DOING WELL BY DOING GOOD:

The popular assumption that volunteer work helps people get good jobs is tested using panel data from the Young Women's Module of the National Longitudinal Survey of Labor Market Experience. Volunteering while a young adult has no effect on whether women will be working for pay eighteen years later, but it has a positive effect on the occupational status of those who are. Length of time spent in the labor force between early adulthood and middle age suppresses the positive effect of volunteering on occupational status. A separate analysis of women who display more commitment to working for pay by being in the labor force in both 1973 and 1991 shows the same positive effect of volunteer work on occupational status.     

A STUDY OF BACCALAUREATE SOCIAL WORK STUDENTS' BELIEFS ABOUT THE INCLUSION OF RELIGIOUS AND SPIRITUAL CONTENT IN SOCIAL WORK

This exploratory quantitative study employs a 4-page Religion/Spirituality and Social Work Questionnaire that focuses on the beliefs and perceptions of 324 undergraduate social work students in 7 Council on Social Work Education–accredited schools of social work in the state of Texas about the role of religion and spirituality in social work practice and education. The vast majority of students in this sample (80.6%) are practicing Christians who have strong personal religious/spiritual beliefs and are relatively open to incorporating at least some religious/spiritual content into their practice with clients. More than 82% indicate that they want their social work courses to include content on religious/spiritual diversity, and 87.6% indicate interest in content on how to effectively deal with religious/spiritual issues in practice.     

SOCIAL WORK SCHOLARS' REPRESENTATION OF RAWLS: A CRITIQUE

Although Rawls is the most cited social justice theorist in social work, he is not always accurately represented in the literature. To clarify this claim, the author reviews social work scholars' views about social justice, shows social work scholars' representation of Rawls, and highlights aspects of Rawls' theory of social justice. The author's critique reveals that there have been and continue to be more differences than similarities between Rawls and social work scholars. Consequently, the article recommends revising the social work knowledge-base in relation to social justice and Rawls so that his ideas are authentically represented in future social work education and scholarship.     

INTEREST IN WORKING WITH THE ELDERLY: A CROSS-NATIONAL STUDY OF GRADUATING SOCIAL WORK STUDENTS

The article presents a cross-national study of social work students' interest in working with the elderly, based on a sample of 679 graduating BSW students from 7 countries: Australia, Brazil, England, Germany, Hungary, Israel, and the United States. The findings among all the national cohorts show that the motivation to work with the elderly was lower than motivation to work with any other age group and, moreover, that it was equally low in most of the countries. They indicate that low motivation to work with the elderly is not limited to 1 or 2 countries but exists in various parts of the globe. The findings support the growing concern that the social work profession may not be able to meet its obligations to the aging society.     

A QUALITATIVE STUDY OF IMMIGRATION POLICY AND PRACTICE DILEMMAS FOR SOCIAL WORK STUDENTS

Effective social work education that promotes social justice requires expanded curricular models and creative pedagogical approaches. This article presents a curricular case study demonstrating the use of current events to enhance both implicit and explicit curricula. How the cultural crisis of Hurricane Katrina was used to engender transformative learning for both students and teachers is described. Practical tools and resources that can be adapted by educators to incorporate other current events into their teaching-learning are provided. A critique of the process and suggestions for future implementation are discussed. Student perspectives illustrate the effectiveness of this pedagogical approach to provide transformative learning that promotes social justice.     

SOCIAL ISOLATION OF THE URBAN POOR:

We focus on the effects of race, class, and neighborhood on social isolation. Using data from households in Atlanta, Georgia, we compare poor and nonpoor African Americans to nonpoor whites on two types of social ties and the social resources inherent in those ties. We find that poverty has an important influence on the social resources available to African Americans in and outside of their household. Poor blacks are less likely than other blacks and nonpoor whites to live with another adult, to have even one person outside the household with whom they discuss important matters (a discussion partner), or to have a college-educated person in their discussion network. Higher neighborhood poverty reduces the size of the discussion network for whites and blacks and affects the probabilities of having any kind of social contacts. Important for the social isolation thesis is our finding that among African Americans, living in a very poor neighborhood increases social isolation and reduces access to social resources via one's network of close ties.     

DOING THERAPY: A POST-STRUCTURAL RE-VISION*

The purpose of this essay is to develop a way to look at doing therapy based on (a) Wittgenstein's concept of “language game”; (b) the relationship between Wittgenstein's “private language” argument, language games, and constructivism; and (c) post-structural thinking about language, how therapy works within language, and how language works within therapy. Case material is used to illustrate the usefulness of this approach.     

CAREER DECISIONS AND EXPERIENCES OF SOCIAL WORK FACULTY: A GENDER COMPARISON

This study uses quantitative and qualitative findings from a mail and online questionnaire to examine the experiences and perspectives of 76 doctoral-degreed social work faculty about the factors that affected their career decisions. The authors discuss similarities and differences between women and men in job-related decision making. Respondent perceptions of gender-related barriers and organizational supports when working toward career goals are presented and implications for social work education programs are explored.     

THE LONG GONE PROMISE OF SOCIAL WORK

The article analyses one case: a sickness benefit office in a social services department. It takes as a starting point that organisations function as projection surfaces for fantasies, emotions and reactions. The psycho‐societal perspective clarifies how a social services department transfers a crucial dilemma in social work onto social workers by processes of individualising. The dilemma relates to the disparity between clients' complex life situations and the limited possibilities for social workers to resolve them. There is an ambiguity in this transference. In cases of failure, management seeks explanations not by looking at possible organisational or societal restrictions or explanations, but rather at the social workers' personal and professional life histories—they are subjected to a life historic individualisation and stigmatisation.1 The data for the case study have been collected as part of a larger survey of learning spaces in social work: a joint research project on qualifications and skills development within social welfare for the Institute of Local Government Studies financed by the Ministry of Social Affairs. The first section charts and analyses the scope and nature of educational and vocational activities, and illustrates staff and manager assessments of qualifications in relation to work duties. In the second part, the emphasis is on opportunities and barriers to learning in working life based on staff and manager assessments. The empirical material consisted of a minor observational study of different case meetings at a selection of three workplaces at the start of 2002: a sickness benefit office, a children's and young persons' department in a social department, and a county residential home. In the same period, individual and group interviews were carried out with a total of 21 staff members and eight managers at the workplaces in question. Social workers, on the other hand, display ambivalence towards influencing case administrative work, which can be interpreted as an adequate defence mechanism. The article then introduces the concept of individualisation that reflects the dialectic processes of subjectivity and objectivity and leads to a contextualised analysis of social work.     

DIRTY OLD WOMEN: BUCK BROWN'S CARTOONS*

Une portion importante des écrits contemporains féministes étudie des mythes au sujet de la femme. L'analyse des mythes oraux classiques et l'analyse des mythes littéraires et des images de la femme dans la presse, la radio, et la télévision contribuent à une compréhension de l'élaboration des stéréotypes masculin/féminin dans notre société. L'article analyse une série de caricatures portant sur une ‘dirty old woman’ qui ont paru dans la revue Playboy. Myths about women are examined in an important segment of contemporary feminist writings. Analyses of classical oral myths, of literary myths, and of images of women in the press, radio, and television contribute to our understanding of the construction of male/female stereotypes in our society. This paper analyses a series of cartoons in Playboy magazine which focus on a ‘dirty old woman.’     

PRACTITIONERS' UNDERSTANDINGS OF SPIRITUALITY: IMPLICATIONS FOR SOCIAL WORK EDUCATION

Over the past 2 decades the topic of spirituality and its relationship to the social work profession has taken its place as a significant and important part of the agenda for social work research, education, and practice. In this article we discuss the results of a qualitative study that addresses how a group of social work practitioners defined spirituality and the implications of these findings specifically for social work education. Based on findings from a thematic analysis of interviews with 20 social workers, we explore the usefulness of the term spirituality in social work education and the importance of student engagement in a self-awareness process related to spirituality. A template to initiate discussion of these issues for use in the classroom is proposed.     

COMPARING THREE MODES OF INSTRUCTION IN A GRADUATE SOCIAL WORK PROGRAM

Educational outcomes are compared for students taking a social work administration course in 3 formats: traditional, Internet, and hybrid. The traditional group had face-to-face instruction, whereas the Internet students received all instruction through the Internet. The hybrid students had a balance between the 2. Course readings and assignments were the same for each group. The results indicated no difference among these 3 groups in knowledge gain, course content self-efficacy gain, or student satisfaction. These data add to the growing body of research suggesting that online instruction achieves outcomes comparable with the traditional format.