisfaction with career choice. Reassessment of the character and quality of social work supervision emerges as one of the study's implications.This article is adapted from the author's Masters thesis,Social Workers, Social Work, and Professional Self-Perceptions (1978), for the Smith College School for Social Work. The author wishes to thank Professor Roger Miller of Smith for his helpful comments.     

The development of social work education in Spain

This research note presents briefly the development of Education for Social Work in Spain. The year 2008 has marked the twenty-fifth anniversary of its incorporation into Spanish universities as an undergraduate degree. In addition, the academic year 2008–2009 has seen the introduction of the qualification, Doctor of Social Work. It also provides some thoughts about the academic situation and status of social work at a global level as a result of the domination of the English and Spanish languages. It also compares the development of social work with studies in other countries, and different forms of understanding of the basis of social work in Europe.     

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.     

Work situation operative model MOST: linking diagnosis and intervention to improve work conditions

This paper presents the model "Work Situation Operative Model" - MOST (after its Spanish acronym). It offers a comprehensive, systemic approach to analysing work stations and/or work processes, serving also as a framework for pursuing various ergonomic and occupational health and safety goals. Originally produced for a food sector company, the model has been extended and successfully applied in several industries in Colombia and Ecuador, including cement, oil, and paper industries. Based on a systemic understanding of work systems and tasks, the model not only allows different, commonly-used methods and tools for evaluating or assessing the risk of muscular-sketetal disorders to be included, but also supports occupational risk management strategies. Hence, one of its more important contributions relies on providing meaningful information that is useful for improving the work station and/or work process through design and re-design, by focusing on the interactions between all system elements.     

Developing a social work curriculum on political conflict: findings from an IASSW-funded project

This paper presents the findings from an innovative project funded by the International Association of Schools of Social Work (IASSW) and undertaken by an international team of academics investigating the development of a global curriculum for social work in the context of political conflict. Coupled alongside the emerging research and literature on the subject, our small-scale survey findings indicate support for the need for social work educators to address political conflict more systematically within social work curricula at both undergraduate and post-qualifying levels of social work education. This paper illuminates the opportunities for creative pedagogy whilst also examining the threats and challenges permeating the realisation of such initiatives. In this way, the implementation of a proposed curriculum for political conflict is given meaning within the context of IASSW's Global Standards for social work education. Given the exploratory nature of this project, the authors do conclude that further research is warranted in regard to potential curriculum development and suggest using a comparative case study approach with more in-depth qualitative methods as a way to address this.     

An Analysis of Leadership Within the Social Work Profession

This article presents the results of a study investigating how individuals currently in leadership positions within the Council on Social Work Education and the National Association of Social Workers perceive social work leadership. A random sample of 75 deans and directors and 75 executive directors and presidents were selected to participate in a telephone survey employing an eight-item, open-ended questionnaire. The findings define leadership within the social work profession and describe social work leadership as different from other professions. The participants identified essential skills for social work leaders and articulated a mission for social work leadership in the 21st century.     

The Use of Neuroscience in Interventions for Intimate Partner Violence (IPV): A Scoping Review

Clinical Social Work Journal - This paper presents a scoping review of empirical studies on the incorporation of neuroscience into interventions for survivors of intimate partner violence. Using...     

Ports of Mucuripe and Pecém, Ceará, Brazil: restructuring process and its impact on workers' health

This paper presents a comparative study of working conditions and health hazards of two ports in the state of Ceará: Mucuripe and Pecém, focusing workers in the various categories involved in the operational activities of the two ports. The aim is to investigate changes implemented by the restructuring process of ports arising from the Port Modernization Act. In the case of Ceará, the organization and control of work at the mentioned ports occur differently: Mucuripe, the oldest port, had to adapt to the changes enforced by the Modernization Act and Pecém, called Port Terminal, inaugurated in 2001, "was born modern". To achieve our objective, we carried out field work, using Ergonomic Work Analysis. Systematic observations were made of the various activities carried out by workers, as well as interviews with managers, workers and trade unionists. Container operations and other activities of the two ports were recorded in film and presented to groups of workers (focus groups) in order to better understand work organization and the main differences in tasks carried out in the two ports. Each reality presents different characteristics regarding port operations, type of work and labor control. Results indicate that due to the technological innovations, the restructuring process reduced some risks, but brought new occupational hazards and intensification of work.     

The Application of Generic Principles and Theory to the Practice of Generic Social Work in the Field

This paper was presented at the January 1972 Campus-Field Faculty Workshop at the Adelphi University School of Social Work The paper articulates how the Adelphi University School of Social Work developed its curriculum to utilize generic theories and principles in its application to social work practice (which is taught to first-year graduate social work students), and demonstrates the application of generic principles to field work practice.     

Theories of narcissism and the practice of clinical social work

This paper presents a synopsis of the current thinking on the metapsychology of narcissism, and narcissistic personality disturbances from a psychoanalytic point of view. This view is contrasted with the traditional concepts from ego psychology. The implications of the newer position for the understanding of psychopathology are discussed and two illustrative vignettes are presented. Applications to the clinical practice of social work are formulated. These applications are quite congenial to techniques used by social workers and help to clarify dynamics not formerly well understood. The new approaches give hope for better results with the wide variety of clients and patients seen in social agencies and clinics.Paper presented to the Illinois Society for Clinical Social Work, February 13, 1975.     

Social Work and Drug Use Teaching: A Personal View from Lancaster University

This article offers a personal view about teaching the module ‘Social Work and Drug Use’ at a university in the North West of England, UK. It describes the establishment of the module and the development of the module content over the years. It discusses the nature of teaching the subject within a research focused establishment and the problems this presents. This is all contextualized within the campaign to have social work and drug use as a compulsory part of the national social work curriculum.     

Challenging Endings: First Year MSW Interns’ Experiences with Forced Termination and Discussion Points for Supervisory Guidance

Every year, students prematurely end their work with some clients due to the completion of their internship, rather than the client’s achievement of goals and thus a more natural endpoint of treatment. It is important to understand students’ experiences with forced termination to provide them with the necessary knowledge, skills, and support to optimally manage this complex phenomenon. This paper reviews the social work literature on forced termination arising from the ending of students’ internships and presents, in their own words, the experiences of four first-year MSW interns with forced termination. Finally, based on the literature and as borne out by these students’ experiences, some areas for discussion and reflection between interns and their supervisors in handling forced termination are offered. Caroline Rosenthal Gelman, Ph.D., is an Assistant Professor at New York University’s School of Social Work. She received her M.S.W. in 1991 from the University of California, Berkeley, and her Ph.D. in 1998 from the Smith College School for Social Work. Phyllis Fernandez, Nathalie Hausman, Sarah Miller and Michael Weiner received their MSW in 2004 from New York University’s School of Social Work.     

Shared Expectations? Reforming the Social Work Qualifying Curriculum in England

This is the first of two articles presenting findings from a scoping review undertaken in 2011 to inform proposals for a review of the social work qualifying curriculum in England made by the Social Work Reform Board. The review used a mixture of published and unpublished resources to compare the issues raised by the reports of the Social Work Task Force with what was known from published research investigating the ways that the current Requirements for Social Work Training (Department of Health, London, 2002) operate. It found that the evidence base on which the key issues relating to the concerns about initial social work qualifying programmes rest was very variable. The absence of a substantial research evidence base in this area hinders the development of effective policymaking on social work education, but the current changes to social work education and to social work regulation offer a timely opportunity to expand what we know about different assessment systems and how best to regulate social work courses.     

Teaching Note—Closing the Health Gap and Social Work Education: A Grand Challenge

The American Academy of Social Work and Social Welfare has defined 12 challenges for the social work profession, one of which is Close the Health Gap, addressing health inequities in the United States. The Close the Health Gap challenge is appropriate for the profession from historical, theoretical, ethical, and professional perspectives. Therefore, it is incumbent on social work educators to incorporate content on this challenge into the classroom. This Teaching Note presents a suggested assignment that can be used to incorporate such content into already existing classes, mapping them onto social work competencies.     

Preface to the Special Issue on Child and Adolescent Attachment

The implications of John Bowlby’s attachment theory resound through the mental health community. While we know now that much of what Bowlby posited was true, we are still discovering the value of such findings for our clinical work with children and adolescents. Our special issue in Clinical Social Work Journal explores how attachment theory is being used in clinical settings throughout the country. It presents articles relevant to work with infants and toddlers, children and adolescents and families. How can we translate what we know about attachment theory and research into practice? Our special issue authors have attempted to answer this question.     

Preparing social work students for policy practice: an Australian example

This paper presents an innovative approach to the teaching of policy skills across the two years of an Australian Social Work degree programme. It argues that placing policy back into practice and teaching the skills involved provides social work practitioners with a better capacity to effect change. Australian Catholic University, School of Social Work is located in Australia's capital city. The policy units have a clear framework within which to understand policy development and provide students with real hands‐on policy experience combining an experiential based learning approach with traditional teaching methods. The second year subject is structured around a number of policy workshops. Each workshop deals with a current policy problem and examines a different stage of policy development. It has as a consultant to the process a social worker who works as a policy practitioner providing a role model of practice in a policy area. Feedback from students has been extremely positive reporting increased confidence in policy skills and a recognition of the importance of these skills in social work. This teaching experience reinforces the need to focus on the educational considerations in teaching a subject where conceptual, theoretical and skill components are equally important if policy practice is to effect change.     

The Social Work and Politics Initiative

Abstract

Social work is becoming a more politically oriented profession. In addition, social work education is including politics as a greater part of the curriculum. Still, much more can be done to increase the amount of political content in social work education. This paper describes a model for involving students in political social work without drastically altering current arrangements. The model consists of two parts: a class on politics and social work and field practica in state legislators' district offices. Following a discussion of the literature on education for political social work, we look closely at the Social Work and Politics Initiative. We also examine problems encountered with the program.     

A Review of Practice of Teaching and Learning of Communication Skills in Social Work Education in England

There is a renewed focus on skills for practice in the new Social Work degree in the UK, expressed in the Quality Assurance Agency (QAA) Benchmarks for Social Work and the National Occupational Standards (NOS). Together these make specific a range of requirements for practice which set the terms for what students need to learn in order to work with users and carers most effectively. Of five key areas identified for the new degree, communication skills is the third. In this context, the Social Care Institute for Excellence (SCIE) commissioned a review of practice in teaching and learning of communication skills in social work education in England. This article presents the findings from this review. It concludes that, whilst there is significant activity and much good practice, there is little clarity or consensus about meanings, definitions, content and methods between all the stakeholders, including users and carers. Through the lens of current teaching and learning of communication skills it is the contention of this article that social work education needs systematically to address its strategy for replying to the challenge of a greater focus on practice skills.     

Hand therapy and ergonomics: integration of approaches in vocational rehabilitation and promotion of decent work in Brazil

Among the indicators of Decent Work in Brazil, the one referring to the "Safe Working Environment" was the only which had no improvement in the time series analyzed by the International Labor Organisation. There is an increased number of accidents with significant economic and social impacts. Given that many of these accidents involve the hands and cause functional sequels, this paper presents an integration between the approaches of Hand Therapy and Ergonomics in order to facilitate the process of rehabilitation and reintegration, as well as acting to prevent further accidents, thus contributing to the promotion of Decent Work in the country, particularly with regard to safety and health at work and equal opportunities.