Editorial

Abstract

This comprehensive research study examined how schools of social work in Canada have responded to disability issues. The study focused upon specific policies and practices ofthe Canadian schools of social work which have been developed to create a more inclusive environment for students, staff, and faculty members with disabilities and to prepare students for practice in dealing with individuals who are disabled. A ten page survey consisting of closed and opened-ended questions was sent to the deans and directors of the thirty-five schools of social work in Canada. This study found that although there have been significant changes in these schools over the last ten years, there are many barriers to disability inclusion from recruitment and admissions; accommodations; retention, graduation, and employment; curriculum; hiring faculty and staff with disabilities; and university relations/resources. It concludes with recommendations for schools of social work.     

Sexuality Education in Seminaries and Theological Schools

Summary

Sexuality education is included in professional career training but has not been comprehensively documented in seminaries and theological schools. This study's purpose was to explore and define sexuality education components in clergy training and to develop auricular implications based on faculty perceptions. The method was constructivistic inquiry authenticated by triangulation using three data sources: interviews, focus groups, and printed archives. Data included 39 semi-structured, narrative interviews with those providing exemplary education representing 9 faiths and denominations in 25 accredited U.S. institutions. Four focus groups     

Resisting Fragmentation,Living Whole

SUMMARY

This paper presents interviews with four male-to-female transgender students of color under the age of 21 at an alternative school in the Northeast. The interviews expose the need to advocate for education that acknowledges and addresses the ways that race, sexuality, class, ethnicity, and gender together inform life experience and identity, especially within the context of educational institutions. These interviews point to the need to include an activist-oriented curriculum in schools, a curriculum relevant to the lives of gay, lesbian, and transgender students of color.     

Sexual Health Education in OB-Gyn Residencies—The Program Directors’ Survey

Abstract

Objective: To evaluate U.S. obstetrics-gynecology (OB-Gyn) program Director appraisal of resident physician female sexual health training. Methods: An OB-Gyn resident sexual health curriculum survey was developed and sent to 237?U.S. OB-Gyn program directors. University/military programs were compared to community-based programs. Results: 115 OB-Gyn residency program directors responded (48.5% participation); 37.9% university/military and 43.2% community OB-Gyn Program Directors appraise the resident curriculum as “not well” preparing residents to manage sexual health therapies upon graduation. Topics not sufficiently covered include human sex trafficking, sexual health for women with disabilities, and cultural competency. Conclusions: This study identifies opportunities in OB-Gyn residency female sexual health education.     

Sexuality Education

Summary

Sexuality education is described as an ecological phenomenon, reflecting a variety of dialectical tensions in the context of U.S. society. A brief overview of sexuality education highlights historical trends in the past century. After disclaiming the notion that history repeats itself, I outline seven tentative “lessons,” or guiding principles, for planning future sexuality education efforts.     

Controversies in Sexuality Courses at Colleges and Universities in the 1990s

Summary

Sexuality educators have always had to face issues not typically encountered by those teaching other subjects. Over the past 25 years, the general social climate at colleges and universities has been supportive of sexuality education and has had a role in shaping sexuality courses. However, contemporary higher education and the sociopolitical climate of North America now present major challenges to sexuality education, greatly complicating the role of the sexuality educator. Among the many changes in climate, the single most significant difference may be a shift away from an emphasis on providing a personally enriching experience to an emphasis on providing a personally safe environment for all students. The implications of this are briefly discussed and illustrated.     

Comfort Women: Enhancing Students’ Global Awareness through Human Right Education

Abstract

Teaching about the comfort women of World War II offers a compelling case study for the social studies classroom and human rights education. The topic will educate students to become knowledgeable about the larger world and its dark histories that have been omitted or scarcely mentioned in U.S. history textbooks. This article provides high school social studies teachers with the historical background of comfort women, rationales for including this topic in social studies curriculum, and teaching strategies and resources that teachers can use in their classrooms.     

Group Work in Graduate Social Work Education: The Price of Neglect

Abstract

Although social work practice with groups is on the rise, social work education has neglected to prepare students for group work practice. The results of a 1991 survey show that graduate education has practically eliminated group work as a specialized area of study. Most schools offer group work only as an elective, and few students graduate with a course in this subject. Additionally, students in foundation courses learn little about group work theory and have limited or no group field work experience in which to develop practice skills. The authors discuss the consequences of this lack on student learning, faculty development, field education, and the social work curriculum. They make recommendations for schools and CSWE to revitalize group work in the curriculum.     

Putting the “S” Back into Sexual and Reproductive Health

ABSTRACT

Sexuality is the most fundamental aspect of our lives and yet it has long been the silent partner in sexual and reproductive health (SRH). Growing awareness of the rights-based approach to health, the commitment of governments and international bodies to promote sexual health and well-being, and the failure of many of the interventions to combat the HIV/AIDS epidemic are helping the reproductive health community put the “S” back into SRH even as the Millennium Development Goals fail to address SRH directly. The disconnect is due to the fragmented, non-holistic approach to reproductive health, short-sightedness in neglecting violations like gender-based violence, a lack of training for students and health care professionals in sexuality, a dearth of indicators and sexuality research and discrimination against vulnerable groups like youth and sexually diverse populations. Recommendations include reaching consensus about the nexus between sexuality and reproductive health and strengthening the commitment to gender equity, empowerment, sexuality and sexual rights among policymakers. Ensuring that explicit and positive references to sexuality are universal, especially in comprehensive sexuality education, youth-focused programs and the integration of HIV and other SRH programs, and strengthening the ability of program managers and service providers to work on sexual health issues are key to successful integration and program sustainability. Strengthening understanding, acceptance and competence in serving sexually diverse populations and improving the research and evaluation specific to sexuality are longer processes, but equally important in the paradigm shift to non-stigmatizing, gender-equitable, rights-based, pleasurable sexual health services.     

An Essential Component in Promoting Sexual Health in Europe is Training in Sexology

ABSTRACT

Training programs for sexologists are core activities to promote higher professional standards in sexology and to educate a new generation of sexologists. The summary information from 25 European countries provides evidence that training in sexology consists today of different models. The existing different national training models in sexology in Europe are: (1) a medical model, (2) a clinical model integrating medical and psychological approaches, (3) separated education in clinical sexology and human sexology, (4) sex therapy model, (5) human sexuality model, and (6) the Nordic human sexology model. This information provides basis for future collaboration between training institutes in Europe.     

Ethnic and Racial Identity of Internationally Adopted Adolescents and Young Adults

Abstract

Results of studies to determine how well children who have been adopted internationally have adjusted consistently raise a concern about identity issues. This paper reports the results of interviews about their sense of racial and ethnic identity with 155 adolescent and young adults who were adopted internationally in Canada during the 1970s and 1980s. The findings are discussed in relation to the rights conferred on these children through the U.N. Convention on the Rights of the Child, the Hague Convention on Protection of Children and Cooperation in Respect of Intercountry Adoption and the Canadian Multiculturalism Act.     

Direct and Indirect Measures of Learning Outcomes in an MSW Program: What Do We Actually Measure?

Abstract

Rankings of professional schools are often flawed and always controversial. This was certainly the case when, for the first time, U.S. News & World Report published a list based on “reputation” of the “best” schools of social work. This article compares the results of that study with the findings of eight other attempts to rank social work schools over the last 20 years. The similarities and differences among those studies are discussed in terms of what we may learn from them.     

College students' use of technology to communicate with romantic partners about sexual health issues

Objective: To examine college students' technology-assisted sexual communication perceptions and practices alongside their beliefs about the effectiveness of face-to-face (F-t-F) sexual communication. Participants: 144 college students at a private university in the Northeast, U.S., completed a survey in October 2016. Method: A cross-sectional online survey examined how college students use text messaging and private social media messaging to communicate with romantic partners about sexual health issues. Results: Students who have communicated with romantic partners via technology reported being likely to do so again in the future, to perceive the effectiveness of technology-assisted sexual communication to be comparable to F-t-F sexual communication, and to be confident in their ability to initiate sexual communication with romantic partners via F-t-F communication. Conclusions: College students may see text messaging and social media messaging as useful for sexual communication, which has important implications for college health professionals who wish to promote frequent, effective sexual communication.     

Varicella immunization requirements for US colleges: 2014–2015 academic year

ABSTRACT

Objective: To obtain information on varicella prematriculation requirements in US colleges for undergraduate students during the 2014–2015 academic year. Participants: Health care professionals and member schools of the American College Health Association (ACHA). Methods: An electronic survey was sent to ACHA members regarding school characteristics and whether schools had policies in place requiring that students show proof of 2 doses of varicella vaccination for school attendance. Results: Only 27% (101/370) of schools had a varicella prematriculation requirement for undergraduate students. Only 68% of schools always enforced this requirement. Private schools, 4-year schools, northeastern schools, those with <5,000 students, and schools located in a state with a 2-dose varicella vaccine mandate were significantly more likely to have a varicella prematriculation requirement. Conclusions: A small proportion of US colleges have a varicella prematriculation requirement for varicella immunity. College vaccination requirements are an important tool for controlling varicella in these settings.     

Latina Students

SUMMARY

Latina students have the highest high school dropout rate of all racial and ethnic groups. This article has three objectives: provide a brief overview of educational trends for Latina students, discuss factors associated with their educational trajectory and suggest strategies for change based on best practice wisdom. Results show that academic disparities between Latina students and other racial/ethnic female students begin as early as kindergarten and remain through age 17; achievement is compromised by a variety of factors, including family responsibilities, family poverty, lack of participation in preschool, attendance at poor quality elementary and high schools, placement into lower-track classes, poor self-image, limited neighborhood resources, lack of presence of role models and gender role attitudes. These disparities contribute to psychosocial issues and are not directly associated with Latino cultural assets, as Latino cultural capital has not been easily translated into social capital in U.S. society. Economic and social change must precede educational change if academic disparities between Latinas and other racial and ethnic girls are to be decreased.     

The Dangerous Real: Queer Solo Performance in/as Active Disruption

Abstract

Like all radical community endeavours, queer performance in the United States has been shaped through resistance to restrictive ideologies. National insecurity over ‘indecent’ (read: queer) artistic expression in the US has been aimed at artists working in a variety of genres, and here I focus specifically on queer solo performance artists. This essay explores the dangerous realities that queer artists present to an imagined unified US national identity. I argue that queer solo performers operate as artistic activists, challenging homogenous fantasies about US culture through the queering of experience. Aesthetically disparate, their work is connected by common threads of vulnerability and precarity. The article asks how their work disrupts U.S. insecurities concerning intersections of sexuality, gender identity, race and religion.     

School Social Work

Abstract

This article addresses the need for social work students to understand basic legal concepts and their application in social work. It begins with a review of recent literature on teaching law within the social work curriculum. It then reports on the authors' April 1991 survey of accredited MSW programs, which showed that few schools require MSW students to study law, but that curricula have little room to expand. Finally, the article describes a flexible approach to infusing legal content into existing social work courses by focusing on six legal precepts: the definition and regulation of practice; client issues; privacy; advocacy; conflict/liability; and precedents.     

Teaching Note—A Call for Including Theories of Evaluation in Program Evaluation Courses Taught in Schools of Social Work

ABSTRACT

Many schools of social work offer courses on program evaluation. However, one component of program evaluation—theories of evaluation—may all too often be left out of the curriculum. This Teaching Note defines and describes evaluation theory and the benefits of including it in a program evaluation curriculum in schools of social work. Specific ideas for incorporating this content into MSW and doctoral courses in schools of social work are provided.     

“It Isn’t in the Curriculum”: World History Teachers’ Views on U.S. Presidential Elections

Abstract

This study examines world history teachers’ attitudes regarding teaching U.S. presidential elections. During interviews with nine teachers, participants emphasized that the competing demands of their classrooms negatively influenced their willingness to teach about the U.S. presidential elections generally, and the 2016 Election specifically. The participants reconsidered their stances on not teaching elections during the interviews but struggled to reconcile their role as world history teachers with their priorities as social studies more generally. While elections are part of the civics curriculum and can be easily associated with history courses, this study suggests that greater attention should be paid to how citizenship practices can be understood through world history classes to promote teaching about elections as part of the curriculum.