The Classification,Intercorrelation, and Dynamic Nature of MSW Student Practice Preferences

Data was collected biannually (1992-98) from a complete population of students entering and exiting accredited graduate programs of social work in California (N=5,793). Findings suggest that practice interests and career aspirations of MSW students are more diverse and dynamic in nature than the debate in the literature on social work’s mission would lead readers to believe. Although the proportion of all students most interested in each of the seven practice areas studied does not change throughout graduate studies, there is tremendous movement among individual students with respect to practice preferences during the course of their education.     

Field Note—From MSW to J-O-B: Using Field Seminar to Prepare Students for Employment

ABSTRACT

Social work field education is expected to help students transition from the classroom to the practice setting. Yet, few social work programs adequately provide career development support to increase students’ employability. This Field Note presents practical, relevant and immediate strategies for implementing the MSW to J-O-B curriculum innovation in the field practicum seminar. The purpose is to help students clarify professional goals and successfully obtain employment or career advancement opportunities following graduation. Formative evaluation results for this professional development curriculum are presented.     

Preparing Social Work Students for Interdisciplinary Practice

Summary

This article reports findings of an MSW interdisciplinary practice curriculum experiment. A diverse group of students at ten schools of social work were provided with specialized fieldwork and training. The agencies represented a broad array of services, fields of practice client populations and professional disciplines. Students encountered frequent interdisciplinary disputes and often found social workers coordinating interdisciplinary teams, a role upon which social work curricula rarely focus. This specialized experience seems to have not only enriched students' preparation for interdisciplinary work, but also deepened their understanding of social work as a unique discipline.     

Curriculum Change as Viewed by Students: A Three Year Study

Abstract

This article reports on a three-year study of curriculum change contrasting MSW students enrolled in a new, integrated curriculum with students who had taken earlier method sequence programs. Considerable stability was found in student practice interests and perceived skill levels. Shifts in familiarity with social work practice literature were responsive to the new curricular goals. Modifications of field learning experiences were less visible. Achieving such change is clearly more challenging. The implications of these findings for curriculum design and monitoring are discussed.     

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.     

Evaluating a Teaching Module on Ethically Responsible Evidence-Based Practice Decision Making in an Advanced Micro Practice Course

ABSTRACT

This article adds to the growing body of literature on the use of evidence-based practice (EBP) in social work. Specifically, it examines a 9-hour EBP educational model designed to prepare MSW students for appropriate decision-making strategies in working with multicultural client populations. The model places emphasis on identification and application of critical thinking skills for micro- and mezzo-level practice in urban social work systems. It moves beyond traditional research approaches and emphasizes community-based and emic approaches for generating evidence appropriate for ethnic minority populations. Students’ written assignments (N = 80) demonstrated the model’s pedagogical value as a learning strategy for applying EBP. Students’ evaluations demonstrated the model’s value in sensitizing students to the importance of becoming ethically responsible research consumers.     

“No One Talked About It”: Social Work Field Placements and Sexual Harassment

ABSTRACT

Increasing student safety is an important part of Title IX compliance for colleges and universities. Sexual harassment is an all too common experience for college students, although little is known about incidences in social work field placements. The extent of training and preparation received by students from social work program and field instructors is also unknown. This study explores the extent of training and knowledge about sexual harassment in social work field placements from a sample of 535 BSW and MSW students. Only 51% of social work students received training about sexual harassment, with 21% receiving training from their school’s field office. Participants who had received training felt more prepared to address safety concerns in field. Implications for social work education are discussed.     

American Indian Lesbians and Gays

Abstract

This article is a study of American Indian lesbians and gays. Using interview content, this study helps practitioners understand these virtually unstudied individuals. Interview data are compared to reports in the literature in an effort to understand how American Indian lesbians and gays are similar to and different from other lesbians and gays. Implications about future research and social work practice with American Indian lesbians and gays are discussed.     

Debunking macro myths: findings from recent graduates about jobs,salaries, and skills

Research suggests that interest in macro social work practice is declining, a trend that has been well documented in the United States. Studies find that social work educators and practitioners may foster beliefs among MSW students that discredit macro practice and associated skills while asserting macro graduates are likely to face poorer employment prospects and lower salaries than micro counterparts as they start their careers. This study builds on and extends this literature by examining 27 skills in their current job using a five-point Likert-type scale among the early career trajectory of MSW alumni (N = 182) who graduated between 2008 and 2012 from a public social work institution in the southeastern United States. The skills included in the survey, as well as decisions about how to group them into scales, were made based on theoretical links between the skills by macro faculty members. Findings highlight the use of macro practice skills regardless of concentration focus, no differences in salary, or the time it takes to find employment between micro and macro alumni. Implications for social work education are discussed.     

Seeing the Same Thing Differently: Program Director,Faculty, and Student Perceptions of MSW LGBT Competence

ABSTRACT

This exploratory study examined MSW education’s organizational-level lesbian, gay, bisexual, and transgender (LGBT) competence. Data were gathered from a sample of MSW program directors, faculty members, and students (N=1385) from 34 MSW programs in the United States. Hierarchical linear modeling analyzed differences in perceptions of organizational LGBT competence between MSW programs and among participants in the same program. Results showed organizational LGBT competence varied significantly among MSW programs and indicated program directors, faculty members, and students had different perceptions of the competence of their shared program. Specifically, directors rated the LGBT competence of their program higher than faculty, and faculty rated their program higher than students did. Implications for research and suggestions for social work education are discussed.     

From the Editor

This article presents qualitative insights into the roles of master of social work programs in developing student practice interests in working with people with developmental disabilities (DD). Semistructured in-depth interviews were conducted with 24 MSW social workers practicing in the field of DD in the northeastern United States. Participants discussed personal and professional rewards of practice with people with DD, what they want MSW students to know about working with people with DD, current opportunities in the DD field, their MSW coursework and fieldwork experiences, and ways MSW programs could further develop student interest in working with people with DD. Implications of the findings for MSW programs are discussed.     

Teaching Note—Creating an Integrative Research Learning Environment for BSW and MSW Students

ABSTRACT

Research courses are often the least popular among BSW and MSW students because the connection between social work practice and research is not always evident. This teaching note introduces the structure of the Social Work integrative Research Lab (SWiRL), which was implemented in a social work program without a doctoral program at a large public university. SWiRL offers students opportunities to engage meaningfully in a variety of social work research projects using a framework of nested mentoring. Students gain hands-on research experience while they develop confidence, leadership, and mentoring skills within this structure. The authors discuss recommendations for other social work programs that do not have doctoral education or an established research environment.     

Education for Cross-Cultural Social Work Practice

Abstract

Little attention has been given to the needs of international and American social work students who are preparing for direct practice outside of the United States. A preliminary model of cross-cultural social work practice is described as the basis for a course in direct social work practice in international settings.     

Motivations to become a master in social work: a typology of students

ABSTRACT

In the field of social work education, many studies address students’ motivations to become social workers. Most of these studies focus on bachelor‘s students in social work and confirm that altruistic and expressive motivations underlie students’ decisions to enter the social work profession. However, few studies focus on students earning a Master in Social Work (MSW). The purpose of this paper is to explore why students want to earn a master’s degree in social work. An online questionnaire was developed, and the results of six focus group discussions were used. The sample includes 116 graduates from the past 8 years and current students from the MSW programme at the University of Antwerp. We use exploratory factor analysis and identify two types of motivation. In line with earlier studies, we find that the first type is an expressive motivation. These students want to learn more about poverty and social justice and are motivated to improve the life conditions of vulnerable target groups. The second type is an instrumental motivation. These students are oriented towards the development of their professional careers.     

An empirical assessment of writing and research proficiency in HBCU social work students

ABSTRACT

Lack of proficiency in writing and research among social work students has increasingly concerned social work educators and practitioners. Given the significance of written communication with clients and emphasis on evidence-based practice in the field of social work, it is critical to assess students’ competence in both writing and research. However, deficit-based approaches to assessing writing and research competence have disadvantaged students at historically black colleges and universities (HBCUs). This pilot study aims to assess writing and research proficiency of HBCU master’s of social work (MSW) students through empirical analysis of their capstone papers and surveys from educators to provide implications for developing a writing and research manual for social work programs at HBCUs. Ten capstone papers were randomly selected and qualitatively analyzed; nine faculty and one field supervisor completed the survey, and their respondents were analyzed using cross-case analysis. Analyses of the capstone papers identified two themes for writing and research domains, respectively: (1) weakness in developing statements and lack of knowledge of writing style and (2) plagiarism and lack of understanding of research structure. Moreover, analyses of the surveys revealed four themes regarding assessment of writing and research skills among students struggling with basic writing mechanics, indicating that HBCU MSW students may have potential and capacity for learning, as evidenced by their ideas and critical thinking skills. These findings suggest both teaching- and research-oriented programs could employ the proposed writing and research assessment manual, as well as a writing and research lab/center for improving writing and research skills among their students.     

Choice of Social Work as a Career: Possible Influences

Abstract

Little is known about why students choose social work for a career. Certain life events in the family of origin may exert a compelling influence, though other factors are certainly involved. This study examines the influence of selected life events and such factors as prior employment, volunteering, and influential persons via a survey of 415 social work students and a comparison group of 203 nonsocial work students. Social work students were more likely to report problems such as alcoholism and emotional illness within their families of origin and to attribute these experiences to their choice of career.     

Exploring MSW students’ and social workers’ orientation toward the evidence-based practice process

The aim of this exploratory study was to assess whether practicing social workers currently enrolled in Master Social Work (MSW) programs (hereafter referred to as MSW students) were more oriented to the evidence-based practice (EBP) process and more engaged in it than practicing social workers who are not currently enrolled in MSW programs (hereafter referred to as social workers) in the Netherlands. Data were collected from MSW students (n = 32) and from social workers (n = 341) using the EBP Process Assessment Scale. MSW students reported a stronger orientation toward the EBP process, more positive attitudes toward EBP, more familiarity with EBP and more intentions to engage in EBP than social workers did, however, they were less positive about the feasibility of implementing EBP in practice. These preliminary results suggest that there are grounds for optimism about MSW students’ acceptance of and engagement in the EBP process. Implications for social work education are discussed.